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Margaret Jackson
School of Criminology, Simon Fraser University, Burnaby, BC V5A 1S6, Canada

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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.

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.