Empowering Students Against Bullying and Cyberbullying: Evaluation of an Italian Peer-led Model

Authors

  • Ersilia Menesini University of Florence - Italy
  • Annalaura Nocentini University of Florence - Italy
  • Benedetta Emanuela Palladino University of Florence - Italy

DOI:

https://doi.org/10.4119/ijcv-2922

Abstract

An investigation of whether and to what extent a peer-led model is able to counteract mechanisms underlying bullying in peer groups, seeking clarification of divergence in reported results on the efficacy of peer-led models. Two studies were carried out in Italy within a project tackling bullying and cyberbullying in secondary schools. In the first study (n= 386), concerning the first phase of the project, a significant decrease was found only for cyberbullying, most of all for male peer educators. For the second study (n= 375) the model was improved and significant effects were found for several participating groups (peer educators and the experimental classes), who exhibited a decrease in bullying, victimization, and cybervictimization. Results suggest that peer educators can act as agents of change in the broader context.

Author Biographies

Ersilia Menesini, University of Florence - Italy

Full professor of Developmental Psychology - Dipartimento di Psicologia,  University of Florence

Annalaura Nocentini, University of Florence - Italy

Post-doc researcher - Dipartimento di Psicologia, University of Florence

Benedetta Emanuela Palladino, University of Florence - Italy

Doctoral student - Dipartimento di Psicologia, University of Florence

Downloads

Metrics
Views/Downloads
  • Abstract
    1277
  • PDF
    935
  • ePUB
    82
Further information

Published

2012-09-14

Issue

Section

Focus: Evidence-Based Developmental Prevention of Youth Violence and Bullying...