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In-Person Video and Peer-Delivered Approaches to Cyberbullying Prevention
Abstract
In this chapter, the researcher evaluated the short-term efficacy of two theory of reasoned action-based cyberbullying prevention programs in college student samples using different methods of delivery. In Study 1 (N = 335), immediately following a cyberbullying video prevention presentation during class, attitudes and injunctive norms regarding all four types of cyberbullying (i.e., malice, deception, public humiliation, and unwanted contact), intentions to engage in malice, willingness to engage in malice and deception, and empathy toward victims for three forms of cyberbullying, improved. Most differences remained at one-month follow-up. In Study 2 (N = 80), the author evaluated a live skit-based version of the Study 1 prevention program in a voluntary event setting. Attitudes and injunctive norms toward malice, deception, and public humiliation and intentions and willingness to engage in malice decreased, whereas cyberbullying knowledge increased pre- to post-test. Both video-based and peer-led cyberbullying programs may benefit adults. Workplace implications are discussed.
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