The ConRed cyberbullying prevention program
- Project overview
- Policy category
- Countries that have implemented practice
- Age groups
- Target groups
- Years in operation
- Type of organisation implementing practice
- Evaluation references
- Contact information
An evaluation of the success of the evidence-based ConRed program, which addresses cyberbullying and other emerging problems linked with the use of the internet and seeks to promote a positive use of this new environment. The main aims of the ConRed program are a) to improve perceived control over in- formation on the internet, b) to reduce the time dedicated to digital device usage, and c) to prevent and reduce cyberbullying. The impact of the program was evaluated with a quasi-experimental design with a sample of 893 students (595 experimental and 298 control). The results of the mixed repeated measures ANOVAs demonstrate that ConRed contributes to reducing cyberbullying and cyber-dependence, to adjusting the perception of information control, and to in- creasing the perception of safety at school.
Facilitating Positive Transitions to Adulthood, Helping Vulnerable Children
Countries that have implemented practice
Middle Childhood (age 6 to 12), Teenagers (age 13 to 19)
Parents, Other, Children
Years in operation
2012 - still operating
Type of organisation implementing practice
The ConRed program produces positive results with regard to the four involved roles in cyberbullying and other risk in the internet and social network. These results are consistent with those found in the intervention programs focused on traditional bullying because there is clearly more successful in reducing aspects of victimization (Ttofi & Farrington, 2011). Specifically, after the intervention program, cyber victims have lower level of cyber and traditional victimization and traditional bullying, in general, as well as less interpersonal addiction and lower perception of their personal information control on the internet.
However, this program obtained also a improvement in the rest of the implicated pupils in cyberbullying -aggressors, bully-victims and bystanders-. Aggressors boys are less implicated and have less levels of addiction to the internet. Bully-victims are less implicated in cyberbullying and traditional bullying a exception of traditional agression and have lower levels of interpersonal addiction to the internet. Finally, bystanders group also show improvements. They perceive less safety problems and peer negative interactions in their schools and they have lower levels of interpersonal addictions and perception of their personal information control on the internet.
These results show that the intervention from schools to reduce and prevent cyberbullying can improve in addition to victimization, as in traditional bullying prevention, aggression and Internet addiction. But it also affects the relationships in the school, students who are not involved in cyberbullying, perceived the school safer and with fewer problems after the intervention program. This is the action line of the Spanish educational administrations, who are driving this type of program in a general line of action: the convivencia and cyberconvivencia improvement (Ortega, Del Rey & Sánchez, 2011).
One important topic for future research and action will be an evaluation of the impact of the program once a certain period of time has elapsed. Accordingly, it would be necessary to verify if the positive effects of ConRed are long-lasting even when there is no ongoing intervention or if the benefits disappear gradually. It would be significant to confirm whether these positive effects remain when the program is implemented by the natural agents, the teachers, in which it could be considered a valid program for general use by schools (Ortega, Del Rey & Casas, in press).
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