Vanesa Martínez-Valderrey

The Effectiveness of Cyberprogram 2.0 on Conflict Resolution Strategies and Self-Esteem

PURPOSE In recent years, the problem of youth violence has been a cause of increasing concern for educational and mental health professionals worldwide. The main objective of the study was to evaluate experimentally the effects of an anti-bullying/cyberbullying program (Cyberprogram 2.0; Pirámide Publishing, Madrid, Spain) on conflict resolution strategies and self-esteem. METHODS A randomly selected sample of 176 Spanish adolescents aged 13-15 years (93 experimental, 83 control) was employed. The study used a repeated measures pretest-posttest design with a control group. Before and after the program (19 one-hour sessions), two assessment instruments were administered: the questionnaire for measuring conflict management message styles and the Rosenberg self-esteem scale. RESULTS The analyses of covariance of the posttest scores confirmed that the program stimulated an increase of cooperative conflict resolution strategies, a decrease in aggressive and avoidant strategies, and an increase of self-esteem. The change was similar in both sexes. CONCLUSIONS The study provides evidence of the effectiveness of Cyberprogram 2.0 to improve the capacity for conflict resolution and self-esteem. The discussion focuses on the importance of implementing programs to promote socioemotional development and to prevent violence.

Impact of Cyberprogram 2.0 on different types of school violence and aggressiveness

Some antibullying interventions have shown positive outcomes with regard to reducing violence. The aim of the study was to experimentally assess the effects on school violence and aggressiveness of a program to prevent and reduce cyberbullying. The sample was comprised of a randomly selected sample of 176 adolescents (93 experimental, 83 control), aged 13–15 years. The study used a repeated measures pre-posttest design with a control group. Before and after the program, two assessment instruments were administered: the “Cuestionario de Violencia Escolar-Revisado” (CUVE-R [School Violence Questionnaire – Revised]; Álvarez-García et al., 2011) and the “Cuestionario de agresividad premeditada e impulsiva” (CAPI-A [Premeditated and Impulsive Aggressiveness Questionnaire]; Andreu, 2010). The intervention consisted of 19 one-hour sessions carried out during the school term. The program contains 25 activities with the following objectives: (1) to identify and conceptualize bullying/cyberbullying; (2) to analyze the consequences of bullying/cyberbullying, promoting participants’ capacity to report such actions when they are discovered; (3) to develop coping strategies to prevent and reduce bullying/cyberbullying; and (4) to achieve other transversal goals, such as developing positive variables (empathy, active listening, social skills, constructive conflict resolution, etc.). The pre-posttest ANCOVAs confirmed that the program stimulated a decrease in: (1) diverse types of school violence—teachers’ violence toward students (ridiculing or publicly humiliating students in front of the class, etc.); students’ physical violence (fights, blows, shoves… aimed at the victim, or at his or her property, etc.); students’ verbal violence (using offensive language, cruel, embarrassing, or insulting words… toward classmates and teachers); social exclusion (rejection or exclusion of a person or group, etc.), and violence through Information and Communication Technologies (ICT; violent behaviors by means of electronic instruments such as mobile phones and the Internet)—; and (2) premeditated and impulsive aggressiveness. Pre-posttest MANCOVA revealed differences between conditions with a medium effect size. This work contributes an efficacious intervention tool for the prevention and reduction of peer violence. The conclusions drawn from this study have interesting implications for educational and clinical intervention.

Victimization, perception of violence, and social behaviour / Victimización, percepción de la violencia y conducta social

Abstract This study had three goals: to analyze gender differences in victimization, perception of school violence, and social behaviour; to study the relations between these variables; and to identify variables predicting victimization. A correlational methodology was employed, and three assessment instruments were administered. The sample was made up of 178 participants aged between 13 and 15 years. The results yielded no gender differences in victimization; however, females perceived more verbal abuse and performed more behaviours of help-collaboration, whereas males scored higher in negative social behaviours (aggressiveness-stubbornness, dominance, apathy-withdrawal). The bullying victims of both sexes had a high perception of school violence; moreover, victimized males performed few behaviours of help-collaboration and assurance-firmness, whereas victimized females displayed many behaviours of social anxiety. Six variables predicted victimization: high perception of violence through information and communication technologies, high social anxiety, lower age, little aggressive behaviour, high perception of verbal abuse, and few behaviours of help-collaboration.

Autoestima, empatía y conducta agresiva en adolescentes víctimas de bullying presencial

Los problemas de convivencia escolar están muy presentes en las aulas, y no sólo dificultan el desarrollo de los procesos de enseñanza-aprendizaje, sino que además tienen consecuencias nefastas para el desarrollo humano. Con esta contextualización, el estudio tuvo tres objetivos: 1) Analizar si existen diferencias en función del género y el nivel socio-económico-cultural en victimización; 2) Estudiar las relaciones entre victimización y otras variables como autoestima, empatía, y agresividad, explorando si existen diferencias entre víctimas y no-víctimas en estas variables; e 3) Identificar variables predictoras de victimización, es decir, de ser víctima de bullying “cara a cara”. La muestra se configura con 178 participantes de 13 a 15 años. Se utilizó un diseño correlacional, administrando cuatro instrumentos de evaluación. Los resultados confirmaron que el nivel de victimización en varones y mujeres fue similar. Además, se constató que en los tres niveles socio-económico-culturales (bajo-medio-alto) la victimización fue análoga. Los adolescentes de ambos sexos con altas puntuaciones en victimización tuvieron significativamente menor nivel de autoestima. Sin embargo, no se hallaron correlaciones entre victimización (ser víctima de bullying “cara a cara”) y empatía, ni tampoco entre victimización y agresividad (ni impulsiva, ni premeditada). Además, en el análisis de regresión dos variables resultaron predictoras de victimización: baja autoestima y menor nivel de edad. Palabras clave: Bullying, autoestima, empatía, agresividad.

Technological Resources to Prevent Cyberbullying During Adolescence: The Cyberprogram 2.0 Program and the Cooperative Cybereduca 2.0 Videogame

Bullying and cyberbullying have serious consequences for all those involved, especially the victims, and its prevalence is high throughout all the years of schooling, which emphasizes the importance of prevention. This article describes an intervention proposal, made up of a program (Cyberprogram 2.0 Garaigordobil and Martínez-Valderrey, 2014a) and a videogame (Cooperative Cybereduca 2.0 Garaigordobil and Martínez-Valderrey, 2016b) which aims to prevent and reduce cyberbullying during adolescence and which has been validated experimentally. The proposal has four objectives: (1) To know what bullying and cyberbullying are, to reflect on the people involved in these situations; (2) to become aware of the harm caused by such behaviors and the severe consequences for all involved; (3) to learn guidelines to prevent and deal with these situations: know what to do when one suffers this kind of violence or when observing that someone else is suffering it; and (4) to foster the development of social and emotional factors that inhibit violent behavior (e.g., communication, ethical-moral values, empathy, cooperation…). The proposal is structured around 25 activities to fulfill these goals and it ends with the videogame. The activities are carried out in the classroom, and the online video is the last activity, which represents the end of the intervention program. The videogame (www.cybereduca.com) is a trivial pursuit game with questions and answers related to bullying/cyberbullying. This cybernetic trivial pursuit is organized around a fantasy story, a comic that guides the game. The videogame contains 120 questions about 5 topics: cyberphenomena, computer technology and safety, cybersexuality, consequences of bullying/cyberbullying, and coping with bullying/cyberbullying. To evaluate the effectiveness of the intervention, a quasi-experimental design, with repeated pretest-posttest measures and control groups, was used. During the pretest and posttest stages, 8 assessment instruments were administered. The experimental group randomly received the intervention proposal, which consisted of one weekly 1-h session during the entire school year. The results obtained with the analyses of variance of the data collected before and after the intervention in the experimental and control groups showed that the proposal significantly promoted the following aspects in the experimental group: (1) a decrease in face-to-face bullying and cyberbullying behaviors, in different types of school violence, premeditated and impulsive aggressiveness, and in the use of aggressive conflict-resolution strategies; and (2) an increase of positive social behaviors, self-esteem, cooperative conflict-resolution strategies, and the capacity for empathy. The results provide empirical evidence for the proposal. The importance of implementing programs to prevent bullying in all its forms, from the beginning of schooling and throughout formal education, is discussed.

Bullying y cyberbulling: diferencias entre colegios públicos-privados y religiosos-laicos

Objetivo. Analizar diferencias en el bullying presencial y el cyberbulling entre colegios publicos-privados y religiosos-laicos. Metodo. Participaron 3026 adolescentes y jovenes del Pais Vasco (Espana), de 12 a 18 anos (48.5% varones y 51.5% mujeres). Se administro el Test Cyberbullying (Garaigordobil, 2013) para evaluar el bullying cara a cara y el cyberbulling. El diseno de investigacion fue descriptivo y comparativo de corte transversal. Resultados. Los resultados evidenciaron: (a) la cantidad de conductas de bullying que sufren, realizan y observan es similar en centros publicos y privados; en cyberbulling la cantidad de conductas que sufren y realizan es similar, aunque en los centros privados se observa mayor cantidad de conductas; (b) el porcentaje de victimas, agresores y observadores de bullying fue similar en centros publicos y privados; entre tanto, el porcentaje de cibervictimas y ciberagresores fue similar, sin embargo el porcentaje de ciberobservadores fue mayor en los centros privados; (c) la cantidad de conductas de bullying y cyberbulling que sufren las victimas y realizan los agresores fue similar en los centros religiosos y laicos, sin embargo en los religiosos se observaron mas conductas de bullying y cyberbulling; y (d) se encontro un mayor porcentaje de agresores y observadores de bullying en centros religiosos, no obstante el porcentaje de victimas de bullying, cibervictimas, ciberagresores y ciberobservadores fue similar en los colegios religiosos y laicos. Conclusion. El debate se centra en la presencia del acoso en todos los centros educativos, con independencia del nivel socioeconomico y de la orientacion religiosa de los mismos.

Efectos de Cyberprogram 2.0 en factores del desarrollo socioemocional

Objetivo. Desde los anos ochenta, la violencia entre iguales ha suscitado una gran preocupacion dentrode la comunidad cientifica y ha generado un intenso debate social. El principal objetivo de este estudio fueevaluar los efectos de un programa antibullying (Cyberprogram2.0) en factores del desarrollo socioemocionaly en la violencia. Metodo. La muestra estuvo compuesta por 176 adolescentes espanoles, de 13 a 15 anos(77 hombres, 99 mujeres), de los cuales 93 fueron asignados aleatoriamente a la condicion experimentaly 83 a la de control. Se empleo un diseno cuasi-experimental postest con grupo de control equivalente.El programa contiene actividades para prevenir/reducir el bullying/cyberbullying. La intervencion consistioen realizar 19 sesiones de una hora de duracion durante un curso escolar. Al finalizar la intervencion, seadministro el Cuestionario de Evaluacion del Programa CEP-Cyberprogram-2.0. Resultados. Los ANOVApostest confirmaron que el programa estimulo una mejora significativa de los experimentales en diversascogniciones, emociones y conductas asociadas al desarrollo socioemocional y a la disminucion de la violencia(F[41,134]=58.82, p<.001; η²=.95; r=.97). La intervencion afecto similarmente en ambos sexos. Conclusion.La discusion se centra en la importancia de implementar programas para prevenir la violencia y fomentar eldesarrollo socioemocional.Palabras clave. Violencia, cond