背景:欺凌是学年中同龄人环境中最常见的暴力表达之一。这项研究调查了在巴勒莫小学一年级中学教师中进行的预防性干预对学生的欺凌观念的短期影响,西西里(意大利)。
方法:在2017/2018至2018/2019学年之间,在九所学校机构中进行了一项事后干预研究,按邻里社会经济指数进行抽样和分类。一份调查身体的问卷,口头,和间接欺凌,观察员的角色,亲社会,在对选定班级的教师进行形成性级联培训之前和之后,对欺凌进行了弹性管理。三种不同的方法(哨兵问题,五问法,“7分”方法)用于检测欺凌的基线水平。
结果:共有402名学生参加了该研究(反应率为72.7%)。在所有类型的欺凌中,学生报告了干预后欺凌事件的数量减少(身体,口头,和间接欺凌,观察员,弹性,和亲社会),这三种方法。特别是,据报道,在社会经济水平中等的学校就读的学生中,所有被调查的欺凌地区都有统计学上的显着下降(弹性除外)。
结论:即使已经实施了许多基于学校的干预措施,以减少世界各地的学校欺凌行为,这是在欧洲首次进行的活动之一,它评估了为教师量身定制的反欺凌干预措施在学生中的有效性。减少欺凌事件的数量以及人力和经济资源方面的低成本的令人鼓舞的结果可能表明该研究在区域/国家范围内得到了扩展。
BACKGROUND: Bullying is one of the most common expressions of violence in the peer context during school years. This study investigates the prevalence of bullying and the short-term effects on students\' bullying perceptions of a preventive intervention conducted among teachers of first-grade secondary schools in Palermo, Sicily (Italy).
METHODS: Between the 2017/2018 and 2018/2019 school years, a pre-post intervention study was conducted among nine school institutions, sampled and categorized by neighbourhood socioeconomic index. A questionnaire investigating physical, verbal, and indirect bullying, the role of observers, prosociality, and resiliency in bullying was administered before and after intervention with formative cascade training of the teachers of the selected classes. Three different methods (sentinel questions, the five-question method, the \'score of seven\' method) were used to detect the baseline level of bullying.
RESULTS: A total of 402 students participated in the study (72.7% response rate). A decrease in the number of bullying episodes after the intervention was reported by the students in all types of bullying explored (physical, verbal, and indirect bullying, observers, resiliency, and prosociality), with all three methods. In particular, a statistically significant decrease in all the bullying areas investigated (except for resiliency) was reported for students attending schools of an intermediate socioeconomic level.
CONCLUSIONS: Even if many school-based interventions have been implemented to reduce school bullying throughout the world, this is one of the first conducted in Europe and it assesses the effectiveness among students of an anti-bullying intervention tailored for teachers. The encouraging results in reducing the number of bullying episodes together with the low cost in terms of human and economic resources could suggest an extension of this research on a regional/national scale.