Citation

Ferrer-Cascales R, Albaladejo-Blázquez N, Sánchez-Sansegundo M, Portilla-Tamarit I, Lordan O, Ruiz-Robledillo N. Int. J. Environ. Res. Public Health 2019; 16(4): e16040580.

Affiliation

Department of Health Psychology, Faculty of Health Science, University of Alicante, 03690 Alicante, Spain. nicolas.ruiz@ua.es.

Copyright

(Copyright © 2019, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph16040580

PMID

30781543

Abstract

The increase in the prevalence of bullying and cyberbullying in recent years worldwide is undeniable. Although several intervention programs oriented towards the reduction of bullying and cyberbullying have been developed and implemented, significant disparities have been found regarding their efficacy. In most of the cases, the lack of the implementation of interventions involving all of the school community could be on the basis of this limited efficacy. The present study aimed to evaluate the effectiveness of the TEI Program, an intervention based on peer tutoring, in the reduction of bullying and cyberbullying, and in the improvement of school climate. The design of the study was quasi-experimental, in which 2057 Spanish students (aged 11 to 16 years) participated from 22 schools, and were randomly assigned to the experimental group (10 schools, 987 students) or the control group (12 schools, 1070 students). The obtained results showed a significant reduction in bullying behavior, peer victimization, fighting, cyberbullying and cybervictimization in the experimental group after the intervention implementation. Similarly, a significant improvement in factors of school climate was found only in this group. The obtained results demonstrated that the TEI program is effective in reducing bully and cyberbully behavior, and at the same time, improving the school climate.

Language: en

Keywords

bullying; cyberbullying; intervention program; school climate