Why do some students want to be actively involved as peer educators, while others do not? Findings from<i>NoTrap!</i>anti-bullying and anti-cyberbullying program

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

doi:10.1080/17405629.2017.1419954

Cited by 15 publications

(16 citation statements)

References 30 publications

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“…Therefore, it is important to better understand who the peer educators are and whether their personal characteristics may influence the efficacy of the program. In a more focused study about the peer educators' profile carried out in our research group (Zambuto, Palladino, Nocentini, & Menesini, ), we found that they have in common some experiences of victimization and cybervictimization. Compared with those students who did not decide to take this active role in the program, boys were probably bully‐victim who perceived higher social support from friends, while girls were victim's defenders with a high prosocial behavior.…”

Section: Discussionmentioning

confidence: 66%

Evidence‐based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials

Palladino

Nocentini

Menesini

2016

Aggressive Behavior

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The NoTrap! (Noncadiamointrappola!) program is a school-based intervention, which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying. The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence-based interventions. Towards this aim, two quasi-experimental trials involving adolescents (age M = 14.91, SD = .98) attending their first year at different high schools were conducted. In Trial 1 (control group, n = 171; experimental group, n = 451), latent growth curve models for data from pre-, middle- and post-tests showed that intervention significantly predicted change over time in all the target variables (victimization, bullying, cybervictimization, and cyberbullying). Specifically, target variables were stable for the control group but decreased significantly over time for the experimental group. Long-term effects at the follow up 6 months later were also found. In Trial 2 (control group, n = 227; experimental group, n = 234), the moderating effect of gender was examined and there was a reported decrease in bullying and cyberbullying over time (pre- and post-test) in the experimental group but not the control group, and this decrease was similar for boys and girls.

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Section: Discussionmentioning

confidence: 66%

Evidence‐based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials

Palladino

Nocentini

Menesini

2016

Aggressive Behavior

Self Cite

160

147

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“…Regarding literature on peer-led anti-bullying programs, most studies do not specify how peer educators have been recruited (Chaux et al 2016;Fonagy et al 2009;Twemlow et al 2005;Rosenbluth et al 2004;Ortega and Del Rey 2004;Rahey et al 2002). In some studies, we found peer educators had been chosen by adults (Connolly et al 2015;Elledge et al 2010;Houlston and Smith 2009), or via voluntary recruitment (Menesini et al 2003;Zambuto et al 2019a). To our knowledge, there are no studies on the impact of peer nomination recruitment in relation to anti-bullying interventions.…”

Section: Peer Educators' Recruitment Strategymentioning

confidence: 99%

“…In relation to voluntary recruitment, in a previous study on NoTrap! peer educators (Zambuto et al 2019a), the authors examined differences between peer educators, who were all voluntary, and their classmates. Results showed that peer educators were different from their classmates for their higher levels of victimization, defending behaviour, perceived support from friends and prosocial behaviour, with some degree of difference based on their gender.…”

Section: Peer Educators' Recruitment Strategymentioning

confidence: 99%

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

et al. 2020

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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.

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“…Peer education has been shown beneficial in improving knowledge and the intention to change behavior in human immunodeficiency virus infection/ acquired immunodeficiency syndrome (HIV/AIDS) prevention programs among high school students. It is, hence, a system of delivering knowledge that promotes social skills [18].…”

Section: Introductionmentioning

confidence: 99%

Impact of peer education on sexual health knowledge among adolescents and young persons in two North Western states of Nigeria

et al. 2021

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Background Generally, social development among young people is largely influenced by their peers. Peer education is a proven and effective approach for promoting reproductive health among young people, especially HIV/AIDS education. This study was conducted to assess the effectiveness of a peer-led education intervention in addressing sexual and reproductive health related knowledge and concerns among young people in Kaduna and Kano States, northwest Nigeria. Methods A pre and post-test study was conducted among 8930 young people aged 15–24 years who participated in the MTV Shuga Peer Education intervention selected from communities in Kaduna and Kano States. A baseline pre-test was conducted before the education program, and it was followed up with a post-test at the end of the five-day long peer education sessions. Results Majority of the respondents, 7846 (87.9%) were adolescents aged 15–19 years while the rest 1084 (12.1%) were young adults aged 20–24 years. A total of 6099 (68.3%) of the respondents correctly stated that condoms prevent pregnancy during the pre-test compared to 6429 (72.0%) peers during the post test. Lower abdominal pain was correctly indicated as a symptom of STI by 6282 (70.3%) and 6984 (78.2%) of the respondents at pre-test and post-test respectively. More males (58.5%) had good knowledge about condom use compared to the females, 51.9% (χ2 = 24.62, p < 0.001). while more females (79.6%) compared to 74.7% males opined that going for HIV test with their sexual partner is important to them during the pre-test (χ2 = 19.44, p≤ 0.001).However, no significant difference was observed on knowledge of condom use and opinion on going for HIV testing with sexual partner among either gender at post-test. Conclusion Significant positive changes in knowledge, views and opinions regarding STIs and HIV, HIV anti-stigma and the use of condoms were observed following exposure to the peer sessions of the MTV Shuga peer education intervention. Sustained exposure and access to informative and enlightening peer education sessions over time have the potential to comprehensively improve SRH knowledge, influence positive opinion change and in turn adoption of positive behaviours among young people.

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Why do some students want to be actively involved as peer educators, while others do not? Findings fromNoTrap!anti-bullying and anti-cyberbullying program

Cited by 15 publications

References 30 publications

Evidence‐based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials

Evidence‐based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials

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

Impact of peer education on sexual health knowledge among adolescents and young persons in two North Western states of Nigeria

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