Marilyn Campbell
Biographic Data
| ID | 3951010 |
|---|---|
| NAME | Marilyn Campbell |
| GIVEN NAMES | Marilyn |
| FAMILY NAME | Campbell |
| SIGNATURE | CAMPBELL M |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0002-4477-2366 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 23 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
School counsellor education in three countries
The role of academic context-related factors and problematic social media use in academic procrastination
The present study investigated students’ academic procrastination in elementary, secondary, and tertiary education cross-sectionally, by simultaneously examining the predictive role of perceived academic context-related factors and problematic social media use (PSMU) in the manifestation of procrastination. Students from elementary ( N = 532), secondary ( N = 561) and tertiary education ( N = 519) from randomly selected Greek schools and universi…
Should Australia have a law against cyberbullying? Problematising the murky legal environment of cyberbullying from perspectives within schools
Children and adolescents’ understanding of traditional and cyberbullying
Are Schools' Lockdown Drills Really Beneficial?—A Commentary
University Students’ Knowledge and Views on their Institutions’ Anti-Bullying Policy
Analysing the quality of Australian universities’ student anti-bullying policies
Bullying has been a topic widely researched in schools and the workplace, however, comparatively there is a paucity of research into bullying among university students. This is an oversight, as bullying may also have negative consequences for university students, ranging from anxiety to suicidal ideation. Anti-bullying policies are an important part of bullying prevention and intervention, however, due to Australian Federal legislation, policies …
A new strategy for Sri Lankan drama education
The teaching of drama in Sri Lanka is presently only conducted by the traditional lecture method, which is not conducive to preparing students for the modern globalised world. To ascertain whether teaching by process drama techniques improved creativity in secondary school students, a non-randomised control group design with an intervention group, a control group and an active control group, was conducted. This article describes the perceptions o…
Exploring the boundary between narrative research and narrative intervention
Researchers need to be cautious and reflective about the boundaries between narrative research and narrative intervention. Pursuing the ethics of care and the responsive and responsible practice of narrative inquiry obliges qualitative researchers to remain sensitive about the implications of engaging participants in narrative inquiry. This is accentuated with narrative inquiry into the life experiences of marginalised or disempowered populations…
Do Australian parents of young children understand what bullying means
Cyberbullying
Bullying victimization in non-heterosexual university students
In this study the prevalence, impact on mental health, and coping of bullying victimization in university students identifying as non-heterosexual was compared with their heterosexual peers. University students were surveyed on bullying experiences within the past 12 months, their mental health, and use of coping strategies. Demographic information identified gender, age, and sexual orientation. Results indicated that 14.3% of students reported v…
Implementing Online Counselling in Australian Secondary Schools
Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention
Accumulating evidence suggests that the prevalence of bullying is significantly higher for students with Autism Spectrum Disorder (ASD) than for typically developing students. Additionally, the prominence and growth of social networking and resultant focus on cyberbullying in the last 10 years has added a new dimension to the traditional definitions, environments and experiences of bullying. This paper describes current anti-bullying strategies a…
How students with autism spectrum conditions understand traditional bullying and cyberbullying
Students with ASC are at heightened risk for bullying and their understanding of bullying is known to protect them from involvement in it (Humphrey and Hebron 2015). However, only a handful of studies have examined how students with ASC understand traditional bullying and none of them focused on cyberbullying. To fill this gap, we investigated how traditional bullying and cyberbullying are understood from the perspectives of 89 students with ASC …
Reducing Cyberbullying in Schools
Coping with victimization in heterosexual and sexual minority university students
This study examined perceived social support available to victims of traditional and cyber forms of bullying in a heterosexual and sexual minority emerging adult university student population. Questionnaires were completed by 521 students ages 18 to 25 years old. The questions related to their sexuality, experience of bullying, and perception of social support. Perceived social support was lower for sexual minority individuals than for heterosexu…
Correlates of traditional bullying and cyberbullying perpetration among Australian students
Teacher, parent and student perceptions of the motives of cyberbullies
Do cyberbullies suffer too? Cyberbullies’ perceptions of the harm they cause to others and to their own mental health
While it is recognized that there are serious sequelae for students who are victims of cyberbullying including depression, anxiety, lower self-esteem and social difficulties, there has been little research attention paid to the mental health of students who cyberbully. It is known that students who traditionally bully report they feel indifferent to their victims, showing a lack of empathy and that they themselves are at increased risk for psycho…
Victims’ perceptions of traditional and cyberbullying, and the psychosocial correlates of their victimisation
It is well recognised that there are serious correlates for victims of traditional bullying. These have been shown to include increased levels of depression, anxiety and psychosomatic symptoms, in addition to often severe physical harm and even suicide. Bullied students also feel more socially ineffective and have greater interpersonal difficulties, together with higher absenteeism from school and lower academic competence. In the emerging field …
Big Worry
Excessive anxiety and worry can prevent young people from participating fully in school and life opportunities. Anxiety can involve fear of being apart from significant people or being left alone; avoidance of certain situations or activities for fear of embarrassment; worrying about normal life issues; repetitive thoughts and behaviours used as protection against something bad happening; or panic attacks and fears of recurring attacks and their …
Cyber Bullying
Although technology provides numerous benefits to young people, it also has a ‘dark side’, as it can be used for harm, not only by some adults but also by the young people themselves. E-mail, texting, chat rooms, mobile phones, mobile phone cameras and web sites can and are being used by young people to bully peers. It is now a global problem with many incidents reported in the United States, Canada, Japan, Scandinavia and the United Kingdom, as …
Correlates of traditional bullying and cyberbullying perpetration among Australian students
Teacher, parent and student perceptions of the motives of cyberbullies
Do Australian parents of young children understand what bullying means
Exploring the boundary between narrative research and narrative intervention
Researchers need to be cautious and reflective about the boundaries between narrative research and narrative intervention. Pursuing the ethics of care and the responsive and responsible practice of narrative inquiry obliges qualitative researchers to remain sensitive about the implications of engaging participants in narrative inquiry. This is accentuated with narrative inquiry into the life experiences of marginalised or disempowered populations…
The role of academic context-related factors and problematic social media use in academic procrastination
The present study investigated students’ academic procrastination in elementary, secondary, and tertiary education cross-sectionally, by simultaneously examining the predictive role of perceived academic context-related factors and problematic social media use (PSMU) in the manifestation of procrastination. Students from elementary ( N = 532), secondary ( N = 561) and tertiary education ( N = 519) from randomly selected Greek schools and universi…
Bullying victimization in non-heterosexual university students
In this study the prevalence, impact on mental health, and coping of bullying victimization in university students identifying as non-heterosexual was compared with their heterosexual peers. University students were surveyed on bullying experiences within the past 12 months, their mental health, and use of coping strategies. Demographic information identified gender, age, and sexual orientation. Results indicated that 14.3% of students reported v…
Coping with victimization in heterosexual and sexual minority university students
This study examined perceived social support available to victims of traditional and cyber forms of bullying in a heterosexual and sexual minority emerging adult university student population. Questionnaires were completed by 521 students ages 18 to 25 years old. The questions related to their sexuality, experience of bullying, and perception of social support. Perceived social support was lower for sexual minority individuals than for heterosexu…
Big Worry
Excessive anxiety and worry can prevent young people from participating fully in school and life opportunities. Anxiety can involve fear of being apart from significant people or being left alone; avoidance of certain situations or activities for fear of embarrassment; worrying about normal life issues; repetitive thoughts and behaviours used as protection against something bad happening; or panic attacks and fears of recurring attacks and their …
Cyber Bullying
Although technology provides numerous benefits to young people, it also has a ‘dark side’, as it can be used for harm, not only by some adults but also by the young people themselves. E-mail, texting, chat rooms, mobile phones, mobile phone cameras and web sites can and are being used by young people to bully peers. It is now a global problem with many incidents reported in the United States, Canada, Japan, Scandinavia and the United Kingdom, as …
Big Worry
Excessive anxiety and worry can prevent young people from participating fully in school and life opportunities. Anxiety can involve fear of being apart from significant people or being left alone; avoidance of certain situations or activities for fear of embarrassment; worrying about normal life issues; repetitive thoughts and behaviours used as protection against something bad happening; or panic attacks and fears of recurring attacks and their …
Victims’ perceptions of traditional and cyberbullying, and the psychosocial correlates of their victimisation
It is well recognised that there are serious correlates for victims of traditional bullying. These have been shown to include increased levels of depression, anxiety and psychosomatic symptoms, in addition to often severe physical harm and even suicide. Bullied students also feel more socially ineffective and have greater interpersonal difficulties, together with higher absenteeism from school and lower academic competence. In the emerging field …
Do cyberbullies suffer too? Cyberbullies’ perceptions of the harm they cause to others and to their own mental health
While it is recognized that there are serious sequelae for students who are victims of cyberbullying including depression, anxiety, lower self-esteem and social difficulties, there has been little research attention paid to the mental health of students who cyberbully. It is known that students who traditionally bully report they feel indifferent to their victims, showing a lack of empathy and that they themselves are at increased risk for psycho…
Teacher, parent and student perceptions of the motives of cyberbullies
Correlates of traditional bullying and cyberbullying perpetration among Australian students
Coping with victimization in heterosexual and sexual minority university students
This study examined perceived social support available to victims of traditional and cyber forms of bullying in a heterosexual and sexual minority emerging adult university student population. Questionnaires were completed by 521 students ages 18 to 25 years old. The questions related to their sexuality, experience of bullying, and perception of social support. Perceived social support was lower for sexual minority individuals than for heterosexu…
Implementing Online Counselling in Australian Secondary Schools
Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention
Accumulating evidence suggests that the prevalence of bullying is significantly higher for students with Autism Spectrum Disorder (ASD) than for typically developing students. Additionally, the prominence and growth of social networking and resultant focus on cyberbullying in the last 10 years has added a new dimension to the traditional definitions, environments and experiences of bullying. This paper describes current anti-bullying strategies a…
How students with autism spectrum conditions understand traditional bullying and cyberbullying
Students with ASC are at heightened risk for bullying and their understanding of bullying is known to protect them from involvement in it (Humphrey and Hebron 2015). However, only a handful of studies have examined how students with ASC understand traditional bullying and none of them focused on cyberbullying. To fill this gap, we investigated how traditional bullying and cyberbullying are understood from the perspectives of 89 students with ASC …
Reducing Cyberbullying in Schools
Cyberbullying
Bullying victimization in non-heterosexual university students
In this study the prevalence, impact on mental health, and coping of bullying victimization in university students identifying as non-heterosexual was compared with their heterosexual peers. University students were surveyed on bullying experiences within the past 12 months, their mental health, and use of coping strategies. Demographic information identified gender, age, and sexual orientation. Results indicated that 14.3% of students reported v…
Analysing the quality of Australian universities’ student anti-bullying policies
Bullying has been a topic widely researched in schools and the workplace, however, comparatively there is a paucity of research into bullying among university students. This is an oversight, as bullying may also have negative consequences for university students, ranging from anxiety to suicidal ideation. Anti-bullying policies are an important part of bullying prevention and intervention, however, due to Australian Federal legislation, policies …
A new strategy for Sri Lankan drama education
The teaching of drama in Sri Lanka is presently only conducted by the traditional lecture method, which is not conducive to preparing students for the modern globalised world. To ascertain whether teaching by process drama techniques improved creativity in secondary school students, a non-randomised control group design with an intervention group, a control group and an active control group, was conducted. This article describes the perceptions o…
Exploring the boundary between narrative research and narrative intervention
Researchers need to be cautious and reflective about the boundaries between narrative research and narrative intervention. Pursuing the ethics of care and the responsive and responsible practice of narrative inquiry obliges qualitative researchers to remain sensitive about the implications of engaging participants in narrative inquiry. This is accentuated with narrative inquiry into the life experiences of marginalised or disempowered populations…
Do Australian parents of young children understand what bullying means
Are Schools' Lockdown Drills Really Beneficial?—A Commentary
University Students’ Knowledge and Views on their Institutions’ Anti-Bullying Policy
Should Australia have a law against cyberbullying? Problematising the murky legal environment of cyberbullying from perspectives within schools
Children and adolescents’ understanding of traditional and cyberbullying
The role of academic context-related factors and problematic social media use in academic procrastination
The present study investigated students’ academic procrastination in elementary, secondary, and tertiary education cross-sectionally, by simultaneously examining the predictive role of perceived academic context-related factors and problematic social media use (PSMU) in the manifestation of procrastination. Students from elementary ( N = 532), secondary ( N = 561) and tertiary education ( N = 519) from randomly selected Greek schools and universi…
School counsellor education in three countries
Psychology (21 works) · Bullying, Victimization, and Aggression (16 works) · Social Psychology (13 works) · Child Development and Digital Technology (9 works) · Social Psychology (9 works) · Clinical Psychology (8 works) · Medicine (8 works) · Developmental psychology (7 works) · Sociology (7 works) · Clinical Psychology (5 works)