Online and school-based programs to prevent cyberbullying among Italian adolescents: What works, why, and under which circumstances

Menesini, Ersilia; Zambuto, Valentina; Palladino, Benedetta Emanuela

doi:10.1016/b978-0-12-811423-0.00010-9

Cited by 16 publications

(17 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…program. It is an online and school-based universal intervention program against bullying and cyberbullying which targets adolescents (Menesini et al 2017), which has provided evidence of its effectiveness (Palladino et al 2016). Specifically, in Palladino and colleagues' studies (Palladino et al 2016), two independent quasiexperimental trials were carried out in the 2011/2012 and 2012/2013 school years.…”

Section: The Notrap! Programmentioning

confidence: 99%

“…Both experimental conditions participated in all of the NoTrap! program phases, namely, (1) teacher training, (2) class meeting to raise student awareness, (3) peer educator training and finally (4) activities led by peer educators in class about empathy toward victims and coping strategies to escape from victimization (for a more detailed description of the program, see Menesini et al 2017 andZambuto et al 2019b). The implementation fidelity and dosage were strictly monitored in our experimental design even when the trial was run in real-world conditions.…”

Section: Participants and Proceduresmentioning

confidence: 99%

See 1 more Smart Citation

Voluntary Vs Nominated Peer Educators: a Randomized Trial within the NoTrap! Anti-Bullying Program

et al. 2020

Self Cite

View full text Add to dashboard Cite

There is a debate in scientific literature about the effectiveness of a peer-led approach to anti-bullying interventions. In order to understand which circumstances and for whom these approaches work best, the present study was carried out within the NoTrap! anti-bullying program. Using a cluster design, classes were randomly assigned into two different peer educator recruitment strategies: volunteering (N = 500; 48% females; mean age = 13.5 years, ds = 1.3) vs peer nominated (N = 466; 38% females; mean age = 13.9 years, ds = 1.3). Results showed that voluntary peer educators suffered a higher level of victimization, while the nominated ones tended to be more popular and likable. Furthermore, a set of linear mixed-effect models showed that the program was effective in reducing bullying and victimization, and in increasing defending behaviour only in the voluntary recruitment condition. On the contrary, in classrooms under the peer nominated recruitment condition, bullying and victimization remained stable, and defending behaviour increased only for peer educators, but not for their classmates. This implies that the step of peer selection and recruitment must be kept into consideration in developing and validating an intervention, because of its possible impact on the effectiveness of the whole intervention.

show abstract

Section: The Notrap! Programmentioning

confidence: 99%

Section: Participants and Proceduresmentioning

confidence: 99%

Voluntary Vs Nominated Peer Educators: a Randomized Trial within the NoTrap! Anti-Bullying Program

et al. 2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…Program (a) works both on direct and indirect forms of bullying and cyberbullying; (b) it also tries to modify the contextual factors of bullying, giving more visibility to students who want to counteract this problem; and (c) it adopts peer education as a joining link between experts’ actions and the change in class-group dynamics (Zambuto et al, 2020). Specifically, the program has shown effectiveness in reducing traditional bullying and victimization, even when it takes place online (Menesini et al, 2018; Palladino et al, 2016; Zambuto et al, 2020). This reduction was stable at follow-up 6 months after the end of the program (Palladino et al, 2016).…”

Section: Ethnic Bullying: Definition and Consequencesmentioning

confidence: 99%

The effect of the NoTrap! Antibullying program on ethnic victimization: When the peer educators’ immigrant status matters.

Zambuto¹,

Stefanelli²,

Palladino³

et al. 2022

Developmental Psychology

Self Cite

View full text Add to dashboard Cite

Nowadays, an increasing number of children and adolescents living in Europe have an immigrant background. Because ethnicity is a recognizable characteristic that may become the driver of bullying, these youths are at high risk of victimization. School interventions based on peer-led approaches, assuming all the conditions postulated in contact theory, could be suitable to counteract bias-based bullying and victimization.This study aims to analyze whether the NoTrap! antibullying program, an evidence-based peer-led intervention, may also be effective in counteracting ethnic bullying and victimization when students with an immigrant background are involved as peer educators. There were 1,570 students who participated in the study: 24 control classes (N = 476) and 50 experimental classes (N = 1094). Within the last group we identified two conditions: 30 classes in which all peer educators were Italian (Experimental A, N = 661); 20 classes in which at least one of them had an immigrant background (Experimental B, N = 433). Results of two linear mixed models showed a significant interaction Time × Experimental condition for ethnic victimization, F(1, 1170) = 4.185; p = .015. Specifically, the NoTrap! is effective in reducing ethnic victimization when at least one student with an immigrant background is involved as a peer educator. Only in this condition, indeed, peer educators are directly involved in the phenomenon they counteract, and all four circumstances postulated in the contact theory are satisfied. No effects on ethnic bullying have been found, F(1, 1162) = .215; p = .806. This is in line with the activities proposed in the program, which is more focused on empowering victims than on acting directly on bullies.

show abstract

“…The roles of severity and publicity in cyberbullying are also known to influence bystander responses, and so exploring teachers' perceptions on this issue would be valuable as teachers have an important role in the successful implementation of bystander intervention in the school (Polanin, Espelage, & Pigott, 2012). Despite the debate on the effectiveness of school-based bullying intervention programs centred on working with peers in traditional bullying (Smith, 2016;Smith, Salmivalli, & Cowie, 2012), the role of bystanders that witness traditional bullying and cyberbullying have an important role in the prevention of bullying (Doane, Ehlke, & Kelley, 2019;Menesini, Zambuto, & Palladino, 2018;Polanin, Espelage, & Pigott, 2012).…”

Section: Severitymentioning

confidence: 99%

‘The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying

Macaulay

Betts

Stiller

et al. 2020

Research Papers in Education

View full text Add to dashboard Cite

show abstract

Online and school-based programs to prevent cyberbullying among Italian adolescents: What works, why, and under which circumstances

Cited by 16 publications

References 12 publications

Voluntary Vs Nominated Peer Educators: a Randomized Trial within the NoTrap! Anti-Bullying Program

Voluntary Vs Nominated Peer Educators: a Randomized Trial within the NoTrap! Anti-Bullying Program

The effect of the NoTrap! Antibullying program on ethnic victimization: When the peer educators’ immigrant status matters.

‘The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying

Contact Info

Product

Resources

About