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Developing and Testing a School–Family Cyberbullying Prevention Program for Secondary School Students in Thailand | ||
| International Journal of School Health | ||
| مقاله 5، دوره 13، شماره 2 - شماره پیاپی 49، تیر 2026 اصل مقاله (255.24 K) | ||
| نوع مقاله: Research Article (s) | ||
| شناسه دیجیتال (DOI): 10.30476/intjsh.2026.107332.1529 | ||
| نویسندگان | ||
| Roshinee Oupra1؛ Eakachai Kantawong* 1؛ Chayatida Nonmeatawat1؛ Chonticha Amattayakong1؛ Kittiporn Nawsuwan2 | ||
| 1Boromarajonani College of Nursing Chiang Mai, Faculty of Nursing, Praboromarajchanok Institute, Thailand | ||
| 2Boromarajonani College of Nursing Songkhla, Faculty of Nursing, Praboromarajchanok Institute, Thailand | ||
| چکیده | ||
| Background: Cyberbullying among secondary school students is increasing worldwide, causing psychological distress and adverse academic performance. Schools in Thailand often lack comprehensive prevention strategies. This study aimed to develop a school–family participatory cyberbullying prevention program and evaluate changes in students’ cyberbullying knowledge and response skills following its implementation. Methods: A quasi-experimental, single-group pretest–posttest developmental study was conducted in Chiang Mai, Thailand, from May to October 2022. Eighteen stakeholders (school leaders, teachers, parents, and community representatives) co-developed the program, which was subsequently implemented with 45 students in Grades 7–9. For data collection, self-report measures comprising demographic information, validated cyberbullying knowledge questionnaires, and response skills questionnaires were employed. The collected data were analyzed using descriptive and inferential statistics with SPSS version 24. Results: The developed program comprised four core activities: (1) building resilience against cyberbullying, (2) promoting positive communication, (3) creating a cyberbullying-free community, and (4) fostering sustainability. After participation, mean knowledge scores increased from 12.95 (SD=2.44) to 16.82 (SD=1.82) (P<0.001), with high knowledge levels rising from 4.45% to 75.56% (P=0.012). Response skill scores improved from 3.30 (SD=0.42) to 4.26 (SD=0.33) (P<0.001), with high-level responses increasing from 8.89% to 95.55% (P<0.001). Conclusions: The school–family collaboration program effectively enhanced students’ knowledge and response skills to cyberbullying and showed promise for broader implementation to promote safer digital environments. | ||
| کلیدواژهها | ||
| Bullying؛ Students؛ Family؛ Schools؛ Health Promotion | ||
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آمار تعداد مشاهده مقاله: 4 تعداد دریافت فایل اصل مقاله: 1 |
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