Here is the research we’ve found on cyberbullying in Brazil, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.
Authors: Souza, S.B., Costa Ferreira, P., and Margarida Veiga Simao, A.
Year: 2022
Title: The dynamic of cyberbullying in university students: moderating effects of gender and culture
Journal: Multidisciplinary Journal of Educational Research
URL: https://hipatiapress.com/hpjournals/index.php/remie/article/view/8999
Abstract: The present study aims to analyze the influence of gender and cultural issues on the role overlapping of cyberbullying. For this purpose, 1340 university students (34.1% men; 65.9% women) from Brazil (44.2%) and Portugal (55.8%) participated in the study. Moderation analyses reveal a significant gender interaction in the relationship between cybervictims and cyberaggressors, as well as between cyberbystander and cyberaggressors. In addition, cybervictims and cyberbystander from Brazil presented a greater tendency to be cyberaggressors than university students from Portugal. Finally, we found that men from both countries who are cybervictims showed a greater tendency than women to be cyberaggressors. The results are discussed, and the implications of the study are presented. We conclude by highlighting the importance of knowing the cultural and gender aspects in the dynamics established in cyberbullying and especially in the overlapping of roles, since such information can be valuable in intervention programs. In addition, the need to work on cyberbullying in higher education is emphasized.
Authors: Fereshteh Naseri, Davoud Taghvaei, Bahram Saleh Sedghpour, Gholam Ali Ahmadi
Year: 2021
Title: A Comparative Study on the Opportunities and Threats of the Internet and Considering the Rights of Kids Online in Australia, Brazil, Iran, and South Africa
Journal: Iranian Journal of Comparative Education
URL: https://journal.cesir.ir/article_140973.html?lang=en
Abstract: The present study aims to compare the opportunities and threats of the Internet and considering the rights of kids online in Australia, Brazil, Iran, and South Africa. The research method was qualitative-comparative using Bereday’s approach. The strategy for selection of countries was “different systems, different outputs”. The population included 210 studies from which 45 samples related to research objectives were selected. Primary documents and self-assessment method were used for increasing the validity and reliability of references, respectively. John Stuart Mill’s agreement and difference method was used for data analysis and George Bereday’s method was used for presenting the results. The findings indicated that most similarities are in Internet threats and most differences are in the opportunities created for kids online and considering their rights in these countries. Cyber-bullying and Internet addiction threaten all kids online in such countries. In terms of considering the rights of kids online, Australia is at the top of the list, followed by Brazil, South Africa, and Iran. No serious measure has been taken in Iran to ensure the rights of kids online due to weak infrastructure, low internet speed, and legal gap. Based on the findings, cyberspace authorities and planners in Iran are suggested to take more legal, executive, and educational measures in the framework of international cooperation to achieve the rights and welfare of kids online.
Authors: Welter Wendt, G.
Year: 2021
Title: Associations between cyberbullying victimization and depressive symptoms in early adolescence
Journal: Jornal Brasileiro de Psiquiatria
URL: https://www.scielo.br/j/jbpsiq/a/wM97xHGbZkFnd96Vbzh58fd/?lang=en&format=html
Abstract: To explore distinctive links between specific depressive symptoms (e.g., anhedonia, ineffectiveness, interpersonal problems, negative mood, and negative self-esteem) and cyberbullying victimization (CBV).This cross-sectional study collected data from 268 adolescents between the ages of 13 to 15 years-old (50.7% female) who responded to the Children’s Depression Inventory (CDI) and to the Revised Cyberbullying Inventory (RCBI). CBV was positively associated with all CDI’s domains (anhedonia, ineffectiveness, interpersonal problems, negative mood, and negative self-esteem). Demographics – such as age and gender – were not significant in explaining CBV. However, ineffectiveness (B = .46, p = .04) and negative mood (B = .37, p < .05) significantly predicted CBV. This study reports the first Brazilian examination of the links existing between CBV and specific types of depressive symptoms. Data reinforce the negative impact of cyberbullying experiences on youth’s mental health, highlighting stronger associations between negative mood and CBV, which could inform more tailored interventions.
Authors: Mariana Revoredo Pereira da Costa, Łukasz Tomczyk, Maria Cristina Triguero Veloz Teixeira, Valéria Farinazzo Martins
Year: 2021
Title: Cyberbullying: The state of the art on studies using psychometric instruments in Brazil
Journal: 16th Iberian Conference on Information Systems and Technologies (CISTI)
URL: https://ieeexplore.ieee.org/abstract/document/9476587
Abstract: Technologies have enabled the emergence of new forms of interaction, and with them there has been the emergence of violence in the digital space. Although aggression is an ancient phenomenon, this type of violence is a recent one and has aroused interest around the world thanks to its negative valence and its still comprehensive configuration. In this sense, the objective of this work is to provide a integrative literature review of empirical research related to the phenomenon of cyber violence, popularly known as cyberbullying. The aim of this study is to observe what has been produced and conceived in Brazil as such and consequently to track which are the instruments of clinical profile that evaluate this problem. In this way, 12 articles from the last 5 years (2015-2019) were found and analyzed. The results showed a certain lack with regard to the instrumentation of clinical evaluation on the theme, the importation of the paradigms that configure bullying from other countries, in addition to a wide variation in the conception of its profile, whether as a specific type of violence and which has its subtypes themselves or being a subtype of traditional bullying itself.
Authors: Ethieli R. Silveira, Vanessa P. P. Costa, Marília L. Goettems, Thiago M. Ardenghi, Marina S. Azevedo, Marcos B. Correa, Flávio F. Demarco
Year: 2020
Title: The impact of cyberbullying on schoolchildren’s dental anxiety in Brazil: A cross-sectional multi-level study
Journal: Community Dentistry and Oral Epidemiology
URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/cdoe.12557
Abstract: This cross-sectional study assessed the correlation between individual and school-related social environment variables with dental anxiety in Brazilian schoolchildren aged 8-12 years. A sample of children from 20 private and public schools (n = 1211) from Pelotas, Brazil, were selected. Socioeconomic data were collected from parents, and data regarding children characteristics were collected using a questionnaire. Dental anxiety (the outcome) was assessed by the following question: ‘Are you afraid of going to the dentist?’ Dental examinations were performed to assess caries experience (DMFT ≥ 1). The social school environment was assessed by a questionnaire administered to schools’ coordinators and considered: type of school, verbal violence between students, presence of gangs at school and cyberbullying episodes. Multilevel Poisson regression was used to investigate the association between school social environment and dental anxiety. The prevalence of dental anxiety was 9.1% (95%CI 7.5-10.8). For the individual variables, anxiety was more prevalent in girls [1.85 (1.21-2.81)], in children with less-educated mothers [1.50 (1.00-2.27)] and in children who never attended to the dentist [2.48 (1.65-3.72)]. For contextual variables, episodes of cyberbullying in school increased the prevalence of dental anxiety by almost 80% [1.78 (1.14-2.78)]. The school social environment influences dental anxiety. The results suggest that it is important to establish strategies focused on promoting healthier environments and preventing cyberbullying in order to reduce the occurrence of dental anxiety.
Authors: Kyriacou, Chris; Zuin, Antônio
Year: 2020
Title: The Cyberbullying of Schoolteachers by Pupils: The Perceptions of University Students of Education at a Brazilian
Journal: Psychology of Education Review
URL: https://eric.ed.gov/?id=EJ1272601
Abstract: This study aimed to explore the views of university students of education at a university in Brazil regarding the cyberbullying of schoolteachers by their pupils. Design: A 30-item questionnaire was developed with a five-point response scale labelled from strongly disagree to strongly agree. Methodology: The questionnaire was completed by 168 university students. Before completing the questionnaire, the university students watched an audio-visual recording in which a schoolteacher snatched a mobile phone from a pupil, who was using the mobile phone to have a conversation during a lesson, and then threw the mobile phone to the ground with such force that it smashed. This recording was a genuine piece of cyberbullying of a teacher by pupils that was widely shared on social media. Results: The results indicated that the vast majority of the university students felt that the cyberbullying of schoolteachers by pupils is a big problem that needs to be addressed by schools. The university students felt that schools can reduce such behaviour by having a clear procedure on how to deal with cases against teachers; encouraging discussion of cyberbullying; highlighting its effects on teachers; and encouraging bystander pupils to denounce such behaviour. Conclusions: These university students think that the cyberbullying of schoolteachers by pupils is a big problem and that schools need to do more to address this problem.
Authors: Nacur Rezende, E. and Braga Calhau, L.
Year: 2020
Title: Cyberbullying, educational law and civil liability: a legal and deontological analysis of the Brazilian reality
Journal: Online Magazine of Educational Policy and Management
URL: https://periodicos.fclar.unesp.br/rpge/article/view/13630
Abstract: This article aims to investigate Cyberbullying and the civil liability of schools in Brazil. We sought to analyze aspects of students’ digital lives, accelerated social relations in the “performance society”, competition between private schools, and how this provides a negative environment that facilitates the emergence of Cyberbullying. It was concluded that, with the advent of the first three federal laws dealing with bullying and cyberbullying in Brazil (2015-2018), the intentional failure of schools to comply with the standards described in these laws causes effective damage to the entire school community, which is unprotected because it does not have an effective and permanent program for the prevention and control of acts of cyberbullying. Bibliographical research and doctrinal notes were used to carry out this work.
Author(s): Cross, D., Li, Q., & Smith, P. K.
Year: 2012
Title: Understanding and preventing cyberbullying: where have we been and where should we be going?
Journal: N/A
URL: https://doi.org/10.1002/9781119954484.ch14
Abstract: This book contributes to an understanding of cyberbullying, its nature, harmful effects, and correlates of this behavior as it affects young people. Many previous publications on cyberbullying have focused on studies in North America. However, in this book, we have presented findings from eleven countries: Australia, Austria, Canada, England, Finland, Italy, Japan, Portugal, Spain, South Korea, and the United States. By providing a range of cultural perspectives, this collection of research aims to contribute new knowledge about the cross-cultural issues relevant to cyberbullying, and the generality or specificity of findings. Beyond that, we hope to develop more effective strategies to prevent and reduce harm from cyberbullying. This chapter discusses some issues arising from the research presented in the twelve empirical studies in this book, and considers the implications of this and other relevant research for the design, development, and evaluation of cyberbullying interventions.
Author(s): Giménez-Gualdo, A. M., Arnaiz-Sánchez, P., Cerezo-Ramírez, F., & Prodócimo, E.
Year: 2018
Title: Teachers’ and students’ perception about cyberbullying. Intervention and coping strategies in primary and secondary education.
Journal: Comunicar
URL: http://eprints.rclis.org/33051/
Abstract: Currently, schools face the challenge of dealing with the phenomena of cyberbullying, which is increasingly present among teenagers. This study analyses teachers’ and students’ perceptions of the problem, as well as the strategies that both groups use to avoid it. Its findings will allow advances in prevention and intervention in the schools. The study was conducted on 1704 primary and secondary school students and 238 teachers who completed questionnaires about cyberbullying. We used a cross-sectional descriptive method. Findings show significant differences in the motives teachers attributed to cyberbullying. These depend on the educational stage they work in, whereas, among students, it depends on the role they have in the cyber bullying: victim or aggressor. We also find differences in the intervention strategies used by teachers, depending on the type of school, educational stage, and gender. Those used the most are communicating, mediating and seeking help. For students, the predominant strategies are avoidance, protection, and reporting. Schoolchildren, in general, show little confidence in their teachers’ ability to solve the problem of cyberbullying. The study highlights the importance of training teachers and providing them with action models when faced with this issue, and it points out the necessity of coordinating the efforts of both teachers and students.
Author(s): Navarro, R., Yubero, S., Larrañaga, Y.
Year: 2018
Title: Cyberbullying victimization and fatalism in adolescence: Resilience as a moderator
Journal: Children and Youth Services Review
URL: https://doi.org/10.1016/j.childyouth.2017.12.011
Abstract: The present study used quantitative data to address two gaps in cyberbullying research. First, to examine the relationship between fatalism and cyberbullying victimization in an adolescent sample not previously explored. Second, despite investigating these relationships from a main effects perspective, the present study extended research by examining fatalism from an interaction effects perspective. Specifically, this study examined adolescents’ resilience as a moderator of the relationship between cyberbullying victimization and fatalism. A total of 643 adolescents (Mage = 14.56; SD = 1.45) from grades 7 to 10 of compulsory education participated in this study. Cyberbullying was associated with higher levels of fatalism. The key finding was that resilience was a moderator of the relationship between cyberbullying victimization and fatalism. These findings emphasize the importance of the protective function of resilience in cyberbullying victimization outcomes.
Author(s): Alcantara, S. C., González-Carrasco, M., Montserrat, C., Viñas, F., Casas, F., & Abreu, D. P.
Year: 2017
Title: Peer violence in the school environment and its relationship with subjective well-being and perceived social support among children and adolescents in Northeastern Brazil
Journal: Journal of Happiness Studies
URL: https://link.springer.com/article/10.1007/s10902-016-9786-1
Abstract: The general aim of this study was to analyse the relationship between peer violence in the school environment (bullying), subjective well-being and perceived social support from the perspective of 910 children and adolescents in Years 6 and 7 of primary school (M = 11.90 years old; SD = 1.21). The participants were taken from 27 primary schools—both state-run and private, urban and rural—in Cearà state (Brazil). The following instruments were used: the Peer Victimization and Aggression Scale (EVAP); the Social Support from Family and Friends Scale (SSA); an index of satisfaction with different developmental contexts (home, school, neighbourhood); and as indicators of subjective well-being, three scales (Single item on Overall Life Satisfaction, Personal Well-Being Index School Children, Students’ Life Satisfaction Scale). Results indicated that aggression and victimization behaviours correlated negatively with the three well-being indicators used, while social support and satisfaction with different developmental contexts correlated positively. When considering type of involvement in bullying, victims, perpetrators and perpetrator–victims all scored lower on subjective well-being than those not involved in bullying. A model is also presented that explains 42 % of well-being. Understanding how bullying relates to well-being and how social support and favourable developmental contexts can act as protective factors are particularly important when designing public policies aimed at intervening in violence prevention and promoting well-being in childhood and adolescence.
Author(s): Souza, S. B., Veiga Simão, A. M., Ferreira, A. I., & Ferreira, P. C.
Year: 2017
Title: University students’ perceptions of campus climate, cyberbullying and cultural issues: implications for theory and practice
Journal: Studies in Higher Education
URL: http://srhe.tandfonline.com/doi/abs/10.1080/03075079.2017.1307818#.WjqFh9-nHIU
Abstract: This study investigated the influence of campus climate dimensions, namely newcomer adjustment and feelings of well-being on the tendency for victims of cyberbullying to become aggressors, and how cultural issues could influence students’ involvement in situations of cyberbullying. Participants included 979 Portuguese and Brazilian university students who responded to the Cyberbullying Inventory for College Students and the Institutional and Psychosocial Campus Climate Inventory. Moderation analyses revealed that the relationship between being a victim and being an aggressor of cyberbullying was influenced by variables of the psychosocial campus climate and cultural aspects. Student victims from Brazil showed a significant tendency to become aggressors, independently of their level of newcomer adjustment and feelings of well-being, whereas the victims from Portugal tended to break the cycle between being a victim and being an aggressor. Implications for future research, preventive practices and university policies are discussed.
Author(s): Cabello-Hutt, T., Cabello, P., & Claro, M.
Year: 2017
Title: The role of digital skills, age, gender and parental mediation in Brazil
Journal: New Media & Society
URL: http://journals.sagepub.com/doi/abs/10.1177/1461444817724168
Abstract: This article presents a study that applies integrated and multi-factor path analysis to report the direct and indirect effects of young Brazilian individual and home factors on their online opportunities and risks. The results show that engaging in more online opportunities, being older and having a lower level of parental mediation are associated with a higher number of online risks. At the same time, being older, having Internet access at home, having parents with a higher educational level, possessing more digital skills and receiving a higher level of co-use and active parental mediation are positively associated with online opportunities. Although restrictive parental mediation is negatively associated with online risks, it also reduces opportunities. In addition, co-use and active mediation are positively associated with parental educational level. These findings offer a starting point to understand children’s online behaviour and digital inclusion in Latin America and analyse its differences with other regions.
Author(s): Kyriacou, C., & Zuin, A.
Year: 2016
Title: Cyberbullying of teachers by students on YouTube: challenging the image of teacher authority in the digital age
Journal: Research Papers in Education
URL: http://www.tandfonline.com/doi/abs/10.1080/02671522.2015.1037337
Abstract: There has been a rapid increase in the cyberbullying of teachers in schools by their students. One aspect of this phenomenon is the posting of visual recordings of teachers and teacher–student interaction on easily accessible websites such as YouTube. Whilst research on the cyberbullying of students by other students has received a great deal of attention, research on the cyberbullying of teachers by students is still in its infancy. This paper addresses key issues that have emerged by examining such recordings which have been posted on YouTube. This paper focuses on one illustrative example from each of three national settings, which feature teachers in Brazil, Portugal and England. The analysis of these three recordings indicates that we need to develop a new conceptual framework in order to understand the cyberbullying of teachers by students. There appears to have been a radical shift in the way students can challenge teacher authority through the use of digital media. Combatting this phenomenon needs to be seen in the context of developing an anti-cyberbullying policy for the whole school. We conclude that teachers, head teachers, students, parents and welfare professionals need to work together to consider how best to deal with the cyberbullying of teachers by students, within the context of developing a positive school community ethos, the adoption of an anti-cyberbullying policy for the whole school, and addressing cyberbullying through the personal and social education curriculum.
Author(s): Kyriacou, C., & Zuin, A.
Year: 2016
Title: Cyberbullying and moral disengagement: an analysis based on a social pedagogy of pastoral care in schools
Journal: Pastoral Care in Education
URL: http://www.tandfonline.com/doi/abs/10.1080/02643944.2015.1134631
Abstract: The practice of cyberbullying in its various forms carried out by pupils has increased substantially. Many pupils, on a daily basis, are now using electronic devices such as mobile phones, smart phones and tablets, to transmit distressing messages and images to their peers. These often include the use of publically accessible social networking sites, such as Facebook, Instagram and YouTube. Given this increase, cyberbullying in schools has been widely investigated by researchers in many countries. A common feature of cyberbullying is the moral disengagement of those who practise it, based on the desensitization of prosocial values and emotional empathy towards another person. A consensus has emerged regarding the importance of establishing anti-cyberbullying policies and practices, and the need to address cyberbullying within the school’s pastoral care system and its personal and social education programme. However, few researchers have justified anti-cyberbullying practices within the framework of a particular educational theory. This paper examines how the theoretical and methodological assumptions underpinning a social pedagogy of pastoral care in schools can enable the education community to better understand and avert the moral disengagement which commonly underpins cyberbullying.
Author(s): Ferreira, P. C., Simão, A. V., Ferreira, A., Souza, S., & Francisco, S.
Year: 2016
Title: Student bystander behavior and cultural issues in cyberbullying: When actions speak louder than words
Journal: Computers in Human Behavior
URL: http://www.sciencedirect.com/science/article/pii/S0747563216301170
Abstract: This study aims to investigate whether student bystander interventions can influence the relationship between being a bystander of a cyberbullying incident and being the victim or the aggressor. Another aim is to understand the specific behavior presented by students bystanders, namely whether they noticed incidents of cyberbullying and interpreted these events as an emergency and which actions they determined as being appropriate in providing assistance. Following a cross-cultural perspective to reach these aims, a total of 788 Portuguese and Brazilian college students answered to the Cyberbullying Inventory for College Students. Moderation analysis revealed that intervening moderated the relationship between being the bystander of cyberbullying and being the victim and/or aggressor. A three-way interaction showed that this relationship was stronger in Brazilian students, revealing that the bystanders who were inactive were more likely to also become a victim or an aggressor themselves, whereas those who intervened were less likely to become a victim or an aggressor. Implications for future research and interventive action are discussed.
Author(s): Jäger, T., Amado, J., Matos, A., & Pessoa, T.
Year: 2010
Title: Analysis of Experts’ and Trainers’ Views on Cyberbullying.
Journal: Australian Journal of Guidance and Counselling
Abstract: Partners from nine European countries developed a cyberbullying training manual for the benefit of trainers working with parents, school staff and young people.1 The development of the training manual built on a two-level qualitative research process that combined elements of the Delphi method and online focus groups. The two studies outlined in this article aimed to assess trainers’ and experts’ views on the problem of cyberbullying while also gathering insight in relation to their preferences in terms of a training manual. This article outlines the main outcomes of a content analysis of experts’ and trainers’ views. According to experts and trainers, the sources of cyberbullying were specifically related to new technical developments and new patterns of usage, a lack of media literacy and media education, and the lack of appropriate laws, control and reporting mechanisms. Approaches for tackling cyberbullying suggested by experts and trainers included the provision of enhanced information on ICT and e-safety, adequate rules, monitoring mechanisms and sanctions. Furthermore a range of approaches targeting children and young people, parents and other adults, schools as well as approaches run by authorities and IT providers were suggested. In terms of the elements and style of a training manual, experts and trainers emphasised that it should be practically oriented, and that elements like narratives, case examples or video clips would be vital for the implementation of training.
