Abstract
Bullying and cyberbullying have serious consequences for all those involved, especially the victims, and its prevalence is high throughout all the years of schooling, which emphasizes the importance of prevention. This article describes an intervention proposal, made up of a program (Cyberprogram 2.0 Garaigordobil and Martínez-Valderrey, 2014a) and a videogame (Cooperative Cybereduca 2.0 Garaigordobil and Martínez-Valderrey, 2016b) which aims to prevent and reduce cyberbullying during adolescence and which has been validated experimentally. The proposal has four objectives: (1) To know what bullying and cyberbullying are, to reflect on the people involved in these situations; (2) to become aware of the harm caused by such behaviors and the severe consequences for all involved; (3) to learn guidelines to prevent and deal with these situations: know what to do when one suffers this kind of violence or when observing that someone else is suffering it; and (4) to foster the development of social and emotional factors that inhibit violent behavior (e.g., communication, ethical-moral values, empathy, cooperation…). The proposal is structured around 25 activities to fulfill these goals and it ends with the videogame. The activities are carried out in the classroom, and the online video is the last activity, which represents the end of the intervention program. The videogame (www.cybereduca.com) is a trivial pursuit game with questions and answers related to bullying/cyberbullying. This cybernetic trivial pursuit is organized around a fantasy story, a comic that guides the game. The videogame contains 120 questions about 5 topics: cyberphenomena, computer technology and safety, cybersexuality, consequences of bullying/cyberbullying, and coping with bullying/cyberbullying. To evaluate the effectiveness of the intervention, a quasi-experimental design, with repeated pretest-posttest measures and control groups, was used. During the pretest and posttest stages, 8 assessment instruments were administered. The experimental group randomly received the intervention proposal, which consisted of one weekly 1-h session during the entire school year. The results obtained with the analyses of variance of the data collected before and after the intervention in the experimental and control groups showed that the proposal significantly promoted the following aspects in the experimental group: (1) a decrease in face-to-face bullying and cyberbullying behaviors, in different types of school violence, premeditated and impulsive aggressiveness, and in the use of aggressive conflict-resolution strategies; and (2) an increase of positive social behaviors, self-esteem, cooperative conflict-resolution strategies, and the capacity for empathy. The results provide empirical evidence for the proposal. The importance of implementing programs to prevent bullying in all its forms, from the beginning of schooling and throughout formal education, is discussed.
Highlights
CONCEPTUALIZATION, PREVALENCE AND PREVENTION OFBULLYING/CYBERBULLYINGBullying and Cyberbullying: ConceptualizationBullying is a specific form of school violence, where one or more attackers intentionally cause pain, harass, and repeatedly subject another classmate
The set of activities that make up the intervention to prevent and reduce cyberbullying revolves around 4 large general objectives that include several specific objectives: 1. To know what bullying and cyberbullying are, to reflect on the people involved in these situations: (1) Provide specific insight into the concepts of bullying and cyberbullying; (2) Define the three roles involved in the phenomenon and be aware of the behaviors associated with these roles; and (3) Identify and analyze cases of cyberbullying that have occurred or are occurring in the school or outside the school
The results obtained have shown that the proposal significantly promoted the following changes (Garaigordobil and Martínez-Valderrey, 2014b, 2015a,b, 2016a): 1) A reduction of bullying and cyberbullying behaviors: These behaviors were significantly reduced in the experimental group compared to the control group, and this decrease was confirmed in all three roles, according to the information provided by victims, aggressors, and observers
Summary
CONCEPTUALIZATION, PREVALENCE AND PREVENTION OFBULLYING/CYBERBULLYINGBullying and Cyberbullying: ConceptualizationBullying is a specific form of school violence, where one or more attackers intentionally cause pain, harass, and repeatedly subject another classmate. ; (3) manipulating photographs to ridicule or create a false image of the victim, which the aggressors distribute by mobile phone or internet; (4) excluding, isolating the victim from social networks To achieve her violent reaction, which they denounce to the Service Manager so he will impede her access to that service; (7) creating a false profile of the victim and, for example, making explicit offers of sexual contacts, giving the victim’s mobile phone as the contact. Observers frequently do not speak out due to lack of empathy with the victim and, other times, out of fear that the aggressor will turn against them
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
