Educational Approaches for Tackling Cyberbullying

Educational Approaches for Tackling Cyberbullying

Gilberto Marzano
Copyright: © 2022 |Pages: 27
DOI: 10.4018/978-1-6684-5594-4.ch044
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Abstract

It is indisputably true that education is invoked by researchers and practitioners as an essential element to reverse the growth of cyberbullying and to mitigate the serious negative mental and physical consequences it has on victims. The key idea emerging from expert opinion is that online safety education and anti-cyberbullying educational programs are both essential in schools. These programs should involve, at different levels, students, educators, and parents. However, designing and running effective educational programs requires not only the comprehensive knowledge of the cyberbullying phenomenon but also educational competencies. In this chapter, the leading educational approaches adopted in cyberbullying educational interventions will be introduced highlighting the underlying psychological theories on which their effectiveness has grounded. In particular, participatory approaches, as well as peer education, will be introduced and discussed since they are universally recognized to be the most fruitful in cyberbullying educational programs.
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Educational Psychologies

All educational theories, models, and practices have an underlying psychological theory.

Figure 1 shows the learning perspective based on the psychological theories of behaviorism, cognitivism, constructivism, and connectivism.

Figure 1.

The four learning perspectives based on behaviorism, cognitivism, constructivism, and Connectivism

978-1-6684-5594-4.ch044.f01
Source: author’s own elaboration

The first theorist who blended philosophical psychology with educational practice was Johann F. Herbart (1776-1841).

Herbart’s pedagogy emphasized the connection between individual development and the resulting societal contribution, thus rejecting the philosophical dualism mind (spirit) and body (matter) of Platonism and Aristotelianism, as well as the notions of superiority of mind and of man being rational in nature. He argued that abilities are not innate but can be instilled thorough education:

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