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Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement

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Listed:
  • Rosario Ferrer-Cascales

    (Department of Health Psychology, Faculty of Health Science, University of Alicante, 03690 Alicante, Spain)

  • Natalia Albaladejo-Blázquez

    (Department of Health Psychology, Faculty of Health Science, University of Alicante, 03690 Alicante, Spain)

  • Miriam Sánchez-SanSegundo

    (Department of Health Psychology, Faculty of Health Science, University of Alicante, 03690 Alicante, Spain)

  • Irene Portilla-Tamarit

    (Department of Health Psychology, Faculty of Health Science, University of Alicante, 03690 Alicante, Spain)

  • Oriol Lordan

    (Management Department, Universitat Politècnica de Catalunya, 08222 Terrassa, Spain)

  • Nicolás Ruiz-Robledillo

    (Department of Health Psychology, Faculty of Health Science, University of Alicante, 03690 Alicante, Spain)

Abstract

The increase in the prevalence of bullying and cyberbullying in recent years worldwide is undeniable. Although several intervention programs oriented towards the reduction of bullying and cyberbullying have been developed and implemented, significant disparities have been found regarding their efficacy. In most of the cases, the lack of the implementation of interventions involving all of the school community could be on the basis of this limited efficacy. The present study aimed to evaluate the effectiveness of the TEI Program, an intervention based on peer tutoring, in the reduction of bullying and cyberbullying, and in the improvement of school climate. The design of the study was quasi-experimental, in which 2057 Spanish students (aged 11 to 16 years) participated from 22 schools, and were randomly assigned to the experimental group (10 schools, 987 students) or the control group (12 schools, 1070 students). The obtained results showed a significant reduction in bullying behavior, peer victimization, fighting, cyberbullying and cybervictimization in the experimental group after the intervention implementation. Similarly, a significant improvement in factors of school climate was found only in this group. The obtained results demonstrated that the TEI program is effective in reducing bully and cyberbully behavior, and at the same time, improving the school climate.

Suggested Citation

  • Rosario Ferrer-Cascales & Natalia Albaladejo-Blázquez & Miriam Sánchez-SanSegundo & Irene Portilla-Tamarit & Oriol Lordan & Nicolás Ruiz-Robledillo, 2019. "Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement," IJERPH, MDPI, vol. 16(4), pages 1-13, February.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:4:p:580-:d:206616
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    1. Wong, Dennis S.W. & Chan, Heng Choon (Oliver) & Cheng, Christopher H.K., 2014. "Cyberbullying perpetration and victimization among adolescents in Hong Kong," Children and Youth Services Review, Elsevier, vol. 36(C), pages 133-140.
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    2. Susana Avivar-Cáceres & Vicente Prado-Gascó & David Parra-Camacho, 2022. "Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students," Sustainability, MDPI, vol. 14(24), pages 1-15, December.
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    6. Inmaculada Méndez & Ana Belén Jorquera & Cecilia Ruiz-Esteban & Juan Pedro Martínez-Ramón & Aitana Fernández-Sogorb, 2019. "Emotional Intelligence, Bullying, and Cyberbullying in Adolescents," IJERPH, MDPI, vol. 16(23), pages 1-9, December.
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    8. Vanesa Sainz & O’Hara Soto-García & Juan Calmaestra & Antonio Maldonado, 2023. "Impact of the TEI Peer Tutoring Program on Coexistence, Bullying and Cyberbullying in Spanish Schools," IJERPH, MDPI, vol. 20(19), pages 1-16, September.
    9. Fernando González-Alonso & Francisco D. Guillén-Gámez & Rosa Mᵃ de Castro-Hernández, 2020. "Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence: A Pre-Test–Post-Test Study with a Control-Experimental Group," IJERPH, MDPI, vol. 17(9), pages 1-16, April.
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    13. Pamela Tozzo & Oriana Cuman & Eleonora Moratto & Luciana Caenazzo, 2022. "Family and Educational Strategies for Cyberbullying Prevention: A Systematic Review," IJERPH, MDPI, vol. 19(16), pages 1-17, August.
    14. Tomoko Nishimura & Manabu Wakuta & Kenji J. Tsuchiya & Yuko Osuka & Hideo Tamai & Nori Takei & Taiichi Katayama, 2020. "Measuring School Climate among Japanese Students—Development of the Japan School Climate Inventory (JaSC)," IJERPH, MDPI, vol. 17(12), pages 1-11, June.
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