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School Interventions for Bullying–Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects

Author

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  • Silvia Gabrielli

    (Fondazione Bruno Kessler, Digital Health Lab, 38123 Trento, Italy)

  • Silvia Rizzi

    (Fondazione Bruno Kessler, Digital Health Lab, 38123 Trento, Italy)

  • Sara Carbone

    (Fondazione Bruno Kessler, Digital Health Lab, 38123 Trento, Italy)

  • Enrico Maria Piras

    (Fondazione Bruno Kessler, Digital Health Lab, 38123 Trento, Italy)

Abstract

Background: Several challenges and emotional demands characterize adolescence, affecting the mental well-being of youths. Among these, bullying and cyberbullying are recognized nowadays as a major social problem, affecting more than one-third of adolescents, with extensive negative consequences for the victims involved, such as lower self-esteem, increased loneliness, depression, and anxiety. School programs and interventions that foster resilience, coping, and well-being are particularly important during adolescence as protective and preventive factors against the consequences of (cyber)bullying. The paper presents two recent co-designed interventions for (cyber)bullying prevention deployed in Europe, targeting early adolescents and their school communities. Methods: The UPRIGHT project developed an evidence-based, whole-school intervention to train resilience as a protective factor to promote mental well-being in adolescents, in a cross-national perspective. The CREEP project designed and implemented digital interventions to support schools in (i) early detection of cyberbullying events on social media and (ii) coaching adolescents (victims, bullies, bystanders) on how to cope with (cyber)bullying behaviors. Results: The main challenges and insights collected during the design and implementation of both interventions are discussed to inform future research and practice. Conclusion: The feasibility and acceptance of prevention programs are key to the reducing risk of (cyber)bullying and improving the psychological well-being of early adolescents.

Suggested Citation

  • Silvia Gabrielli & Silvia Rizzi & Sara Carbone & Enrico Maria Piras, 2021. "School Interventions for Bullying–Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects," IJERPH, MDPI, vol. 18(21), pages 1-13, November.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11697-:d:673986
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    References listed on IDEAS

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    1. Donna Cross & Leanne Lester & Amy Barnes, 2015. "A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 60(2), pages 207-217, February.
    2. Schneider, S.K. & O'donnell, L. & Stueve, A. & Coulter, R.W.S., 2012. "Cyberbullying, school bullying, and psychological distress: A regional census of high school students," American Journal of Public Health, American Public Health Association, vol. 102(1), pages 171-177.
    3. Cynthia Van Hee & Gilles Jacobs & Chris Emmery & Bart Desmet & Els Lefever & Ben Verhoeven & Guy De Pauw & Walter Daelemans & Véronique Hoste, 2018. "Automatic detection of cyberbullying in social media text," PLOS ONE, Public Library of Science, vol. 13(10), pages 1-22, October.
    4. Wendy Craig & Yossi Harel-Fisch & Haya Fogel-Grinvald & Suzanne Dostaler & Jorn Hetland & Bruce Simons-Morton & Michal Molcho & Margarida Mato & Mary Overpeck & Pernille Due & William Pickett, 2009. "A cross-national profile of bullying and victimization among adolescents in 40 countries," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 54(2), pages 216-224, September.
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    Cited by:

    1. Omar A. Alismaiel, 2023. "Digital Media Used in Education: The Influence on Cyberbullying Behaviors among Youth Students," IJERPH, MDPI, vol. 20(2), pages 1-19, January.
    2. Xavier Gasol & María Vicenta Navarro-Haro & Isabel Fernández-Felipe & Azucena García-Palacios & Carlos Suso-Ribera & Miquel Gasol-Colomina, 2022. "Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System," IJERPH, MDPI, vol. 19(1), pages 1-14, January.

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