Garaigordobil Maite, Martínez-Valderrey Vanesa
Personality, Assessment and Psychological Treatments, Faculty of Psychology, University of the Basque Country San Sebastián, Spain.
Front Psychol. 2016 Mar 30;7:428. doi: 10.3389/fpsyg.2016.00428. eCollection 2016.
Some antibullying interventions have shown positive outcomes with regard to reducing violence. The aim of the study was to experimentally assess the effects on school violence and aggressiveness of a program to prevent and reduce cyberbullying. The sample was comprised of a randomly selected sample of 176 adolescents (93 experimental, 83 control), aged 13-15 years. The study used a repeated measures pre-posttest design with a control group. Before and after the program, two assessment instruments were administered: the "Cuestionario de Violencia Escolar-Revisado" (CUVE-R [School Violence Questionnaire - Revised]; Álvarez-García et al., 2011) and the "Cuestionario de agresividad premeditada e impulsiva" (CAPI-A [Premeditated and Impulsive Aggressiveness Questionnaire]; Andreu, 2010). The intervention consisted of 19 one-hour sessions carried out during the school term. The program contains 25 activities with the following objectives: (1) to identify and conceptualize bullying/cyberbullying; (2) to analyze the consequences of bullying/cyberbullying, promoting participants' capacity to report such actions when they are discovered; (3) to develop coping strategies to prevent and reduce bullying/cyberbullying; and (4) to achieve other transversal goals, such as developing positive variables (empathy, active listening, social skills, constructive conflict resolution, etc.). The pre-posttest ANCOVAs confirmed that the program stimulated a decrease in: (1) diverse types of school violence-teachers' violence toward students (ridiculing or publicly humiliating students in front of the class, etc.); students' physical violence (fights, blows, shoves… aimed at the victim, or at his or her property, etc.); students' verbal violence (using offensive language, cruel, embarrassing, or insulting words… toward classmates and teachers); social exclusion (rejection or exclusion of a person or group, etc.), and violence through Information and Communication Technologies (ICT; violent behaviors by means of electronic instruments such as mobile phones and the Internet)-; and (2) premeditated and impulsive aggressiveness. Pre-posttest MANCOVA revealed differences between conditions with a medium effect size. This work contributes an efficacious intervention tool for the prevention and reduction of peer violence. The conclusions drawn from this study have interesting implications for educational and clinical intervention.
一些反欺凌干预措施在减少暴力方面已显示出积极成果。本研究的目的是通过实验评估一项预防和减少网络欺凌计划对校园暴力和攻击性的影响。样本由176名年龄在13至15岁之间的青少年组成，他们是随机抽取的（93名实验组，83名对照组）。该研究采用了带有对照组的重复测量前后测设计。在该计划实施前后，使用了两种评估工具：“Cuestionario de Violencia Escolar-Revisado”（CUVE-R [学校暴力问卷 - 修订版]；Álvarez-García等人，2011年）和“Cuestionario de agresividad premeditada e impulsiva”（CAPI-A [预谋性和冲动性攻击性问卷]；Andreu，2010年）。干预措施包括在学期内开展的19次时长为一小时的课程。该计划包含25项活动，目标如下：（1）识别并概念化欺凌/网络欺凌行为；（2）分析欺凌/网络欺凌行为的后果，提高参与者在发现此类行为时进行举报的能力；（3）制定预防和减少欺凌/网络欺凌行为的应对策略；（4）实现其他横向目标，如培养积极变量（同理心、积极倾听、社交技能、建设性冲突解决等）。前后测协方差分析证实，该计划促使以下方面有所减少：（1）多种类型的校园暴力——教师对学生的暴力行为（在全班同学面前嘲笑或公开羞辱学生等）；学生的身体暴力（打架、殴打、推搡……针对受害者或其财产等）；学生的言语暴力（使用冒犯性语言、残忍、令人难堪或侮辱性的话语……针对同学和教师）；社会排斥（拒绝或排斥个人或群体等），以及通过信息通信技术（ICT）实施的暴力行为（通过手机和互联网等电子工具实施的暴力行为）；（2）预谋性和冲动性攻击性。前后测多变量协方差分析揭示了不同条件之间存在中等效应量的差异。这项工作为预防和减少同伴暴力提供了一种有效的干预工具。本研究得出的结论对教育和临床干预具有有趣的启示。
