Annalaura Nocentini, J. Calmaestra, Anja Schultze-Krumbholz, H. Scheithauer, R. Ortega, E. Menesini
Abstract This study aims to examine students' perception of the term used to label cyberbullying, the perception of different forms and behaviours (written, verbal, visual, exclusion and impersonation) and the perception of the criteria used for its definition (imbalance of power, intention, repetition, anonymity and publicity) in three different European countries: Italy, Spain and Germany. Seventy adolescents took part in nine focus groups, using the same interview guide across countries. Thematic analysis focused on three main themes related to: (1) the term used to label cyberbullying, (2) the different behaviours representing cyberbullying, (3) the three traditional criteria of intentionality, imbalance of power and repetition and the two new criteria of anonymity and publicity. Results showed that the best word to label cyberbullying is ‘cyber-mobbing’ (in Germany), ‘virtual’ or ‘cyber-bullying’ (in Italy), and ‘harassment’ or ‘harassment via Internet or mobile phone’ (in Spain). Impersonation cannot be considered wholly as cyberbullying behaviour. In order to define a cyberbullying act, adolescents need to know whether the action was done intentionally to harm the victim, the effect on the victim and the repetition of the action (this latter criterion evaluated simultaneously with the publicity). Information about the anonymity and publicity contributes to better understand the nature and the severity of the act, the potential effects on the victim and the intentionality.
{"title":"Cyberbullying: Labels, Behaviours and Definition in Three European Countries","authors":"Annalaura Nocentini, J. Calmaestra, Anja Schultze-Krumbholz, H. Scheithauer, R. Ortega, E. Menesini","doi":"10.1375/ajgc.20.2.129","DOIUrl":"https://doi.org/10.1375/ajgc.20.2.129","url":null,"abstract":"Abstract This study aims to examine students' perception of the term used to label cyberbullying, the perception of different forms and behaviours (written, verbal, visual, exclusion and impersonation) and the perception of the criteria used for its definition (imbalance of power, intention, repetition, anonymity and publicity) in three different European countries: Italy, Spain and Germany. Seventy adolescents took part in nine focus groups, using the same interview guide across countries. Thematic analysis focused on three main themes related to: (1) the term used to label cyberbullying, (2) the different behaviours representing cyberbullying, (3) the three traditional criteria of intentionality, imbalance of power and repetition and the two new criteria of anonymity and publicity. Results showed that the best word to label cyberbullying is ‘cyber-mobbing’ (in Germany), ‘virtual’ or ‘cyber-bullying’ (in Italy), and ‘harassment’ or ‘harassment via Internet or mobile phone’ (in Spain). Impersonation cannot be considered wholly as cyberbullying behaviour. In order to define a cyberbullying act, adolescents need to know whether the action was done intentionally to harm the victim, the effect on the victim and the repetition of the action (this latter criterion evaluated simultaneously with the publicity). Information about the anonymity and publicity contributes to better understand the nature and the severity of the act, the potential effects on the victim and the intentionality.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124032818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-12-01DOI: 10.1017/s1037291100003423
{"title":"JGC volume 20 issue 2 Cover and Back matter","authors":"","doi":"10.1017/s1037291100003423","DOIUrl":"https://doi.org/10.1017/s1037291100003423","url":null,"abstract":"","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123213076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Bullying in all its forms, including cyberbullying, is a continuing problem in schools. Given the severe consequences it can have on students (socially, psychologically and physically) it is not surprising that a number of intervention programs have been developed, with most advocating a whole-school approach. The current study compared students' self-reports on bullying between schools with and without a Philosophy for Children (P4C) approach. A sample of 35 students in the P4C school and a matched sample of 35 students in other schools between the ages of 10 and 13 completed the Student Bullying Survey. Results indicated that while there were significant differences in incidences of face-to-face bullying, there were similar results from both cohorts in relation to cyberbullying. Both groups of students felt that teachers were more likely to prevent face-to-face bullying than cyberbullying. Findings indicate that teachers and guidance counsellors need to be as overt in teaching strategies about cyberbullying as they are in teaching strategies about reducing face-to-face bullying.
{"title":"Cyberbullying Prevention: One Primary School's Approach","authors":"Donna Tangen, M. Campbell","doi":"10.1375/ajgc.20.2.225","DOIUrl":"https://doi.org/10.1375/ajgc.20.2.225","url":null,"abstract":"Abstract Bullying in all its forms, including cyberbullying, is a continuing problem in schools. Given the severe consequences it can have on students (socially, psychologically and physically) it is not surprising that a number of intervention programs have been developed, with most advocating a whole-school approach. The current study compared students' self-reports on bullying between schools with and without a Philosophy for Children (P4C) approach. A sample of 35 students in the P4C school and a matched sample of 35 students in other schools between the ages of 10 and 13 completed the Student Bullying Survey. Results indicated that while there were significant differences in incidences of face-to-face bullying, there were similar results from both cohorts in relation to cyberbullying. Both groups of students felt that teachers were more likely to prevent face-to-face bullying than cyberbullying. Findings indicate that teachers and guidance counsellors need to be as overt in teaching strategies about cyberbullying as they are in teaching strategies about reducing face-to-face bullying.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133853795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study examined definitions and concepts of cyberbullying. It identified words, terms and definitions used for negative acts on the internet and mobile phones across different age groups in the United Kingdom. Young people and adults' (N = 32; age = 8–54) constructs and perceptions of negative online behaviours were also reported. Focus groups and individual interviews were employed using qualitative triangulation: Thematic Analysis and Interpretative Phenomenological Analysis. The study examined current definitions and concepts of cyberbullying and how these differ in its findings; and considered different ways to foster positive online behaviour for the context of practitioners. The concept of cyber-aggression is used to describe a wide range of behaviours other than cyberbullying. The findings indicate that there is a need to include a broader definition in line with the current trend of a range of behaviours that are common with internet and mobile phone usage.
{"title":"Cyber-Aggression: Definition and Concept of Cyberbullying","authors":"D. Grigg","doi":"10.1375/ajgc.20.2.143","DOIUrl":"https://doi.org/10.1375/ajgc.20.2.143","url":null,"abstract":"Abstract This study examined definitions and concepts of cyberbullying. It identified words, terms and definitions used for negative acts on the internet and mobile phones across different age groups in the United Kingdom. Young people and adults' (N = 32; age = 8–54) constructs and perceptions of negative online behaviours were also reported. Focus groups and individual interviews were employed using qualitative triangulation: Thematic Analysis and Interpretative Phenomenological Analysis. The study examined current definitions and concepts of cyberbullying and how these differ in its findings; and considered different ways to foster positive online behaviour for the context of practitioners. The concept of cyber-aggression is used to describe a wide range of behaviours other than cyberbullying. The findings indicate that there is a need to include a broader definition in line with the current trend of a range of behaviours that are common with internet and mobile phone usage.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114213552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-12-01DOI: 10.1017/s1037291100003411
{"title":"JGC volume 20 issue 2 Cover and Front matter","authors":"","doi":"10.1017/s1037291100003411","DOIUrl":"https://doi.org/10.1017/s1037291100003411","url":null,"abstract":"","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116108722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review(s) of: 'Relationship Counselling for Children, Young People and Families', by Kathryn Geldard and David Geldard, (2009). London: SAGE. ISBN 9781847875518.
{"title":"Relationship Counselling for Children, Young People and Families [Book Review]","authors":"L. Baker","doi":"10.1375/AJGC.20.2.235","DOIUrl":"https://doi.org/10.1375/AJGC.20.2.235","url":null,"abstract":"Review(s) of: 'Relationship Counselling for Children, Young People and Families', by Kathryn Geldard and David Geldard, (2009). London: SAGE. ISBN 9781847875518.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"518 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116172986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Despite significant overlaps between victim status in traditional forms of bullying and cyberbullying, and qualitative results about self-reported reasons for cyberbullying, the role of revenge and retaliation as a motive to engage in acts of cyberbullying has not yet been examined systematically. As a first step, this study investigates whether and to what extent traditional victims, when they become cyberbullies, actually choose their former (traditional) perpetrators as targets of their own cyberbullying behavior. Furthermore, the impact of individual differences in relevant traits, such as vengefulness and justice sensitivity, on the choice of cybervictims is examined. Data from 473 students were collected via an online survey. Of these, 149 were identified as traditional victims/cyberbullies. Results show that traditionally bullied students indeed tend to choose their former perpetrators as cybervictims, and that individual differences play a role in the choice of their victims. Implications for further research, as well as for interventions and prevention programmes, are discussed.
{"title":"Cyberbullying as an Act of Revenge?","authors":"A. König, M. Gollwitzer, G. Steffgen","doi":"10.1375/ajgc.20.2.210","DOIUrl":"https://doi.org/10.1375/ajgc.20.2.210","url":null,"abstract":"Abstract Despite significant overlaps between victim status in traditional forms of bullying and cyberbullying, and qualitative results about self-reported reasons for cyberbullying, the role of revenge and retaliation as a motive to engage in acts of cyberbullying has not yet been examined systematically. As a first step, this study investigates whether and to what extent traditional victims, when they become cyberbullies, actually choose their former (traditional) perpetrators as targets of their own cyberbullying behavior. Furthermore, the impact of individual differences in relevant traits, such as vengefulness and justice sensitivity, on the choice of cybervictims is examined. Data from 473 students were collected via an online survey. Of these, 149 were identified as traditional victims/cyberbullies. Results show that traditionally bullied students indeed tend to choose their former perpetrators as cybervictims, and that individual differences play a role in the choice of their victims. Implications for further research, as well as for interventions and prevention programmes, are discussed.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128025878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although several previous scales have been developed to measure the presence and effects of the stressful demands encountered by university students, most of these have been validated with samples drawn from US universities, commonly using only undergraduate psychology students. In addition, many of the items used are from scales designed for application within general adult populations, with little focus upon the specific stressors met by students. In order to identify what are the major changes these students encounter that they find stressful, a sample of 32 university students from different degree areas within an Australian university was individually interviewed using a standardised protocol. Results indicated that (unlike US data) these students found dislocation to family, friend and partner relationships most stressful, followed by the time demands of study and financial restrictions. Limitations of the study, future research directions and implications for counsellors are discussed.
{"title":"What stresses university students: An interview investigation of the demands of tertiary studies","authors":"V. Bitsika, C. Sharpley, Vira Rubenstein","doi":"10.1375/AJGC.20.1.41","DOIUrl":"https://doi.org/10.1375/AJGC.20.1.41","url":null,"abstract":"Although several previous scales have been developed to measure the presence and effects of the stressful demands encountered by university students, most of these have been validated with samples drawn from US universities, commonly using only undergraduate psychology students. In addition, many of the items used are from scales designed for application within general adult populations, with little focus upon the specific stressors met by students. In order to identify what are the major changes these students encounter that they find stressful, a sample of 32 university students from different degree areas within an Australian university was individually interviewed using a standardised protocol. Results indicated that (unlike US data) these students found dislocation to family, friend and partner relationships most stressful, followed by the time demands of study and financial restrictions. Limitations of the study, future research directions and implications for counsellors are discussed.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124945346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adolescence is believed to be a highly problematic period when depression is prevalent. This study aims to investigate the relationship between adolescents' depression states and their feelings of guilt and shame in respect to gender, age, school performance and parental education levels. The participants consisted of 187 teenagers; 88 (47.1%) girls and 99 (52.9%) boys. Beck's Depression Inventory (BDI), the Guilt and Shame Scale (GES, S， ahin), and a personal information form developed by the researcher were used as instruments. The study found a relationship between guilt and shame, that levels of depression were higher in 17-year-olds, and also that levels of depression, guilt and shame were found to be higher in girls than in boys. There was also a negative relationship seen between increased guilt and shame, and a decrease in mothers' education level.
{"title":"The Relationship Between the Secondary School Students' Depression States and Their Feelings of Guilt and Shame","authors":"Nurten Sargın","doi":"10.1375/AJGC.20.1.31","DOIUrl":"https://doi.org/10.1375/AJGC.20.1.31","url":null,"abstract":"Adolescence is believed to be a highly problematic period when depression is prevalent. This study aims to investigate the relationship between adolescents' depression states and their feelings of guilt and shame in respect to gender, age, school performance and parental education levels. The participants consisted of 187 teenagers; 88 (47.1%) girls and 99 (52.9%) boys. Beck's Depression Inventory (BDI), the Guilt and Shame Scale (GES, S， ahin), and a personal information form developed by the researcher were used as instruments. The study found a relationship between guilt and shame, that levels of depression were higher in 17-year-olds, and also that levels of depression, guilt and shame were found to be higher in girls than in boys. There was also a negative relationship seen between increased guilt and shame, and a decrease in mothers' education level.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126962629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Most children with autism exhibit a variety of behaviours, which may create considerable stress in families. Parents of children with autism have to learn many strategies to support their children. Understanding the experiences of parents of autistic children is crucial in the design and delivery of the appropriate counselling services. The present study attempted to investigate the impact of having an autistic child on the lives of Turkish mothers. For this aim, a Consensual Qualitative Research (CQR) Approach was followed. Semi-structured interviews were conducted with 13 mothers of autistic children. The interview questions were designed to investigate many facets of the mothers' experiences. For the data analysis, steps of CQR were followed, namely transcription of data, identification of main domains and core ideas, identification of categories and subcategories, and cross analysis. The analyses resulted in a variety of domains such as the reactions to the disability of the child, experience of stress and burnout, involvement with the education of the child, and evaluation of the facilities of the special education centre. Recommendations for guidance and counselling were drawn based on the categories of each domain.
{"title":"A Qualitative Approach to Understanding Turkish Mothers of Children With Autism: Implications for Counselling","authors":"Selda Koydemir-Ozden, Ülkü Tosun","doi":"10.1375/AJGC.20.1.55","DOIUrl":"https://doi.org/10.1375/AJGC.20.1.55","url":null,"abstract":"Most children with autism exhibit a variety of behaviours, which may create considerable stress in families. Parents of children with autism have to learn many strategies to support their children. Understanding the experiences of parents of autistic children is crucial in the design and delivery of the appropriate counselling services. The present study attempted to investigate the impact of having an autistic child on the lives of Turkish mothers. For this aim, a Consensual Qualitative Research (CQR) Approach was followed. Semi-structured interviews were conducted with 13 mothers of autistic children. The interview questions were designed to investigate many facets of the mothers' experiences. For the data analysis, steps of CQR were followed, namely transcription of data, identification of main domains and core ideas, identification of categories and subcategories, and cross analysis. The analyses resulted in a variety of domains such as the reactions to the disability of the child, experience of stress and burnout, involvement with the education of the child, and evaluation of the facilities of the special education centre. Recommendations for guidance and counselling were drawn based on the categories of each domain.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132596391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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