Integrating Constructivist Learning Environments (CLEs) in Designing a Multimedia Learning Application for Cyber-Bullying Intervention

Constructivism is a learning theory that emphasizes learners’ intervention through self-guided exploration, reflection, and evaluation. This study discusses on the integration of the Constructivist Learning Environments (CLEs) in designing a multimedia learning application for cyber-bullying intervention among adolescents. The application has been evaluated using Alpha Testing and Beta Testing technique to ensure its quality. From this evaluation, the researcher was also able to identify weaknesses or problems associated with the usage of the application, from the viewpoint of the content and multimedia expert and also the target user group which are the adolescents. By integrating CLEs, it is expected that knowledge and awareness is constructed by the learners as they reconcile new information with past experiences, analyze various source materials, and work collaboratively with others. As CLEs stimulates active learning, it is hoped that leaners will develop advanced skills such as critical thinking, analysis, evaluation, and creation. As CLEs promotes diverse viewpoints, it encourages students to reflect, evaluate their work, and identify intermediary skills to acquire based on their needs. It is also expected that the development of the multimedia app in this study will contributed to an increase in the number of computer-based applications intended to expose adolescents to the issue of cyber-bullying, which is still under-developed, particularly in the context of adolescents in Malaysia.

A Pilot Study Testing the Efficacy of a Brief, Bystander Bullying Intervention: Reducing Bullying Victimization Among High School Students

This study examined the efficacy of a brief, bystander bullying intervention (STAC) among high school students using a randomized controlled design. Results indicate that intervention students reported significantly greater reductions in bullying victimization at a 30-day follow-up compared to control students. At 3 months, although the intervention group sustained initial effects, control students also reported significant reductions in victimization. Findings from this pilot study provide preliminary support for the intervention.

Autoestima en adolescentes implicados en situaciones de acoso escolar

El objetivo de la investigación fue identificar a los adolescentes implicados en situaciones de acoso escolar y el impacto de este fenómeno psicosocial en su autoestima. Se utilizó un muestreo no probabilístico, de tipo no experimental con un enfoque cuantitativo, la muestra estuvo compuesta por 261 estudiantes correspondientes a todos los niveles de bachillerato con edades comprendidas entre los 13 y 18 años de ambos sexos, de una única institución educativa. En la recolección de datos se emplearon las escalas: European Bullying Intervention Project Questionnaire para la identificación de víctimas y agresores y la escala de Autoestima de Rosenberg que valora la autoestima. Se identificó un 31.8% de adolescentes víctimas, un 5.7% de agresores y un 9.6% de agresores victimizados. El sexo masculino se involucraba con mayor frecuencia que el femenino en conductas de victimización; el acoso verbal fue la tipología predominante. En cuanto a la autoestima de los adolescentes, se pudo evidenciar una tendencia al alza (aspectos positivos) siendo los agresores quienes presentaron menores índices de autoestima positiva. En conclusión, se puede evidenciar que la autoestima general de los estudiantes en situaciones de acoso escolar es positiva independientemente de si son víctimas, agresores o espectadores, evidenciándose un nivel alto de satisfacción personal.

Teachers' Interventions to In-Person Bullying and Cyberbullying Situations

This dissertation comprises five chapters, and it is an article-based format that studies teachers’ needs and characteristics regarding bullying intervention. It is divided into two phases that are explained through the different chapters. Chapter One explains the problem's overall background and provides an introduction to the three papers presented in the next chapters. Chapter Two presents the First Phase of the dissertation, which provided information about teachers’ knowledge, concerns, and practice regarding bullying. Findings demonstrate that Idaho education professionals need training and resources to help them intervene appropriately, especially with cyberbullying. Chapter Three focuses on the following potential teachers’ characteristics affecting their likelihood of intervention: Perceived seriousness of the bullying situation, empathy towards victim, and self-efficacy to influence misbehaviors. The findings regarding this last characteristic have been controversial since different studies found contrast findings regarding its significance influencing teachers’ likelihood of intervention. The current research found that the seriousness and empathy were predictors for teachers’ intervention in both in-person bullying and cyberbullying in Idaho and the Basque Country, but teachers’ self-efficacy does not predict teachers’ intervention. Chapter Four introduces a new characteristic: teachers’ sexism, which appears to be a negative component for the bullying intervention. The higher the sexist attitude, the less bullying intervention. Finally, Chapter Five summarizes the three articles presented in this dissertation and provides overall conclusions.

Development, Feasibility, and Post-Training Outcomes of the STAC Teacher Training: A Companion Program for a Brief, Bystander Bullying Intervention

The purpose of this study was to develop a companion Teacher Training for a brief, bystander bullying intervention (STAC) and to assess feasibility and post-training outcomes. Although research supports the efficacy of the STAC intervention, training teachers to support student “defenders” may enhance the program’s impact. A mixed-methods design with sequential sampling was used with qualitative focus group data and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and independent sample t-tests to analyze qualitative data. Teachers (N =18) from one high school in an urban community were recruited for the study. We used a phased research approach to meet the study aims. In Phase 1, teachers participated in focus groups to develop content for the training. Qualitative themes that emerged included identification of barriers to intervening in bullying, gaps in teacher knowledge, suggestions for supporting students to report bullying to teachers, the need for a supportive school culture, and attitudes toward students who bully. In Phase 2, we created the STAC Teacher Training based on the literature and feedback from participants in Phase 1. The 50-minute training includes 1) normative feedback regarding beliefs about bullying, 2) a didactic component that includes information about bullying, a description of the student STAC strategies, and corresponding teacher strategies used to support student “defenders” and 3) an experiential component for strategy practice. In Phase 3, we trained a sub-set of teachers (N = 8) in the STAC Teacher Training to evaluate feasibility and post-training outcomes. Results supported training feasibility and teachers reported an increase in knowledge, confidence to support students to act as “defenders”, as well as confidence, comfort, and self-efficacy in intervening in bullying situations. This study serves as a first step in developing a companion Teacher Training for the STAC intervention.