“FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention

Vannini, Natalie; Enz, Sibylle; Σαπουνά, Μαρία; Wolke, Dieter; Watson, Scott; Woods, Sarah; Dautenhahn, Kerstin; Hall, Lynne; Paiva, Ana; André, Elisabeth; Aylett, Ruth; Schneider, Wolfgang

doi:10.1007/s10212-010-0035-4

Cited by 72 publications

(48 citation statements)

References 42 publications

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“…Though traditionally concerned with the behaviour of the 'bully' and the 'victim' (Olweus, 1988;Rigby & Slee, 1991), the mid-1990s saw studies published that accounted for the social context in which most school bullying takes place, that is, in the presence of others (DeRosier, Cillessen, Coie, & Dodge, 1994;Salmivalli, Voeten, & Poskiparta, 2011;Vannini et al, 2011; for a review, see Salmivalli, 2010). Naturalistic observations of school-yard bullying and self-report questionnaires revealed the triadic nature of bullying behaviour: 85% of observed bullying incidents in a Canadian school playground occurred in the presence of students who were not the 'bully' nor the 'victim', but 'bystanders' to the activity (Craig & Pepler, 1998).…”

Section: The Bullying Triadmentioning

confidence: 99%

On standby? A comparison of online and offline witnesses to bullying and their bystander behaviour

Quirk

Campbell

2014

Educational Psychology

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Given their ubiquitous presence as witnesses to school-yard bullying, the role of the 'bystander' has been studied extensively. The prevalence and behaviour of bystanders to cyberbullying, however, is less understood. In an anonymous, school-based questionnaire, 716 secondary school students from South-East Queensland reported whether they had witnessed traditional and/or cyberbullying, and how they responded to each type. Overlap in bystander roles between online and offline environments was examined, as was their relationship to age and gender. Students who witnessed traditional bullying were more likely to have witnessed cyberbullying. Bystanders' behaviour was sometimes similar in both contexts of traditional and cyberbullying, mainly if they were outsiders but half of the 256 students who reported witnessing both traditional and cyberbullying, acted in different roles across the two environments. The implications of the findings are discussed in the context of previous research on cyberbullying and traditional-bystanders. Future research should further explore the role of bystanders online, including examining whether known predictors of traditional-bystander behaviour similarly predict cyber-bystander behaviour.

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Section: The Bullying Triadmentioning

confidence: 99%

On standby? A comparison of online and offline witnesses to bullying and their bystander behaviour

Quirk

Campbell

2014

Educational Psychology

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“…Como ya se ha mencionado, es posible que las actitudes pro-víctima sean necesarias, aunque no suficientes, para convertirse en comportamientos como el del defensor de la víctima, tal y como sugieren Fox et al (2010). Las que parecen predecir si el estudiante intervendrá o no en la situación, son variables como la autoeficacia (Gini, Albiero, Benelli, & Altoe, 2008) o la popularidad en el grupo (Vannini et al, 2011). Así pues, estudios futuros sobre el impacto de estos programas tal vez deberían incorporar variables como las que acabamos de mencionar.…”

Section: Discussionunclassified

Impact of peer mediation programmes to prevent bullying behaviours in secondary schools / El impacto de los programas de mediación entre iguales para prevenir conductas de acoso escolar en los centros de secundaria

Usó

Villanueva

Adrián

2016

Infancia y Aprendizaje

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The aim of the study was to determine the impact of peer mediation programmes at a secondary school, as compared to another centre that did not have any such programme. The impact would be evaluated by means of three levels of variables: pro-victim attitudes, the roles adopted by the youngsters and the school climate (this last item was analysed from two perspectives: that of the pupils and that of the teachers). In order to attain this goal, students from 12 to 14 years old (N = 323) and 17 teacher-tutors were administered different questionnaires in Time 1 (baseline, prior to intervention) and Time 2 (after programme intervention). Results highlight the validity of peer mediation programmes when it comes to fostering pro-victim attitudes, preventing the increase of negative roles and improving the school climate.

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“…One of the main aims of the software was to develop synthetic characters that could, through their appearances, behaviors and features allow the user to build empathic relations with them. The software's pedagogical objectives were met through the design and implementation of interactive, episodic and emergent Memarzia scenarios in a safe school-based Virtual Learning Environment (VLE) [26], [27], [28].…”

Section: B Games For Bullyingmentioning

confidence: 99%

Games for Empathy for Social Impact

Papoutsi

Drigas

2016

Int. J. Eng. Ped.

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Abstract-Technology is changing and affecting the world around us from all angles. Information and Communication Technologies (ICTs) constitute suitable tools for interventions with children and adolescents promoting their emotional, psychological and social wellbeing. However, many good reasons underlie the conviction that digital simulations and games are particularly effective media for developing empathy. The current article aims to carry out a systematic review of ICTs on evoking empathy through games.

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“FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention

Cited by 72 publications

References 42 publications

On standby? A comparison of online and offline witnesses to bullying and their bystander behaviour

On standby? A comparison of online and offline witnesses to bullying and their bystander behaviour

Impact of peer mediation programmes to prevent bullying behaviours in secondary schools / El impacto de los programas de mediación entre iguales para prevenir conductas de acoso escolar en los centros de secundaria

Games for Empathy for Social Impact

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