TY  - JOUR
PY  - 2019//
TI  - RPC teacher-based program for improving coping strategies to deal with cyberbullying
JO  - International journal of environmental research and public health
A1  - Guarini, Annalisa
A1  - Menin, Damiano
A1  - Menabò, Laura
A1  - Brighi, Antonella
SP  - e16060948
EP  - e16060948
VL  - 16
IS  - 6
N2  - 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 ("Relazioni per crescere"-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>
LA  - en
SN  - 1661-7827
UR  - http://dx.doi.org/10.3390/ijerph16060948
ID  - ref1
ER  -