On the basis of the needs analysis in six EU countries, important information about the relevance of Cybermobbing and data protection issues could be drawn up with their facets and the different needs for persons in social pedagogical fields of action. The data base consisted of written interviews with pedagogical experts in the social assistance system. The question was answered by means of closed and open questions (meaning in the professional context, existing knowledge on the subject and the need for further training and concepts of prevention, diagnostics and intervention).
The quantitative and descriptive analyzes show that more than two-thirds of the interviewees are already being approached by helpers in the system, seventy percent of them at least monthly, and a quarter are confronted on an average weekly basis. At the same time, the analyzes of the overall sample suggest that there is insufficient expertise or action to deal with the Cybermobbing problem areas (such as posing, sexting, etc.) and data protection and a better formulated training need.
Concrete information on Cybermobbing and its forms
The results of the country-specific partial sampling tests are as follows: in all countries the social pedagogical specialists are confronted with the topic Cybermobbing.
In Germany and Slovenia, most of the inquiries are described on average, although the majority of specialists in other countries also state that they are asked for this topic in a professional context at least once a month. On this basis, half of the experts from Romania, Greece and Slovakia state that they do not have a differentiated knowledge or that the problems associated with Cybermobbing are unknown.
Asked persons from Germany, Slovenia and Austria are better informed about the problems, but the fewest pedagogical experts say that the problems are well known to them. Information on which topics are already available varies greatly depending on the country. It is clear, however, that there is a great need for further training in the transnational needs, that information relevant to the activity is needed (in particular on the topics of "happy slapping" and "grooming"). f the results are differentiated according to the age groups with which the pedagogical staff is, it becomes clear that the frequency of the helpers and also those of continuing education with regard to prevention and intervention in the professional activity with children and adolescents aged 12-18 years once more.
Specific data on data protection / data protection
57.3% of the interviewees are addressed by people who are looking for support on data protection / data security as well as business models of social networks. 40% of these are requested monthly or weekly. 40% of these are requested monthly or weekly. Most important is the question about which rights a person has on the web and which (or social networks). However, it is clear that all facets of data protection / data security are regularly in demand. The problems associated with this are 30% completely unknown and only 14% are well known. Security provision services are mostly used.
Nearly half of the respondents want information, and a quarter needs training on the topic of "rights on the Internet". A similar situation emerges with regard to the rights to use social networks. Overall, there is a need for training on all subjects, although only the form of support is needed. Concepts are required by approx. 20-25% of respondents. The most important need is to provide information about the various topics. Referring to that It would be conceivable that, especially in the context of the grouping together with the existing (partially missing) prior knowledge, first and foremost basic and further information is needed, and further needs such as e.g. concrete concepts and training on the part of the specialists. Here, the appropriate expertise that is required for professional action could also be lacking. This can explain the need for information.
On the basis of these results, we assume that there is currently a need for pedagogical specialists with regard to differentiated knowledge and action plans, both in the pedagogical context and in the social support system