CARLOS P. ZALAQUETT

PROFESSOR - CATEDRÁTICO

PENNSYLVANIA STATE UNIVERSITY

PRESIDENTE DE LA SOCIEDAD INTERAMERICANA DE PSICOLOGÍA (SIP)

UNITED STATES OF AMERICA

Ciberbullying in Adolescents: Assessing the Outcome of an Integrative Training Program

Schools promote youth development. Positive school climate, denoted by an elevated sense of community cohesion and student safety, promotes positive academic and psychosocial outcomes. High discrimination and bullying promotes a negative school climate that restricts student development. Discrimination and bullying are observed in Pennsylvania schools (19,86%), despite prevention programs. Furthermore, discrimination and bullying continues into college (Zalaquett & Chatters, 2014).

Research engaging bystander participation in bullying situations demonstrates promise in bullying reduction. Outcome of prevention programs are inconsistent (antibullying programs applied in secondary schools demonstrate low effect sizes and impact scores). Lack of integration of discrimination and bullying has been used to explain inconsistencies (Chatters, 2012; Chatters & Zalaquett, 2018).

We propose the implementation of the Peer Advocates Program for High Schools. This intervention integrates discrimination and bullying using a multi-tiered system. The tiered intervention provided by peer advocates includes Tier 1: students and teacher group workshops focusing on discrimination and bullying; Tier 2: peer counseling services to students experiencing bullying or discrimination; Tier 3: systematically addresses reports of discrimination and bias using restorative practice approaches. Expected outcomes include the decrease of bullying and discrimination and increase in school climate value. Research will provide foundation to pursue additional funding.

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