Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement

Abstract

Although elementary schools are considered a fertile ground for promoting positive behaviors among students (such as safe online practices), to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a school-based European funded preventive program (TABBY, Threat Assessment of Bullying Behavior in Youth) among sixth graders with and without special educational needs (SEN). The study also examined the predictive role of self-esteem in students’ cyberbullying involvement. Overall, 240 students from randomly selected Greek schools completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental (N = 120) but not to the control group of students (N = 120). Each group consisted of both students with (N = 60) and without SEN (N = 60). The evaluation was based on the completion of the self-report questionnaire before (1st phase), immediately after (2nd phase), and 6 months after the intervention was completed (3rd phase) by trained general and special education teachers. According to the findings, students’ cyberbullying engagement (as bullies/victims) decreased significantly in the second and third phase, and especially for those with SEN. Additionally, self-esteem negatively predicted students’ involvement in cyberbullying (as bullies/victims) in all three phases. The findings partially support the appropriateness of interventions within the elementary school context in order to enhance self-esteem and promote a safe online culture among students of typical as well as atypical development.

School prevention of non-consensual sexting among middle adolescents: Does sexual preoccupation awareness matter?

“…International studies have examined the effectiveness of prevention programs against cyberbullying, which is also taken place via the internet/mobile phones ( Buils et al, 2020 ; Gabrielli et al, 2021 ; Touloupis and Athanasiades, 2022 ). The effectiveness of these programs is usually concluded by comparing students’ cyberbullying rates before and after the implementation of the related intervention ( Buils et al, 2020 ; Gabrielli et al, 2021 ; Touloupis and Athanasiades, 2022 ).…”

“…International studies have examined the effectiveness of prevention programs against cyberbullying, which is also taken place via the internet/mobile phones ( Buils et al, 2020 ; Gabrielli et al, 2021 ; Touloupis and Athanasiades, 2022 ). The effectiveness of these programs is usually concluded by comparing students’ cyberbullying rates before and after the implementation of the related intervention ( Buils et al, 2020 ; Gabrielli et al, 2021 ; Touloupis and Athanasiades, 2022 ). In international literature a “before” (pre-test) and “after” (post-test) assessment, based on self-reports, is also used to compare and measure effects of a prevention program on other risky behaviors in a physical context [ International Alliance for Responsible Drinking (IARD)—Toolkit, 2015 ].…”

“…Therefore, examining the effectiveness of a prevention program against adolescents’ non-consensual sexting, enriched with awareness activities about sexual preoccupation could fill an important literature gap. As the present study was conducted in Greece, the TABBY program (Threat Assessment of Bullying Behavior in Youth) was utilized, as it has already been implemented successfully in Greek high schools and elementary schools to prevent and reduce cyberbullying among students ( Athanasiades et al, 2015 ; Touloupis and Athanasiades, 2022 ). The TABBY program, which constitutes a funded program of European standards [ Threat Assessment of Bullying Behavior in Youth (TABBY), n.d. ], although initially designed for cyberbullying behaviors, it was chosen for the prevention of sexting as it meets effectively most of the guidelines described earlier for the prevention of sexting (e.g., presentations/lectures, audio-visual material, peer group experiential collaborative activities) ( Athanasiades et al, 2015 ; Touloupis and Athanasiades, 2022 ).…”

“…As the present study was conducted in Greece, the TABBY program (Threat Assessment of Bullying Behavior in Youth) was utilized, as it has already been implemented successfully in Greek high schools and elementary schools to prevent and reduce cyberbullying among students ( Athanasiades et al, 2015 ; Touloupis and Athanasiades, 2022 ). The TABBY program, which constitutes a funded program of European standards [ Threat Assessment of Bullying Behavior in Youth (TABBY), n.d. ], although initially designed for cyberbullying behaviors, it was chosen for the prevention of sexting as it meets effectively most of the guidelines described earlier for the prevention of sexting (e.g., presentations/lectures, audio-visual material, peer group experiential collaborative activities) ( Athanasiades et al, 2015 ; Touloupis and Athanasiades, 2022 ). However, for the needs of the present study, out of the four audio-visual materials (videos) of the program, emphasis was given only to one entitled “Joke or Serious Crime,” which negotiates a behavior indicative of sexting (non-consensual forwarding/posting of semi-naked pictures of a female student).…”

“…(1) Experimental group’s non-consensual sexting behaviors will be reduced immediately after and six months after the intervention, reflecting the short- and long-term effectiveness of the intervention, respectively (Hypothesis 1; Athanasiades et al, 2015 ; Touloupis and Athanasiades, 2022 ).…”