Summary [Reducing Cyberbullying in Schools: International Evidence-based Best Practices]
Summary [Reducing Cyberbullying in Schools: International Evidence-based Best Practices]
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摘要 [减少学校网络欺凌：基于国际证据的最佳实践]
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
S. Bauman
中科院分区：
文献类型：
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作者：
M. Campbell;S. Bauman
毫无疑问，网络欺凌是一个严重的全球问题，迫切需要应对这一问题的战略。如果没有现成的循证干预措施，从业者只能靠自己的设备来创建项目，有时是与研究人员合作。在这本书中，我们提供了关于努力减少校园网络欺凌的最新信息。读者将注意到，有效性证据的强度在不同的项目中有所不同，但都至少显示出有希望的初步发现。读者需要仔细权衡这些评估的结果，并注意干预的背景是否可能使该计划适应他们自己的环境。例如，在一些国家，学生整天作为一个班级在一起，而在另一些国家，中学生每天多次更换班级(和同学)。这意味着，基于队列的程序将很难应用于班级不那么有凝聚力的地方。
There is no disagreement that cyberbullying is a serious global problem, and that strategies to combat the problem are sorely needed. Without evidenced-based interventions readily available, practitioners are left to their own devices to create programs, sometimes in collaboration with researchers. In this book, we have provided the most current information available on efforts to reduce cyberbullying in schools. The reader will notice that the strength of the evidence of effectiveness varies among the programs, but all at least show preliminary findings that hold promise. Readers will need to weigh the results of these evaluations with care, and note whether the context for the interventions will make it possible to adapt the program for their own setting. For example, in some countries, students remain together as a class throughout the day, while in others, secondary students change classes (and classmates) multiple times each day. This means that programs based on a cohort will be difficult to apply where classes are not as cohesive.