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Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia

Author

Listed:
  • Beatriz Villarejo-Carballido

    (Faculty of Psychology and Education, University of Deusto, 48007 Bilbao, Spain)

  • Cristina M. Pulido

    (Department of Journalism and Communication Studies, Universitat Autònoma de Barcelona, 08193 Bellaterra, Spain)

  • Lena de Botton

    (Department of Sociology, Universitat de Barcelona, 08034 Barcelona, Spain)

  • Olga Serradell

    (Department of Sociology, Universitat Autònoma de Barcelona, 08193 Bellaterra, Spain)

Abstract

This article analyses the evidence obtained from the application of the dialogic model of prevention and resolution of conflicts to eradicate cyberbullying behaviour in a primary school in Catalonia. The Dialogic Prevention Model is one of the successful educational actions identified by INCLUD-ED (FP6 research project). This case study, based on communicative methodology, includes the results obtained from documentary analysis, communicative observations and in-depth interviews. The evidence collected indicates that the implementation of this type of model can help to overcome cyberbullying; children are more confident to reject violence, students support the victims more and the whole community is involved in Zero Tolerance to violence.

Suggested Citation

  • Beatriz Villarejo-Carballido & Cristina M. Pulido & Lena de Botton & Olga Serradell, 2019. "Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia," IJERPH, MDPI, vol. 16(6), pages 1-11, March.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:6:p:918-:d:213853
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    References listed on IDEAS

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    1. Storer, Heather L. & Casey, Erin A. & Herrenkohl, Todd I., 2017. "Developing “whole school” bystander interventions: The role of school-settings in influencing adolescents responses to dating violence and bullying," Children and Youth Services Review, Elsevier, vol. 74(C), pages 87-95.
    2. Sonia Livingstone & Kjartan Ólafsson & Ellen J. Helsper & Francisco Lupiáñez-Villanueva & Giuseppe A. Veltri & Frans Folkvord, 2017. "Maximizing opportunities and minimizing risks for children online: the role of digital skills in emerging strategies of parental mediation," LSE Research Online Documents on Economics 68612, London School of Economics and Political Science, LSE Library.
    3. Juan M. Machimbarrena & Esther Calvete & Liria Fernández-González & Aitor Álvarez-Bardón & Lourdes Álvarez-Fernández & Joaquín González-Cabrera, 2018. "Internet Risks: An Overview of Victimization in Cyberbullying, Cyber Dating Abuse, Sexting, Online Grooming and Problematic Internet Use," IJERPH, MDPI, vol. 15(11), pages 1-15, November.
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    Cited by:

    1. Garazi Álvarez-Guerrero & Rocío García-Carrión & Andrea Khalfaoui & Maite Santiago-Garabieta & Ramón Flecha, 2023. "Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.
    2. Peter K. Smith & Sheri Bauman & Dennis Wong, 2019. "Challenges and Opportunities of Anti-Bullying Intervention Programs," IJERPH, MDPI, vol. 16(10), pages 1-3, May.
    3. Oriol Rios-Gonzalez & Juan Carlos Peña-Axt & Guillermo Legorburo-Torres & Andreas Avgousti & Laura Natividad Sancho, 2023. "Impact of an evidence-based training for educators on bystander intervention for the prevention of violence against LGBTI+ youth," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-13, December.

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