Cyberbullying Victimization and Cyberbullying Perpetration with Self-Esteem As the Moderator
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Cyber Violence Against Women and Girls
CYBER VIOLENCE AGAINST WOMEN AND GIRLS A WORLD-WIDE WAKE-UP CALL 2015 Photo credits:Shutterstock A REPORT BY THE UN BROADBAND COMMISSION FOR DIGITAL DEVELOPMENT WORKING GROUP ON BROADBAND AND GENDER CYBER VIOLENCE AGAINST WOMEN AND GIRLS: A WORLD-WIDE WAKE-UP CALL Acknowledgements This Report has been written collaboratively, drawing on insights and rich contributions from a range of Commissioners and Expert Members of the Working Group on Broadband and Gender. It has been researched and compiled by lead author Nidhi Tandon, assisted by Shannon Pritchard, with editorial inputs by teams from UN Women, UNDP and ITU. Design concepts were developed by Céline Desthomas of ITU. We wish to thank the following people for their contributions and kind review and comments (listed in alphabetical order of institution, followed by alphabetical order of surname): Dafne Sabanes Plou, Jac sm Kee and Chat Garcia Ramilo (APC); Dr Nancy Hafkin; Minerva Novero- Belec (UNDP); Corat Suniye Gulser (UNESCO); Jennifer Breslin and team (UN Women); Samia Melhem and team (World Bank). About the Commission The Broadband Commission for Digital Development was launched by the International Telecommunication Union (ITU) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) in response to UN Secretary-General Ban Ki-moon’s call to step up efforts to meet the Millennium Development Goals. Established in May 2010, the Commission unites top industry executives with government leaders, thought leaders and policy pioneers and international agencies and organizations concerned with development. The Broadband Commission embraces a range of different perspectives in a multi-stakeholder approach to promoting the roll-out of broadband, as well as providing a fresh approach to UN and business engagement. -
A Comparative Analysis of Hate Crime Legislation
A Comparative Analysis of Hate Crime Legislation A Report to the Hate Crime Legislation Review James Chalmers and Fiona Leverick University of Glasgow, July 2017 i A Comparative Analysis of Hate Crime Legislation: A Report to the Hate Crime Legislation Review July 2017 CONTENTS INTRODUCTION ________________________________________________ 1 1. WHAT IS HATE CRIME? ________________________________________ 4 2. HATE CRIME LEGISLATION IN SCOTLAND __________________________ 7 3. JUSTIFICATIONS FOR PUNISHING HATE CRIME MORE SEVERELY ______ 23 4. MODELS OF HATE CRIME LEGISLATION __________________________ 40 5. CHOICE OF PROTECTED CHARACTERISTICS _______________________ 52 6. HATE SPEECH AND STIRRING UP OFFENCES _______________________ 68 7. HATE CRIME LEGISLATION IN SELECTED JURISDICTIONS _____________ 89 8. APPROACHES TAKEN IN OTHER JURISDICTIONS RELEVANT TO THE OFFENSIVE BEHAVIOUR AT FOOTBALL AND THREATENING COMMUNICATIONS (SCOTLAND) ACT 2012 ____________________________________________________ 134 ii INTRODUCTION In January 2017, the Scottish Government announced a review of hate crime legislation, chaired by Lord Bracadale.1 Lord Bracadale requested that, to assist the Review it its task, we produce a comparative report detailing principles underpinning hate crime legislation and approaches taken to hate crime in a range of jurisdictions. Work on this report commenced in late March 2017 and the final report was submitted to the Review in July 2017. Chapter 1 (What is Hate Crime?) explores what is meant by the term “hate crime”, noting that different definitions may properly be used for different purposes. It notes that the legislative response to hate crime can be characterised by the definition offered by Chakraborti and Garland: the creation of offences, or sentencing provisions, “which adhere to the principle that crimes motivated by hatred or prejudice towards particular features of the victim’s identity should be treated differently from ‘ordinary’ crimes”. -
OCSA Bullying/Cyberbullying/Hate Violence Policy
OCSA BULLYING/CYBER BULLYING/HATE VIOLENCE POLICY All students and employees of the Orange County School of the Arts have the right to work, to attend school, and to participate in the educational process in a safe environment that is free from bullying and hate-motivated behavior. Every effort shall be made to promote mutual respect among students and staff and between and among students to encourage safe and harmonious relations that support human dignity and equality. The OCSA Board of Trustees recognizes the harmful effects of bullying on student learning and school attendance and desires to provide safe school environments that protect students from physical and emotional harm. School employees shall establish student safety as a high priority and shall not tolerate bullying of any student. No student or group of students shall, through physical, written, verbal, or other means, harass, sexually harass, threaten, intimidate, cyberbully, cause bodily injury to, or commit hate violence against any other student or school personnel. Students who have been bullied or cyberbullied shall promptly report such incidents to any staff member. Behavior or statements that degrade, intimidate, and/or harm an individual on the basis of his/her race, ethnicity, culture, heritage, immigration status, gender, sexual orientation, physical/mental attributes, religious beliefs or practices shall not be tolerated. Bullying in any form or platform, repeatedly picking fights with, or repeatedly taunting another person shall not be tolerated. This policy applies to all OCSA students and employees. This policy applies to all acts related to school activity or school attendance occurring within a school under the jurisdiction of the Executive Director of the Orange County School of the Arts. -
The Challenges of Cyberbullying
NEW ENCOUNTERS? THE CHALLENGES OF CYBERBULLYING Professor Shauna Van Praagh & Alyssa Wiseman November 17, 2015 What is Cyberbullying? "A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself." - Dan Olweus (1993 and before) -An Act to prevent and stop bullying and violence in schools, 2012 Definition is fairly consistent worldwide—entails three criteria: (1) Verbal or physical aggression; (2) That is repeated over time; and (3) That involves a power differential. “Sticks and Stones” “I couldn’t write about online bullying without writing about face-to-face bullying too because Facebook and other social networking sites aren’t a discrete, walled off universe.” (39) - Emily Bazelon, “Sticks and Stones: Defeating the Culture of Bullying and Rediscovering the Power of Character and Empathy Despite wide media attention, cyberbullying is not necessarily more widespread than face-to-face bullying. Still, cyberbullying presents new concerns... “Sticks and Stones” New concerns include: (1) The Internet makes bullying harder to escape; (2) The Internet allows the perpetrator to bully without having to confront his or her victim; (3) The number of potential witnesses can be exponentially higher; and (4) There is the possibility that comments and images/ videos can go viral. Also, with undefined boundaries, whose responsibility is it to prevent or “deal” with cyberbullying? “It’s Complicated” danah boyd brings to light problematic tendencies and reactions: (1) Scapegoating technology: easier to focus on what is tangible rather than broader systemic issues at play; (2) Parental nostalgia: we idealize our childhoods and forget the problem we faced when we were young; (3) “Digital natives”: draws away attention from the problems children face in the digital era In creating these divides, different stakeholders may absolve themselves of responsibility. -
Harassment and Victimisation Introduction
Harassment and victimisation Introduction Stockholm University is to be characterised by its excellent environment for work and study. All employees and students shall be treated equally and with respect. At Stockholm University we shall jointly safeguard our work and study environment. A good environment enables creative development and excellent outcomes for work and study. At Stockholm University, victimisation, harassment associated with discrimination on any grounds and sexual harassment are unacceptable and must not take place. Victimisation, harassment and sexual harassment all jeopardise the affected person's job satisfaction and chances of success in work or study. As soon as the university becomes aware that someone has been affected, action will be taken immediately. In this brochure, Stockholm University explains • the forms that victimisation, harassment and sexual harassment may take, • what you can do if you or someone else becomes subjected to such behaviour, • the university's responsibilities, • the sanctions faced by those subjecting a person to victimisation, harassment or sexual harassment. Astrid Söderbergh Widding Vice-Chancellor Production: Human Resources Office, Student Services, Council for Equal Opportunities and Equality, and Matador kommunikation. Illustrations: Jan Ed. Printing: Ark-Tryckaren, 2015. 3 What is victimisation? All organisations experience occasional differences of opinion, conflicts and difficulties in working together. However, these occasional conflicts are not considered victimisation or bullying. Victimisation is defined as recurrent reprehensible or negative actions directed against individuals and that may lead to the person experiencing it being marginalised. Examples include deliberate insults, demeaning treatment, ostracism, withholding of information, persecution or threats. Victimisation brings with it the risk that individuals as well as entire groups will be adversely affected, in both the short and long terms. -
Research Into Cyberbullying and Cyber Victimisation
Australasian Journal of Educational Technology 2007, 23(4), 435-454 Bullying in the new playground: Research into cyberbullying and cyber victimisation Qing Li University of Calgary This study examines the nature and extent of adolescents’ cyberbullying experiences, and explores the extent to which various factors, including bullying, culture, and gender, contribute to cyberbullying and cyber victimisation in junior high schools. In this study, one in three adolescents was a cyber victim, one in five was a cyberbully, and over half of the students had either experienced or heard about cyberbullying incidents. Close to half of the cyber victims had no idea who the predators were. Culture and engagement in traditional bullying were strong predictors not only for cyberbullying, but also for cyber victimisation. Gender also played a significant role, as males, compared to their female counterparts, were more likely to be cyberbullies. Cyberbullying and cyber victimisation School bullying has been widely recognised as a serious problem and it is particularly persistent and acute during junior high and middle school periods (National Center for Educational-Statistics, 1995). In the USA, “up to 15% of students … are frequently or severely harassed by their peers. … Only a slim majority of 4th through 12th graders … (55.2%) reported neither having been picked on nor picking on others” (Hoover & Olsen, 2001). Universally, bullying is reported as a significant problem in many countries of the world including European countries, North America, and Japan (Smith et al., 1999), suggesting that bullying may play a important role in adolescents’ life in many societies. More importantly, it is reported that in many cases of school shootings, the bully played a major role (Dedman, 2001; Markward, Cline & Markward, 2002). -
Victimisation from Physical Punishment and Intimate Partner Aggression in South Africa: the Role of Revictimisation
Victimisation from Physical Punishment and Intimate Partner Aggression in South Africa: The Role of Revictimisation Master’s Thesis in Peace, Mediation and Conflict Research Developmental Psychology Magret Tsoahae, 1901696 Supervisor: Karin Österman Faculty of Education and Welfare Studies Åbo Akademi University, Finland Spring 2021 Magret Tsoahae Abstract Aim: The aim of the study was to investigate victimisation from physical punishment during childhood, victimisation from an intimate partner as an adult, and psychological concomitants. Method: A questionnaire was completed by 190 females, 32 males, and three who did not state their sex. The respondents where from South Africa. The mean age was 40.0 years (SD 12.2) for females, and 29.7 years (SD 9.9) for males. Results: For females, victimisation from physical punishment correlated significantly with victimisation from intimate partner controlling behaviours. For females, but not for males, victimisation from physical punishment during childhood correlated positively with depression and anxiety later in life. For both females and males, a high significant correlation was found between victimisation from intimate partner physical aggression and controlling behaviours, intimate partner physical aggression also correlated significantly with depression and anxiety. For males, victimisation from controlling behaviours correlated significantly with anxiety. Respondents who had been victimised more than average from physical punishment scored significantly higher than others on victimisation from controlling behaviours, intimate partner physical aggression, depression, and anxiety. Conclusions: It was concluded that victimisation from intimate partner aggression was associated with previous victimisation from physical punishment during childhood and could therefore constitute a form of revictimisation. Key Words: Controlling behaviours by a partner, physical intimate partner aggression, physical punishment during childhood, depression, anxiety, South Africa. -
Online Hate Speech
Measuring trends in online hate speech victimisation Summary of findings and exposure, and attitudes • Overall, 15% of New Zealand adults reported having been personally targeted in New Zealand with online hate speech in the last 12 months. Prepared by Dr. Edgar Pacheco & Neil Melhuish • Compared to our 2018 survey, this result is What is this about? higher by 4 percentage points. On 15 March 2019 a devastating terrorist attack • Over one third of personal experiences of against the Al-Noor Mosque and the Linwood online hate speech occurred after the Christchurch attacks. Islamic Centre in Christchurch killed 51 people and injured 49, some seriously. In addition to • Half of Muslim respondents said they were the tragic loss of life, the attack generated one personally targeted with online hate in the last 12 months. Prevalence was also more of the most significant online safety challenges common among Hindus. New Zealand has experienced. In the immediate aftermath a text reportedly written by • Similar to 2018, people with disabilities and the attacker that included racist and identifiying as non-heterosexuals were also targeted at higher rates. discriminatory language and a livestream video of the attack went viral and continued to • About 3 in 10 adult New Zealanders say reverberate across the internet. they have seen or encountered online hate speech content that targeted someone About 46 minutes after the attack began, else. Netsafe received its first call from the public • Nearly 7 in 10 New Zealand adults think about this content being accessible online. It that online hate speech is spreading. went onto receive just under 600 enquiries and • Over 8 in 10 adults believe that social complaints in the days following. -
Teachers' Perceptions of Homophobic Victimisation Among Learners Within Independent Secondary Schools
Teachers’ Perceptions of Homophobic Victimisation among Learners within Independent Secondary Schools A research report submitted in partial fulfilment of the requirements for the degree of Masters in Education (Educational Psychology) in the Humanities Faculty, University of the Witwatersrand, Johannesburg. Hendrik Petrus Mostert 0207843W Supervisor: Dr. Charmaine Gordon Department of Psychology School of Human and Community Development University of the Witwatersrand DECLARATION I declare that this research report is my own, unaided work. It is being submitted for the degree of Masters in Education (Educational Psychology) in the Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg. It has not been submitted before for any degree or examination at any other university. Signed: ____________________________ Hendrik Petrus Mostert Date: ______________________________ i TABLE OF CONTENTS DECLARATION .......................................................................................................................................... i TABLE OF CONTENTS ............................................................................................................................... ii LIST OF TABLES ........................................................................................................................................ v LIST OF FIGURES .................................................................................................................................... -
Sweden National Reporting Procedures for Cyberbullying, Hate Speech and Hate Crime
Reporting in Sweden National reporting procedures for cyberbullying, hate speech and hate crime The information below is extracted from a mapping study of national reporting mechanisms in the countries involved in the No Hate Speech Movement of the Council of Europe. It aims to provide: 1. Contact information of national reporting mechanisms for cyberbullying, hate speech and hate crime where they exist 2. Information about the legal grounds for acting on cyberbullying, hate speech and hate crime where they exist The views expressed in this document do not necessarily reflect the opinions of the Council of Europe1. 1. REPORTING MECHANISMS Reporting hate speech and hate crime Polisen (the police). Website: http://polisen.se Phone:+46 114 14. Reporting cyberbullying If the cyberbullying is connected to the school one should report it to the school management or a teacher. For other cases one can turn to the police. 2. Background information There is no Swedish word that translates hate speech in Swedish. There is a term called “hate against a community”. Another is “discrimination”. Hate speech online can also be called bullying or harassment. Sweden does not have a distinction between hate speech and hate crime that we know of. The Discrimination Act includes discrimination on the basis of sex, transgender identity or expression, ethnicity, disability, sexual orientation and age. People can report everything that is against the law at the police station or by phone. Reports will be investigated by the police. In 2014 there were almost 6270 reports of hate crime in Sweden. That was an increase with 14 % compared to 2015. -
Judgment As Approved by the Court
Case No: C/2001/1336 Neutral Citation Number: [2002] EWCA Civ 567 IN THE SUPREME COURT OF JUDICATURE COURT OF APPEAL (CIVIL DIVISION) ON APPEAL FROM THE IMMIGRATION APPEAL TRIBUNAL Royal Courts of Justice Strand, London, WC2A 2LL Friday 26th April 2002 Before: LORD JUSTICE AULD LORD JUSTICE WALLER and LADY JUSTICE ARDEN - - - - - - - - - - - - - - - - - - - - - Between: SECRETARY OF STATE FOR THE HOME Appellant DEPARTMENT - and - SKENDERAJ Respondent - - - - - - - - - - - - - - - - - - - - - (Transcript of the Handed Down Judgment of Smith Bernal Reporting Limited, 190 Fleet Street London EC4A 2AG Tel No: 020 7421 4040, Fax No: 020 7831 8838 Official Shorthand Writers to the Court) - - - - - - - - - - - - - - - - - - - - - Stephen Vokes (instructed by Nelsons) for the Appellant Eleanor Grey (instructed by The Treasury Solicitors) for the Respondent - - - - - - - - - - - - - - - - - - - - - Judgment As Approved by the Court Crown Copyright © Lord Justice Auld: 1. This appeal concerns the definition of refugee in Article 1(A) of the Geneva Convention of 28th July 1951 in its application to non-state persecution. In particular, it is concerned, in the context of Albanian blood feuds, with the definition and consequence of membership of a “particular social group” and the availability and sufficiency of protection when it is not sought. The material words of Article 1A are that: “ … the term ’refugee’ shall apply to any person who:… owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; … ” 2. Hasan Skederaj, a citizen of Albania, appeals against the decision of the Immigration Appeal Tribunal declining to uphold the determination of an adjudicator that he should be granted asylum. -
Cyber Bulling
Cyberbullying What Can I Do? Mark S. Borer, MD, DFAPA, DFAACAP 5/16 Subset of: Bullying and Social Aggression in DE Medical Society of Delaware 5/16 © All rights reserved Credits for Archived Slide Set • Dr. Borer has presented on bullying at various schools and staff developments over his years in practice and he has created different portions of this slide set over time. The slide set is updated from time to time from online, organizational, and educational resources, as well as from ongoing clinical experience. • Formatting for the slides was provided in part by Medical Society of Delaware. • Some of the slides present materials available through various referenced websites. Dr. Borer also prepared an educational program on bullying and social aggression for Lorman Seminars in ’06, which informs some of his thoughts and topics in this slide set, and which he references herein. • The presentations by Dr. Borer at the Medical Society of Delaware, as well as this slide set, have been shared for the benefit of Delaware’s youth. Dr. Borer has received no remuneration for use of this slide set. The materials in these slides may inform the presentations of others, but the slide set itself is copyrighted and used with permission by the Medical Society of DE and by the Delaware Bullying Prevention Association. Cyberbullying—A Definition • CYBER OR ELECTRONIC Bullying – using the Internet, email, text messaging, or other social media to threaten, harass, hurt, single out, embarrass, spread rumors, and/or reveal secrets about others. • Engaging others in targeting a particular individual enhances the bullying and the potential hurt and damage to the individual.