51,444 research outputs found
PART 2 Implementing the Intervention in the Case Countries. Chapter 11: The Social Relational Training in Two Italian Early Childhood Settings: Enhancing Social Networks and Quality of Interactions.
No full textIn Italy, the different Preschool National Curricula (1969, 1991, 2002) took into consideration the value of socialization in early childhood and underlined the associations among social, emotional and cognitive development. Notwithstanding these educational aims, the strategies and activities fit to developing sociability and affectivity are infrequently mentioned in the educational programmes of preschool settings (Roche, Salfi & Barbara, 1991). Recently, the importance of a relational approach in the educational field since early ages has been highlighted, as it can be noticed by the increased number of publications on this topic (Anichini & Charugi, 2003; Carpenter, 2002; Craig-Unkefer, 1999; Dall’Aglio, Marmocchi & Zannini, 2004; Francescato, Putton, Cudini, 1986; Genta, 2005; Ianes, 2007; McClelland & Morrison, 2003; Tani & Bagatti, 2003; Tiezzi & Guarnieri, 2003). Arising from these points, practitioners should be in charge of class learning as well as of class socialization (Frabboni, 2001, 2002, 2006; Manini & Borghi, 1991). According to these considerations, a training for practitioners on communication and relational issues is particularly indicated (Pacini, 2002).
Aims of the Intervention
Two preschool settings were involved: Italy 1 and Italy 2.
For each school we found specific features that led us to focus on the aims of the planned intervention in order to:
a) Enhance a group climate in the classroom.
b) Develop children’s emotional awareness, encouraging the expression and the recognition of emotions.
c) Foster communication abilities, as speaking and active listening.
d) Enhance children’s social skills, promoting peer support.
A specific training for a “Relational Approach”, consisting of three groups of activities (trust, communication, problem solving), was proposed to the practitioners to reach the above mentioned goals.
The results showed a positive effect (quantitative and qualitative) of the social relational training on both children’s social networks and quality of peer interactions. This effect emerged from practitioners’ and children’s observations in both schools.
These results allow us to identify some relevant theoretical and methodological considerations. Firstly, our research had given new considerations about children’s social relationships, since an intervention with a longitudinal design on preschool children was rarely applied. Secondly, the multi-method approach (qualitative and quantitative methodologies) provided a wide range of knowledge and deeper understanding of the quality of social relations in preschool children, as already suggested by some authors (Abraham, 2007; Berg, 1989; Knight & Kuleck, 1999; Lund, 2005). Thirdly, a point of strength of the proposed training was the involvement of both practitioners and children. It was possible to see evidence of changes taking into consideration the whole classroom context.
Finally, the researchers and the practitioners emphasized the relevance of starting the relational training at the beginning of preschool age in order to improve the effects of training
Preface and Summary
No full textThe study reported in this volume was undertaken collaboratively in six countries by a large number of researchers. The study identifies a major concern about life and interaction within preschool settings. Further, it was designed to coordinate with European council concerns regarding education for personal development and social cohesion. We explain how the study was coordinated with European initiatives here, and we wish to express our appreciation for the support provided by the European commission.
The research team that completed the ‘relational approaches’ study have come together over a number of years, with study co-directors having expressed parallel concerns about the development of social competence of young children attending preschool experience. The research teams that we have assembled have helped to expand our expertise – especially in relation to adapting our concerns to the preschool classroom setting.
This research study presented in this volume was written with three main aims.
First, to make school studies and learning attractive for early education and teacher education in the European Union through analysing current peer-based early education experience of young children and making recommendations as to how this experience can lead to enhanced social inclusion, personal and social growth and cognitive development.
Second, to provide for improved education and training for early education teachers through recognising the importance of peer-based early education practices and identifying programmes that may be integrated into classrooms to enhance social inclusion and cognitive development.
Third, to enhance young children’s ability to learn more effectively by providing and legitimising social inclusion and learning attractiveness that may be derived through their peer-based experiences in early education.
Overall, the study described here has met and advanced a number of key objectives in the Lisbon Strategy, with particular focus on education, training and social inclusion young children and their teachers
Predictors of traditional and cyberbullying: same or different causal pathways?
No full textResearchers who have studied bullying have recently found different
modalities by which acts of aggression are carried out (Brighi, Guarini,
Genta, 2009; Raskaukas & Stoltz, 2007); the main distinction that emerges in the literature is between “traditional bullying” (direct, physical and indirect, relational) and “cyberbullying” which is carried on through acts of aggression employing the tools of the new technologies like, for example, mobile phones (calls, SMS and video messages) or the Internet (e-mails, instantaneous messaging, chat rooms, blogs)(Smith et al. 2006). Our study aims at investigating the role of psychosocial predictors of victimization across direct, indirect and cyberbullying among males and females adolescents. Results show a puzzling picture, with elements of continuity as
well of discontinuity between real and virtual contexts
Cyberbullying: a new context for bullying.
No full textCyberbullying: A new context for bullying
Genta M. L., Brighi A., Berdondini L., Guarini A.
Department of Psychology, University of Bologna, Italy
Contact: [email protected]
Cyberbullying is a repeated intentional attack through Internet and or other electronic technologies (Patchin e Hinduja, 2006). Although Internet is a widely used tool for promoting socialization among young adolescents, in economically advanced countries is reported a remarkable use of it as an offending and aggressive tool. Through the net many adolescents receive threats, embarrassing video are shared in order to humiliate someone, isolation or open attacks toward some members are also reported. Our research aims at investigating the peculiar feature of cyberbullying, compared to traditional physical or relational “face-to-face”bullying. The nature of the medium may, in fact, influence the content of bullying itself and also its nature (Hamburger et al, 2007): in cyberbullying anonymity may protect the aggressor, and potentially subjects that normally would refuse open aggression may become bullies. The medium may influence the message as well, since the sender cannot have an immediate feedback of his action, and all the reaction from the victim is hidden. This could, as some authors emphasize, reinforce the processes of moral disengagement, which in face to face interaction are more effectively controlled by empatic reactions toward a potential victim. The context of cyberbullying, in fact, foster the minimization of the effects of one’s own behaviour, reduce the feeling of guilty and the de-humanization of the victim. For these reason the new media such as the electronic messages and videos create new environment where the acquired knowledge on bullying must be considered from a different perspective.
Our research, the first large scale one in Italian schools, will report data from a wide data collection in central Italy (N=1500), with a questionnaire designed from an international team of researchers linked to the Daphne Project, a program sponsored by the EU in order to devise strategies for preventing and contrasting violence towards women, children and minority groups and directed from the Univerity of Bologna. The questionnaire (Smith, et al. in preparation) is devised for a comparison between forms of traditional bullying and cyberbullying, their relative frequency, the self-reported role that the subject has in cyberbullying. Moreover we’ll investigate the role of self-esteem and perceived loneliness in association with episode of cyber-aggression done or received. The data will be discussed according to the Bandura’s hypothesis of moral disengagement in the new cyber-context
Premessa
No full textNell’indagare la configurazione dello stile di vita degli adolescenti, inteso come un sistema integrato di comportamenti individuali e/o collettivi supportato da valori,
credenze, atteggiamenti, è necessario partire dalla riflessione di come le prassi comunicative e comportamentali dei giovani siano state modificate in questi anni con l’avvento delle nuove tecnologie, con un mondo virtuale che si associa alla vita reale. Le nuove tecnologie, infatti, hanno rivoluzionato linguaggi, modalità relazionali, abitudini e scelte degli adolescenti, al punto che talvolta le relazioni virtuali si
sostituiscono a quelle reali o si affiancano ad esse in modo complementare. Molti aspetti dello sviluppo sociale dei giovani sono quindi influenzati da scambi virtuali e
la comprensione dei processi di costruzione degli stili di vita degli adolescenti non può prescindere dall’analisi dell’influenza dei nuovi media sulle scelte individuali,
ad esempio relative alla salute (es. per diete, sessualità, cure mediche), accanto all’influenza “indiretta” della comunicazione virtuale sul benessere psicologico, sulla
formazione delle opinioni e sui modelli di comportamento, spesso alternativi a quelli proposti da istituzioni educative quali la famiglia e la scuola
Cyberbullismo- Ricerche e strategie di intervento
No full textLa larga fruizione del web e delle nuove tecnologie di comunicazione nella vita quotidiana degli adolescenti ha modificato fortemente le strategie di socializzazione con i pari e con gli adulti, delineando nuovi modelli di interazione tra vita online e offline. La prima parte del testo propone una riflessione sull'uso positivo e negativo delle nuove tecnologie, additandone i possibili fattori di rischio, in particolare del cyberbullismo. La seconda parte offre una panoramica europea di buone pratiche utili per confrontarsi con le condotte aggressive online, descrivendo strategie di prevenzione, linee di intervento ed esperienze scientificamente fondate condotte in diversi Paesi europei. Il testo è stato adottato in ambito accademico da molte università, poichè rappresenta il primo lavoro di sintesi di interventi evidence-based a livello europeo sul cyberbullismo. Il volume rappresenta la sintesi di un lavoro di ricerca nell'ambito di progetti europei condotto dalle curatrici, autrici anche di alcuni capitoli del volume
Predictors Of Victimization Across Direct Bullying, Indirect Bullying and Cyberbullying
No full textOur study aims at testing the role of different predictors of victimization across the traditional and cyber forms of bullying in a sample of Italian adolescents. We’ll evaluate the influence of gender and age variables on the different forms of bullying investigated, as well as school clima, self-esteem and loneliness as reported by victims of traditional (direct/indirect) and cyberbullying (mobile/internet) in a sample of 1502 subjects from middle to high school (age range 12-16). Beside a questionnaire on new forms of bullying, measures for Self esteem and Loneliness were also provided. Logistic Regression Models show that although sex, school clima and Loneliness dimensions were significant predictors in all the three tested models, they showed different relations with the dependent variable.These results point out to different constellations of risk factors as a function of specific contexts in which the victims are involved
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