Written by scholars from both the Western and Chinese contexts, this monograph discusses the relation between cyberbullying, socio-emotional-moral competencies, and feasible interventions by integrating values education, and provides future directions in the field of cyberpsychology. Cyberbullying has become a growing concern in the digital age as it brings devastating impacts on its victims. Educating the younger generation, particularly through values education, also known as character, moral, or social-emotional learning, helps equip children and adolescents with the necessary ethical and moral attitudes and foster the necessary socio-emotional competencies for them to navigate the digital world as responsible cyber-citizens.
A central focus of the book is intervention and education. Cultivating competencies and responsible use of technology in the younger generation through values education and evidence-based intervention helps combat cyberbullying. Families, schools, and communities can work together with suitable school programmes, teacher education, and parents/school collaboration to help students cope with cyberbullying and create safer online spaces for them. Technology itself is not inherently good or bad but shaped by human choices and values. Supported by empirical evidence and theoretical insights, this book suggests ways to promote moral and emotional skills, foster digital citizenship, and encourage ethical technology design.
This book provides a comprehensive understanding of cyberbullying. This timely resource will contribute to creating a safer and more positive online environment for all. It will inform researchers, educators, parents, and the community in combating cyberbullying by enabling children and adolescents to be responsible, ethical, and happy netizens.
Written by scholars from both the Western and Chinese contexts, this monograph discusses the relation between cyberbullying and socio-emotional-moral competencies, feasible interventions by integrating values education, and provides future directions in the field of cyberpsychology.
Lists of figures
List of tables
List of contributors
Foreword
1. Cyberbullying and values education: Implications for family and school
education
Theme I Cyberbullying: Cyberbullying: recent literature and the
cross-cultural perspectives
2. Cyberbullying in children and adolescents
3. Developing, testing, and validating theories on predictors of
cyberbullying: A cross-cultural perspective
4. Cyberbullying perpetration and victimisation in the Chinese context: A
review of recent empirical evidence in Hong Kong
5. Cyberbullying and suicidal ideation among adolescents in Hong Kong
Theme II Cyberbullying: Relations with socio-emotional-moral competencies
and interventions
6. Cyberbullying and social, emotional and moral competencies
7. Cyberbullying interventions for victims and bullies: Contemporary
approaches
Theme III Cyberbullying: Digital citizenships, cyber-wisdom, implications
for school and family education, and future directions
8. Cyberbullying, education, and digital citizenship in youth
9. Cyber-wisdom education: Integrating moral theory to tackle online harms
10. Cyberbullying in school: The role of teachers
11. Cyberbullying and the roles of family and morality: From a
social-emotional learning perspective
12. Cyberbullying research among children and adolescents: Suggestions for
future directions
Index
Angel Nga Man Leung is an Assistant Professor at the Department of Psychology and a member of Centre for Psychosocial Health at The Education University of Hong Kong.
Kevin Ka Shing Chan is an Associate Professor and Head of the Department of Psychology at The Education University of Hong Kong.
Catalina Sau Man Ng is an Associate Professor and Assistant Head of the Department of Early Childhood Education at The Education University of Hong Kong. She is also an Honorary Associate Professor of the Department of Clinical, Education and Health Psychology at University College London.
John Chi-Kin Lee is Chair Professor of Curriculum and Instruction and Director of the Centre for Religious and Spirituality Education at The Education University of Hong Kong and the Changjiang Chair Professor conferred by the Ministry of Education, the Peoples Republic of China. Professor Lee is also UNESCO Chair in Regional Education Development and Lifelong Learning, and the Southeast Asian Ministers of Education Organization Research Fellow. He has served as the editor of the International Journal of Childrens Spirituality, regional editor (Asia Pacific) of Educational Research and Evaluation and executive editor of Teaching and Teacher Education as well as editorial board member or advisory editor of many local, regional, and international journals. He is also a prolific writer who has edited and written more than 25 books, and published over 100 journal articles and book chapters.
