The effect of the NoTrap! Antibullying program on ethnic victimization: When the peer educators' immigrant status matters.

Nowadays, an increasing number of children and adolescents living in Europe have an immigrant background. Because ethnicity is a recognizable characteristic that may become the driver of bullying, these youths are at high risk of victimization. School interventions based on peer-led approaches, assuming all the conditions postulated in contact theory, could be suitable to counteract bias-based bullying and victimization.This study aims to analyze whether the NoTrap! antibullying program, an evidence-based peer-led intervention, may also be effective in counteracting ethnic bullying and victimization when students with an immigrant background are involved as peer educators. There were 1,570 students who participated in the study: 24 control classes (N = 476) and 50 experimental classes (N = 1094). Within the last group we identified two conditions: 30 classes in which all peer educators were Italian (Experimental A, N = 661); 20 classes in which at least one of them had an immigrant background (Experimental B, N = 433). Results of two linear mixed models showed a significant interaction Time × Experimental condition for ethnic victimization, F(1, 1170) = 4.185; p = .015. Specifically, the NoTrap! is effective in reducing ethnic victimization when at least one student with an immigrant background is involved as a peer educator. Only in this condition, indeed, peer educators are directly involved in the phenomenon they counteract, and all four circumstances postulated in the contact theory are satisfied. No effects on ethnic bullying have been found, F(1, 1162) = .215; p = .806. This is in line with the activities proposed in the program, which is more focused on empowering victims than on acting directly on bullies. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Development and Validation of the Ethnic Moral Disengagement Scale.

Research has underlined that moral disengagement processes, by which people switch off their moral values and act aggressively without experiencing guilt, are highly connected with contextual factors. However, research on situational variations in moral disengagement is limited, especially considering the associations with characteristics such as the ethnic origin of potential victims. The general aim of the present study was to develop a brief, specific measure of ethnic moral disengagement able to catch individual justification used in the case of ethnic bullying and cyberbullying, and test its validity and reliability. An eight items scale was developed and administered in study 1, in a sample of 961students attending several Italian high schools (53.5% female; Mage 15 years). Considering the results of the CFA, we modified one of the items and the scale was administered again, in a second sample of 1,229 students (49.9% female; Mage 15.62 years) in study 2. A one-factor model of ethnic moral disengagement fit the data well and internal consistency showed to be good. As an additional step, we found that the model was invariant across Italian adolescents and youths with a different ethnic or culture of origin (having at least one parent born abroad) strengthened our confidence regarding the factorial integrity of the scale. Last, the scale showed to be positively associated with ethnic bullying and cyberbullying. Generally, findings suggested that the Ethnic Moral Disengagement scale can be a useful tool for those interested in measuring moral disengagement and evaluating how it impacts bullying and cyberbullying of minority groups.

Perceived Severity of Cyberbullying: Differences and Similarities across Four Countries.

Cyberbullying is a ubiquitous topic when considering young people and internet and communication technologies (ICTs). For interventional purposes, it is essential to take into account the perspective of adolescents. This is the reason why our main focus is (1) investigating the role of different criteria in the perceived severity of cyberbullying incidents, and (2) examining the differences between countries in the perceived severity of cyberbullying. The sample consisted of 1,964 adolescents (48.2% girls) from middle and high schools of four different countries, i.e., Estonia, Italy, Germany, and Turkey. The participants' age ranged from 12 to 20 years old with a mean age of 14.49 (SD = 1.66) years. To assess perceived severity, participants rated a set of 128 scenarios, which systematically included one or more of five criteria (intentionality, repetition, imbalance of power, public vs. private, and anonymity) and represented four types of cyberbullying behaviors (Written-Verbal, Visual, Exclusion, Impersonation). The role of different criteria was analyzed using the Exploratory Structural Equation Modeling (ESEM). Results showed a similar structure across the four countries (invariant except for the latent factors' means). Further, criteria of imbalance of power and, to a lesser extent, intentionality, anonymity, and repetition always in combination, were found to be the most important criteria to define the severity of cyberbullying. Differences between countries highlighted specific features of Turkish students, who perceived all scenarios as more severe than adolescents from other countries and were more sensitive to imbalance of power. German and Italian students showed an opposite perception of anonymity combined with intentionality. For Italian participants, an anonymous attack was less threatening than for participants of other countries, whereas for German students anonymity caused more insecurity and fear. In addition, Italian adolescents were more perceptive of the criterion of intentionality. Finally, Estonian adolescents did not show strong differences in their factor scores compared to adolescents from the other countries.

Evidence-based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials.

The NoTrap! (Noncadiamointrappola!) program is a school-based intervention, which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying. The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence-based interventions. Towards this aim, two quasi-experimental trials involving adolescents (age M = 14.91, SD = .98) attending their first year at different high schools were conducted. In Trial 1 (control group, n = 171; experimental group, n = 451), latent growth curve models for data from pre-, middle- and post-tests showed that intervention significantly predicted change over time in all the target variables (victimization, bullying, cybervictimization, and cyberbullying). Specifically, target variables were stable for the control group but decreased significantly over time for the experimental group. Long-term effects at the follow up 6 months later were also found. In Trial 2 (control group, n = 227; experimental group, n = 234), the moderating effect of gender was examined and there was a reported decrease in bullying and cyberbullying over time (pre- and post-test) in the experimental group but not the control group, and this decrease was similar for boys and girls.