Abstract
This article analyses the evidence obtained from the application of the dialogic model of prevention and resolution of conflicts to eradicate cyberbullying behaviour in a primary school in Catalonia. The Dialogic Prevention Model is one of the successful educational actions identified by INCLUD-ED (FP6 research project). This case study, based on communicative methodology, includes the results obtained from documentary analysis, communicative observations and in-depth interviews. The evidence collected indicates that the implementation of this type of model can help to overcome cyberbullying; children are more confident to reject violence, students support the victims more and the whole community is involved in Zero Tolerance to violence.
Highlights
Data on the prevalence of cyberbullying among minors indicate an urgent need for scientific evidence regarding how to prevent such bullying as early as possible [1,2,3], in primary and secondary school
As indicated by Della Cioppa, O’Neil and Craig [7], there is a current need to develop educational interventions aimed at overcoming cyberbullying based on prevention programmes that have been scientifically proven to be successful
The second achievement was the improved intervention by the adult community in response to cyberbullying, which fostered the creation of a safe environment where minors gained sufficient trust to bring up problems that occurred outside the school
Summary
Data on the prevalence of cyberbullying among minors indicate an urgent need for scientific evidence regarding how to prevent such bullying as early as possible [1,2,3], in primary and secondary school. As indicated by Della Cioppa, O’Neil and Craig [7], there is a current need to develop educational interventions aimed at overcoming cyberbullying based on prevention programmes that have been scientifically proven to be successful. To this end, Della Cioppa et al [7]. Evaluated 20 prevention programmes, few of which had been previously evaluated and even fewer of which use scientific evidence. Those programmes that achieved scientifically acceptable results coincided with involving the educational community as a whole or incorporating contexts beyond the school [7]
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