The fairplayer.manual is a manualized, school-based intervention program to prevent bullying and relational aggression. We present first results from an evaluation study conducted in Berlin (Germany) with 119 students (age 14-17) from a comprehensive school using a controlled pre-/post-/follow-up design. Utilizing standardized questionnaires we found a significant and practically relevant decrease in bullying behavior and in peer and teacher reported relational aggression in the intervention group after the fairplayer.manual was implemented.
{"title":"School-based Prevention of Bullying and Relational Aggression: The fairplayer.manual","authors":"Heike Dele Bull, Martin Schultze, H. Scheithauer","doi":"10.3233/DEV-000086","DOIUrl":"https://doi.org/10.3233/DEV-000086","url":null,"abstract":"The fairplayer.manual is a manualized, school-based intervention program to prevent bullying and relational aggression. We present first results from an evaluation study conducted in Berlin (Germany) with 119 students (age 14-17) from a comprehensive school using a controlled pre-/post-/follow-up design. Utilizing standardized questionnaires we found a significant and practically relevant decrease in bullying behavior and in peer and teacher reported relational aggression in the intervention group after the fairplayer.manual was implemented.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":"3 1","pages":"312-317"},"PeriodicalIF":0.0,"publicationDate":"2017-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/DEV-000086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45596389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Olga Solomontos-Kountouri, K. Tsagkaridis, Petra Gradinger, Dagmar Strohmeier
The present paper (1) examined variables which could predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of 2,329 gymnasium students (50% girls, Mage = 13.08, SD = .86) from 120 classes, grade 7 to 9, from six Cypriot schools, completed self-report questionnaires. Traditional bullying was predicted by cyberbullying and socio-emotional, academic and demographic variables. Cyberbullying was predicted by traditional bullying and academic variables. Traditional victimization was predicted by cyber-victimization, socio-emotional variables and being male. Cybervictimization was predicted by traditional victimization and academic variables. Compared with uninvolved adolescents, traditional, cyber and mixed bullies had lower levels of academic variables; traditional and mixed victims had higher levels of emotional problems and affective empathy; and mixed bully-victims had lower levels of both academic and socioemotional variables. Implications for intervention and prevention are discussed.
{"title":"Academic, Socio-emotional and Demographic Characteristics of Adolescents Involved in Traditional Bullying, Cyberbullying, or Both: Looking at Variables and Persons","authors":"Olga Solomontos-Kountouri, K. Tsagkaridis, Petra Gradinger, Dagmar Strohmeier","doi":"10.3233/DEV-17219","DOIUrl":"https://doi.org/10.3233/DEV-17219","url":null,"abstract":"The present paper (1) examined variables which could predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of 2,329 gymnasium students (50% girls, Mage = 13.08, SD = .86) from 120 classes, grade 7 to 9, from six Cypriot schools, completed self-report questionnaires. Traditional bullying was predicted by cyberbullying and socio-emotional, academic and demographic variables. Cyberbullying was predicted by traditional bullying and academic variables. Traditional victimization was predicted by cyber-victimization, socio-emotional variables and being male. Cybervictimization was predicted by traditional victimization and academic variables. Compared with uninvolved adolescents, traditional, cyber and mixed bullies had lower levels of academic variables; traditional and mixed victims had higher levels of emotional problems and affective empathy; and mixed bully-victims had lower levels of both academic and socioemotional variables. Implications for intervention and prevention are discussed.","PeriodicalId":38324,"journal":{"name":"International Journal of Developmental Sciences","volume":"11 1","pages":"19-30"},"PeriodicalIF":0.0,"publicationDate":"2017-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/DEV-17219","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42874241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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