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The Effects of a Cyberbullying Intervention Programme Among Primary School Students
Ágnes Lukács J1, Johanna Takács1, Zsuzsanna Soósné Kiss2
1Department of Social Sciences, Faculty of Health Sciences, Semmelweis University, Vas utca 17, Budapest, 1088 Hungary.
Background:
With the increase of cyberbullying, several intervention programmes have been created that aim at reducing cyber-victimisation and perpetration.
Objective:
Our study presents the effects of the STAnD anti-cyberbullying programme with peer-education both on the short and the long run among lower and upper primary school students, with a focus on the participants' cyberbullying roles.
Method:
The sample comprised of 536 students who participated in the intervention programme, involving 36% lower and 64% upper primary school students. Participants were measured by a self-reported questionnaire before and right after the programme, then six months later.
Results:
The main effect of the STAnD programme was a positive change in the participants' willingness to engage in help-seeking and their active-defending reaction, although this effect decreased after six months. The changes were larger among lower primary school students compared to upper primary school participants.
Conclusion:
Our results imply that long-lasting and intensive health promotion programmes are necessary to reach a long-term intervention effect. Anti-cyberbullying programmes should take into consideration participants' involvement and roles in cyberbullying. As our study was a non-randomised uncontrolled study design, thus interpretation of the effectiveness of the programme is limited.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s10566-022-09714-9.
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