@article{ref1,
title="Cyberbullying prevention: one primary school's approach",
journal="Australian journal of guidance and counselling",
year="2010",
author="Tangen, Donna and Campbell, Marilyn",
volume="20",
number="2",
pages="225-234",
abstract="Bullying in all its forms, including cyberbullying, is a continuing problem in schools. Given the severe consequences it can have on students (socially, psychologically and physically) it is not surprising that a number of intervention programs have been developed, with most advocating a whole-school approach. The current study compared students' self-reports on bullying between schools with and without a Philosophy for Children (P4C) approach. A sample of 35 students in the P4C school and a matched sample of 35 students in other schools between the ages of 10 and 13 completed the Student Bullying Survey. <br><br>RESULTS indicated that while there were significant differences in incidences of face-to-face bullying, there were similar results from both cohorts in relation to cyberbullying. Both groups of students felt that teachers were more likely to prevent face-to-face bullying than cyberbullying. <br><br>FINDINGS indicate that teachers and guidance counsellors need to be as overt in teaching strategies about cyberbullying as they are in teaching strategies about reducing face-to-face bullying.<p /><p>Language: en</p>",
language="en",
issn="1037-2911",
doi="10.1375/ajgc.20.2.225",
url="http://dx.doi.org/10.1375/ajgc.20.2.225"
}