Cyberbullying perpetration (CBP) and problematic Internet use (PIU) are the most studied risky online activities for adolescents in the current generation. However, few studies have investigated the relationship between CBP and PIU. Still lacking is a clear understanding of common or differentiated risk and protective pathways for adolescents interacting in the cyber world. The aim of this study was to understand the role of individual (emotional symptoms) and environmental variables (parental monitoring) underpinning both CBP and PIU, with time spent online as a mediator of these factors. Furthermore, we investigated gender and school level differences in these dynamics. A questionnaire was filled in by 3,602 students from Italian Lower Secondary Schools and Upper Secondary Schools. Structural equation modeling was used to test the effects of emotional symptoms and parental monitoring on CBP and PIU mediated by time spent online, controlling for school level. In addition, the model was implemented for girls and boys, respectively. Negative emotional symptoms and low levels of parental monitoring were risk factors for both CBP and PIU, and their effect was mediated by the time spent online. In addition, parental monitoring highlighted the strongest total effect on both CBP and PIU. Risk and protective pathways were similar in girls and boys across Lower Secondary and Upper Secondary Schools, although there were some slight differences. CBP and PIU are the outcomes of an interplay between risk factors in the individual and environmental systems. The results highlight the need to design interventions to reduce emotional symptoms among adolescents, to support parental monitoring, and to regulate the time spent online by adolescents in order to prevent risky online activities.
The embodied paradigm recently applied to music cognition advocates the crucial role of the agents' body for musical understanding (Leman, 2007;Reybrouck, 2006). This standpoint holds that a basic form of musical meaning's ascription is action-based, radically entwined with the level of motor knowledge of the listener or performer (Overy & Molnar-Szakacs, 2009). Traditional music psychology often employs computational models to investigate musical comprehension, where an agent's mind is seen as a computer that processes the musical signal thanks to species-specific brain mechanisms (Lyon & Shamma, 1996). In contrast, the embodied perspective assumes that cognition depends on processes that are intrinsically connected to the organism's body, thus being widely distributed beyond the boundaries of the brain (Shapiro, 2010). In this article, we underline the need of deepening such perspective by referring to the closely related notion of Embodied Simulation and have a close look at its main applications in the psychology of music.
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.
Background. Recent studies have consistently identified the negative consequences of cyberbullying on adolescent mental health. Nevertheless, not all cybervictims are alike, and in the last few years some evidence has appeared indicating that faced with cyberbullying, victims may manifest different emotional outcomes. In this study, we explored whether cybervictim resilience fully or partially mediates the effects of cybervictimization and whether a confrontational coping strategy impacts emotional symptoms. Methods. The study was carried out with a sample of 474 high school students equally distributed between males and females. Data were collected using a questionnaire comprising four measures assessing cybervictimization, direct confrontation coping strategy, resilience and emotional symptoms. Results. Structural equation modelling indicated that the effects of cybervictimization and confrontational coping strategy on emotional symptoms were mediated by resilience, with cybervictimization showing a positive effect while direct confrontation a negative effect. Cybervictimization also showed a positive direct effect on emotional symptoms. Conclusions. These results are presented in light of their implications for designing effective interventions able to protect and promote adolescents’ psychological wellbeing.
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