A Case Study of the Perceptions of Secondary School Counselors Regarding Cyberbullying

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Autor/in	King, Angela Anne Adair
Titel	A Case Study of the Perceptions of Secondary School Counselors Regarding Cyberbullying
Quelle	(2014), (197 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-2544-6
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; School Counselors; Focus Groups; Semi Structured Interviews; Qualitative Research; Counselor Attitudes; Internet; Bullying; Intervention; Prevention; Coding; Classification; Counselor Role; Educational Policy; Leadership Role; Incidence; Curriculum Development; Program Implementation; Risk; Program Development; School Districts; Expertise; Secondary School Students; Administrator Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; School counselor; Beratungslehrer; Pädagogischer Berater; Qualitative Forschung; Mobbing; Prävention; Vorbeugung; Codierung; Programmierung; Classification system; Klassifikation; Klassifikationssystem; Politics of education; Bildungspolitik; Vorkommen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Risiko; Programmplanung; School district; Schulbezirk; Expert appraisal; Sekundarschüler
Abstract	Cyberbullying is a relatively new phenomenon, and research in the area has been limited. Many of the fundamental concepts and definitions associated with cyberbullying are still being developed. The problem addressed was the difficulty school counselors have in ascertaining the extent of cyberbullying, in identifying incidents of cyberbullying, and in the lack of research-based intervention and prevention resources. A qualitative research method using a single case study design was used because it aligned well with an examination of perceptions, views, and ideas of school counselors as educational leaders. The purpose of this qualitative case study was to investigate from a school counselor perspective what cyberbullying events were actually happening, what was being done in response, what more needed to be done, and what opportunities existed to close the gap between what was actually being done and what should be done. A purposeful sample of 39 secondary school counselors participated in focus groups and semi-structured interviews in which they answered questions regarding their experience with cyberbullying in their schools. Data analysis included the coding of the qualitative data through a case study method into common typologies using analytical techniques to include explanation building and pattern matching. The goal was to gain insight on cyberbullying utilizing school counselors in their role as educational leaders to aid the school in setting school policies when dealing with cyberbullying. Results indicated secondary school counselors were aware of some cyberbullying incidents, the prevalence of cyberbullying was an ongoing issue, and when addressing cyberbullying, school counselors utilized their professional training and leadership skills to positively impact school climate in cyberbullying prevention and intervention. Recommendations include school counselors as leaders in nation-wide curriculum development for cyberbullying prevention and intervention, on advisory teams to investigate, prevent, and intervene in cyberbullying within their schools, in implementing cyberbullying prevention programs in schools, and in training parents and other professionals on the nature and prevalence of cyberbullying. Future research could include how to identify and assist students who may be at an increased risk of cyberbullying, how to develop school-wide programs to combat cyberbullying, how to utilize stakeholders in establishing prevention and intervention plans, or how to utilize expert input for the school and district on cyberbullying issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01