Date of Conferral
2022
Degree
Ph.D.
School
Human Services
Advisor
Tracy Jackson
Abstract
Technology has become a gateway to use aggression against others. Cyberbullying is an ongoing problem, often causing severe mental, physical, and emotional issues. The purpose of this generic qualitative study was to explore the experiences of White rural males between the ages of 18–30 who experienced cyberbullying prevention and intervention programs when they were between the ages of 15–18. The research question directly addressed this purpose. Prevention and intervention can be powerful if utilized correctly, providing adolescents with assistance, safety, and assurance to cope with cyberbullying effectively. Vygotsky’s social development theory guided this study. Eight individuals participated in semistructured interviews. Derived themes that answered the research question were: (a) importance of personal experiences in understanding of cyberbullying; (b) there are negative outcomes of cyberbullying; (c) inadequacy of cyberbullying prevention/intervention programs; (d) ongoing adult support is important; and (e) schools are important & need to improve their approach to cyberbullying prevention. These results may provide principals, teachers, counselors, and parents with information that can help them prevent and intervene with cyberbullying.
Recommended Citation
Erskine, Lonnie Lynn, "Adolescent Cyberbullying Program Experiences of White Rural Males" (2022). Walden Dissertations and Doctoral Studies. 13337.
https://scholarworks.waldenu.edu/dissertations/13337
