Ágnes Lukács J, Johanna Takács, Zsuzsanna Soósné Kiss, Máté Kapitány-Fövény, András Falus, Helga Judit Feith
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Participants were measured by a self-reported questionnaire before and right after the programme, then six months later.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10566-022-09714-9.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9527071/pdf/","citationCount":"0","resultStr":"{\"title\":\"The Effects of a Cyberbullying Intervention Programme Among Primary School Students.\",\"authors\":\"Ágnes Lukács J, Johanna Takács, Zsuzsanna Soósné Kiss, Máté Kapitány-Fövény, András Falus, Helga Judit Feith\",\"doi\":\"10.1007/s10566-022-09714-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>With the increase of cyberbullying, several intervention programmes have been created that aim at reducing cyber-victimisation and perpetration.</p><p><strong>Objective: </strong>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.</p><p><strong>Method: </strong>The sample comprised of 536 students who participated in the intervention programme, involving 36% lower and 64% upper primary school students. 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The Effects of a Cyberbullying Intervention Programme Among Primary School Students.
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.
期刊介绍：
Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.
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