Reducing Cyberbullying in Schools: International Evidence-Based Best Practices

Front-Matter_2018_Reducing-Cyberbullying-in-Schools
	Front Matter
Copyright_2018_Reducing-Cyberbullying-in-Schools
	Copyright
Dedication_2018_Reducing-Cyberbullying-in-Schools
	Dedication
About-the-Editors_2018_Reducing-Cyberbullying-in-Schools
	About the Editors
About-the-Authors_2018_Reducing-Cyberbullying-in-Schools
	About the Authors
Index_2018_Reducing-Cyberbullying-in-Schools
	Index
		A
		B
		C
		D
		E
		F
		G
		H
		I
		K
		L
		M
		N
		O
		P
		R
		S
		T
		U
		V
		W
		Y
1---Cyberbullying--Definition--consequences-_2018_Reducing-Cyberbullying-in-
	Cyberbullying: Definition, consequences, prevalence
		Introduction
		Cyberbullying definition
		Bullying definition
		Is cyberbullying a form of bullying, or something different entirely?
		Why is the meaning of the word cyberbullying important?
		Types of cyberbullying
		Prevalence of cyberbullying
		Consequences of cyberbullying
		Overlap of forms of bullying
		References
		Further reading
2---Addressing-traditional-school-based-bullyin_2018_Reducing-Cyberbullying-
	Addressing traditional school-based bullying more effectively
		Introduction
		Interventions: proactive and reactive
		Proactive interventions
		Reactive interventions
		A note on interventions in cases of cyberbullying
		Discussion
		Conclusion
		References
		Further reading
3---Technological-solutions-for-cyberbull_2018_Reducing-Cyberbullying-in-Sch
	Technological solutions for cyberbullying
		Introduction
			Conceptualization of cyberbullying
			Technological solutions
			Solutions of the social media companies
			Solutions of the internet service providers
			Solutions of email service providers
			Solutions of instant-messaging apps
			Apps for cyberbullying prevention and intervention
			Evidence regarding the effectiveness of technological solutions
			Other technological solutions for cyberbullying
			Discussion
			Limitations of the study
		Conclusion
		Acknowledgments
		References
4---Cyberbullying-and-the-law--Parameters-for-ef_2018_Reducing-Cyberbullying
	Cyberbullying and the law: Parameters for effective interventions?
		Introduction
		Australia/United Kingdom
			Duty of care
			Breach of duty
			Damage
		United States
			Common law duty of care and sovereign immunity
			Statutory intervention
			First amendment obstacles
		Conclusion
		References
		Further reading
5---Parents-coping-with-cyberbullying--A-bioec_2018_Reducing-Cyberbullying-i
	Parents coping with cyberbullying: A bioecological analysis
		Introduction
		A multisystemic issue
		Parents—a unique role
		A digital divide?
		ParentNets’ study
			Parents’ internet facility & new digital divide
			Parental awareness of child’s activities’ online
			Trust or uncertainty?
		Discussion and conclusion
		References
		Further reading
6---Online-social-marketing-approaches-to-inform-cyber-_2018_Reducing-Cyberb
	Online social marketing approaches to inform cyber/bullying prevention and intervention: What have we learnt?
		Why consider online social marketing as a strategy?
		What do meta-analyses of school-based cyber/bullying intervention research tell us?
		The safe and well online study
		What did the program look like: four online social media campaigns
		How did we do it: methodology
		What did we find and what does it mean practically2?
		Strengths, limitations, and conclusions
		Acknowledgments
		References
		Further reading
7---Cyber-Friendly-Schools_2018_Reducing-Cyberbullying-in-Schools
	Cyber-Friendly Schools
		What is the program and how is it delivered?
			Whole-school component
			Student component
			Student cyberleaders
			Parent component
		Evidence for effectiveness
			Instruments and data collection
				Students
				Cyberleaders
				School staff
				Findings
				Cyberleaders
		Implications and future research
		Acknowledgments
		References
8---A-model-for-providing-bullying-prevention-programs_2018_Reducing-Cyberbu
	A model for providing bullying prevention programs to K-12 education while training future educators
		The Massachusetts Aggression Reduction Center
			Center philosophy
			Characteristics of MARC programming
		Program description and delivery
			Faculty trainings
				Train the trainer
			Parent and community workshops
			Student workshops and events
				Large group presentations and interactive assemblies
				Small group peer leadership training
				Student contests
			Curricula for students
		Outcomes research
			Evaluating programming for faculty
				Train the trainer
				In-service faculty training
			Evaluating programming for students
				Large group presentations
				Advisory curriculum for grades 6–12
				High school cyberskills’ curriculum
		Discussion
		References
		Further reading
9---KiVa-antibullying-program_2018_Reducing-Cyberbullying-in-Schools
	KiVa antibullying program
		What is the KiVa antibullying program?
		Implementation of the KiVa antibullying program
			Delivering KiVa lessons and themes and utilizing KiVa online games
			Addressing cyberbullying in the program
			Tackling acute cases of bullying: KiVa team discussions
			Training model
		Evidence of effects KiVa antibullying program has on cyberbullying
		Implications and future directions
			Is there a need for distinct prevention strategies for cyberbullying?
			Future directions
			References
10---Online-and-school-based-programs-to-prevent-cyberbul_2018_Reducing-Cybe
	Online and school-based programs to prevent cyberbullying among Italian adolescents: What works, why, and under which circu ...
		What is the NoTrap! program
		How NoTrap! program is delivered
			Launch event and awareness meeting
			Peer educators' training
			The workshops led by peer educators
		Evidence of the program's effectiveness
			Deepening what works, why, and for whom
		Conclusion and future research
		Acknowledgments
		References
		Further reading
11---A-school-based-cyberbullying-preventive-interve_2018_Reducing-Cyberbull
	A school-based cyberbullying preventive intervention approach: The Media Heroes program*
		Introduction
		What is the program and how is it delivered?
		The theoretical model behind the program
		Different versions of the program for different needs
		The intervention levels of the program
		Evidence for effectiveness to date
		Program acceptance
		Program effectiveness
		Acknowledgments
		References
12---Stronger-than-Bullying--a-mobile-application-for-vi_2018_Reducing-Cyber
	Stronger than Bullying, a mobile application for victims of bullying: Development and initial steps toward validation
		Introduction
		Numeric platforms: A new opportunity to help bullying victims
		Overview of Stronger than Bullying
		Conceptual framework
		Description of Stronger than Bullying
		How the intervention is delivered?
		Evidence for the program so far
		The pilot study
		The first investigation: A qualitative study
			Methods of Study 1
			Results of Study 1
		The second investigation: A quantitative study in schools
			Methods of Study 2
			Results of Study 2
		Discussion and conclusion
		References
13---Stop-Online-Bullies--The-advantages-and-disadv_2018_Reducing-Cyberbully
	Stop Online Bullies: The advantages and disadvantages of a standalone intervention
		Introduction
		What is the content of the program and how is it delivered?
			Content of the program
			Program delivery
		Evidence for effectiveness
		Benefits and drawbacks of Stop Online Bullies
		Conclusion
		References
		Further reading
14---Cyberbullying-prevention-within-a-socio-ecologic_2018_Reducing-Cyberbul
	Cyberbullying prevention within a socio-ecological framework: The ViSC social competence program
		Prevention of cyberbullying
		The ViSC social competence program
			Program structure and target groups
			Implementation model
			ViSC teacher trainings
				Module 1: Definition and recognition of the problem
				Module 2: Tackling acute bullying cases
				Module 3: Preventive measures at school level
				Module 4: ViSC class project
		Program evaluation
			Program evaluation regarding cyberbullying and cybervictimization
				Effectiveness
				Sustainability
		Lessons learned, drawbacks, and implications
		Acknowledgments
		References
15---The-ConRed-program--Educating-in-cybercoexistence-a_2018_Reducing-Cyber
	The ConRed program: Educating in cybercoexistence and cyberbullying prevention by improving coexistence projects in schools
		Introduction
		What is the program and how is it delivered
		Theoretical basis of the program
		From coexistence to cybercoexistence
		Evidence for effectiveness
		References
16---Smartphone-Summit--Children-s-initiative-to-pre_2018_Reducing-Cyberbull
	Smartphone Summit: Children's initiative to prevent cyberbullying and related problems
		A short history of the Smartphone Summit
			Interschool activities in Neyagawa city
			Kansai Smartphone Summit
			Smartphone Summit in Okayama
		The Smartphone Summit framework
			Cascade model for dissemination
			Interschool activity model
			Intergenerational collaboration
		The logistics of the Smartphone Summit
			Overview
			A variety of the following grassroots activities
			The Smartphone Summit day
		Evaluation of the Smartphone Summit
			Comments from adult participants
			Preliminary evidence from Neyagawa city
			Effects of practice
		Future directions
		References
		Further reading
17---An-intervention-using-the-Information-Motivation-Beha_2018_Reducing-Cyb
	An intervention using the Information-Motivation-Behavioral Skills Model: Tackling cyberaggression and cyberbullying in Sou ...
		Introduction
		Theoretical rationale for the program
			The program
		Evidence for the intervention’s effectiveness
			Participants
			The baseline questionnaire: Behaviors and perceptions to target in the intervention
			Assessing the intervention’s effectiveness
		Implications and evaluation of the intervention
		Conclusion
		References
18---A-short-intervention-on-cyberbullying-for-stude_2018_Reducing-Cyberbull
	A short intervention on cyberbullying for students in middle school and their parents
		Introduction
			Theoretical basis for the program
		What is the program and how is it delivered?
			Student component
			Parent component
		Evidence for the intervention to date
			Student component
			Parent component
		Recommendations & future directions
		Concluding thoughts
		References
		Further reading
19---Commentary--Ways-of-preventing-cyberbullying_2018_Reducing-Cyberbullyin
	Commentary: Ways of preventing cyberbullying and evidence-based practice
		Are rates of bullying and cyberbullying getting better or worse?
		Technological versus relationship oriented interventions
		Specialized versus generalized interventions
		An ecological perspective
		Sample characteristics
		Some issues in intervention research
		Implementation and evaluation
		Summary
		References
20---Summary_2018_Reducing-Cyberbullying-in-Schools
	Summary
		Reference