Social Media and Cyberbullying--论文代写范文

通过社交媒体网络的作用,宣传青年自杀的问题,可渗透一个青年的生活中,很难排斥社交网站的角色和职责。下面的essay代写范文进行论述。

Executive Summary
  Schools worldwide are being charged by legislators to take action to reduce cyberbullying because of its potential to disrupt the educational process, create a hostile environment, and threaten students’ feelings of safety and mental well-being at school. Yet there is a lack of research on how schools can effectively address cyberbullying, and a need to determine how schools, parents, and social networking sites can collaborate to prevent online victimization and encourage digital citizenship. Through a systematic review of school anti-bullying policies, interviews with school administrators, and inperson and online focus groups with parents and youth, Education Development Center collected data on cyberbullying prevention and intervention efforts in 25 communities in the MetroWest Boston region. These multiple perspectives provided an in-depth understanding of the successes and challenges encountered in school-based anti-bullying strategies, leading to recommendations for expanding school-based initiatives as well as informing the education and outreach efforts of social media sites.

 Introduction
  Cyberbullying through social media has played a role in several recent, widely-publicized youth suicides, yet the ubiquitous nature of bullying behavior, which can infiltrate a youth’s life both online and at school, makes it difficult to disentangle the roles and responsibilities of schools, parents, and social networking websites. Schools worldwide are now being charged by legislators to take action to prevent cyberbullying because of the potential to disrupt the educational process and threaten students’ feelings of safety at school. As of December 2011, 36 states prohibited cyberbullying/bullying using electronic media in their education codes, and 13 states specified that schools could discipline off-campus behavior if it created a hostile school environment.1

  Yet there is a lack of research on how schools can effectively prevent cyberbullying and address incidents, and a need to determine how school-based efforts can inform and support the education and outreach efforts of social networking sites. Massachusetts recently enacted some of the strictest anti-bullying laws in the country, requiring all school districts to document their bullying prevention and intervention policies and procedures.2 This mandate provides a unique and timely opportunity to study cyberbullying prevention programs and policies through an established network of 25 Boston area communities that have been collecting data on students’ involvements in cyberbullying and school bullying since 2006. In these communities, reports of cyberbullying* in high school steadily increased from 15% in 2006 to 20% in 2010, while school bullying remained similar in the range of 26-28%.

  Among middle school youth, cyberbullying reports did not change overall but increased from 18% to 22% among middle school girls, while overall reports of school bullying actually decreased from 38% to 32%. 3,4 These reports confirm anecdotal evidence that cyberbullying is on the rise. Through systematic multi-method data collection, we engaged school leaders, parents, and youth to identify strategies for improving school-based and online prevention efforts, increase collaborations between schools and social networking sites, and encourage positive use of social media among youth in today’s digital age. This report provides recommended action steps for improving school-based cyberbullying prevention efforts and expanding opportunities for linking school initiatives to the education and outreach efforts of social networking sites.

 Research Methods
  Our study took place in 25 communities in the MetroWest Boston region in which Education Development Center, Inc. (EDC) has been collecting youth self-report data on school bullying and cyberbullying since 2006 through the MetroWest Adolescent Health Survey (MWAHS), an initiative to monitor trends in risk behaviors funded by the MetroWest Health Foundation. To learn about school-based cyberbullying prevention strategies from multiple perspectives within these communities, we collected and analyzed data from four sources:

• School Anti-Bullying Policies. All school districts in Massachusetts were required by state legislation to develop an anti-bullying policy by December, 2010. We conducted a systematic analysis of each district’s policy, paying special attention to schoolbased prevention initiatives, educational programming, and intervention strategies.
• School Leader Interviews. To gain a comprehensive understanding of school-based anti-bullying activities and to learn about the challenges and successes experienced with implementing the district-level policies, we conducted telephone interviews with 24 school-based key informants. These individuals were designated by district administrators as most closely involved in implementing school-based anti-bullying policies, and included: eight district-level administrators (superintendents, directors of student development, and directors of safety/technology); eight school-level administrators (principals, assistant principals, and Deans of Students); and eight health/wellness or technology coordinators.
• Parent Focus Groups. We conducted five parent focus groups involving 42 parents across seven school districts to understand parents’ perspectives on school-based and online anti-bullying efforts, and how parents view their own roles and responsibilities in keeping their children safe from cyberbullying. Parents were recruited through school-wide announcements and messages distributed by local coalitions/parents groups. Three of the parent groups were held in-person at schools during evening hours, and two groups were held using an online webinar format.
• Youth Focus Groups. To learn about students’ perspectives on the anti-bullying efforts of schools, parents, and social networking sites, we conducted six youth focus groups involving 64 middle and high school students in eight school districts. Four inperson youth groups were conducted at schools during health education classes and afterschool programs. Two online youth focus groups were also conducted.

  Adult participants provided informed consent and were assured of the voluntary and confidential nature of their participation. Youth received written permission from their parents/guardians and provided their own assent. The research protocol was approved by the Institutional Review Board at EDC.

  In general, we found that most school district plans lacked specific information on cyberbullying, particularly when it came to student curriculum, parent education, detailed plans for professional development, and opportunities for collaboration within the community. However, when we conducted interviews with school leaders, we learned that the policies did not always reflect the breadth of efforts occurring at the schools. Indeed, many districts are doing much more, especially around prevention programming and curriculum development.（essay代写)

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