Literaturnachweis - Detailanzeige
| Autor/inn/en | Cross, Donna; Barnes, Amy |
|---|---|
| Titel | Cross, D., Lester, L., Barnes, A., Cardoso, P. & Hadwen, K. (2015). If It's about Me, Why Do It without Me? Genuine Student Engagement in School Cyberbullying Education. "International Journal of Emotional Education," 7 (1), 35-51. Postscript |
| Quelle | In: International Journal of Emotional Education, 10 (2018) 2, S.139-145 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2073-7629 |
| Schlagwörter | Computer Mediated Communication; Bullying; Foreign Countries; Prevention; Multimedia Materials; Intervention; Educational Strategies; Secondary School Students; Student Attitudes; Safety; Information Security; Barriers; Program Descriptions; Australia |
| Abstract | The Cyber Friendly Schools Project was an innovative longitudinal study which engaged young people themselves in the process of developing and implementing whole-school strategies to reduce cyberbullying-related harm in Australian schools. This postscript describes how our research has developed since our findings were published in 2015, and reflects the authors? continuing belief in the underutilisation of young people in research aiming to prevent and manage cyberbullying. It concludes by encouraging researchers to use current technologies and interactive multimedia to engage with young people in studies of this nature, and emphasising the importance of flexible, whole-school interventions to address cyberbullying. [For "If It's about Me, Why Do It without Me? Genuine Student Engagement in School Cyberbullying Education," see EJ1085606.] (As Provided). |
| Anmerkungen | Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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