Longitudinal impact of the Cyber Friendly Schools program on adolescents' cyberbullying behavior
Longitudinal impact of the Cyber Friendly Schools program on adolescents' cyberbullying behavior
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DOI：
10.1002/ab.21609
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发表时间：
2016-03-01
影响因子：
2.9
通讯作者：
Barnes, Amy
中科院分区：
文献类型：
--
作者：
Cross, Donna;Shaw, Therese;Barnes, Amy
网络欺凌是一个重大的公共健康问题，与年轻人的心理、社会和学业后果严重相关。到目前为止，几乎没有针对网络欺凌的程序被开发出来并进行了经验测试。网络友好学校(CFS)小组随机对照试验测量了与年轻人合作开发的全校在线网络欺凌预防和干预计划的纵向影响。西澳大利亚州珀斯的非政府中学(N=35；3000多名学生)被随机分为干预组(n=19)和常规控制组(n=16)。学生们在2010年、2011年完成了在线问卷调查，并在2012年进行了为期一年的跟踪调查，测量了他们在上个学期的网络欺凌经历。干预组在8年级和9年级(13-14岁)接受该项目。使用两部分增长模型来检验计划的效果。从测试前到第一次测试后，该计划与参与网络受害和实施行为的几率显著下降有关，但研究条件之间没有明显的其他差异。然而，教师们只实施了三分之一的课程内容。需要更多的工作来建设教师的能力和自我效能感，以有效地实施网络欺凌计划。与传统的学校欺凌预防计划相比，与其他欺凌预防计划一起实施的全校网络欺凌干预措施可能更能减少网络欺凌受害者。阿格尔。行为。2016年42：166-180。(C)2015年威利期刊公司。
Cyberbullying is a major public health problem associated with serious mental, social, and academic consequences for young people. To date, few programs addressing cyberbullying have been developed and empirically tested. The Cyber Friendly Schools (CFS) group-randomized controlled trial measured the longitudinal impact of a whole-school online cyberbullying prevention and intervention program, developed in partnership with young people. Non-government secondary schools in Perth, Western Australia, (N=35; 3,000+ students) were randomized to an intervention (n=19) or usual practice control group (n=16 schools). Students completed online questionnaires in 2010, 2011, and at 1-year follow-up in 2012, measuring their cyberbullying experiences during the previous school term. The intervention group received the program in Grades 8 and 9 (aged 13-14 years). Program effects were tested using two-part growth models. The program was associated with significantly greater declines in the odds of involvement in cyber-victimization and perpetration from pre- to the first post-test, but no other differences were evident between the study conditions. However, teachers implemented only one third of the program content. More work is needed to build teacher capacity and self-efficacy to effectively implement cyberbullying programs. Whole-school cyberbullying interventions implemented in conjunction with other bullying prevention programs may reduce cyber-victimization more than traditional school-based bullying prevention programs alone. Aggr. Behav. 42:166-180, 2016. (c) 2015 Wiley Periodicals, Inc.