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Introduction and aims:Adolescents involved in bullying have lower levels of emotional intelligence. Research highlights the importance of a multifaceted approach to promoting emotional competences as a means to address this issue: developing emotional regulation skills is crucial for both bullies and victims (Ruenda et al. 2021; Baroncelli & Ciucci, 2014). This study aims to: (1) identify different emotional difficulties associated with bullying and victimization (2) analyze the effect of an intervention conducted with high school students to improve socio-emotional competences.
Method:Participants were 102 high school students (14-16 years, M=14.9,61 boys). Two classes participated to the training (IG,N=57); two classes only participated to the research(CG,N=47). All the students filled (before and after the trainig): Florence Bullying-Victimization Scales (Palladino et al., 2016), Strengths and Difficulties Questionnaire (Goodman, 1997);Regulatory Self-EfficacyScale (Pastorelli, Picconi, 2001) and Emotional Intelligence Scale (EIS;Grazzani et al., 2009).Regression analyses and multivariate ANOVAs were conducted.
Results:Victimization was negatively predicted by Emotion Regulation (β =-.24; p<.05), while bullying by Regulatory Self-Efficacy (β =-.33; p=.002). Manova showed a growth in the General Difficulties as measured by SDQ only in the CG (F1,88=3.84;p=.05).
Conclusion:Findings confirmthat different emotional difficulties correspond to the roles of bully and victim. Victims struggle with emotional regulation, bullies are unable to resist peer pressure. Socio-emotional training showed efficacy in containing emotional and behavioral issues that can increase throughout the school year.
| Please indicate what type of scientific contribution it is | Quantitative method study |
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| Please also indicate what kind of contribution it is: | Scientific |
