RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying

Guarini, Annalisa; Menin, Damiano; Menabò, Laura; Brighi, Antonella

doi:10.3390/ijerph16060948

Cited by 27 publications

(33 citation statements)

References 55 publications

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“…Among programs that aim to increase skill-building, training delivery modality varies widely. Some programs like Skills for Life (Fekkes et al, 2016 ) and Relationships to Grow (Guarini et al, 2019 ) use tools such as role-play exercises, video and live demonstrative modeling, vignette discussion, and feedback embedded in a greater curriculum. NoTrap!…”

Section: Resultsmentioning

confidence: 99%

A Systematic Review and Meta-analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization

et al. 2021

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Evidence suggests that cyberbullying among school-age children is related to problem behaviors and other adverse school performance constructs. As a result, numerous school-based programs have been developed and implemented to decrease cyberbullying perpetration and victimization. Given the extensive literature and variation in program effectiveness, we conducted a comprehensive systematic review and meta-analysis of programs to decrease cyberbullying perpetration and victimization. Our review included published and unpublished literature, utilized modern, transparent, and reproducible methods, and examined confirmatory and exploratory moderating factors. A total of 50 studies and 320 effect sizes spanning 45,371 participants met the review protocol criteria. Results indicated that programs significantly reduced cyberbullying perpetration ( g = −0.18, SE = 0.05, 95% CI [−0.28, −0.09]) and victimization ( g = −0.13, SE = 0.04, 95% CI [−0.21, −0.05]). Moderator analyses, however, yielded only a few statistically significant findings. We interpret these findings and provide implications for future cyberbullying prevention policy and practice. Supplementary Information The online version contains supplementary material available at 10.1007/s11121-021-01259-y.

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Section: Resultsmentioning

confidence: 99%

A Systematic Review and Meta-analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization

et al. 2021

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“…In order to increase prevention and action against cyberbullying, it will be necessary not only to look more profoundly at the role played by teachers and families by promoting training programs to increase their knowledge, but also to implement new ones to train them in suitable coping strategies. One such example is RPC (Guarini, Menin, Menabò, & Brighi, 2019), which has helped to provide teachers and families with the physical and emotional tools they need to fight cyberbullying and to efficiently help students and their children.…”

Section: Limitations and Conclusionmentioning

confidence: 99%

How the Education Community Perceives Cyberbullying: a Comparison of Students, Teachers and Families

Alcaine

Sánchez

2020

J. New Approaches Educ. Res.

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This study aims to find out how the groups that form the education community (students, teachers, families) differ in terms of the various characteristics surrounding the cyberbullying phenomenon. To do this, we conducted research using a selective correlational and cross-sectional design to analyze relationships and differences among variables: defining cyberbullying, typology, involved roles, possible causes and coping strategies in the different groups. The study recruited 116 participants as follows: 51% were year-6 Primary Education students; 29% were students’ family members; 20% were school teachers. We collected data through an ad hoc questionnaire that a group of experts had previously validated. The results of the data analysis showed that significant differences appeared in terms of: how typologies were perceived; the importance of roles; coping strategies for cyberbullying.

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“…A different trend emerged from the ViSC (Viennese Social Competence) Program delivered by teachers, which has been effective in reducing victimization, while no significant effect on reducing aggressive behaviors was reported [ 10 ]. Further support for the effectiveness of interventions entirely delivered by teachers were found in cyberbullying studies, revealing a decrease in cyber aggression (Asegúrate Program [ 11 ]; Media Heroes [ 12 ]) as well as an increase in student coping strategies (RPC, Relazioni per crescere—Relationships to Grow [ 13 ]).…”

Section: Introductionmentioning

confidence: 99%

The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying

Guarini

Menabò

Menin

et al. 2020

IJERPH

Self Cite

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Background: Bullying is a serious public issue, which mainly occurs in school with negative consequences for the students involved as victims. Very few teacher-delivered interventions have shown positive changes in the victims. The present study aimed at implementing the P.E.A.C.E. (Preparation, Education. Action, Coping, Evaluation) pack program, developed in Australia, in Italian high schools. Method: The effectiveness of the program was analyzed through an observational study (pre/post-intervention), involving 551 Italian high school students who completed a questionnaire on bullying victimization, self-efficacy, and bystander behavior. The students were divided into three groups (not involved students, occasional and severe victims) according to their self-reported victimization in the pre-intervention. Results: After the intervention, severe victims (victimized once/week or more often) showed a significant decrease in victimization and higher scores in self-efficacy, while an increase in victimization was observed in the not involved students. As reported by all the groups after the intervention, classmates were perceived more likely to intervene when a bullying episode occurred. By contrast, occasional and severe victims perceived their teachers as less likely to intervene. Conclusions: The P.E.A.C.E. pack is a promising program confirming in Italian schools the effectiveness already shown in other countries. This program is very useful for severe victims, supporting their self-confidence with a decrease in the frequency of aggressive episodes.

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RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying

Cited by 27 publications

References 55 publications

A Systematic Review and Meta-analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization

A Systematic Review and Meta-analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization

How the Education Community Perceives Cyberbullying: a Comparison of Students, Teachers and Families

The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying

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