‘We always torment different people, so by definition, we are no bullies’: the problem of definitions in cyberbullying research

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‘We always torment different people, so by definition, we are no bullies’ : the problem of definitions in cyberbullying research. / Kofoed, Jette; Staksrud, Elisabeth.

I: New Media & Society, Bind 21, Nr. 4, 2019, s. 1006-1020.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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@article{e8a229d93dd74b609b5ae84caeeff1f8,
title = "‘We always torment different people, so by definition, we are no bullies’: the problem of definitions in cyberbullying research",
abstract = "In this article, we investigate the power of prevailing definitions within the research field of cyberbullying. We address how these definitions, mostly deriving from developmental psychology, have had a problematic influence on the way researchers, policymakers, practitioners working with interventions, and children and young people themselves approach the challenge of understanding and preventing cyberbullying and its consequences. We analyse how the definition of cyberbullying stemming from developmental psychology is inadequate in addressing the complexities of technologically mediated exclusionary processes in educational- and peer-group settings. The dominant research paradigm has suppressed such complexity by deeming irrelevant the extensive experience with cyberbullying of many children and young people. Thus, we argue that it is necessary for the research field to refine definitional work. Research on cyberbullying needs to draw on a broad spectrum of empirical data and incorporate multiple and diverse theoretical perspectives.",
keywords = "AGE, Bullying, CHILDRENS USE, EXPERIENCES, INTERNET, Internet, OPPORTUNITIES, PERCEPTIONS, PUPILS DEFINITIONS, SCHOOL, SOCIAL NETWORKING SITES, TEENAGERS USE, children, cyberbullying, definitions, education, ethical engagement, risk, victim, youth",
author = "Jette Kofoed and Elisabeth Staksrud",
year = "2019",
doi = "10.1177/1461444818810026",
language = "English",
volume = "21",
pages = "1006--1020",
journal = "New Media & Society",
issn = "1461-4448",
publisher = "SAGE Publications",
number = "4",

}

RIS

TY - JOUR

T1 - ‘We always torment different people, so by definition, we are no bullies’

T2 - the problem of definitions in cyberbullying research

AU - Kofoed, Jette

AU - Staksrud, Elisabeth

PY - 2019

Y1 - 2019

N2 - In this article, we investigate the power of prevailing definitions within the research field of cyberbullying. We address how these definitions, mostly deriving from developmental psychology, have had a problematic influence on the way researchers, policymakers, practitioners working with interventions, and children and young people themselves approach the challenge of understanding and preventing cyberbullying and its consequences. We analyse how the definition of cyberbullying stemming from developmental psychology is inadequate in addressing the complexities of technologically mediated exclusionary processes in educational- and peer-group settings. The dominant research paradigm has suppressed such complexity by deeming irrelevant the extensive experience with cyberbullying of many children and young people. Thus, we argue that it is necessary for the research field to refine definitional work. Research on cyberbullying needs to draw on a broad spectrum of empirical data and incorporate multiple and diverse theoretical perspectives.

AB - In this article, we investigate the power of prevailing definitions within the research field of cyberbullying. We address how these definitions, mostly deriving from developmental psychology, have had a problematic influence on the way researchers, policymakers, practitioners working with interventions, and children and young people themselves approach the challenge of understanding and preventing cyberbullying and its consequences. We analyse how the definition of cyberbullying stemming from developmental psychology is inadequate in addressing the complexities of technologically mediated exclusionary processes in educational- and peer-group settings. The dominant research paradigm has suppressed such complexity by deeming irrelevant the extensive experience with cyberbullying of many children and young people. Thus, we argue that it is necessary for the research field to refine definitional work. Research on cyberbullying needs to draw on a broad spectrum of empirical data and incorporate multiple and diverse theoretical perspectives.

KW - AGE

KW - Bullying

KW - CHILDRENS USE

KW - EXPERIENCES

KW - INTERNET

KW - Internet

KW - OPPORTUNITIES

KW - PERCEPTIONS

KW - PUPILS DEFINITIONS

KW - SCHOOL

KW - SOCIAL NETWORKING SITES

KW - TEENAGERS USE

KW - children

KW - cyberbullying

KW - definitions

KW - education

KW - ethical engagement

KW - risk

KW - victim

KW - youth

UR - http://www.scopus.com/inward/record.url?scp=85059531091&partnerID=8YFLogxK

U2 - 10.1177/1461444818810026

DO - 10.1177/1461444818810026

M3 - Journal article

VL - 21

SP - 1006

EP - 1020

JO - New Media & Society

JF - New Media & Society

SN - 1461-4448

IS - 4

ER -