Next Article in Journal
Rates of Chronic Medical Conditions in 1991 Gulf War Veterans Compared to the General Population
Next Article in Special Issue
Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland
Previous Article in Journal
Intimate Partner Violence among Women with Disabilities in Uganda
Previous Article in Special Issue
Mothers’ Difficulties and Expectations for Intervention of Bullying among Young Children in South Korea
Article Menu
Issue 6 (March-2) cover image

Export Article

Open AccessArticle

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

1
Department of Psychology, University of Bologna, 40127 Bologna, Italy
2
Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, 40126 Bologna, Italy
3
Faculty of Education, Free University of Bolzano, 39042 Brixen-Bressanone, Italy
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2019, 16(6), 948; https://doi.org/10.3390/ijerph16060948
Received: 31 January 2019 / Revised: 11 March 2019 / Accepted: 13 March 2019 / Published: 16 March 2019
(This article belongs to the Special Issue Interventions to Reduce Bullying and Cyberbullying)
  |  
PDF [356 KB, uploaded 16 March 2019]

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. View Full-Text
Keywords: cyberbullying; coping strategies; teacher based-intervention; adolescents cyberbullying; coping strategies; teacher based-intervention; adolescents
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Guarini, A.; Menin, D.; Menabò, L.; Brighi, A. RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying. Int. J. Environ. Res. Public Health 2019, 16, 948.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Int. J. Environ. Res. Public Health EISSN 1660-4601 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top