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Full metadata record
DC Field | Value | Language |
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dc.contributor.author | Samara, Muthanna | - |
dc.contributor.author | Da Silva Nascimento, Bruna | - |
dc.contributor.author | El Asam, Aiman | - |
dc.contributor.author | Smith, Peter | - |
dc.contributor.author | Hammuda, Sara | - |
dc.contributor.author | Morsi, Hisham | - |
dc.contributor.author | Al-Muhannadi, Hamda | - |
dc.date.accessioned | 2020-12-02T12:40:14Z | - |
dc.date.available | 2020-12-02T12:40:14Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Samara, M., Da Silva Nascimento, B., El Asam, A., Smith, P., Hammuda, S., Morsi, H., & Al-Muhannadi, H. (2020). Practitioners’ perceptions, attitudes, and challenges around bullying and cyberbullying. International Journal of Emotional Education, 12(2), 8-25. | en_GB |
dc.identifier.issn | 20737629 | - |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/65122 | - |
dc.description.abstract | Practitioners’ perceptions and understanding of bullying in schools is vital and can help to tackle bullying. The aim of this study is to investigate perceptions, attitudes, and challenges towards bullying amongst 135 practitioners (psychologists, social-workers, and medical professionals) (56.9% women; mostly aged 26-50 years) in Qatar. The practitioners answered self-report questionnaires on the definition, causes, and consequences of bullying as well as the presence of bullying and anti-bullying policies at their workplace. The findings revealed that practitioners have a clear understanding of the definition, causes, and consequences of bullying and recognise bullying and cyberbullying as a problem in Qatari students. Higher bullying knowledge and experience were related to higher perception of bullying as a problematic behaviour, better identification of bullying characteristics, more support of anti-bullying laws, and more bullying guidelines in their workplace. There is a great need for practitioner training in issues concerning bullying and to design suitable anti-bullying policies and interventions in schools. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | University of Malta. Centre for Resilience & Socio-Emotional Health | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Bullying in schools | en_GB |
dc.subject | Cyberbullying -- Prevention | en_GB |
dc.subject | Cyberbullying -- Social aspects | en_GB |
dc.subject | Cyberbullying -- Law and legislation | en_GB |
dc.subject | Well-being -- Social aspects | en_GB |
dc.title | Practitioners’ perceptions, attitudes, and challenges around bullying and cyberbullying | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.publication.title | International Journal of Emotional Education | en_GB |
Appears in Collections: | IJEE, Volume 12 Issue 2 IJEE, Volume 12 Issue 2 |
Files in This Item:
File | Description | Size | Format | |
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v12i2tm1.pdf | 917.33 kB | Adobe PDF | View/Open |
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