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Chantal Faucher
Simon Fraser University

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Journal article
Published: 20 August 2020 in European Journal of Investigation in Health, Psychology and Education
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This paper discusses solutions to cyberbullying posed by post-secondary students from four Canadian universities. The qualitative data used in this analysis were drawn from one open-ended question on an online student survey completed by 1458 undergraduate students, as well as 10 focus group transcripts involving a total of 36 students. Seven key themes emerged: awareness and education; policy; protecting one’s privacy; technology-based solutions; empowering better choices and responses; university culture; and disciplinary measures. The findings show that post-secondary institutions need to make preventing and curtailing cyberbullying more of a priority within their campus communities, including engaging in responsive consultation with key stakeholder groups, such as students, to develop meaningful solutions.

ACS Style

Chantal Faucher; Wanda Cassidy; Margaret Jackson. Awareness, Policy, Privacy, and More: Post-Secondary Students Voice Their Solutions to Cyberbullying. European Journal of Investigation in Health, Psychology and Education 2020, 10, 795 -815.

AMA Style

Chantal Faucher, Wanda Cassidy, Margaret Jackson. Awareness, Policy, Privacy, and More: Post-Secondary Students Voice Their Solutions to Cyberbullying. European Journal of Investigation in Health, Psychology and Education. 2020; 10 (3):795-815.

Chicago/Turabian Style

Chantal Faucher; Wanda Cassidy; Margaret Jackson. 2020. "Awareness, Policy, Privacy, and More: Post-Secondary Students Voice Their Solutions to Cyberbullying." European Journal of Investigation in Health, Psychology and Education 10, no. 3: 795-815.

Journal article
Published: 28 November 2018 in Social Sciences
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This article presents findings related to the role parents can play in the prevention of cyberbullying and the promotion of cyber-kindness. The findings are drawn from a study conducted at a private school in Western Canada, involving 177 student survey participants in Grades 8 through 10 (including both day students and boarding students) and interviews with 15 educators employed at the same school. Findings relate to parental supervision of computer usage, students’ willingness to inform parents about cyberbullying, and how students and educators view the role of parents in relation to the prevention of cyberbullying and the promotion of cyber-kindness. Education, dialogue, relationship strengthening, computer usage monitoring, and partnerships between schools and parents are emphasized as solutions, which are highly consistent with the existing research literature on this topic. Additionally, the study reveals the particular vulnerability of boarding students to cyberbullying victimization and perpetration.

ACS Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. What Parents Can Do to Prevent Cyberbullying: Students’ and Educators’ Perspectives. Social Sciences 2018, 7, 251 .

AMA Style

Wanda Cassidy, Chantal Faucher, Margaret Jackson. What Parents Can Do to Prevent Cyberbullying: Students’ and Educators’ Perspectives. Social Sciences. 2018; 7 (12):251.

Chicago/Turabian Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. 2018. "What Parents Can Do to Prevent Cyberbullying: Students’ and Educators’ Perspectives." Social Sciences 7, no. 12: 251.

Book chapter
Published: 31 August 2018 in Cyberbullying at University in International Contexts
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ACS Style

Margaret Jackson; Chantal Faucher; Wanda Cassidy. What’s policy got to do with it? Cyberbullying at University in International Contexts 2018, 198 -211.

AMA Style

Margaret Jackson, Chantal Faucher, Wanda Cassidy. What’s policy got to do with it? Cyberbullying at University in International Contexts. 2018; ():198-211.

Chicago/Turabian Style

Margaret Jackson; Chantal Faucher; Wanda Cassidy. 2018. "What’s policy got to do with it?" Cyberbullying at University in International Contexts , no. : 198-211.

Book chapter
Published: 31 August 2018 in Cyberbullying at University in International Contexts
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ACS Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. Introduction. Cyberbullying at University in International Contexts 2018, 1 -6.

AMA Style

Wanda Cassidy, Chantal Faucher, Margaret Jackson. Introduction. Cyberbullying at University in International Contexts. 2018; ():1-6.

Chicago/Turabian Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. 2018. "Introduction." Cyberbullying at University in International Contexts , no. : 1-6.

Book chapter
Published: 31 August 2018 in Cyberbullying at University in International Contexts
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This chapter offers a gendered analysis of experiences with cyberbullying reported by university students and faculty based on the power dynamics that characterize the post-secondary context. The gender differences that emerge help to carve out a clearer understanding about cyberbullying behaviour at the university level. A number of theoretical frameworks have attempted to account for gender differences with respect to cyberbullying. Work on gender and cyberbullying in elementary and secondary schools has adopted the frames of relational aggression for girls and cognitive and affective deficits for boys. The chapter briefly outlines the methods employed in examination of cyberbullying among post-secondary students and faculty, followed by a summary of the findings, and their analysis in relation to the lens of power. Cyberbullying is inscribed within the context and may merely be the newest manifestation of power relations and gender inequality in the post-secondary context.

ACS Style

Chantal Faucher; Wanda Cassidy; Margaret Jackson. Power in the tower. Cyberbullying at University in International Contexts 2018, 66 -79.

AMA Style

Chantal Faucher, Wanda Cassidy, Margaret Jackson. Power in the tower. Cyberbullying at University in International Contexts. 2018; ():66-79.

Chicago/Turabian Style

Chantal Faucher; Wanda Cassidy; Margaret Jackson. 2018. "Power in the tower." Cyberbullying at University in International Contexts , no. : 66-79.

Book chapter
Published: 31 August 2018 in Cyberbullying at University in International Contexts
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ACS Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. “You need a thick skin …”. Cyberbullying at University in International Contexts 2018, 112 -125.

AMA Style

Wanda Cassidy, Chantal Faucher, Margaret Jackson. “You need a thick skin …”. Cyberbullying at University in International Contexts. 2018; ():112-125.

Chicago/Turabian Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. 2018. "“You need a thick skin …”." Cyberbullying at University in International Contexts , no. : 112-125.

Book chapter
Published: 31 August 2018 in Cyberbullying at University in International Contexts
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ACS Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. Reflections and conclusions. Cyberbullying at University in International Contexts 2018, 218 -224.

AMA Style

Wanda Cassidy, Chantal Faucher, Margaret Jackson. Reflections and conclusions. Cyberbullying at University in International Contexts. 2018; ():218-224.

Chicago/Turabian Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. 2018. "Reflections and conclusions." Cyberbullying at University in International Contexts , no. : 218-224.

Book part
Published: 10 May 2018 in Bullying, Cyberbullying and Student Well-Being in Schools
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ACS Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson; Peter K. Smith; Suresh Sundaram; Barbara A. Spears; Catherine Blaya; Mechthild Schäfer; Damanjit Sandhu. Looking below the Surface. Bullying, Cyberbullying and Student Well-Being in Schools 2018, 317 -335.

AMA Style

Wanda Cassidy, Chantal Faucher, Margaret Jackson, Peter K. Smith, Suresh Sundaram, Barbara A. Spears, Catherine Blaya, Mechthild Schäfer, Damanjit Sandhu. Looking below the Surface. Bullying, Cyberbullying and Student Well-Being in Schools. 2018; ():317-335.

Chicago/Turabian Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson; Peter K. Smith; Suresh Sundaram; Barbara A. Spears; Catherine Blaya; Mechthild Schäfer; Damanjit Sandhu. 2018. "Looking below the Surface." Bullying, Cyberbullying and Student Well-Being in Schools , no. : 317-335.

Journal article
Published: 08 August 2017 in International Journal of Environmental Research and Public Health
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This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one’s personal and professional lives, concern for one’s safety, and the impact of authorities’ (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture.

ACS Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators. International Journal of Environmental Research and Public Health 2017, 14, 888 .

AMA Style

Wanda Cassidy, Chantal Faucher, Margaret Jackson. Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators. International Journal of Environmental Research and Public Health. 2017; 14 (8):888.

Chicago/Turabian Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. 2017. "Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators." International Journal of Environmental Research and Public Health 14, no. 8: 888.

Chapter
Published: 25 November 2015 in Cyberbullying Across the Globe
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This chapter offers a gendered analysis of experiences with cyberbullying reported in a sample of 331 faculty members from four Canadian universities. Cyberbullying in higher education can be situated on a continuum between cyberbullying in K-12 education and cyberbullying in the workplace. Numerous commonalities exist between these environments; however, in this chapter, we focus on the power dynamics that characterize the postsecondary context. We also discuss faculty members’ vulnerability to cyberbullying, the impacts they experienced, their perceptions of the problem, and recommended solutions. Results from our online survey showed that 25 % of faculty members had experienced cyberbullying either by students (15 %) and/or by colleagues (12 %) in the last 12 months. Gender differences were apparent, as female respondents were more likely to be targeted by students as well as by colleagues. Females also expressed greater concern about the problem, reported more negative impacts if victimized, were more likely to report the incident, and argued more strenuously for more effective and transparent policies to address cyberbullying on campus. The findings promote a gendered understanding of vulnerability to cyberbullying, which is closely tied to power imbalances among members of the university community. Cyberbullying at the postsecondary level is an understudied area, particularly in terms of cyberbullying towards faculty members.

ACS Style

Wanda Cassidy; Margaret Jackson; Chantal Faucher. Gender Differences and Cyberbullying Towards Faculty Members in Higher Education. Cyberbullying Across the Globe 2015, 79 -98.

AMA Style

Wanda Cassidy, Margaret Jackson, Chantal Faucher. Gender Differences and Cyberbullying Towards Faculty Members in Higher Education. Cyberbullying Across the Globe. 2015; ():79-98.

Chicago/Turabian Style

Wanda Cassidy; Margaret Jackson; Chantal Faucher. 2015. "Gender Differences and Cyberbullying Towards Faculty Members in Higher Education." Cyberbullying Across the Globe , no. : 79-98.

Journal article
Published: 09 August 2015 in Journal of Education and Training Studies
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As research advances in the areas of bullying, cyberbullying, and harassment in various sectors, it is a useful endeavour to consider the connections between research studies conducted in what may appear to be parallel spheres. In this paper, we examine the similarities and differences between research on bullying, harassment, and especially cyberbullying in the K-12, higher education, and general workplace sectors. First, we review the research literature on the nature and extent of these issues, taking into account variations in conceptual definitions, types of experiences, distinctions between different socio-demographic groups, underreporting, and prevalence rates. Next, we consider the range of impacts reported in the different areas. Finally, we examine the solutions proposed within each of these research literatures. Despite some contextual differences between the K-12, higher education, and workplace sectors, there are many commonalities among them in terms of the acts, impacts, and solutions, thus suggesting the need for a more concerted approach to these problems and a cross-pollination of ideas between the sectors for solutions.

ACS Style

Chantal Faucher; Wanda Cassidy; Margaret Jackson. From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace. Journal of Education and Training Studies 2015, 3, 111 -125.

AMA Style

Chantal Faucher, Wanda Cassidy, Margaret Jackson. From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace. Journal of Education and Training Studies. 2015; 3 (6):111-125.

Chicago/Turabian Style

Chantal Faucher; Wanda Cassidy; Margaret Jackson. 2015. "From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace." Journal of Education and Training Studies 3, no. 6: 111-125.

Journal article
Published: 14 April 2015 in Canadian Journal of Higher Education
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This article reports on findings from a scan of 465 policies relevant to the handling of cyberbullying in 74 Canadian universities. It first assesses the commonalities and differences in the policies. Second, it considers how their various lenses—a human rights perspective versus a student conduct perspective, for instance—can affect the directions and outcomes of university responses. The majority of the policies reviewed were codes of student conduct and discipline, policies on electronic communication, and policies on harassment and discrimination. Most of the policies outlined complaint procedures and possible sanctions, but relatively few addressed prevention of unacceptable behaviours. Only about a third made reference to “cyber” behaviours, suggesting that the university policy environment is not current with the information and communication technologies that permeate the daily lives of university students and faculty.

ACS Style

Chantal Faucher; Margaret Jackson; Wanda Cassidy. When Online Exchanges Byte: An Examination of the Policy Environment Governing Cyberbullying at the University Level. Canadian Journal of Higher Education 2015, 45, 102 -121.

AMA Style

Chantal Faucher, Margaret Jackson, Wanda Cassidy. When Online Exchanges Byte: An Examination of the Policy Environment Governing Cyberbullying at the University Level. Canadian Journal of Higher Education. 2015; 45 (1):102-121.

Chicago/Turabian Style

Chantal Faucher; Margaret Jackson; Wanda Cassidy. 2015. "When Online Exchanges Byte: An Examination of the Policy Environment Governing Cyberbullying at the University Level." Canadian Journal of Higher Education 45, no. 1: 102-121.

Research article
Published: 04 November 2014 in Education Research International
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Cyberbullying is an emerging issue in the context of higher education as information and communication technologies (ICT) increasingly become part of daily life in university. This paper presents findings from 1925 student surveys from four Canadian universities. The overall findings are broken down to determine gender similarities and differences that exist between male and female respondents’ backgrounds, ICT usage, experiences with cyberbullying, opinions about the issue, and solutions to the problem. We also examine the continuities between these findings and those of earlier studies on cyberbullying among younger students. Our findings also suggest that gender differences, which do emerge, provide some support for each of the three theoretical frameworks considered for understanding this issue, that is, relational aggression, cognitive-affective deficits, and power and control. However, none of these three models offers a full explanation on its own. The study thus provides information about cyberbullying behaviour at the university level, which has the potential to inform the development of more appropriate policies and intervention programs/solutions to address the gendered nature of this behaviour.

ACS Style

Chantal Faucher; Margaret Jackson; Wanda Cassidy. Cyberbullying among University Students: Gendered Experiences, Impacts, and Perspectives. Education Research International 2014, 2014, 1 -10.

AMA Style

Chantal Faucher, Margaret Jackson, Wanda Cassidy. Cyberbullying among University Students: Gendered Experiences, Impacts, and Perspectives. Education Research International. 2014; 2014 ():1-10.

Chicago/Turabian Style

Chantal Faucher; Margaret Jackson; Wanda Cassidy. 2014. "Cyberbullying among University Students: Gendered Experiences, Impacts, and Perspectives." Education Research International 2014, no. : 1-10.

Review
Published: 08 May 2013 in School Psychology International
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Cyberbullying research is rapidly expanding with many studies being published from around the world in the past five or six years. In this article we review the current international literature published in English, with particular attention to the following themes: The relationship of cyberbullying to the more traditional face-to-face bullying, including differences and similarities; the impacts of cyberbullying on victims, bullies, schools, families, and communities; coping strategies for victims, schools, and parents; and solutions, both effective and ineffective. A focus of this article is evidence-based prevention and intervention strategies, which may be employed by educators, psychological service providers, and by parents to counter the problem of cyberbullying. Here we address the importance of school and home culture, modelling, curriculum development in information and communication technology (ICT) and social media, peer and bystander education, and other non-punitive approaches. We conclude with a discussion of implications on policy and practice and future research directions.

ACS Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. Cyberbullying among youth: A comprehensive review of current international research and its implications and application to policy and practice. School Psychology International 2013, 34, 575 -612.

AMA Style

Wanda Cassidy, Chantal Faucher, Margaret Jackson. Cyberbullying among youth: A comprehensive review of current international research and its implications and application to policy and practice. School Psychology International. 2013; 34 (6):575-612.

Chicago/Turabian Style

Wanda Cassidy; Chantal Faucher; Margaret Jackson. 2013. "Cyberbullying among youth: A comprehensive review of current international research and its implications and application to policy and practice." School Psychology International 34, no. 6: 575-612.

Original articles
Published: 08 June 2009 in Journal of Youth Studies
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This article reports research findings on the representations of youth crime and of young lawbreakers in Canadian print media. The examination of a subset of the sample of news items shows that several themes emerge in the historical discussion of youthful offending in the news. Firstly, the prevailing portrayal of youth crime is that it is to be feared. Newspapers describe youth crime as increasing in quantity and youth violence as increasing in severity. The involvement of younger offenders and female offenders is also highlighted in the coverage. Secondly, there is a shift in the image of the youthful lawbreaker between the earlier and later part of the study period. The prevailing image of young people who break the law morphs over the course of the twentieth century from naughty kids who need guidance to evil young men and women who are to be held accountable for their misbehaviour. In addition to the mounting responsibilization of youth in the coverage, young people are depicted as ‘others’ through racialization and the use of offence-related terminology as well as the term ‘recidivist’.

ACS Style

Chantal Faucher. Fear and loathing in the news: a qualitative analysis of Canadian print news coverage of youthful offending in the twentieth century. Journal of Youth Studies 2009, 12, 439 -456.

AMA Style

Chantal Faucher. Fear and loathing in the news: a qualitative analysis of Canadian print news coverage of youthful offending in the twentieth century. Journal of Youth Studies. 2009; 12 (4):439-456.

Chicago/Turabian Style

Chantal Faucher. 2009. "Fear and loathing in the news: a qualitative analysis of Canadian print news coverage of youthful offending in the twentieth century." Journal of Youth Studies 12, no. 4: 439-456.