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DAPHNE PROGRAMME

DAPHNE PROGRAMME. Italy team Maria Luisa Genta, Antonella Brighi, Annalisa Guarini. DAPHNE II. An investigation into forms of peer-peer bullying at school in pre-adolescent and adolescent groups: new instruments and preventing strategies (2007-2009). PARTICIPANTS:. COORDINATORS:

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DAPHNE PROGRAMME

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  1. DAPHNE PROGRAMME Italy team Maria Luisa Genta, Antonella Brighi, Annalisa Guarini

  2. DAPHNE II An investigation into forms of peer-peer bullying at school in pre-adolescent and adolescent groups: new instruments and preventing strategies (2007-2009). PARTICIPANTS: • COORDINATORS: • M.L. Genta, A. Brighi, A. Guarini, Università di Bologna (Italy) • PARTNERS • Smith (UK) • Ortega-Ruiz (Spain) • Buccoliero (Promeco-Italy) • Salmivalli (Finland) • Malaguti e Canevaro (Bosnia-Herzegovina) 2

  3. DAPHNE II Aims: • To investigate traditional bullying and cyberbullying among preadolescent and adolescent. • To implement new tools in order to investigate these phenomena. • To compare the incidence of bullying and cyberbullying among different Countries. • To indicate good lessons for Europe. 3

  4. Method • A newly devised anonymous self-report questionnaire it has been used, adapted from questionnaires already used and validated in cyberbullying research • Questionnaires were carried out in a school setting, during school time and with teacher supervision • information has been provided on potential predictors including age, gender, ethnicity, living location, parents socio economic status and computer/mobile phone use

  5. The Questionnaire Section 1: About you • Provided data on participants self esteem and loneliness. Questions were adapted from two existing questionnaires, translated from Italian into English. • Self esteem: Revised version of Melotti & Passini, 2002. Included six measures of self esteem: global, sport, school, body, peers and family. • Loneliness: Adapted from Melotti, 2006, included four measures of loneliness related to: • Parents – closeness to family • Peers – closeness to friends, members of their peer group • Aversion – how much participants like/dislike being alone • Affinity – how participants feel about being alone

  6. The Questionnaire Section 2: About your school • Series of questions relating to school safety and involvement Section 3: About bullying and cyberbullying • Based on existing questionnaire developed by Smith et al (2005), shortened and adapted by Ortega (2006) • Includes questions on involvement in four types of bullying: direct, indirect, through mobiles and through the internet • Provides data on characteristics of mobile and internet bullying, including: relationship between victim and bully, length of bullying and victims response • Includes a section designed to measure attitudes of bystanders, adapted from participant role approach

  7. Participants * For the remaining subjects or age or sex were missing • Selected from Middle and High schools located in large, middle towns and villages. N= 6575 Participants in total, aged 12 – 17

  8. Some results Cyber availability

  9. Some results School climate ANOVA analyses (Country as independent variable and school safety and peer relations as dependent variables): • School safety: Country effect F(3, 5780)=103,34, p<.001 • Peer relations: Country effect F(3, 6019)=66,84, p<.001 9

  10. Rates of victimisation in the last two months (N= 6575)

  11. Rates of bullying others within the last two months (N= 6575)

  12. Victimization (%) across Countries

  13. The Questionnaire Differences in victimization acrosscountries The Questionnaire The Questionnaire DIRECT BULLYING Higher percentages in UK both for the occasional and the severe forms INDIRECT BULLYING Higher percentages in Italy both for the occasional and the severe forms MOBILE BULLYING Higher percentages in Bosnia Herzegovina both for the occasional and the severe forms; in Italy only for the occasional form.. INTERNET BULLYING Higher percentages in UK both for the severe forms. For the occasional form, Spain results to have higher percentages. 13

  14. Bullying behavior (%) across Countries

  15. Differences in bullying across countries • DIRECT BULLYING Higher percentages in Italy both for occasional and for severe bullying behavior. • INDIRECT BULLYING Higher percentages in Italy both for occasional and for severe bullying behavior • MOBILE BULLYING Higher percentages in Italy and Bosnia Herzegovina both for occasional and for severe bullying behavior. • INTERNET BULLYING Higher percentages in Italy for occasional bullying behavior. 15

  16. Concrete output

  17. DVD

  18. DVD

  19. Concrete output From media….

  20. DAPHNE III Cyberbullying in adolescence: investigation and intervention in six European Countries (2010-2012) PARTICIPANTS • COORDINATORS • M.L. Genta, A. Brighi, A. Guarini, Università di Bologna (Italia) • PARTNERS • Prof. Smith (UK) • Prof. Ortega (Spain) • Prof. Tsorbatzoudis (Greece) • Prof. Pyżalsky (Polonia) • Prof. Scheithauer (Germany) 20

  21. DAPHNE III Cyberbullying in adolescence: investigation and intervention in six European Countries PARTICIPANTS: • ASSOCIATE PARTNERS • Prof. Costabile (Universityof Calabria) • Ministry of Education, Science, Culture and Sport – Tuzla Kanton(Bosnia-Erzegovina, Prof. Malaguti e Canevaro) OTHER INVOLVED PARTNERS - Ufficio Scolastico Regionale dell’Emilia Romagna 21

  22. DAPHNE III AIMS • INVESTIGATION FOR DIFFUSION AND CHARACTERISTICS OF CYBERBULLYING IN SCHOOLS • This activity will be performed in the first 10 months of the projects: • Revision and translation of the questionnaire (2 months) • Contact with schools and permission from families and ethical authorities (2 months) • Collection of questionnaires (2 months) • Coding and analysis of data in each Country and comparison among Countries(4 months) 22

  23. DAPHNE III CONCRETE OUTPUT: Creation of a common questionnaire for the investigation of cyberbullying in 7 languages (6 languages for the partners and 1 language for the associate partner). 23

  24. DAPHNE III AIM 2) TESTING EFFECTIVE STRATEGIES OF INTERVENTION IN EUROPEAN SCHOOLS AND IN CONTEXTS AT RISK This activity will be performed in 12 months with some differences in the time schedule of the intervention among Countries: 2.1. Application of the intervention (10 months) on at least three schools with small groups of students, parents and teachers for each country. 2.2. Evaluation of the intervention and comparison among Countries (2 months) 24

  25. DAPHNE III AIMS: 3)DISSEMINATION OF THE MAIN OUTCOMES This activity will take place in 10 months: 3.1. Books and pamphlets in each Country and National and International articles (8 months) 3.2. National and International conferences (3 months) Final Report for the European Commission 25

  26. DAPHNE III CONCRETE OUTPUT: • Books and Pamphlets: at least one book/pamphlet in each Country for peers, teachers, parents (total: at least 6 books/pamphlets, 200 copies each). • Articles: at least one National article by each Country (partners and associate partners) in Psychological or Educational Journal and 2-3 International articles (total: at least 8 articles). • Website: updating of the website already created with DAPHNE II grant in order to disseminate the obtained results (investigation of the phenomenon and the intervention strategies). 26

  27. DAPHNE III CONCRETE OUTPUT: • National Conferences: at least one Conference will be held in each Country to present the main outcomes of the project (total: 6 Conferences). For each Conference we will expect about 200 persons and we will print advertising for the event and we organise a coffee break for convenors. • International Conference in Bologna will be held to compare different European intervention methodologies. About 400 persons will be expected to participate in this event. • Final report for the EuropeanCommission 27

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