Have we asked the parents? What parents want and need to help prevent cyberbullying, 2023

Item — Call Number: MU Thesis McN

Identifier: b7931936

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2023

Creator

McNichol, Joan (1957- ) (Author, Person)
Bobbitt, Stephanie R. (Thesis advisor, Person)
Eckert, Ryan (1983- ) (Thesis advisor, Person)
George, William O., III (1963- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Cyberbullying is a pernicious form of social aggression, linked with anxiety, depression, and, in extreme cases, suicide among young people. Research indicates that this behavior peaks in middle school. Numerous studies have focused upon children in order to explore the causes of this behavior in order to determine effective interventions against it.

Parental attitudes and styles of parenting have also been explored, largely through quantitative research. Less research has been conducted that explores the perceptions, understanding and experiences of parents as articulated in their own words. Conditions within schools and current research indicate a need to strengthen a home-school connection for cyberbullying prevention. Yet, no one has directly asked the parents what it is that they need, want, or are willing to do in order to address cyberbullying.

The objective of this study is to develop a deeper understanding of how parents' perspectives in regard to cyberbullying may be impacting the behavior of their children. Data has been gathered from parents whose children have engaged in cyberbullying behavior either as aggressors or as aggressor/victims. Structured interview questions prompted parents to share how they monitor the online activity of their children, how they define bullying and cyberbullying, and to share their concerns for their child's safety and well-being. Finally, parents were encouraged to articulate the help that they would like to receive from school, in order to impact their children's experiences with bullying and cyberbullying.

As a result of this research, emergent themes were identified indicating commonalities regarding family norms, willingness to prevent bullying/cyberbullying and parents' perceptions of and attendant responses to their children's behavior. These themes may inform school decision makers as they work to strengthen the partnership between parents and schools, thus strengthening prevention efforts against cyberbullying.

KEYWORDS: Cyberbullying, Bullying, Social Aggression, Middle School, Prevention, Parental Attitudes, Qualitative, Interviews

Partial Contents

Abstract - Dedication - Acknowledgements - 1. Introdution - 2. Review of literature - 3. Methodology - 4. Results - 5. Discussion - References - Appendices.