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Using participatory design to inform cyber/bullying prevention and intervention practices: Evidence-Informed insights and strategies

Published online by Cambridge University Press:  15 September 2021

Barbara A. Spears ,
Carmel Taddeo  and
Lesley-Anne Ey
Barbara A. Spears*
Affiliation:
UniSA Education Futures, University of South Australia, Adelaide, South Australia, Australia
Carmel Taddeo
Affiliation:
UniSA Education Futures, University of South Australia, Adelaide, South Australia, Australia
Lesley-Anne Ey
Affiliation:
UniSA Education Futures, University of South Australia, Adelaide, South Australia, Australia
*
*Address for correspondence: Barbara Spears, UniSA Education Futures, Level 1 De Lissa building, Magill Campus, St Bernards Rd, Magill SA 5072, Australia. Email: Barbara.Spears@unisa.edu.au
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Abstract

Bullying and cyberbullying are global phenomena negatively impacting on children’s and young people’s (CYP’s) mental health and wellbeing and affecting their school social experiences and learning outcomes. Many interventions and prevention approaches have been employed over the decades, most impacting differentially, with some success in certain contexts and situations but not universally, suggesting the need for more contextualised, nuanced approaches at the whole school, community, individual and peer-group levels. The recognition of the importance of student and teacher voice in recent years has heralded interest in co-design practices to deliver more context-relevant interventions and prevention strategies. This article considers how participatory design and co-design practices can form part of the prevention and intervention repertoire for schools, teachers, counsellors and psychologists in their quest to understand and reduce cyberbullying and/or bullying (C/B) behaviours. Two case-study exemplars are provided that reflect the importance of context and student-centred relevancy to inform practice.

Keywords

Participatory designbullyingpreventioninterventionpractice
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 31 , Special Issue 2: Actioning Research within Schools: Key Processes for Planning Successful Interventions , December 2021 , pp. 159 - 171
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Copyright
© The Author(s) 2021. Published by Cambridge University Press

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