Cyberbullying prevention within a socio-ecological framework: The ViSC social competence program

Research output: Chapter in Book/Report/Conference proceedingsChapterpeer-review

8 Citations (Scopus)

Abstract

Based on a socioecological perspective on development, this chapter discusses the value of implementing a general antibullying program to change cyberbullying and cybervictimization. To date, etiological models for cyberbullying and cybervictimization prevention are lacking, and longitudinal and experimental research on risk and protective factors regarding cyberbullying and cybervictimization is rather sparse. Therefore, it is important to know whether a general antibullying program is able to change cyberbullying and cybervictimization. This chapter describes the elements of the ViSC program, a socioecological primary prevention program originally developed in Austria, and reports evaluation results from studies conducted in Austria, Romania, Cyprus, and Turkey. In line with the socioecological framework, the program is more effective in reducing traditional bullying and victimization when delivered as a whole school program. Furthermore, the program is also effective in reducing cyberbullying and cybervictimization indicating that cyberforms of bullying share similar mechanisms with traditional forms of bullying.

Original languageEnglish
Title of host publicationReducing Cyberbullying in Schools
Subtitle of host publicationInternational Evidence-Based Best Practices
PublisherElsevier
Pages189-202
Number of pages14
ISBN (Electronic)9780128114230
ISBN (Print)9780128114247
DOIs
Publication statusPublished - 1 Jan 2017

Keywords

  • Antibullying program
  • Bullying
  • Bullying prevention
  • Crossnational dissemination
  • Cyberbullying
  • Cybervictimization
  • Socioecological framework
  • Victimization
  • Whole school approach

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