Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement
Abstract
:1. Introduction
TEI Program “Peer Tutoring”
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- Cohesion activities. The objective is to consolidate and facilitate the tutor-tutee relationship. 2 sessions are held per quarter during school hours.
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- Tutorial activities. A formal tutoring is carried out each month between the tutor and tutee, as well as between tutors and program coordinators. In the same way, there are also informal tutorials that take place during recess, when leaving class, in the corridors, etc. The development of informal tutorials is highly promoted in the intervention program, taking into account that they are considered the main key to achieve the objectives of the intervention. The student tutor keeps a record of the informal tutorials carried out.
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- Specific training activities. The program includes an intervention of 9 sessions lasting 1 h each, distributed throughout the academic year within the tutorial action plan. Each session is aimed towards the development of a specific skill. The methodology of the sessions is as follows: tutors present the skill to be worked and the specific activity to perform in class. Then, the activity is put into practice through specific tasks, and finally, tutors and tutees summarize the contents of the session by completing a mural or graphic poster in order to transfer the knowledge worked in the session to the whole school. The contents of the sessions are: emotional self-knowledge, emotional regulation, social competences and the positive use of ICTs.
2. Materials and Methods
2.1. Procedure
2.2. Participants
2.3. Measures
2.3.1. Bullying
2.3.2. Cyberbullying
2.3.3. School Climate
2.4. Data Analysis
3. Results
3.1. Descriptive Statistics in T1 and T2 for the Both Groups (EG and CG) and Percentage Change for Bullying, Cyberbullying and School Climate
3.2. Effectiveness of the Intervention in Bullying Reduction
3.3. Effectiveness of the Intervention in Cyberbullying Reduction
3.4. Effectiveness of the Intervention in School Climate Improvement
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
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Variable | Scale | Condition EG (n = 987) CG (n = 1070) | Mean (SD) T1 | Mean (SD) T2 | Percentage Change |
---|---|---|---|---|---|
Bullying | Bully behavior | EG | 3.80 (5.76) | 3.37 (4.68) | −11.31% |
CG | 3.44 (4.51) | 4.80 (5.92) | 39.53% | ||
Peer victimization | EG | 2.05 (2.93) | 1.93 (2.84) | −5.85% | |
CG | 1.97 (2.94) | 2.64 (3.50) | 34.01% | ||
Fighting | EG | 1.83 (2.89) | 1.76 (2.84) | −3.82% | |
CG | 1.74 (2.81) | 2.52 (3.62) | 44.82% | ||
Cyberbullying | Cyberbullying | EG | 2.27 (3.10) | 1.59 (3.80) | −29.95% |
CG | 2.08 (3.13) | 2.21 (4.48) | 6.25% | ||
Cyber victimization | EG | 3.19 (4.82) | 1.94 (4.51) | −39.18% | |
CG | 2.95 (5.10) | 2.70 (5.30) | −8.47% | ||
School climate | Satisfaction | EG | 17.20 (4.65) | 18.08 (4.78) | 5.11% |
CG | 17.46 (4.98) | 17.17 (4.68) | −1.66% | ||
Sense of belonging | EG | 6.92 (2.50) | 11 (2.82) | 58.95% | |
CG | 6.76 (2.60) | 8.94 (2.98) | 32.24% | ||
Cooperation | EG | 5.86 (2.) | 7.51 (1.61) | 28.32% | |
CG | 5.98 (1.99) | 5.91 (2.06) | −1.66% | ||
Communication between family and school | EG | 13.65 (3.47) | 15.98 (2.45) | 17.06% | |
CG | 13.82 (3.62) | 13.12 (3.29) | −5.06% |
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Share and Cite
Ferrer-Cascales, R.; Albaladejo-Blázquez, N.; Sánchez-SanSegundo, M.; Portilla-Tamarit, I.; Lordan, O.; Ruiz-Robledillo, N. Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement. Int. J. Environ. Res. Public Health 2019, 16, 580. https://doi.org/10.3390/ijerph16040580
Ferrer-Cascales R, Albaladejo-Blázquez N, Sánchez-SanSegundo M, Portilla-Tamarit I, Lordan O, Ruiz-Robledillo N. Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement. International Journal of Environmental Research and Public Health. 2019; 16(4):580. https://doi.org/10.3390/ijerph16040580
Chicago/Turabian StyleFerrer-Cascales, Rosario, Natalia Albaladejo-Blázquez, Miriam Sánchez-SanSegundo, Irene Portilla-Tamarit, Oriol Lordan, and Nicolás Ruiz-Robledillo. 2019. "Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement" International Journal of Environmental Research and Public Health 16, no. 4: 580. https://doi.org/10.3390/ijerph16040580