"FearNot!": A computer-based anti-bullying-programme designed to foster peer intervention

Natalie Vannini, Scott Watson, Kerstin Dautenhahn, Sibylle Enz, Maria Sapouna, Dieter Wolke, Sarah Woods, Lynne Hall, Ana Paiva, Elizabeth André, Ruth Aylett, Wolfgang Schneider

Research output: Contribution to journalArticlepeer-review

67 Citations (Scopus)


Bullying is widespread in European schools, despite multiple intervention strategies having been proposed over the years. The present study investigates the effects of a novel virtual learning strategy ("FearNot!") totacklebullyinginbothUK and German samples. The approach is intended primarily for victims to increase their coping skills and further to heighten empathy and defence of victims by non-involved bystanders. This paper focuses on the defender role. Applying quantitative as well as qualitative methodology, the present study found that "FearNot!" helped non-involved children to become defenders in the German sub-sample while it had no such effect in the UK sub-sample. German "New Defenders" (children who are initially uninvolved © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2010.

Original languageEnglish
Pages (from-to)21-44
Number of pages24
JournalEuropean Journal of Psychology of Education
Issue number1
Publication statusPublished - Mar 2011


  • Empathy
  • Peer intervention
  • Role-play
  • School bullying
  • Virtual learning environment


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