Here is the research we’ve found on cyberbullying in Norway, 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): Kyriacou, C., Mylonakou‐Keke, I., & Stephens, P.
Title: Social pedagogy and bullying in schools: the views of university students in England, Greece and Norway
Journal: British Educational Research Journal
Abstract: This study explores the extent to which a social pedagogic perspective is evident in the views of bullying in schools held by a sample of university students in England, Greece and Norway studying in the area of the education, care and welfare of children. A total of 469 university students completed a questionnaire in which they were asked to rate their strength of agreement with 30 statements concerning bullying in schools. Twelve of these statements specifically explored adopting a social pedagogic perspective. There was a general consensus among the respondents in all three countries that bullying is a major problem in schools and that schools are not tackling bullying adequately. The replies also indicate that many respondents reported views that align with a social pedagogic perspective. Differences between students within each country and between countries are in part a reflection of polarised views about how best to tackle bullying.
Citation: Kyriacou, C., Mylonakou‐Keke, I., & Stephens, P. (2016). Social pedagogy and bullying in schools: the views of university students in England, Greece and Norway.British Educational Research Journal,42(4), 631-645.
Author(s): Olweus, D.
Title: Cyberbullying: An overrated phenomenon?
Journal: European Journal of Developmental Psychology
Abstract: The paper argues that several claims about cyberbullying made in the media and elsewhere are greatly exaggerated and have little empirical scientific support. Contradicting these claims, it turns out that cyberbullying, when studied in proper context, is a low-prevalence phenomenon, which has not increased over time and has not created many “new” victims and bullies, that is, children and youth who are not also involved in some form of traditional bullying. These conclusions are based on two quite large samples of students, one from the USA and one from Norway, both of which have time series data for periods of four or five years. It is further argued that the issue of possible negative effects of cyberbullying has not received much serious research attention and a couple of strategies for such research are suggested together with some methodological recommendations. Finally, it is generally recommended that schools direct most of their anti-bullying efforts to counteracting traditional bullying, combined with an important system-level strategy that is likely to reduce the already low prevalence of cyberbullying.
Citation: Olweus, D. (2012). Cyberbullying: An overrated phenomenon?. European Journal of Developmental Psychology, 9(5), 520-538.