@article{ref1,
title="RPC teacher-based program for improving coping strategies to deal with cyberbullying",
journal="International journal of environmental research and public health",
year="2019",
author="Guarini, Annalisa and Menin, Damiano and Menabò, Laura and Brighi, Antonella",
volume="16",
number="6",
pages="e16060948-e16060948",
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 (&quot;Relazioni per crescere&quot;-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. <br><br>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). <br><br>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. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="1661-7827",
doi="10.3390/ijerph16060948",
url="http://dx.doi.org/10.3390/ijerph16060948"
}