/library/oar/handle/123456789/1165 Sat, 25 Oct 2025 14:43:23 GMT 2025-10-25T14:43:23Z /library/oar/handle/123456789/135461 Title: Promoting ethical online behaviour : the perspectives of educators, experts and policymakers on cyberbullying in Maltese secondary schools Authors: Zammit, Lucianne Abstract: This research study focuses on Maltese secondary school students’ experiences with cyberbullying through the perspectives of educators, experts and high-level policymakers. The literature review delves into the concept of ‘onlife’, highlighting the blurred boundaries between physical and digital spaces and the impact of technology on empathy and relationships. It explores Suler’s theory of the online disinhibition effect, suggesting that the lack of face-to-face interaction and the anonymity in digital spaces can diminish empathy and facilitate aggressive behaviour, such as cyberbullying. The research employs a qualitative case-study approach, involving in-depth interviews with 21 participants, including educators, policymakers and experts, as well as document analysis of national policies. The findings reveal a connection between the perceived decline in students’ empathy and a rise in cyberbullying cases. Participants emphasised the difficulties that educators face in addressing incidents occurring beyond school boundaries, despite their impact within schools. The findings underscore the complexities of cyberbullying and the role of educational technologies in enabling it. They also highlight the absence of clear policies on cyberbullying and the increasingly blurred lines between the physical school environment and digital spaces. Educators, especially teachers and school leaders, were primarily concerned with the operational challenges, while policymakers and experts focused more on the well-being of victims. The findings underscore the need for schools to extend their responsibility beyond physical premises. The study aligns with the online disinhibition effect theory, and calls for comprehensive strategies in the curriculum and school policies to address cyberbullying effectively. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/135461 2025-01-01T00:00:00Z /library/oar/handle/123456789/135459 Title: Empowering responsible digital citizens : insights from Maltese personal, social and career development (PSCD) teachers on the impact of technology on students’ wellbeing and curriculum relevance Authors: Fenech, Rebecca Marie; Zammit, Lucianne Abstract: This study explores the perspectives of Personal, Social, and Career Development (PSCD) teachers on the impact of technology on secondary school students’ wellbeing and the adequacy of the PSCD curriculum in addressing Digital Citizenship Education (DCE). While technology offers adolescents significant benefits, such as social connectivity and access to information, it also presents risks, particularly for vulnerable groups. Using a qualitative approach, data were gathered through semi-structured interviews with PSCD educators to address three research questions: How do PSCD teachers perceive technology’s impact on students’ well-being? How effectively does the PSCD curriculum address digital citizenship topics? What challenges do PSCD educators face when teaching DCE? Findings reveal that educators are increasingly challenged by students’ reliance on digital content, which can undermine critical thinking and increase vulnerability to misinformation. Although the PSCD curriculum addresses digital citizenship, the rapid pace of technological change and the emerging influence of online personalities complicate educators’ efforts to promote responsible digital engagement. Recommendations include ongoing professional training and the development of tailored educational resources to support PSCD educators in effectively navigating these complexities. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/135459 2025-01-01T00:00:00Z /library/oar/handle/123456789/131519 Title: An exploration into the use of dialogue within a prison setting Authors: Giordmaina, Joseph Abstract: Various initiatives have been taken to introduce forms of dialogue in prison as a means of education/correcting/rehabilitating the prison inmates. This paper explores the concept of dialogue in prison, its possibilities and challenges. In the first section the paper discusses the tradition and aims of dialogue, and whether there is a conflict between these ideals and the prison environment. Specifically, it sets the ground by comparing four different methodologies in the process of engaging in dialogue, these being those of Socrates, of Leonard Nelson, Martin Buber, David Bohm as well as Matthew Lipman. This discussion takes place within the context of officer/inmate and inmate/inmate dialogue. The paper argues that what should be promoted in prison is inmate driven reflective conversations that empower the inmate in both the selection and the development of the dialogue, within a ‘community of inquiry’ environment. The paper explores the use of ‘texts’ in order to do this, particularly the use of visual media, such as photography and video, the use of history, particularly that of punishment and prison itself as well as biographical writings/productions of inmates. The paper finally suggests that these media can be used to create conversations of a philosophical nature with inmates, including conversations on concepts such as freedom, justice, respect, and solidarity. Fri, 01 Jan 2016 00:00:00 GMT /library/oar/handle/123456789/131519 2016-01-01T00:00:00Z /library/oar/handle/123456789/131473 Title: Evaluating the therapeutic use of photocards in European prisons Authors: Loewenthal, Del; Avdi, Evrinomy; Chauhan, Gauri; Saita, Emanuela; Natri, Tommi; Righi, Roberto; Tompea, Adrian; Giordmaina, Joseph; Issari, Philia Abstract: This paper focuses on the evaluation of the therapeutic use of photocards by prisoners and facilitators in a counselling psychology led European project, based on responses to open-ended questionnaires. It is part of a wider project, involving seven partner organisations in six European countries (England, Finland, Greece, Italy, Malta and Romania), which developed and trialled four different approaches to using photography in the context of counselling in prisons. Of the 51 inmates that participated in the project, 48 (94%) completed the questionnaires; of those, 39 (77%) were available for individual analysis due to prison restrictions in one partner organisation only allowing group data. Of those 39, who returned their completed questionnaires, over 92% found the therapeutic use of photographs either very helpful (56.4%) or helpful (35.9%), and the remaining 7.7% described it as average. From the thematic analysis, main themes emerging regarding inmates’ experiences of working with photocards were that it: facilitates emotional expression and sharing; unlocks memories and reconnects with life outside; fosters insight, reflection and self-growth; breaks the monotony of prison life and, overall aids emotional learning. A thematic analysis of 11 psychological therapists/facilitators’ perspectives showed that the use of photocards: gives clients a voice; provides a safe and collaborative frame and a therapeutic relationship; and, provides a useful icebreaker, helpfully overcoming anxieties of both client and psychotherapist/facilitator. Overall, photocards were considered useful as their projective nature can help facilitate prisoners’ strong need for expression in a context where there are limited opportunities and trust is fragile. Sun, 01 Jan 2017 00:00:00 GMT /library/oar/handle/123456789/131473 2017-01-01T00:00:00Z