東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

School Personnel Conceptualization of Cyberbullying : = Beliefs, Knowledge, and Implementation of Policies and Interventions in Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	School Personnel Conceptualization of Cyberbullying :/
Reminder of title:	Beliefs, Knowledge, and Implementation of Policies and Interventions in Schools.
Author:	Green, Sarah C.
Description:	1 online resource (91 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
Subject:	Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30243931click for full text (PQDT)
ISBN:	9798371983466

School Personnel Conceptualization of Cyberbullying : = Beliefs, Knowledge, and Implementation of Policies and Interventions in Schools.
Green, Sarah C.

School Personnel Conceptualization of Cyberbullying :Beliefs, Knowledge, and Implementation of Policies and Interventions in Schools. - 1 online resource (91 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Psy.D.)--Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology, 2023.

Includes bibliographical references

Cyberbullying has long term negative impacts on individuals. Cyberbullying victimization is significantly correlated with stress, suicidal ideation, depression, anxiety, loneliness, reduced life satisfaction, conduct problems, somatic symptoms, emotional problems, reduced self-esteem, substance abuse, and lower prosocial behavior (Kowalski et al., 2014). Additionally, cyberbullying victims tend to receive lower grades in school and engage in risky behaviors (Giumetti & Kowalski, 2016). Schools play an integral role in cyberbullying prevention and intervention. The literature regarding the school's perception on their level of responsibility and capacity to intervene is limited in that most of the studies have looked at the role of teachers. Therefore, this study was intended to fill the gap in research. The current study examined a sample of school staff, including principals, vice principals, school psychologists, social workers, and guidance counselors (N=57) working in both public and private schools in New York and New Jersey, their perceived responsibility and capacity to address cyberbullying, perceived barriers to intervention, and their knowledge regarding policy and core components to cyberbullying prevention and intervention. The respondents completed anonymous surveys online about their perceptions in the aforementioned areas. Surveys were gathered through snowball sampling. Results of multiple regression analyses revealed that role in school was a significant predictor for school staff responsibility to address cyberbullying (adj. R2 = 0.055; F(1,55) = 4.27; p = .043). However, years of experience was not a predictor for school staff responsibility to address cyberbullying, nor was role in school or years of experience a predictor for capacity to intervene. Findings from the current study suggest that although most of the participants agreed that they were responsible to address cyberbullying, fewer number of participants felt they had the capacity to intervene. Additionally, there was a lack of school policies regarding cyberbullying, which has implications for intervention. Future research can expand the sample size and explore the relationships among the variables described above.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798371983466Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

CyberbullyingIndex Terms--Genre/Form:

542853
Electronic books.

School Personnel Conceptualization of Cyberbullying : = Beliefs, Knowledge, and Implementation of Policies and Interventions in Schools.
LDR:03777nmm a2200421K 4500 001 2364349
005 20231130105233.5
006 m o d
007 cr mn ---uuuuu
008 241011s2023 xx obm 000 0 eng d
020 $a 9798371983466
035 $a (MiAaPQ)AAI30243931
035 $a AAI30243931
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Green, Sarah C. $3 3705155
245 1 0 $a School Personnel Conceptualization of Cyberbullying : $b Beliefs, Knowledge, and Implementation of Policies and Interventions in Schools.
264 0 $c 2023
300 $a 1 online resource (91 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
500 $a Advisor: Shernoff, Elisa.
502 $a Thesis (Psy.D.)--Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology, 2023.
504 $a Includes bibliographical references
520 $a Cyberbullying has long term negative impacts on individuals. Cyberbullying victimization is significantly correlated with stress, suicidal ideation, depression, anxiety, loneliness, reduced life satisfaction, conduct problems, somatic symptoms, emotional problems, reduced self-esteem, substance abuse, and lower prosocial behavior (Kowalski et al., 2014). Additionally, cyberbullying victims tend to receive lower grades in school and engage in risky behaviors (Giumetti & Kowalski, 2016). Schools play an integral role in cyberbullying prevention and intervention. The literature regarding the school's perception on their level of responsibility and capacity to intervene is limited in that most of the studies have looked at the role of teachers. Therefore, this study was intended to fill the gap in research. The current study examined a sample of school staff, including principals, vice principals, school psychologists, social workers, and guidance counselors (N=57) working in both public and private schools in New York and New Jersey, their perceived responsibility and capacity to address cyberbullying, perceived barriers to intervention, and their knowledge regarding policy and core components to cyberbullying prevention and intervention. The respondents completed anonymous surveys online about their perceptions in the aforementioned areas. Surveys were gathered through snowball sampling. Results of multiple regression analyses revealed that role in school was a significant predictor for school staff responsibility to address cyberbullying (adj. R2 = 0.055; F(1,55) = 4.27; p = .043). However, years of experience was not a predictor for school staff responsibility to address cyberbullying, nor was role in school or years of experience a predictor for capacity to intervene. Findings from the current study suggest that although most of the participants agreed that they were responsible to address cyberbullying, fewer number of participants felt they had the capacity to intervene. Additionally, there was a lack of school policies regarding cyberbullying, which has implications for intervention. Future research can expand the sample size and explore the relationships among the variables described above.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Psychology. $3 519075
650 4 $a Health education. $3 559086
650 4 $a Mental health. $3 534751
650 4 $a Criminology. $3 533274
650 4 $a Developmental psychology. $3 516948
653 $a Cyberbullying
653 $a Prevention
653 $a Interventions
653 $a School policies
653 $a Emotional problems
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0621
690 $a 0620
690 $a 0347
690 $a 0627
690 $a 0680
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology. $b School Psychology. $3 3681189
773 0 $t Dissertations Abstracts International $g 84-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30243931 $z click for full text (PQDT)