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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.
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 StyleChantal 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 StyleChantal 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.
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.
Wanda Cassidy; Chantal Faucher; Margaret Jackson. What Parents Can Do to Prevent Cyberbullying: Students’ and Educators’ Perspectives. Social Sciences 2018, 7, 251 .
AMA StyleWanda Cassidy, Chantal Faucher, Margaret Jackson. What Parents Can Do to Prevent Cyberbullying: Students’ and Educators’ Perspectives. Social Sciences. 2018; 7 (12):251.
Chicago/Turabian StyleWanda Cassidy; Chantal Faucher; Margaret Jackson. 2018. "What Parents Can Do to Prevent Cyberbullying: Students’ and Educators’ Perspectives." Social Sciences 7, no. 12: 251.
Margaret Jackson; Chantal Faucher; Wanda Cassidy. What’s policy got to do with it? Cyberbullying at University in International Contexts 2018, 198 -211.
AMA StyleMargaret Jackson, Chantal Faucher, Wanda Cassidy. What’s policy got to do with it? Cyberbullying at University in International Contexts. 2018; ():198-211.
Chicago/Turabian StyleMargaret Jackson; Chantal Faucher; Wanda Cassidy. 2018. "What’s policy got to do with it?" Cyberbullying at University in International Contexts , no. : 198-211.
Wanda Cassidy; Chantal Faucher; Margaret Jackson. Introduction. Cyberbullying at University in International Contexts 2018, 1 -6.
AMA StyleWanda Cassidy, Chantal Faucher, Margaret Jackson. Introduction. Cyberbullying at University in International Contexts. 2018; ():1-6.
Chicago/Turabian StyleWanda Cassidy; Chantal Faucher; Margaret Jackson. 2018. "Introduction." Cyberbullying at University in International Contexts , no. : 1-6.
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.
Chantal Faucher; Wanda Cassidy; Margaret Jackson. Power in the tower. Cyberbullying at University in International Contexts 2018, 66 -79.
AMA StyleChantal Faucher, Wanda Cassidy, Margaret Jackson. Power in the tower. Cyberbullying at University in International Contexts. 2018; ():66-79.
Chicago/Turabian StyleChantal Faucher; Wanda Cassidy; Margaret Jackson. 2018. "Power in the tower." Cyberbullying at University in International Contexts , no. : 66-79.
Wanda Cassidy; Chantal Faucher; Margaret Jackson. “You need a thick skin …”. Cyberbullying at University in International Contexts 2018, 112 -125.
AMA StyleWanda Cassidy, Chantal Faucher, Margaret Jackson. “You need a thick skin …”. Cyberbullying at University in International Contexts. 2018; ():112-125.
Chicago/Turabian StyleWanda Cassidy; Chantal Faucher; Margaret Jackson. 2018. "“You need a thick skin …”." Cyberbullying at University in International Contexts , no. : 112-125.
Wanda Cassidy; Chantal Faucher; Margaret Jackson. Reflections and conclusions. Cyberbullying at University in International Contexts 2018, 218 -224.
AMA StyleWanda Cassidy, Chantal Faucher, Margaret Jackson. Reflections and conclusions. Cyberbullying at University in International Contexts. 2018; ():218-224.
Chicago/Turabian StyleWanda Cassidy; Chantal Faucher; Margaret Jackson. 2018. "Reflections and conclusions." Cyberbullying at University in International Contexts , no. : 218-224.
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 StyleWanda 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 StyleWanda 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.
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.
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 StyleWanda 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 StyleWanda 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.
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.
Wanda Cassidy; Margaret Jackson; Chantal Faucher. Gender Differences and Cyberbullying Towards Faculty Members in Higher Education. Cyberbullying Across the Globe 2015, 79 -98.
AMA StyleWanda Cassidy, Margaret Jackson, Chantal Faucher. Gender Differences and Cyberbullying Towards Faculty Members in Higher Education. Cyberbullying Across the Globe. 2015; ():79-98.
Chicago/Turabian StyleWanda Cassidy; Margaret Jackson; Chantal Faucher. 2015. "Gender Differences and Cyberbullying Towards Faculty Members in Higher Education." Cyberbullying Across the Globe , no. : 79-98.
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.
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 StyleChantal 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 StyleChantal 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.
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.
Chantal Faucher; Margaret Jackson; Wanda Cassidy. Cyberbullying among University Students: Gendered Experiences, Impacts, and Perspectives. Education Research International 2014, 2014, 1 -10.
AMA StyleChantal Faucher, Margaret Jackson, Wanda Cassidy. Cyberbullying among University Students: Gendered Experiences, Impacts, and Perspectives. Education Research International. 2014; 2014 ():1-10.
Chicago/Turabian StyleChantal Faucher; Margaret Jackson; Wanda Cassidy. 2014. "Cyberbullying among University Students: Gendered Experiences, Impacts, and Perspectives." Education Research International 2014, no. : 1-10.
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.
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 StyleWanda 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 StyleWanda 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.
Educators play an important role in preventing cyberbullying and encouraging positive online behaviour. In this article we report on the educator portion of a study of cyberbullying at two large, technology-rich secondary schools in Canada. We discuss 17 educators’ experiences with cyberbullying, their knowledge of social networking technology, the priority they place on preventing cyberbullying, and the remedies they suggest. Qualitative analyses of taped interview responses to 16 open-ended questions revealed that they were unaware of the extent of cyberbullying among their students and although they saw prevention as a priority, and were able to pose possible solutions, no policies or programs had been implemented, even by the younger teachers, who were more technologically savvy. Nor were the educators interested in learning the results of the student portion of our research, preferring instead that cyberbullying remain under their radar.
Wanda Cassidy; Karen Brown; Margaret Jackson. ‘Under the radar’: Educators and cyberbullying in schools. School Psychology International 2012, 33, 520 -532.
AMA StyleWanda Cassidy, Karen Brown, Margaret Jackson. ‘Under the radar’: Educators and cyberbullying in schools. School Psychology International. 2012; 33 (5):520-532.
Chicago/Turabian StyleWanda Cassidy; Karen Brown; Margaret Jackson. 2012. "‘Under the radar’: Educators and cyberbullying in schools." School Psychology International 33, no. 5: 520-532.
Cyber bullying among youth is rapidly becoming a global phenomenon, as educators, parents and policymakers grapple with trying to curtail this negative and sometimes devastating behavior. Since most cyber bullying emanates from the home computer, parents can play an important role in preventing cyber bullying and in fostering a kinder online world, or what might be termed “cyber kindness.” In this study, we examine parents' knowledge of social networking technology, their level of concern with cyber bullying, their experiences with cyber bullying, and their ideas for preventing cyber bullying and promoting cyber kindness. Three hundred and fifteen parents from three schools in British Columbia, Canada completed a questionnaire, primarily involving open-ended, written responses. We found that parents are not very familiar with the newer forms of online social networking, such as Facebook, blogs, and chat rooms. Further, they are not overly concerned about the problem of cyber bullying, nor are they aware of the extent of cyber bullying among their children. Although a minority of parents looked to stricter controls over technology and more stringent punishment as the solution, most parents thought a more effective way, in the long-term, was for adults in the home and school to model the right behavior, provide opportunities to dialogue with youth, and develop school curricula on this theme. The results demonstrate the need for collaboration among students, parents, and educators.
Wanda Cassidy; Karen Brown; Margaret Jackson. “Making Kind Cool”: Parents' Suggestions for Preventing Cyber Bullying and Fostering Cyber Kindness. Journal of Educational Computing Research 2012, 46, 415 -436.
AMA StyleWanda Cassidy, Karen Brown, Margaret Jackson. “Making Kind Cool”: Parents' Suggestions for Preventing Cyber Bullying and Fostering Cyber Kindness. Journal of Educational Computing Research. 2012; 46 (4):415-436.
Chicago/Turabian StyleWanda Cassidy; Karen Brown; Margaret Jackson. 2012. "“Making Kind Cool”: Parents' Suggestions for Preventing Cyber Bullying and Fostering Cyber Kindness." Journal of Educational Computing Research 46, no. 4: 415-436.
Kumari Beck; Wanda Cassidy. Embedding the Ethic of Care in School Policies and Practices. Making Schools Different: Alternative Approaches to Educating Young People 2012, 55 -64.
AMA StyleKumari Beck, Wanda Cassidy. Embedding the Ethic of Care in School Policies and Practices. Making Schools Different: Alternative Approaches to Educating Young People. 2012; ():55-64.
Chicago/Turabian StyleKumari Beck; Wanda Cassidy. 2012. "Embedding the Ethic of Care in School Policies and Practices." Making Schools Different: Alternative Approaches to Educating Young People , no. : 55-64.
Wanda Cassidy; Ann Chinnery. Learning from Indigenous Education. Making Schools Different: Alternative Approaches to Educating Young People 2012, 135 -143.
AMA StyleWanda Cassidy, Ann Chinnery. Learning from Indigenous Education. Making Schools Different: Alternative Approaches to Educating Young People. 2012; ():135-143.
Chicago/Turabian StyleWanda Cassidy; Ann Chinnery. 2012. "Learning from Indigenous Education." Making Schools Different: Alternative Approaches to Educating Young People , no. : 135-143.
The purpose of this chapter is to explore cyber-bullying from three different, but interrelated, perspectives: students, educators and parents. The authors also explore the opposite spectrum of online behaviour - that of “cyber-kindness” - and whether positive, supportive or caring online exchanges are occurring among youth, and how educators, parents and policy-makers can work collaboratively to foster a kinder online world rather than simply acting to curtail cyber-bullying. These proactive efforts tackle the deeper causes of why cyber-bullying occurs, provide students with tools for positive communication, open the door for discussion about longer term solutions, and get at the heart of the larger purposes of education – to foster a respectful and responsible citizenry and to further a more caring and compassionate society. In the course of this discussion, they highlight the findings from two studies they conducted in British Columbia, Canada, one on cyber-bullying and a later study, which addressed both cyber-bullying and cyber-kindness.
Wanda Cassidy; Karen Brown; Margaret Jackson. Moving from Cyber-Bullying to Cyber-Kindness. Advances in Social Networking and Online Communities 2011, 256 -277.
AMA StyleWanda Cassidy, Karen Brown, Margaret Jackson. Moving from Cyber-Bullying to Cyber-Kindness. Advances in Social Networking and Online Communities. 2011; ():256-277.
Chicago/Turabian StyleWanda Cassidy; Karen Brown; Margaret Jackson. 2011. "Moving from Cyber-Bullying to Cyber-Kindness." Advances in Social Networking and Online Communities , no. : 256-277.
Educators and the public alike are often perplexed with the enormous and evolving cyber mise en scène. Youth of the digital generation are interacting in ways our fore-mothers and fathers never imagined — using electronic communications that until 30 years ago never existed. This article reports on a study of cyber-bullying conducted with students in grades 6 through 9 in five schools in British Columbia, Canada. Our intent was to quantify computer and cellular phone usage; to seek information on the type, extent and impact of cyber-bullying incidents from both bullies’ and victims’ perspectives; to delve into online behaviours such as harassment, labelling (gay, lesbian), negative language, sexual connotations; to solicit participants’ solutions to cyber-bullying; to canvass their opinions about cyber-bullying and to inquire into their reporting practices to school officials and other adults. This study provides insight into the growing problem of cyber-bullying and helps inform educators and policy-makers as to appropriate prevention or intervention measures to counter cyber-bullying.
Wanda Cassidy; Margaret Jackson; Karen N. Brown. Sticks and Stones Can Break My Bones, But How Can Pixels Hurt Me? School Psychology International 2009, 30, 383 -402.
AMA StyleWanda Cassidy, Margaret Jackson, Karen N. Brown. Sticks and Stones Can Break My Bones, But How Can Pixels Hurt Me? School Psychology International. 2009; 30 (4):383-402.
Chicago/Turabian StyleWanda Cassidy; Margaret Jackson; Karen N. Brown. 2009. "Sticks and Stones Can Break My Bones, But How Can Pixels Hurt Me?" School Psychology International 30, no. 4: 383-402.
Wanda Cassidy; Anita Bates. “Drop‐Outs” and “Push‐Outs”: Finding Hope at a School That Actualizes the Ethic of Care. American Journal of Education 2005, 112, 66 -102.
AMA StyleWanda Cassidy, Anita Bates. “Drop‐Outs” and “Push‐Outs”: Finding Hope at a School That Actualizes the Ethic of Care. American Journal of Education. 2005; 112 (1):66-102.
Chicago/Turabian StyleWanda Cassidy; Anita Bates. 2005. "“Drop‐Outs” and “Push‐Outs”: Finding Hope at a School That Actualizes the Ethic of Care." American Journal of Education 112, no. 1: 66-102.