| Abstract [eng] |
It is estimated that the negative impact of COVID-19 has affected 1.5 billion pupils and students worldwide, continuing education and social relationships online (Herald, 2020). Increased use of the online environment can result from a variety of addictions arising from the use of online media and applications (internet, games, social media, etc.), various difficulties arising from information communication technologies such as cyberbullying, cybercrime (Stevenson, 2020). Access to digital newspaper changes from key communications, social interactions, and children, parents, teachers, researchers, political representations within new challenges with cyberbullying and their prevention Khan et al. (2020). The aim of the master's thesis is to reveal the application of electronic bullying prevention measures at school. Object of research: electronic bullying prevention measures. Objectives: to reveal the concept, features and peculiarities of electronic bullying; the basic theory of the implementation of basic electronic bullying is presented; to single out the risks and safeguards of electronic bullying at the sieved levels; to reveal the theoretical aspects of electronic bullying; to reveal the prevention of electronic bullying at school; to substantiate the application of electronic bullying prevention measures in school research methodology; to establish the application of electronic bullying prevention measures in the gymnasium. The methodological provisions of the final project are based on a quantitative research strategy. Data collection methods include analysis of the scientific literature and a survey of students, classical supervisors, and support students by completing an electronic survey. Data were analyzed by descriptive statistical methods. The results of the research reveal the application of preventive measures at different levels: school, classroom, individual. Teachers and support professionals identified preventive interviews, consultations with a social pedagogue, psychologist, film education, training for students on how to recognize cyberbullying, parental involvement and cooperation with the school as the main preventive measures. Teachers collaboration with students in solving cyberbullying problems is trained in cyberbullying prevention and focus on cyberbullying problems. Parental involvement can help or prevent ongoing bullying and should be encouraged. There are key players in cyberbullying: the perpetrator, the bully and the observer, so observers are paramount in preventing or stopping bullying. Training school staff need and benefit from cyberbullying prevention. Disclosure of school-level results, that prevention measures must be applied, school plan implementation must be prepared, school construction against cyberbullying and cyberbullying action protocols must be established, responsibilities must be established, and a positive school climate must be created. At the class level, prevention includes an explanation of what cyberbullying is and how to combat it, fostering moral values, training on how to protect against cyberbullying, how to use the internet safely, social networks and mobile phones. Individual development of equal moral values, development of social emotional skills, parental involvement and cooperation in prevention, parental control such as electronic devices and monitoring activities on social networks. |
