Centre for Positive Psychology and Education Home
Katrina Newey
Katrina Newey completed her Bachelor of Psychology degree in 2006, received her Masters degree in Psychology (Educational and Developmental) in 2008 at the University of Western Sydney. Katrina is currently enrolled in the PhD program at the Centre for Positive Psychology and Education. Katrina Newey is an Australian registered psychologist, and has been instated as the APS Educational and Developmental college committee member and speaker liaison. Katrina currently tutors for the School of Psychology in Behavioural Science.
Qualifications
Bachelor of Psychology, Masters of Psychology (Educational and Developmental), APS specialist member, Australian registered Psychologist
Thesis title
Bullying Embraces the Virtual World: Elucidating the Psychosocial Determinants and Outcomes of Traditional Versus Cyber-Bullying Types on Adolescent Student Wellbeing, Pro-Social Behaviour, and Academic Engagement
Supervisors
Professor Rhonda Craven, Dr Nida Denson, Dr Alexander Yeung & Dr Linda Finger
Abstract
Documentation of schoolyard behaviour shows bullying to have existed long before it became a focus of investigation for empirical researchers, psychologists, and educators 20 years ago (Rigby, 2002). Recent interest has arisen with the increase in reporting of bullying behaviours that happen within the workplace, classroom, and via new technologies (Patchin & Hinduja, 2006; Rigby, 2002). Research has also increased due to the recognition of bullying as an invasive school issue, with harmful long-term outcomes for many students and school communities (Hinduja & Patchin, 2007; Li, 2006; Mason, 2008).
With recent widespread use of new technologies, school students today have expanded traditional bullying techniques into the virtual environment. This is known as cyber bullying and includes the use of online chat, email, websites, and instant messenger (IMs) messaging to bully others (Aricak et al., 2008; Smith et al., 2008). To date, research on cyber bullying has been impeded by poor theoretical conceptualisations of what it is, inadequate instrumentation to assess bullying, and atheoretical research practices. Grounded on sound theory and recent advances in school bullying research (e.g., Griezel, Craven, Yeung & Finger 2008; Marsh, Parada, Craven, & Finger, 2004; Parada, 2006), this research proposes to progress the current shortfall of cyber bullying research by: (a) creating a valid and reliable, developmentally appropriate, psychometrically sound, multi-dimensional cyber bullying measure for secondary adolescents; (b) assessing the nature and incidence of different types of cyber bullying and target experiences, and their relation to psychosocial drivers and outcomes (e.g., multidimensional self-concepts, depression, pro-social behaviours, adolescent well-being and school belonging); (c) explicating the psychosocial determinants of cyber-bullying and the cause-and-effect role of cyber bullying on drivers of life potential with three overarching analyses based on longitudinal causal modelling (a critical analysis of the determinants and consequences of cyber bullying for both bullies and targets will be conducted; the vicious cycle whereby those involved in bullying others via cyber means become bullied themselves via cyber types, and vice versa, will be elaborated; and elucidation of the cause and effect role of self-concept and other psychosocial drivers of cyber bullying and target experiences will be used to identify tangible drivers that can be used to seed intervention success); and (d) students’, parents’, principals', and teachers’ perceptions of the nature, impact, and successful intervention strategies for cyber bullying will be elucidated through both semi-structured interviews and focus group sessions. This study will be conducted to: investigate the characteristics, motivations, and goals of those who engage in cyber bullying; the impact of cyber bullying on bullies, targets, bystanders, families, and the community; the relations between cyber bullying and traditional bullying types; and potential characteristics for seeding the success of cyber bullying interventions.
Publications
Newey, K.A. & Magson, N. (2010) A Critical Review of the Current Cyber Bullying Research: Definitional, Theoretical and Methodological Issues. Where do we go from here? Paper presented at the AARE International Research in Education Conference, Melbourne, Australia.
Newey, K.A., Finger, L.R. & Magson, N. (2009) The relation of emotional self-concept domains with involvement in bullying: a preliminary investigation. Poster presented at International SELF conference, Al Ain, Abu Dhabi.
Newey, K.A. (2009) An investigation into boys and bullying: is teasing just harmless fun? Poster presented at International SELF conference, Al Ain, Abu Dhabi.
Newey, K.A., Finger, L.R., Magson, N. & Bodkin-Andrews, G. (2008) Do parental relations impact on involvement in bullying? A preliminary investigation into the relations between bullying and parental relations self-concept. Paper presented at the AARE international education conference, Changing Climates: Education for Sustainable Futures conference, Brisbane, Australia.
Finger, L.R., Yeung, A.S., Craven, R.G., Parada, R.H. & Newey, K. (2008) Adolescent Peer Relations Instrument: assessment of its reliability and construct validity when used with upper primary students. Paper presented at the AARE international education conference, Changing Climates: Education for Sustainable Futures conference, Brisbane, Australia.
Bodkin-Andrews, G.H., Nelson, G.F., Craven, R.G., Yeung, A.S. & Newey, K.A. (2008) The Failure of General Self-Esteem: Self-Esteem's Aggravating Affect on Racial Discrimination's Relation to Achievement. Paper presented at the AARE international education conference, Changing Climates: Education for Sustainable Futures conference, Brisbane, Australia.
Contact
