Cyberbullying: tackling the silent enemy

ABSTRACT

Access to online information and communication and the use of social networks have all increased considerably among pre-adolescents over the last decade. These trends are directly related to the similarly growing phenomenon of cyberbullying: as pre-adolescents’ exposure to online social interaction increases, so does their potential involvement in harmful online interactions. Thus, there is a need to design and implement cyberbullying prevention programmes that prepare pre-adolescents for both the risks and opportunities of a technology-driven world. This qualitative study analyzed the effects of a cyberbullying prevention programme supported by the use of technologies for the safe use of social media in pre-adolescents. Data were collected from 151 participants (aged 9–11), at five schools in Bogotá, Colombia. Results indicate that pre-adolescents increased their understanding about cyberbullying as they came to appreciate how building confidence and self-efficacy could prepare them to better face cyberbullying threats. Thus, the study advocates for the early teaching of self-regulatory skills to help youngsters develop conflict resolution skills and ease their gradual empowerment to face cyberbullying. The study suggests specific considerations that will help communities to shape future prevention plans and policies, supporting the development of more inclusive school learning environments framed upon collaboration, equity, and social justice principles.

KEYWORDS:

• Cyberbullying
• prevention
• self-regulation
• pre-adolescents

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Liliana Cuesta Medina, Dr. is a professor at the Master’s programmes in English Language Teaching at the Department of Foreign Languages and Cultures, Universidad de La Sabana. She holds a PhD in English Philology from the Faculty of Humanities at UNED, Madrid. Her research areas include cyberbullying, CALL, CLIL, academic writing, and learners’ self-regulation in blended/online environments.

Cristina Hennig Manzuoli, Dr. is a professor in the Master’s programmes for in-service teachers at Centro de Tecnologías para la Academia, Universidad de La Sabana, Chía, Colombia. She holds a PhD in Education from Universidad de Barcelona (Spain). Her research areas include cyberbullying, Teacher training in ICT, e-learning and innovation in education.

Lady Adriana Duque is a professor of English at Universidad de La Sabana (Colombia). She holds a Master’s degree in English Language Teaching–Autonomous Learning Environments (Universidad de La Sabana). Her research interests include self-assessment practices for fostering learners’ autonomy, learners’ interaction and ICTs integration into language learning.

Sayana Malfasi Martínez, Mg. is a professor in the Master's programmes for in-service teachers at Centro de Tecnologías para la Academia, Universidad de La Sabana, Chía, Colombia. She holds a Master's degree in Computer Education from Universidad de La Sabana. Her research areas include cyberbullying, bullying, teacher training in ICT, b-learning and innovation in education.

Additional information

Funding

This work was supported by the Universidad de La Sabana and the involved academic units of Centro de Tecnologías para La Academia and Departamento de Lenguas y Culturas Extranjeras under Grant (identified with the code CTA-20-2015).