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

Author

Listed:
  • Annalisa Guarini

    (Department of Psychology, University of Bologna, 40127 Bologna, Italy)

  • Damiano Menin

    (Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, 40126 Bologna, Italy)

  • Laura Menabò

    (Department of Psychology, University of Bologna, 40127 Bologna, Italy)

  • Antonella Brighi

    (Faculty of Education, Free University of Bolzano, 39042 Brixen-Bressanone, Italy)

Abstract

Background: Cyberbullying is a serious threat to public health and teachers can play a key role in its detection, prevention and intervention. The present study evaluated the effectiveness of the RPC (“Relazioni per crescere”—Relationships to Grow) program, a short intervention, implemented at classroom level by trained teachers, aimed at improving awareness on cyberbullying and increasing proactive coping strategies to deal with cyberbullying behaviors. Method: The effectiveness of the RPC project was analyzed through an observational study (pre/post-intervention comparison), involving 898 Italian students of Lower Secondary schools (6th–8th grades). Results: Hierarchical logistic regression showed that after the intervention students were more likely to consider the different roles in cyberbullying (cyberbully, cybervictim, reinforce/assistant, defender and bystander/observer). In addition, hierarchical linear regressions highlighted an improvement of social coping and cognitive coping strategies after the intervention. Conclusions: RPC is a short, teacher-based program that can increase the awareness of cyberbullying among students and improves their effective coping strategies to address cyberbullying. Further research on the efficacy of short teacher-based programs would be worthwhile, given the limited financial and time resources of the schools, emphasizing the active and crucial role of teachers in tackling cyberbullying.

Suggested Citation

  • Annalisa Guarini & Damiano Menin & Laura Menabò & Antonella Brighi, 2019. "RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying," IJERPH, MDPI, vol. 16(6), pages 1-14, March.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:6:p:948-:d:214445
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    References listed on IDEAS

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    1. Juan M. Machimbarrena & Esther Calvete & Liria Fernández-González & Aitor Álvarez-Bardón & Lourdes Álvarez-Fernández & Joaquín González-Cabrera, 2018. "Internet Risks: An Overview of Victimization in Cyberbullying, Cyber Dating Abuse, Sexting, Online Grooming and Problematic Internet Use," IJERPH, MDPI, vol. 15(11), pages 1-15, November.
    2. Anna Sorrentino & Anna Costanza Baldry & David P. Farrington, 2018. "The Efficacy of the Tabby Improved Prevention and Intervention Program in Reducing Cyberbullying and Cybervictimization among Students," IJERPH, MDPI, vol. 15(11), pages 1-14, November.
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    Cited by:

    1. Peter K. Smith & Sheri Bauman & Dennis Wong, 2019. "Challenges and Opportunities of Anti-Bullying Intervention Programs," IJERPH, MDPI, vol. 16(10), pages 1-3, May.
    2. Sohni Siddiqui & Anja Schultze-Krumbholz, 2023. "Successful and Emerging Cyberbullying Prevention Programs: A Narrative Review of Seventeen Interventions Applied Worldwide," Societies, MDPI, vol. 13(9), pages 1-25, September.
    3. Pamela Tozzo & Oriana Cuman & Eleonora Moratto & Luciana Caenazzo, 2022. "Family and Educational Strategies for Cyberbullying Prevention: A Systematic Review," IJERPH, MDPI, vol. 19(16), pages 1-17, August.
    4. Annalisa Guarini & Laura Menabò & Damiano Menin & Consuelo Mameli & Grace Skrzypiec & Phillip Slee & Antonella Brighi, 2020. "The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying," IJERPH, MDPI, vol. 17(14), pages 1-14, July.
    5. Consuelo Mameli & Laura Menabò & Antonella Brighi & Damiano Menin & Catherine Culbert & Jayne Hamilton & Herbert Scheithauer & Peter K. Smith & Trijntje Völlink & Roy A. Willems & Noel Purdy & Annalis, 2022. "Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying," IJERPH, MDPI, vol. 19(14), pages 1-21, July.

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