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.
Author(s): Ferreira, P. C., Simão, A. V., Ferreira, A., Souza, S., & Francisco, S.
Title: Student bystander behavior and cultural issues in cyberbullying: When actions speak louder than words
Journal: Computers in Human Behavior
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.
Citation: Ferreira, P. C., Simão, A. V., Ferreira, A., Souza, S., & Francisco, S. (2016). Student bystander behavior and cultural issues in cyberbullying: When actions speak louder than words. Computers in Human Behavior, 60, 301-311.
Author(s): Jäger, T., Amado, J., Matos, A., & Pessoa, T.
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.
Citation: Jäger, T., Amado, J., Matos, A., & Pessoa, T. (2010). Analysis of Experts’ and Trainers’ Views on Cyberbullying. Australian Journal of Guidance and Counselling, 20(02), 169-181.