https://hdl.handle.net/10259/3989 Fri, 17 Apr 2026 14:10:45 GMT 2026-04-17T14:10:45Z https://hdl.handle.net/10259/11136 Bystander behaviour online and anti-cyberbullying self-efficacy among a post primary school aged sample In Ireland Sanmartín Feijóo, Sandra; Laffan, Derek A.; Sargioti, Aikaterini; Sciacca, Beatrice; McGarrigle, Jane; Heaney, Darran; Norman, James O'Higgins Emerging research suggests that the dynamics of bystander behaviour online is complex and nuanced. Some of this research has identified differences between online bystanders and non bystanders in intervening in online bullying when it is witnessed online. However, little research has investigated the extent to which self-efficacy beliefs could predict whether or not online bystanders are more likely to carry out cyberdefending or cyberpassive behaviours. 225 post primary students in Ireland completed an online survey during the Safer Internet Day (SID) campaign which included questions about their use of Internet devices, behaviour when witnessing cyberbullying incidences, and anti-cyberbullying self-efficacy beliefs. The study considered 45.3% of the sample to be online bystanders who reported to have witnessed cyberbullying at least once over the last number of months. Online bystanders reported to use Internet devices significantly more often than non bystanders and also present as a bully-victim cyberbullying involvement role. Compared to non bystanders, online bystanders were found to be less confident when noticing, interpreting, and knowing what actions to take when cyberbullying happens to them. For online bystanders, prior victimisation was found to be a common predictor of both cyberdefending and cyberpassive bystander behaviour. However, having higher self-rated confidence to intervene in a direct cyberbullying incident was a significant predictor of cyberdefending bystander behaviour only. Implications of the study results are discussed in the context of interventions and research that addresses young people’s social norms online that can be considerably detrimental for effective intervention. Mon, 01 Dec 2025 00:00:00 GMT https://hdl.handle.net/10259/11136 2025-12-01T00:00:00Z https://hdl.handle.net/10259/11133 Revictimization, hidden scars, and building resilience in migrant women seeking international protection in Spain Merino Orozco, Abel; Sáez Velasco, Sara; Di Giusto Valle, Cristina; Calvo Ruiz, Miriam; Medina Gómez, Mª Begoña; Pérez de Albéniz Garrote, Gloria; Gutiérrez García, Aida While Spanish legislation recognizes the right to protection for migrant women, this often does not translate into adequate care for their circumstances, perpetuating their revictimization, limiting their personal development in an unequal social context, and stereotyping their professional opportunities into precarious and uncertain environments. This study delves into the voices of 10 migrant women who have sought international protection in Spain and 11 socio-educational operators who support them professionally to understand the personal experiences they share, which highlight their revictimization. The analysis of the emerging categories in the results encompasses three main areas: (1) institutional revictimization, addressing systemic obstacles, professional challenges, and doubts about the credibility of migrant women; (2) social stigmatization, including their sexualization, which impacts their personal development; and (3) processes of resilience and support, emphasizing emotional suspension and the need for personal reconstruction. The discussion explores the systemic, emotional, social, professional, and health dimensions of revictimization, which goes beyond merely recounting a traumatic experience. Women face systemic barriers, stigmatization, and gender-based violence, all of which affect their emotional and psychological well-being. However, personalized socio-educational support fosters their empowerment and resilience, allowing for personal reconstruction towards well-being. The conclusion underscores the importance of operators who provide empathetic support that counters revictimization. Tue, 01 Jul 2025 00:00:00 GMT https://hdl.handle.net/10259/11133 2025-07-01T00:00:00Z https://hdl.handle.net/10259/11132 Accompaniment in the Gender and Social Discrimination of Migrant Women Victims of Gender-Based Violence: From Bibliography to Situated Key in Burgos, Spain Merino Orozco, Abel; Calvo Ruiz, Miriam; Di Giusto Valle, Cristina; Pérez de Albéniz Garrote, Gloria; Medina Gómez, Mª Begoña; Gutiérrez García, Aida; Sáez Velasco, Sara; Guijo Blanco, Valeriana Migrant women who experience gender-based violence face a framework of social vulnerability that is compounded by their status as both women and migrants, requiring specific attention in social support. The aim of this study is to understand the situation of women in the social and health access realm, drawing from scientific literature as well as the voices of migrant women and professionals who support them, in order to establish priority guidelines for social support. The study begins with a bibliographic analysis of scientific literature on migrant women who have experienced gender-based violence, which informs six interviews with migrant women and five professionals, delving into their social needs and support requirements. The most prominent results point to the need for sustained and interdisciplinary support throughout the process of accessing healthcare and legal services. In addition, there is a call for social awareness in understanding the specific and personal needs of migrant women. Finally, educational support is required to dismantle patriarchal beliefs that legitimize gender discrimination and violence, avoiding re-victimization and acknowledging the multi-dimensional nature of women’s experiences. Mon, 01 May 2023 00:00:00 GMT https://hdl.handle.net/10259/11132 2023-05-01T00:00:00Z https://hdl.handle.net/10259/11131 Analysing the Impact of Generative AI in Arts Education: A Cross-Disciplinary Perspective of Educators and Students in Higher Education Sáez Velasco, Sara; Alaguero Rodríguez, Mario; Delgado Benito, Vanesa; Rodríguez Cano, Sonia Generative AI refers specifically to a class of Artificial Intelligence models that use existing data to create new content that reflects the underlying patterns of real-world data. This contribution presents a study that aims to show what the current perception of arts educators and students of arts education is with regard to generative Artificial Intelligence. It is a qualitative research study using focus groups as a data collection technique in order to obtain an overview of the participating subjects. The research design consists of two phases: (1) generation of illustrations from prompts by students, professionals and a generative AI tool; and (2) focus groups with students (N = 5) and educators (N = 5) of artistic education. In general, the perception of educators and students coincides in the usefulness of generative AI as a tool to support the generation of illustrations. However, they agree that the human factor cannot be replaced by generative AI. The results obtained allow us to conclude that generative AI can be used as a motivating educational strategy for arts education. Sat, 01 Jun 2024 00:00:00 GMT https://hdl.handle.net/10259/11131 2024-06-01T00:00:00Z