Dataset Information

RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying.

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 ("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. 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). 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. 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.

SUBMITTER: Guarini A

PROVIDER: S-EPMC6466270 | biostudies-other | 2019 Mar

REPOSITORIES: biostudies-other

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RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying.

Guarini Annalisa A Menin Damiano D Menabò Laura L Menabò Laura L Brighi Antonella A

International journal of environmental research and public health 20190316 6

<h4>Background</h4>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.<h4>Method</h4>The effectiveness of ...[more]

PMID: 30884790

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Project description:ObjectiveStress is a significant concern in medical education, and identifying effective ways to deal with stress may help with students' mental health and professional development. This study aimed to examine the effects of the Transforming Stress Program (TSP) amongst first-year medical students on their stress mindset and coping strategies when confronted with stressors.MethodsWe conducted a quasi-experimental study at the University of Medicine and Pharmacy, Ho Chi Minh City, Vietnam. A total of 409 first-year students at the Faculty of Medicine were divided into intervention group (205 students) and control group (204 students). The 10-week TSP was delivered as an extra-curricular course. The training adopts psychoeducation based on Dialectical Behavioral Therapy with mindfulness as a fundamental practice incorporated into each component of the program. The intervention group received the training in the first semester; the control group received identical program in the second semester. Stress Mindset Measurement and Brief Coping Orientation to Problems Experienced were measured before the intervention (T0), immediately after intervention on Intervention group (T1), and six months after intervention on Intervention group (T2).ResultsAt T1, the intervention group showed 65% improvements in stress mindset scores and increases in coping strategies scores in six domains (Problem solving, Social support, Humor, Religion, Venting, and Self-distraction) and decreases in three (Avoidance, Substance use, and Self-blame). The effect sizes were significant in all outcomes (Cohen's d > 0.2). Measurements of the control group did not change significantly in the same period. At T2, effects of the TSP were found decreased in some domains (Avoidance, Substance use, and Self-blame) compared to T1, but largely remained significantly better than T0.ConclusionsThe TSP is a feasible and effective approach that significantly enhanced medical students' stress mindset and coping strategies. Some effects were still observable 6 months after the intervention. The relatively intensive intervention requires support of the school administration and staff.

Dataset Information

RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying.

Publications

RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying.

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