This research was supported by the DAPHNE Program II 2004-2008 (Proposal No. 06-1/0) “To prevent and combat violence against children, young people and to protect victims and groups at risk”. This project has been coordinated by the Italian group ( Genta, Brighi and Guarini- University of Bologna) and involved different European Countries: UK (Goldsmith College); Spain (University of Cordoba); Finland (University of Turku); a second Italian group (Promeco- Ferrara) and a non- European Country were present as associate partners (Bosnia-Herzegovina University of Tuzla). This project aimed at investigating the forms of traditional bullying and cyberbullying and the social dynamics in 12-16 years old boys and girls, with a particular emphasis on the new strategies of bullying-victimisation in pre-adolescents and adolescents, and their impact on prosocial peer-peer strategies as well as the predictors of defending behaviours towards victimized peers. The project consisted of four activities: 1) creation of a new tools for assessing the traditional bullying and the cyberbullying (quantitative tool: a questionnaire which focus on direct bullying, indirect bullying, bullying via mobile, bullying via Internet, the reactions of victims and bystanders to the phenomenon, the feeling of loneliness, self-esteem, and school climate; qualitative tools: interviews and focus groups); 2) comparison among data collected in different Countries with the same theoretical and methodological background (presentations in National and International Conferences); 3) preparation of specific educational materials in order to increase the awareness of teachers, parents and policy-offers (DVD materials; books; website: www.bullyingandcyber.net); 4) a public information campaign open to all the citizens disseminating the results of the study. The researchers have involved 6.577 students across Europe and Bosnia-Herzegovina, from three age levels: 12-13; 14-15; 16-17 years from equivalent school levels. As a first result of this project, the research has established that traditional bullying and cyberbullying are Europe and non-Europe wide phenomenon and they are part of the daily experience of adolescents. In addition, the comparison among Countries have revealed that high percentages of bullies and victims were present especially in those Countries where a global and systematic policy is still lacking (i.e., Italy and Bosnia-Herzegovina). These data point out the necessity to start a discussion on shared guidelines for contrasting traditional bullying and cyberbullying. In parallel, it seems urgent to involve teachers, parents and policy officers in actions of raising awareness on traditional bullying and cyberbullying.

An investigation into forms of peer-peer bullying at school in preadolescent and adolescent groups

BRIGHI, ANTONELLA;GUARINI, ANNALISA
2009

Abstract

This research was supported by the DAPHNE Program II 2004-2008 (Proposal No. 06-1/0) “To prevent and combat violence against children, young people and to protect victims and groups at risk”. This project has been coordinated by the Italian group ( Genta, Brighi and Guarini- University of Bologna) and involved different European Countries: UK (Goldsmith College); Spain (University of Cordoba); Finland (University of Turku); a second Italian group (Promeco- Ferrara) and a non- European Country were present as associate partners (Bosnia-Herzegovina University of Tuzla). This project aimed at investigating the forms of traditional bullying and cyberbullying and the social dynamics in 12-16 years old boys and girls, with a particular emphasis on the new strategies of bullying-victimisation in pre-adolescents and adolescents, and their impact on prosocial peer-peer strategies as well as the predictors of defending behaviours towards victimized peers. The project consisted of four activities: 1) creation of a new tools for assessing the traditional bullying and the cyberbullying (quantitative tool: a questionnaire which focus on direct bullying, indirect bullying, bullying via mobile, bullying via Internet, the reactions of victims and bystanders to the phenomenon, the feeling of loneliness, self-esteem, and school climate; qualitative tools: interviews and focus groups); 2) comparison among data collected in different Countries with the same theoretical and methodological background (presentations in National and International Conferences); 3) preparation of specific educational materials in order to increase the awareness of teachers, parents and policy-offers (DVD materials; books; website: www.bullyingandcyber.net); 4) a public information campaign open to all the citizens disseminating the results of the study. The researchers have involved 6.577 students across Europe and Bosnia-Herzegovina, from three age levels: 12-13; 14-15; 16-17 years from equivalent school levels. As a first result of this project, the research has established that traditional bullying and cyberbullying are Europe and non-Europe wide phenomenon and they are part of the daily experience of adolescents. In addition, the comparison among Countries have revealed that high percentages of bullies and victims were present especially in those Countries where a global and systematic policy is still lacking (i.e., Italy and Bosnia-Herzegovina). These data point out the necessity to start a discussion on shared guidelines for contrasting traditional bullying and cyberbullying. In parallel, it seems urgent to involve teachers, parents and policy officers in actions of raising awareness on traditional bullying and cyberbullying.
2007
Genta ML; Brighi A; Guarini A;
File in questo prodotto:
Eventuali allegati, non sono esposti

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/123720
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact