RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying

Overview

Journal Int J Environ Res Public Health

Publisher MDPI

Specialties Environmental Health
Public Health

Date 2019 Mar 20

PMID 30884790

Citations 9

Authors

Annalisa Guarini

Damiano Menin

Laura Menabo

Antonella Brighi

Affiliations

Soon will be listed here.

Abstract

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.

Citing Articles

Characteristics and effectiveness of interventions to reduce cyberbullying: a systematic review.

Henares-Montiel J, Pastor-Moreno G, Ramirez-Saiz A, Rodriguez-Gomez M, Ruiz-Perez I Front Public Health. 2023; 11:1219727.

PMID: 37711240 PMC: 10498774. DOI: 10.3389/fpubh.2023.1219727.

Nursing Intervention for Preventing Cyberbullying and Reducing Its Negative Impact on Students: A Scoping Review.

Yosep I, Hikmat R, Mardhiyah A J Multidiscip Healthc. 2023; 16:261-273.

PMID: 36726483 PMC: 9885873. DOI: 10.2147/JMDH.S400779.

Family and Educational Strategies for Cyberbullying Prevention: A Systematic Review.

Tozzo P, Cuman O, Moratto E, Caenazzo L Int J Environ Res Public Health. 2022; 19(16).

PMID: 36012084 PMC: 9408628. DOI: 10.3390/ijerph191610452.

Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying.

Mameli C, Menabo L, Brighi A, Menin D, Culbert C, Hamilton J Int J Environ Res Public Health. 2022; 19(14).

PMID: 35886631 PMC: 9324025. DOI: 10.3390/ijerph19148776.

Factors Associated with Cyberbullying Victimisation among Colombian High-School Adolescents.

Cassiani-Miranda C, Campo-Arias A, Caballero-Dominguez C J Child Adolesc Trauma. 2022; 15(1):27-36.

PMID: 35222773 PMC: 8837739. DOI: 10.1007/s40653-021-00355-z.

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