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): 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.
 
Citation: Alcantara, S. C., González-Carrasco, M., Montserrat, C., Viñas, F., Casas, F., & Abreu, D. P. (2017). 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 of Happiness Studies, 18(5), 1507-1532.
 


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.

Citation: Souza, S. B., Veiga Simão, A. M., Ferreira, A. I., & Ferreira, P. C. (2017). University students’ perceptions of campus climate, cyberbullying and cultural issues: implications for theory and practice. Studies in Higher Education, 1-16.
 


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.

Citation: Cabello-Hutt, T., Cabello, P., & Claro, M. (2017). Online opportunities and risks for children and adolescents: The role of digital skills, age, gender and parental mediation in Brazil. New Media & Society, 1461444817724168.

 


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.
 
Citation: Kyriacou, C., & Zuin, A. (2016). Cyberbullying of teachers by students on YouTube: challenging the image of teacher authority in the digital age. Research Papers in Education, 31(3), 255-273.
 
 


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.
 
Citation: Kyriacou, C., & Zuin, A. (2016). Cyberbullying and moral disengagement: an analysis based on a social pedagogy of pastoral care in schools. Pastoral Care in Education, 34(1), 34-42.
 


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.

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.

Year: 2010

Title: Analysis of Experts’ and Trainers’ Views on Cyberbullying.

Journal: Australian Journal of Guidance and Counselling

URL: https://www.researchgate.net/profile/Ersilia_Menesini/publication/230874381_Cyberbullying_Labels_Behaviours_and_Definition_in_Three_European_Countries/links/5427c2320cf2e4ce940a49c9.pdf#page=50

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.