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Journals / Journal of Family Counseling and Education / 2026 / Sayı: 2026

Preventive Approaches to Cyberbullying in the Context of Bystander Student and Teacher Perspectives

İzleyici Öğrenci ve Öğretmen Görüşleri Bağlamında Siber Zorbalığa Yönelik Önleyici Yaklaşımlar

Zeynep Yazıcı(ATATÜRK ÜNİVERSİTESİ)0000-0003-3454-5212
Adem Peker(ATATURK UNIVERSITY)0000-0002-3594-9166
Pages
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Publication Date
2026-07-03
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed that approaches to preventing cyberbullying have a multidimensional structure.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The present study aimed to examine student and teacher bystander views regarding the prevention of cyberbullying.
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Key Findings & Data:The study used a phenomenological design and included 18 high school students studying in the city centre of Erzurum and 10 teachers working in different subject areas.
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Conclusion & Impact:The findings revealed that approaches to preventing cyberbullying have a multidimensional structure.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:siber zorbalık · önleme · izleyici davranışları

Abstract

The present study aimed to examine student and teacher bystander views regarding the prevention of cyberbullying. The study used a phenomenological design and included 18 high school students studying in the city centre of Erzurum and 10 teachers working in different subject areas. The researchers collected the data through a semi-structured interview form based on a cyberbullying scenario and analysed the data using content analysis. The findings revealed that approaches to preventing cyberbullying have a multidimensional structure. Student and teacher bystanders shared common views on education and awareness, family support, legal and social intervention, age restrictions for social media, and conscious use of technology. In addition to these common views, student bystanders evaluated the prevention of cyberbullying mainly through peer relationships, interpersonal boundaries, empathy, positive friendships, and the technical features offered by social media platforms. In contrast, teacher bystanders focused on guidance, being a good role model, cooperating with families, and improving students’ social communication skills. The findings show that the approaches developed by students and teachers from their bystander positions indicate the need to address individual, familial, social, and institutional dimensions together in the prevention of cyberbullying.

Özet

Mevcut araştırmada, siber zorbalığın önlenmesine ilişkin izleyici öğrenci ve öğretmen görüşlerini incelemek amaçlanmıştır. Olgu bilim (fenomenoloji) desenine dayalı olarak yürütülen çalışmada, Erzurum il merkezinde öğrenim gören 18 lise öğrencisi ile farklı branşlarda görev yapan 10 öğretmen yer almıştır. Veriler, siber zorbalık senaryosu temelli yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve içerik analiziyle çözümlenmiştir. Bulgular, siber zorbalığın önlenmesine ilişkin yaklaşımların çok boyutlu bir yapı gösterdiğini ortaya koymuştur. İzleyici öğrenciler ve öğretmenler eğitim ve farkındalık, aile desteği, hukuki ve sosyal müdahale, sosyal medya için yaş sınırı ve bilinçli teknoloji kullanımı gibi konularda ortak görüşler belirtmiştir. Bu görüşlerden dışında izleyici öğrenciler, siber zorbalığın önlenmesini daha çok akran ilişkileri, ilişki sınırları, empati, pozitif arkadaşlıklar ve sosyal medya platformlarının sunduğu teknik özellikler üzerinden değerlendirirken; izleyici öğretmenler rehberlik etme, iyi örnek olma, aileyle iş birliği kurma ve öğrencilerin sosyal iletişim becerilerini geliştirme üzerinde durmuştur. Sonuçlar, öğrencilerin ve öğretmenlerin izleyici konumundan geliştirdikleri yaklaşımların, siber zorbalığın önlenmesinde bireysel, ailesel, sosyal ve kurumsal boyutların birlikte ele alınması gerektiğini gösterdiğini ortaya koymaktadır.

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Cite This Article

Yazıcı, Z., Peker, A. (2026). Preventive Approaches to Cyberbullying in the Context of Bystander Student and Teacher Perspectives. Journal of Family Counseling and Education, Sayı: 2026. https://doi.org/10.32568/jfce.1938240

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