Cyber Bullying Prevention: Intervention in Taiwan

Abstract

BackgroundThis study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation.Methodology/FindingsThe study adopted the quasi-experimental design with two classes made up of a total of 61 junior high school students of seventh grade. The study subjects comprised of 30 students from the experimental group and 31 students from the control group. The experimental group received eight sessions (total 360 minutes) of the teaching intervention for four consecutive weeks, while the control group did not engage in any related courses. The self-compiled questionnaire for the student’s knowledge, attitudes, and intentions toward cyber bullying prevention was adopted. Data were analysed through generalized estimating equations to understand the immediate results on the student’s knowledge, attitudes, and intentions after the intervention. The results show that the WebQuest course immediately and effectively enhanced the knowledge of cyber bullying, reduced the intentions, and retained the effects after the learning. But it produced no significant impact on the attitude toward cyber bullying.Conclusions/SignificanceThe intervention through this pilot study was effective and positive for cyber bulling prevention. It was with small number of students. Therefore, studies with large number of students and long experimental times, in different areas and countries are warranted.

Systematic Review of Cyberbullying Interventions for Youth and Parents With Implications for Evidence‐Based Practice

“…(), Schultze‐Krumbholz et al. () n ; Lee, Zi‐Pei, Scanstro, and Dalal () o ; Barkoukis, Lazuras, Ourda, and Tsorbatzoudis () p ; Roberto, Eden, Savage, Ramos‐Salazar, and Deiss () q .…”

Reducing cyberbullying: A theory of reasoned action‐based video prevention program for college students

“…Reports have shown that youth (e.g., De Nies, Donaldson, & Netter, ; Michels, ; Smith‐Spark & Vandoorne, ) and a college student (Friedman, ) committed suicide after being cyberbullied. Despite growing media attention to the issue of cyberbullying, few cyberbullying prevention/intervention programs have been developed and evaluated (e.g., Lee, Zi‐Pei, Svanström, & Dalal, ; Menesini, Nocentini, & Palladino, ; Williford et al, ; Wölfer et al, ). Furthermore, these prevention programs have been developed for youth.…”

Efectos de un programa de competencias emocionales en la prevención de cyberbullying en bachillerato

“…Las primeras evaluaciones de otros programas para la atención de cyberbullying (Chibnall, Wallace, Leitch y Lunhofer, 2006;Doane, 2011;Doane et al, 2016;Lee et al, 2013) impactaron solo en algunos de los indicadores que consideraron. Se retomó el caso del Brief Internet Cyberbullying Prevention Program, que ha realizado dos evaluaciones sobre su efi cacia, la primera de ellas (Doane, 2011) detectó un aumento de conocimiento del fenómeno y disminución de perpetración y actitudes favorecedoras de cyberbullying, pero no evidenció mejora en la empatía hacia las víctimas; posteriormente se revisó y probó el programa (Doane et al, 2016) y se confi rmó la mejora en los tres indicadores que ya había detectado la primera evaluación, además de que se incrementó la empatía hacia las víctimas.…”

“…Tal es el caso de los programas como Let's Fight It Together: What We All Can Do to Prevent Cyberbullying (Childnet, 2007), que recurre a videos cortos; Cyber Bullying: A Prevention Curriculum (Kowalski y Agatston, 2008), que consta de ocho sesiones; Brief Internet Cyberbullying Prevention Program (Doane, 2011;Doane et al, 2016), un programa breve en formato de video y las Webquest (Lee et al, 2013) desarrolladas en ocho sesiones de 45 minutos cada una.…”

“…En cuanto a la prevención y la intervención del cyberbullying, se han propuesto guías, pautas de acción y de recomendaciones para trabajar con alumnos, profesores y padres (Aftab, 2006;Flores y Casal, 2009 (Doane, 2011;Doane, Kelley y Pearson, 2016) y Webquest (Lee, Zi-Pei, Svanström y Dalal, 2013).…”