Cyberbullying within the primary school

Running Head: MKT3SEM
Cyberbullying within the
primary school
Student’s Name:
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1
SOCIAL MARKETING – PLAN TEMPLATE
Table of Contents
Cyberbullying Supporting literature and Knowledge Gap..............................................................3
Social Marketing Problem...............................................................................................................4
Situation Analysis, Stakeholders and Partners, Upstream Policy Issues.........................................4
Social Marketing Theory.................................................................................................................5
Segmentation & Targeting...............................................................................................................5
Marketing mix (4Ps) and People and Partnerships..........................................................................6
Implementation and Evaluation.......................................................................................................7
References........................................................................................................................................8

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SOCIAL MARKETING – PLAN TEMPLATE
Cyberbullying Supporting literature and Knowledge Gap
The article “Cyberbullying Bystanders: Gender, Grade, and Actions among Primary and
Secondary School Students in Australia” states that cyberbullying among primary school
students is a serious issue that negatively affects emotional and social aspects of both criminals
and victims. Similar to customary cyberbullying is determined to be a social aspect related to a
huge system of bystanders (Campbell et al., 2017). However, the study examined the age and
gender of cyberbullying bystanders within Australian primary school students.
Moreover, the study “Cyberbullying in Australian Primary Schools: How Victims Differ in
Attachment, Locus of Control, Self-Esteem, and Coping Styles Compared to Non-Victims”
discovered cyberbullying, coping styles and coping resources within a sample that includes 10-
12-year-old primary school students in Australia. Around, 48.6% of applicants stated repeated
cyberbullying, whereas 13% have reported suffering single incidents of cyber bullying
harassment (Muller, Skues and Wise, 2017). The students who experienced single incidents of
cyberbullying possess more self-esteem in comparison with the repeatedly cyberbullied and
never cyberbullied groups.
Furthermore, the article “Correlates of traditional bullying and cyberbullying perpetration
among Australian students” investigated the relationship of disengagement, trait anger, age and
gender and school connectedness of cyberbullying perpetration. As per the results, around 25.2%
of Australian primary students stated the fact that they are facing threat related to cyberbullying
(Tanrikulu and Campbell, 2015). Based on the findings it has been observed that the school
environment, family and individual environment have a great impact on the behavior of
cyberbullying perpetration.
On the other hand, the article “The emergence of cyberbullying in childhood: Parent and
teacher perspectives” examines the perceptions and awareness of school staff and parents about
cyberbullying among primary school students in Australia. The study discovered the emergence
of cyberbullying, the role of adult management, impact of cyberbullying and characteristics of
cyber-victims and cyberbullies (Monks, Mahdavi and Rix, 2016).
The article “Cyberbullying among children 0 to 8 years” examined the interaction of primary
children aged 0 to 8 years in Australia who experienced cyberbullying. It also examines the