Cyberbullying: Responsibility, Concerns and Personal Experiences of School-based Speech-Language Pathologists

Abstract

This study examined the perceived responsibility and concerns about cyberbullying of 1,884 schoolbased speech-language pathologists (SLPs) in the United States. Factor analysis of a newly developed scale for SLPs and cyberbullying was conducted. Four factors accounting for 62.4% of the total variance were labeled 1) SLPs’ roles and responsibilities, 2) Schools’ roles and responsibilities, 3) SLPs’ knowledge and confidence, and 4) Student behaviors and responses. Results showed a majority of SLPs reported cyberbullying was problematic; expressed concerns about the negative impact; endorsed schools taking responsibility, leadership and action for activities and assisting victims. In contrast, a minority of SLPs reported confidence in identifying or managing cyberbullying; satisfaction with current continuing education; and any role in addressing cyberbullying in their own treatment sessions. Two groups of SLPs were created based on whether or not students disclosed directly to them any type of bullying incidents, including cyberbullying. Significant differences were found on 9 of the 26 items between the groups. SLPs reporting students disclosing to them about bullying were stronger advocates for involvement in bullying issues. The data should be valuable to pre-service and in-service educators designing training programs. Results should assist school counselors, administrators and leaders implementing effective school-wide cyberbullying initiatives.