Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber‐victimization: Class and individual level moderators

Abstract

We investigated whether the general anti-bullying program ViSC sustainably prevents cyberbullying and cyber-victimization. A longitudinal randomized control group design was used to examine (i) program effectiveness immediately after a 1 year implementation phase and (ii) sustainable program effects 6 months later taking several moderators on the class level (class climate and ethnic diversity) and on the individual level (gender, age, internet usage, traditional bullying/victimization) into account. Effectiveness (e.g., the change between waves 2 and 1) was examined in 2,042 students (47.6% girls), aged 11.7 years (SD = 0.88) enrolled in 18 schools and 103 classes. Sustainability (e.g., the change between waves 3 and 2) was examined in a sub-sample of 6 schools and 35 classes comprising 659 students. The self-assessment multiple-item scales showed longitudinal and multiple group invariance. Factor scores were extracted to compute difference scores for effectiveness (Posttest minus Pretest) and sustainability (Follow-up test minus Posttest) for cyberbullying and cyber-victimization. Multilevel Modeling was applied to examine (i) the effectiveness and (ii) the sustainability of the ViSC intervention controlling for several individual and class level variables. Controlling for covariates, it was demonstrated that the ViSC program is effective in preventing cyberbullying and cyber-victimization and that the effects are sustainable after 6 months. The consequences for cyberbullying prevention are discussed.

Systematic Review of Cyberbullying Interventions for Youth and Parents With Implications for Evidence‐Based Practice

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“…Another component taught to the individuals in over half of the programs ( n = 9) was communication and social skills. In the Viennese Social Competence Program (ViSC), the youths worked together on a group project, thus practicing their social skills (Gradinger, Yanagida, Strohmeier, & Spiel, , ). Empathy training was present in over half of the programs ( n = 9) and included teaching the youth to look at the cyberbullying situation from the perspective of the victim or bystander.…”

“…Only three studies included follow‐up varying in length from 6 to 12 months (Cross et al., ; Gradinger et al., , ; Palladino, Nocentini, & Menesini, ). Seven of the interventions included parent education and it is important to note that these programs were also among the successful programs in reducing cyberbullying and cybervictimization (Cross et al., ; Del Rey et al., , ; Garaigordobil & Martínez‐Valderrey, , , , ; Gradinger et al., , ; Ortega‐Ruiz et al., ; Salmivalli et al., ; Schultze‐Krumbholz et al., ; Williford et al., ; Wölfer et al., ).…”

Protecting Children Through Anti-bullying Interventions

“…There was a decrease in cyberbullying (perpetration and victimization) (Gradinger et al 2016) and detailed results regarding bullying are still being collected.…”

“…A large scale evaluation program was conducted in 13 schools and there was also an equivalent control group (Gradinger et al 2016). This involved a pre-test, post-test and follow-up design with a longer term follow-up.…”