The shift from face-to-face communication since the start of the global pandemic has resulted in more conflicts among children and adolescents on social media, and aggressive and bullying behaviour becoming more severe on online platforms such as Instagram, Facebook, Twitter/X, WhatsApp, and Signal. This book holistically discusses the theoretical foundations underlying face-to-face and cyberaggression and provides practical advice for preventing and intervening in both forms of aggression and bullying among schoolchildren and adolescents across different countries.
It offers practical tools to address notable shifts in expressions of aggression from offline to online settings since the COVID-19 outbreak in both Eastern and Western contexts. With nine chapters contributed by experts from the USA, Canada, Spain, United Kingdom, Taiwan, Mainland China, and Hong Kong, the chapters offer cross-cultural insights, new definitions, theoretical frameworks, plus preventative and intervention strategies. The book also covers protective factors and issues related to both cyber and traditional forms of bullying and aggression. The book ends by forecasting future trends regarding online and offline aggression and bullying.
The prevention and intervention strategies contained within for reducing both face-to-face and cyber aggression and bullying among children and adolescents provide invaluable insights to frontliners such as educators, teachers, social workers, counsellors, psychologists, parents, and policymakers. It will also appeal to researchers by providing cutting-edge knowledge and conceptualisation of online and traditional aggressive and bullying behaviour.
Theme I New Perspectives 1. Reactive and Proactive Aggression in Bullying and Cyberbullying by Children and Adolescents 2. Bullying and Violence in American Schools: Contemporary Perspectives 3. Stalking Perpetration and Victimisation among Adolescents: A Review of Recent Empirical Evidence Theme II Social and Emotional Competency 4. School Climate and Bullying in Canada: From a Social-Emotional Learning Perspective 5. Bullying, Cyberbullying, and Social, Emotional, and Moral Competencies 6. Social and Emotional Competencies of Teachers to Prevent and Reduce Cyberbullying Theme III Prevention and Intervention 7. Attachment and Bullying among Taiwanese Junior High School Students: Exploring Family, School, Face-to-Face, and Cyberbullying Relationships 8. School-Based Aggression and Bullying Prevention Program Implementation in Real-World Conditions 9. Cyberbullying Prevention among Children and Adolescents in China 10. The Protective Role of Adult Supports in the Relationship between Cumulative Family Risks and Youth Depressive Symptoms: Bullying Victimisation as a Mediator 11. Concluding Remarks: Looking Backward and Forward
Annis Lai Chu FUNG, Ph.D., is currently an Associate Professor at the Department of Social and Behavioral Sciences at the City University of Hong Kong, Hong Kong, China. Her research and teaching areas are children and youth in school bullying, aggressive behaviour, peer victimisation, and innovative counselling interventions. She established the Children and Adolescents at Risk Education Laboratory (C.A.R.E. Lab.), which focuses on developing and scientifically evaluating various original interventions to reduce face-to-face aggression and bullying. Approaches such as the cognitive-behavioural approach, the physio-moral approach (e.g., Chinese martial arts and ethics), the neurobiological approach (e.g., Omega-3 supplementation), the social information-processing approach (e.g., storytelling), and the social learning approach (e.g., parenting efficacy) have been adopted to tackle these issues. Over 150 elementary and middle schools have been involved. In responding to social changes and needs during the COVID-19 pandemic, Annis established a new development of Cyber-Joy Enjoy Laboratory under C.A.R.E. Lab. in 2020. Cyberbullying has been a significant concern as students mostly rely on social networks to stay connected to friends and communities; hence, she developed evidence-based intervention based on emotion-focused therapy on cyberbullying and online victimisation for young people.
