"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

doi:10.1007/s10212-010-0035-4

"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 journal › Article › peer-review

68 Citations (Scopus)

Abstract

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 language	English
Pages (from-to)	21-44
Number of pages	24
Journal	European Journal of Psychology of Education
Volume	26
Issue number	1
DOIs	https://doi.org/10.1007/s10212-010-0035-4
Publication status	Published - Mar 2011

Keywords

Empathy
Peer intervention
Role-play
School bullying
Virtual learning environment

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10.1007/s10212-010-0035-4

Cite this

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title = "{"}FearNot!{"}: A computer-based anti-bullying-programme designed to foster peer intervention",

abstract = "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 {\textcopyright} Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2010.",

keywords = "Empathy, Peer intervention, Role-play, School bullying, Virtual learning environment",

author = "Natalie Vannini and Scott Watson and Kerstin Dautenhahn and Sibylle Enz and Maria Sapouna and Dieter Wolke and Sarah Woods and Lynne Hall and Ana Paiva and Elizabeth Andr{\'e} and Ruth Aylett and Wolfgang Schneider",

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AU - Vannini, Natalie

AU - Watson, Scott

AU - Dautenhahn, Kerstin

AU - Enz, Sibylle

AU - Sapouna, Maria

AU - Wolke, Dieter

AU - Woods, Sarah

AU - Hall, Lynne

AU - Paiva, Ana

AU - André, Elizabeth

AU - Aylett, Ruth

AU - Schneider, Wolfgang

PY - 2011/3

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AB - 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.

KW - Empathy

KW - Peer intervention

KW - Role-play

KW - School bullying

KW - Virtual learning environment

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ER -

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

Abstract

Keywords

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