Australian Journal of Guidance and Counselling


Addressing Cyberbullying in School Using the Quality Circle Approach

Simone Paula1 c1, Peter K. Smitha2 and Herbert H. Blumberga3

a1 Goldsmiths, University of London, United Kingdom.

a2 Goldsmiths, University of London, United Kingdom.

a3 Goldsmiths, University of London, United Kingdom.


Cyberbullying has become a significant area of concern, yet research is still at an early stage. The Quality Circle approach allows explorative analysis of cyberbullying in school settings by identifying issues for further consideration. In this study of cyberbullying in one UK secondary school, Quality Circle participants were required to establish a small anti-bullying taskforce, and then with the guidance of a facilitator, embark on a problem-solving exercise over a period of time. The process involves identifying key issues and prioritising concerns, analysing problems and generating solutions, through participation in a series of themed workshops. Six Quality Circle groups were formed, and the work produced during practical activities was documented and discussions recorded as evidence of emerging themes. The areas of interest regarding cyberbullying were the differing perceptions reported by each representative group, and collectively the range of problems and solutions identified.


  • bullying;
  • cyberbullying;
  • quality circles;
  • school


c1 Address for Correspondence: Simone Paul, Psychology Department, Unit for School & Family Studies, Goldsmiths, University of London, New Cross Gate, SE14 6NW, United Kingdom.