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Title:Kibernetska medvrstniška viktimizacija : magistrsko delo
Authors:Črtalič, Tanja (Author)
Meško, Gorazd (Mentor) More about this mentor... New window
Files:.pdf MAG_Crtalic_Tanja_2020.pdf (1,47 MB)
MD5: B78A20AF3D49C017B83C3BC450FF0F8F
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:FVV - Faculty of Criminal Justice and Security
Abstract:Kibernetsko nasilje in viktimizacija med otroki in mladostniki sta pereč problem sedanjega časa, saj sta se pojavila z razvojem informacijsko-komunikacijske tehnologije. V primerjavi s tradicionalnim medvrstniškim nasiljem, ki je vidno, saj se dogaja predvsem v okviru šole in okolice, pa je spletno nasilje zaradi njegove virtualne značilnosti težje prepoznati. Kibernetsko nasilje zajema vrsto spletnih vedenj, s katerimi želi storilec povzročiti nelagodje ali čustveno stisko svoji tarči, kot so nadlegovanje, ustrahovanje, poniževanje, zasmehovanje, izključevanje in izsiljevanje. Po ugotovitvah tujih raziskav se spletno nasilje največkrat pojavlja v obliki zmerjanja, objavljanja neprimerne vsebine z namenom posmehovanja in širjenja lažnih govoric. Raziskave kažejo, da spletno nasilje povzroča psihične in čustvene posledice, vedenjske in psihosomatske težave, slabši učni uspeh, zlorabo alkohola in drog. Za spoprijemanje s čustveno stisko in stresom se mladi poslužujejo različnih strategij spoprijemanja, ki so čustveno ali problemsko usmerjene. Ugotovljeno je, da so najuspešnejše strategije proaktivne oziroma v nasprotju s čustvenim spoprijemanjem, ki mnogokrat še povečuje depresivne občutke, usmerjene v odpravljanje težave. Zmanjševanje dejavnikov tveganj je prva faza spopadanja s spletnim nasiljem, saj je že tu možno preprečiti, da se spletno nasilje sploh pojavi. Največja odgovornost pri zmanjševanju tveganj leži na starših in šolah, ki so dolžni s pozitivnimi vzgojnimi ukrepi, osveščanjem in izobraževanjem poskrbeti, da se bodo otroci in najstniki zavedali svojega vedenja na spletu in njegovih posledic. Tu imajo pomembno vlogo šolski intervencijski programi, pri katerih se med najpomembnejše komponente uvrščajo treningi empatije, komunikacijskih in socialnih veščin, digitalno državljanstvo ter veščine reševanja problemov. Kot ključni element preprečevanja kibernetskega nasilja so se izkazali učitelji, za katere ni nujno, da so internetni strokovnjaki, da bi se čutili kompetentne za izvajanje uspešne intervencije v spletnih incidentih. Ugotovljeno je namreč, da so najpogostejša vedenja na spletu podobna, kot se dogajajo v živo; verbalne grožnje, žaljivke, socialno izključevanje in širjenje govoric, s katerimi učitelji upravljajo v okviru programov za preprečevanje nasilja v šolah.
Keywords:kibernetika, kibernetski prostor, kibernetsko nadlegovanje, kibernetsko nasilje, viktimizacija, otroci, mladostniki, preventivni dejavniki, magistrska dela
Year of publishing:2019
Year of performance:2019
Place of performance:Ljubljana
Publisher:[T. Črtalič]
Number of pages:VI, 77 str.
Source:Ljubljana
UDC:343.988:[343.3/.7:004](043.2)
COBISS_ID:3830762 New window
NUK URN:URN:SI:UM:DK:IC4SHAWT
Views:577
Downloads:102
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FVV
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Secondary language

Language:English
Title:Cyber victimization among youth
Abstract:Cyberbullying and victimization among children and adolescents are a serious problem of the present time, as they have emerged with the development of information and communication technology. Compared to traditional peer violence, which is visible, as it occurs mainly within school and its surroundings, cyberbullying on the other hand is more difficult to recognize due to its virtual character. Cyberbullying encompasses a range of different online behaviours which are used by the offender to cause discomfort or emotional distress to his target, such as harassment, bullying, humiliation, ridicule, and exclusion. According to some foreign researches, cyberbullying most often occurs in the form of insulting, posting inappropriate content for the purpose of ridiculing and spreading false rumours. According to the research, cyberbullying causes psychological and emotional effects, behavioural and psychosomatic problems, poor academic performance, alcohol and drug abuse. To cope with emotional distress and stress, young people use different coping strategies that are emotion or problem-oriented. The most successful strategies have been proved to be proactive or in contrast to emotion-focused coping, which frequently exacerbates depressive symptoms which are aimed at eliminating problems. Reducing risk factors is the first stage in dealing with cyberbullying, since it is already possible to prevent cyberbullying from happening at this point. Parents and schools have the greatest responsibility in reducing the risk, and are obliged to make sure that children and teenagers are aware of their online behaviour and its consequences through positive parenting, raising awareness and other educational methods. School intervention programmes play an important role, with empathy training, communication and social interaction skills, digital citizenship and problem-solving skills which are among the most important components. Teachers who do not have to be Internet experts to feel competent to carry out successful intervention because of online incidents, have emerged as a key element in preventing cyberbullying. Namely, the most common behaviours online are similar to those occurring live; verbal threats, insults, social exclusion and spread of rumours which teachers can manage through school-based violence prevention programmes.
Keywords:cyberbullying, victimization, coping, intervention programs


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