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Anti-cyberbullying interventions at school: comparing the effectiveness of gratitude and psychoeducational programmes.
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- Author(s): Chamizo-Nieto, María Teresa; Wallace, Agustín; Rey, Lourdes
- Source:
Journal of Positive Psychology; Mar2024, Vol. 19 Issue 2, p291-300, 10p- Subject Terms:
- Source:
- Additional Information
- Abstract: Previous studies evidence the benefits of gratitude and psychoeducation to diminish the performing of aggressive behaviours. The aim of this study was to assess the effectiveness of a brief gratitude programme and a brief psychoeducational programme to prevent cyberaggression in adolescents. A sample of 483 adolescents (11–17 years old) participated in the study, being assigned to one of the following three groups: gratitude programme, psychoeducational programme and the control. Both programmes comprised four one-hour sessions. All participants completed the cyberaggression subscale of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) at three time points: pre-test, post-test and three-month follow-up. Significant decreases in cyberaggression were found at post-test in the psychoeducational group and at the three-month follow-up in the gratitude group. These findings provide the first evidence of the benefits of gratitude training in adolescents to prevent cyberaggression over time. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Positive Psychology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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