While it has long been recognized that bullying occurs at school and in the workplace, recent res... more While it has long been recognized that bullying occurs at school and in the workplace, recent research confirms that bullying also takes place among university students, including undergraduates, postgraduates and doctoral research students. In the UK, the National Union of Students (NUS) alerted staff and students to the issue in a series of reports but it is not confined to the UK. Authors in the book edited by Cowie and Myers (2016a, 2016b) present cross-national findings on the theme of bullying among university students (Pörhöla et al., 2016). In this article we discuss the urgent need for interventions to prevent and reduce bullying in this context. We also indicate the areas where little or no intervention is taking place, notably in the field of university policy.
Students within the university sector are ‘digital natives’. Technology is not ‘new’ or ‘alien’ ... more Students within the university sector are ‘digital natives’. Technology is not ‘new’ or ‘alien’ to them, but rather it is an accepted and normalised part of everyday life (Simmons et al., 2016). With this level of expertise and competence, we could assume that university students are relatively happy with their online relationships. However, in recent years there has been a growing realisation that, for some students at least, the online world is a very dangerous place. The age of the students is of key importance here too, as those in higher and further education are young adults, rather than children in need of parental support. From this perspective, the university as an institution has a duty of care to its students in their learning environment regardless of their age. In this article, we consider the social and cultural contexts which either promote or discourage cyberbullying among university students. Finally, the implications for policies, training and awareness-raising are discussed along with ideas for possible future research in this under researched area. Key words: bullying/cyberbullying at university; bystanders; bullies; victims; cyberbullying and the law, cyberbully/victims, cultural context
This leading child development text has been widely acclaimed for its international coverage and ... more This leading child development text has been widely acclaimed for its international coverage and its rigorous research-based approach. It begins by introducing the ways in which psychologists study developmental processes before going on to consider all major aspects of development from conception through to adolescence.
This leading child development text has been widely acclaimed for its international coverage and ... more This leading child development text has been widely acclaimed for its international coverage and its rigorous research-based approach. It begins by introducing the ways in which psychologists study developmental processes before going on to consider all major aspects of development from conception through to adolescence.
1. Violence in schools: an overview Part I: Central Europe 2. Tackling violence in schools: a rep... more 1. Violence in schools: an overview Part I: Central Europe 2. Tackling violence in schools: a report from France 3. Tackling violence in schools: a report from Belgium 4. Luxembourg: first official steps to deal with violence in school 5. From combatting bullying and violence to fostering prosocial behaviour: a report from the Netherlands 6. The Austrian situation: many initiatives against violence, few evaluations 7. Germany: numerous programmes - no scientific proof Part II: Mediterranean Countries 8. Portugal: the gap between political agenda and local initiatives 9. Working together to prevent school violence: the Spanish response 10. A multi-faceted reality: a report from Italy 11. Tackling violence in schools: a report from Greece Part III: Scandinavia 12. Tackling violence in schools: a report from Finland 13. 'Taking back adult control': a report from Norway 14. Tackling violence in schools: a report from Sweden 15. Denmark: short-term non-preventative solutions in the absence of statistical research 16. Tackling violence in schools: a report from Iceland Part IV: United Kingdom and Ireland 17. School violence in the United Kingdom: addressing the problem 18. Tackling violence in schools: a report from Ireland Part V: Commentaries 19. Violence in schools: an Australian commentary 20. Violence in schools: the view from Israel 21. The complexity of school violence: commentary from the US
In this article, the authors discuss how school nurses can use their knowledge and clinical exper... more In this article, the authors discuss how school nurses can use their knowledge and clinical experience to help young people who bully develop a deeper understanding of themselves and their relationships with others in order to promote optimum health outcomes for both the bully and victim.
This book brings together an international team of authors from a range of disciplines, encompass... more This book brings together an international team of authors from a range of disciplines, encompassing education, psychology, criminology, law and counselling, who have carried out research in the area of university bullying.
El articulo forma parte de una seccion de innovacion de la revista dedicada monograficamente a la... more El articulo forma parte de una seccion de innovacion de la revista dedicada monograficamente a la violencia en la escuela
International Journal of Emotional Education, 2011
Despite more than two decades of anti-bullying initiatives in schools, children and young people ... more Despite more than two decades of anti-bullying initiatives in schools, children and young people regularly mention relationships within the peer group as the major factor that causes them to feel unsafe at school. The situation is complicated by the fact that these ...
While it has long been recognized that bullying occurs at school and in the workplace, recent res... more While it has long been recognized that bullying occurs at school and in the workplace, recent research confirms that bullying also takes place among university students, including undergraduates, postgraduates and doctoral research students. In the UK, the National Union of Students (NUS) alerted staff and students to the issue in a series of reports but it is not confined to the UK. Authors in the book edited by Cowie and Myers (2016a, 2016b) present cross-national findings on the theme of bullying among university students (Pörhöla et al., 2016). In this article we discuss the urgent need for interventions to prevent and reduce bullying in this context. We also indicate the areas where little or no intervention is taking place, notably in the field of university policy.
Students within the university sector are ‘digital natives’. Technology is not ‘new’ or ‘alien’ ... more Students within the university sector are ‘digital natives’. Technology is not ‘new’ or ‘alien’ to them, but rather it is an accepted and normalised part of everyday life (Simmons et al., 2016). With this level of expertise and competence, we could assume that university students are relatively happy with their online relationships. However, in recent years there has been a growing realisation that, for some students at least, the online world is a very dangerous place. The age of the students is of key importance here too, as those in higher and further education are young adults, rather than children in need of parental support. From this perspective, the university as an institution has a duty of care to its students in their learning environment regardless of their age. In this article, we consider the social and cultural contexts which either promote or discourage cyberbullying among university students. Finally, the implications for policies, training and awareness-raising are discussed along with ideas for possible future research in this under researched area. Key words: bullying/cyberbullying at university; bystanders; bullies; victims; cyberbullying and the law, cyberbully/victims, cultural context
This leading child development text has been widely acclaimed for its international coverage and ... more This leading child development text has been widely acclaimed for its international coverage and its rigorous research-based approach. It begins by introducing the ways in which psychologists study developmental processes before going on to consider all major aspects of development from conception through to adolescence.
This leading child development text has been widely acclaimed for its international coverage and ... more This leading child development text has been widely acclaimed for its international coverage and its rigorous research-based approach. It begins by introducing the ways in which psychologists study developmental processes before going on to consider all major aspects of development from conception through to adolescence.
1. Violence in schools: an overview Part I: Central Europe 2. Tackling violence in schools: a rep... more 1. Violence in schools: an overview Part I: Central Europe 2. Tackling violence in schools: a report from France 3. Tackling violence in schools: a report from Belgium 4. Luxembourg: first official steps to deal with violence in school 5. From combatting bullying and violence to fostering prosocial behaviour: a report from the Netherlands 6. The Austrian situation: many initiatives against violence, few evaluations 7. Germany: numerous programmes - no scientific proof Part II: Mediterranean Countries 8. Portugal: the gap between political agenda and local initiatives 9. Working together to prevent school violence: the Spanish response 10. A multi-faceted reality: a report from Italy 11. Tackling violence in schools: a report from Greece Part III: Scandinavia 12. Tackling violence in schools: a report from Finland 13. 'Taking back adult control': a report from Norway 14. Tackling violence in schools: a report from Sweden 15. Denmark: short-term non-preventative solutions in the absence of statistical research 16. Tackling violence in schools: a report from Iceland Part IV: United Kingdom and Ireland 17. School violence in the United Kingdom: addressing the problem 18. Tackling violence in schools: a report from Ireland Part V: Commentaries 19. Violence in schools: an Australian commentary 20. Violence in schools: the view from Israel 21. The complexity of school violence: commentary from the US
In this article, the authors discuss how school nurses can use their knowledge and clinical exper... more In this article, the authors discuss how school nurses can use their knowledge and clinical experience to help young people who bully develop a deeper understanding of themselves and their relationships with others in order to promote optimum health outcomes for both the bully and victim.
This book brings together an international team of authors from a range of disciplines, encompass... more This book brings together an international team of authors from a range of disciplines, encompassing education, psychology, criminology, law and counselling, who have carried out research in the area of university bullying.
El articulo forma parte de una seccion de innovacion de la revista dedicada monograficamente a la... more El articulo forma parte de una seccion de innovacion de la revista dedicada monograficamente a la violencia en la escuela
International Journal of Emotional Education, 2011
Despite more than two decades of anti-bullying initiatives in schools, children and young people ... more Despite more than two decades of anti-bullying initiatives in schools, children and young people regularly mention relationships within the peer group as the major factor that causes them to feel unsafe at school. The situation is complicated by the fact that these ...
SIGLEAvailable from British Library Document Supply Centre- DSC:94/11208 / BLDSC - British Librar... more SIGLEAvailable from British Library Document Supply Centre- DSC:94/11208 / BLDSC - British Library Document Supply CentreGBUnited Kingdo
Basic Psychology This series offers those new to the study of psychology comprehensive, sys- tema... more Basic Psychology This series offers those new to the study of psychology comprehensive, sys- tematic and accessible introductions to the core areas of the subject. Written by specialists in their fields, they are designed to convey something of the flavour and excitement of ...
The present literature review aims to summarize current knowledge on coping with cyberbullying.
C... more The present literature review aims to summarize current knowledge on coping with cyberbullying. Coping strategies are defined as responses (behaviours, but also emotions/cognitions) that are successful (or unsuccessful) against cyberbullying. We differentiate between three different coping domains: reducing risks, combatting the problem, and buffering negative impact. A systematic literature search was conducted yielding 36 relevant papers. Most of these papers report findings regarding general prevention strategies (e.g. anti-bullying policies or cybersafety strategies) and the use of coping strategies such as seeking support, reactions towards cyberbullies (retaliation or confronting), technical solutions and avoidant and emotion-focused strategies. A few studies report on perceived success whereas only a very few studies measure the success of the strategies in relation to cyberbullying, its risks and outcomes. In sum, although there are a number of studies investigating the use of coping strategies, there is a clear lack of evidence concerning the question on what are successful coping strategies. Based on the current lack of sound empirical data, the report suggests future research strategies.
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Books by Helen Cowie
Key words: bullying/cyberbullying at university; bystanders; bullies; victims; cyberbullying and the law, cyberbully/victims, cultural context
Papers by Helen Cowie
Key words: bullying/cyberbullying at university; bystanders; bullies; victims; cyberbullying and the law, cyberbully/victims, cultural context
Coping strategies are defined as responses (behaviours, but also emotions/cognitions) that are
successful (or unsuccessful) against cyberbullying. We differentiate between three different coping
domains: reducing risks, combatting the problem, and buffering negative impact. A systematic
literature search was conducted yielding 36 relevant papers. Most of these papers report findings
regarding general prevention strategies (e.g. anti-bullying policies or cybersafety strategies) and the
use of coping strategies such as seeking support, reactions towards cyberbullies (retaliation or
confronting), technical solutions and avoidant and emotion-focused strategies. A few studies report on
perceived success whereas only a very few studies measure the success of the strategies in relation to
cyberbullying, its risks and outcomes. In sum, although there are a number of studies investigating the
use of coping strategies, there is a clear lack of evidence concerning the question on what are
successful coping strategies. Based on the current lack of sound empirical data, the report suggests
future research strategies.