The Tabby Improved prevention and intervention program has been developed within the theoretical framework of the ecological system theory (Bronfenbrenner, 1977, 1979) and the threat assessment approach (Borum et al, 1999; Fein & Vossekuil, 1998, 1999; Fein Vossekuil, & Holden, 1995). To this aim, the program implementation requires to consider all protagonists able to influence an individual involvement in cyberbullying and or cybervictimization.
The program, named Tabby Improved is based on 4 main components: i) training activities with teachers, ii) school conferences with parents; iii) online materials available for students, teachers and parents (available at www.tabby.eu); iv) in class’ activities with students.
i) Teachers training activities lasted three days (approx. three hours each session, once a week for three weeks, plus an additional day on the possible legal implication of cyberbullying, age of responsibility, civil and criminal and administrative aspects). The training was scheduled as follows: 1) the cyber bullying phenomenon, its forms and features, similarity and differences with school bullying; 2) risk factors for youngsters involvement in cyberbullying and cybervictimization, how to use the Tabby toolbox (checklist, the booklet and the videos); 3) how to recognize, prevent and manage cyberbullying and
cybervictimization accidents, 4) legal issues related to cyberbullying.
ii) School conferences with parents were scheduled in each of the participating schools. The main aim of these conferences were i) inform parents about the prevention and intervention program activities and aims and ii) sensitize and inform parents about the cyberbullying issue, its forms and how to protect their children by setting clear rule about internet use and monitoring their online activities.
iii) The third component of the program constitutes the Tabby “toolkit” (developed thanks the European project Tabby in Internet (European Project N° JLS/2009- 2010/DAP/AG/1340 AMG) and the "Tabby Trip in Europe" (European Project N° JUST/2011- 2012/DAP/AG/3259), constituted of:
A) the up-dated version of the online self-reported questionnaire, the Tabby Improved checklist; B) four short videos (available at www.tabby.eu); C) a manual for teachers, parents and students containing useful information on cyberbullying.
B) The Tabby Improved online checklist was used to measure as described above (paragraph 3.3.2) risk factors for students’ involvement in cyberbullying and cybervictimization.
C) The four online videos can be used as stimuli to make youngsters think about the cyberbullying phenomenon and its consequences. Each video addresses one of the most common cyberbullying types, and aimed at increasing youngsters’ awareness about the risks they face when using the Internet and the new communication technology in a distorted or inattentive way. The central theme in each of the four video, is the idea that there is always an alternative, liable to avoid either getting into
trouble or causing it. For this reason, at the end of each video, after each cyber scenario, the story ‘rewinds’, showing what it would/could have happened if the character(s) in the video had opted for another alternative (positive) possible choice. At the end of the rewind scene also some recommendation on safe use of the web are provided.
A) The manual for teachers, parents and students consists of several short chapters with definition and some scientific information on cyberbullying, differences and similarities with school bullying. The manual, usable by teachers and parents, could be considered also as guide for trained teachers, which aim at organizing class groups’ activities to raise students’ awareness about cyberbullying and cybervictimization.
iv) In class’ activities with students were organized in each of the participating schools by scheduling 4 session (2 hours each) for each of the experimental classes. The session with students were scheduled as follow: 1) group work aimed at negotiating a shared definition of joke, bullying/cyberbullying and aggression. Once each group have defined these phenomena, then they have to identify differences and similarities between them. At the end of this activity, a representative from each group read to the class what emerged from their group confrontation. Then all students chose the best job. The most voted work was exhibited in the classroom so that all students could share the same definitions of joke, aggression, and bullying/cyberbullying. 2) During the second meeting, the tabby videos, described above were used. The videos were used as stimuli from which to start a guided discussion regarding students' experiences in cyberspace and to discuss about useful strategies to protect
themselves and/or to put an end to cyberbullying and/or cybervictimization incidents.
3) In the third meeting, students were again divided in small working groups. Each group have to prepare at least 10 rules/tips on how to avoid risky online behaviors and involvement in cyberbullying and/or cybervictimization. Students were also told to think about rules, they would respect, and that the emerging rules would be adopted by the whole class. 4) In the fourth meeting, students had the opportunity to learn more about the legal consequences related to cyberbullying. G., a youth who committed cyberbullying met all classes in order to share his story. However, even if not scheduled, a fifth meeting was organized with students. The aim was to finish the work started in the third meeting. Namely to create classroom rules on how behave online. The rules of conduct, drawn up by the experimental classes were then presented to the school principal. At the end of the project, these rules were disseminated to the whole school, and have been included in the participating schools policy on cyberbullying. This program aims to make youngsters aware of online communication and technologies risks they might face, focusing in particular on cyberbullying and cybervictimization. The program helps them address what they can do to avoid being involved in cyberbullying and cybervictimization and what to do if they encountered such problems, and how to stay out of problems.