Effect of Cyberprogram 2.0 on Reducing Victimization and Improving Social Competence in Adolescence //Efecto del Cyberprogram 2.0 sobre la reducción de la victimización y la mejora de la competencia social en la adolescencia

Abstract

ResumenEl estudio tuvo como principal objetivo evaluar experimentalmente los efectos de un programa antibullying (Cyberprogram 2.0) en conductas de victimización por bullying «cara-a-cara» y en diversas conductas sociales. Se utilizó una muestra de 176 adolescentes, de 13 a 15 años, 93 experimentales y 83 de control. El estudio utilizó un diseño de medidas repetidas pretest-postest con grupo de control. Antes y después del programa (19 sesiones) se administraron dos instrumentos de evaluación. Los ANCOVAs postest confirmaron que el programa estimuló una disminución significativa de la victimización y un aumento de las conductas sociales positivas (conformidad social, ayuda-colaboración, seguridad-firmeza, liderazgo prosocial). La intervención disminuyó significativamente más algunas conductas sociales negativas de las mujeres, aunque en el resto de las variables el cambio fue similar en ambos sexos. La discusión se centra en la importancia de implementar programas para fomentar el desarrollo socioemocional y prevenir la violencia.Palabras clave: Bullying, ciberbullying, adolescencia, conducta social, género. AbstractThe main purpose of the study was to assess experimentally the effects of an antibullying program (Cyberprogram 2.0) on behaviors of victimization due to «face-to-face» bullying and on diverse social behaviors. The sample comprised 176 adolescents, aged 13-15 years, grouped into 93 experimental subjects and 83 control subjects. The study used a repeated measures pretest-posttest design with a control group. Before and after the program (19 sessions), two assessment instruments were administered. ANCOVAs posttest confirmed that the program stimulated a significant decrease in victimization and an increase of positive social behaviors (social conformity, help-collaboration, selfassurance-firmness, prosocial leadership). The intervention significantly decreased some negative social behaviors to a greater extent in females, although in the remaining variables, the change was similar both sexes. The discussion focuses on the importance of implementing programs to promote socio-emotional development and prevent violence.

Bullying/Cyberbullying en quinto y sexto curso de primaria: diferencias entre centros públicos y privados

“…Various programs have shown their efficacy both for prevention and for intervention in situations of bullying and cyberbullying (Garaigordobil & Martínez-Valderrey, 2014. Programs for prevention and reduction of bullying and cyberbullying should promote improvement of the classroom's social climate, enhancing prosocial behaviour, cooperative conflict-resolution skills, empathy, comprehension-expression of emotions, control of anger, respect for differences, self-esteem, etc.…”

Conductas de ciberadicción y experiencias de cyberbullying entre adolescentes

“…Precisamente es en este espacio virtual donde se produce el cyberbullying debido al abuso de poder que una persona o varias ejercen contra una víctima a través de los medios electróni-cos (Slonje, Smith y Frisén, 2013). Son numerosas las investigaciones que corroboran la relación de este hecho con el bullying tradicional (Schneider, O'Donnell, Stueve y Coulter, 2012;Smith et al, 2008;Vandebosch y Van Cleemput, 2009), aunque esta forma de acoso presenta unas caracterís-ticas novedosas que lo dotan de entidad propia como son: el anonimato, una audiencia más amplia y universal y la mayor permanencia en el tiempo de las agresiones (Garaigordobil y Martínez, 2014).…”

Violence, Responsibility, Friendship and Basic Psychological Needs: Effects of a Sport Education and Teaching for Personal and Social Responsibility Program // Violencia, responsabilidad, amistad y necesidades psicológicas básicas: efectos de un programa de Educación Deportiva y Responsabilidad Personal y Social

“…Due to current necessities in todays' society, over the last few years the number of research studies on school violence and its relationship with repeated violence conducts such as bullying or cyberbullying has grown rapidly (Boulton, 2013;Carrasco, Alarcón, & Trianes, 2015;Garaigordobil & Martínez-Valderrey, 2014). One of the main current educational goals is to build a positive social climate in schools which could help students learn, but also produce improve their global development.…”

“…Violence could be defined as an intentional conduct whose aim is to produce damage or injury (Álvarez- García, Rodríguez, González-Castro, Núñez, & Álvarez, 2010). There are several types of violence such as physical violence (this could be direct when there is direct contact with the victim or indirect when the damage is on the victim's properties), verbal violence (insults, rumours and nicknames), class disruption (prevent the teacher from conducting the class), social exclusion (discrimination and rejection conducts for academic, racial, social or cultural reasons), and the one that is produced through the new information and communication technologies, also known as cyber bullying (Álvarez-García, Dobarro, Álvarez, Núñez, & Rodríguez, 2014;Garaigordobil & Martínez-Valderrey, 2014). All of them should be prevented through specifically designed educational programs and interventions.…”