Performance objectives Determinant Change objective Theoretical Method Practical application. thoughts differing. 2. Tailoring. Demonstrate how to

Transcription

1 Table 1 POs, determinants, COs, theoretical methods and practical applications of Online Pestkoppenstoppen Performance objectives Determinant Change objective Theoretical Method Practical application 1. Monitor and evaluate Knowledge Describe irrational 1. Providing cues Participant receives tailored and non- thoughts after thoughts differing tailored cues from DG that help (cyber)bully experience. characteristics. recognising irrational thoughts. Self-efficacy & Demonstrate how to 1. Providing cues VMs demonstrate how to use cues in Behavioural recognise thoughts. recognising irrational thoughts and capability gives participant examples of recognising thoughts, amount of examples tailored to self-efficacy. Outcome Expect to be able to 1. Repeated exposure DG explains and VM demonstrates expectations recognise and dispute 2. Modelling how to recognise irrational thoughts. irrational unhelpful Identification tips are provided. thoughts. Participant is reminded several times

2 to be aware of irrational thoughts. Awareness Be aware of irrational 1. Consciousness raising DG reflects on tailored irrational thoughts after (cyber)bully thoughts of participant. DG and video experience. model explain the 55G-schema. 2. Gain insight into Knowledge Explain relation between 1. Chunking Participant receives explanation (and relationship irrational (cyber)bully event, 2. Advanced organisers tailored examples) of (negative) 5G- thoughts, negative thoughts, feelings, 3. Tailoring schemas depicting each G. emotions and behaviour. behaviour and consequence. Self-efficacy & Demonstrate how to label 1. Guided practice DG and video model explain and Behavioural thoughts demonstrate how to label thoughts and capability (irrational/rational). 3. Modelling give participant the opportunity to practice the labelling of thoughts. Feedback is provided. Amount of practice and example is tailored to

3 self-efficacy. Awareness Be aware of relationship 1. Consciousness raising Participant receives tailored examples irrational thoughts and of negative 5G-schemas that are negative behaviour. transformed into positive 5G-schemas by changing the irrational thoughts. 3. Replace irrational Knowledge Define rational thoughts 1. Persuasive Participant receives examples of unhelpful thoughts with and explain how rational communication rational thoughts, explanations of why rational helpful thoughts. thoughts induce a positive 2. Chunking these thoughts will help, and positive 5G-schema. 3. Tailoring 5G-schemas tailored to self-efficacy and coping style. Attitude Feel positive about monitoring, evaluating, disputing and replacing irrational thoughts with rational thoughts. 1. Arguments VMs explain positive effects after monitoring, evaluating, disputing and replacing irrational thoughts with rational thoughts.

4 Self-efficacy & Demonstrate how to 1. Modelling VMs (amount of videos is tailored to Behavioural dispute and replace 2. Guided practice self-efficacy) demonstrate disputing capability irrational thoughts with 3. Direct experiences and replacing irrational thoughts. rational thoughts. 4. Tailoring Participant and DG practices the replacement of thoughts and receives feedback. Outcome Expect to be able to dispute 1. Modelling DG explains and VM demonstrates expectations and replace irrational 2. Guided practice how to replace irrational thoughts thoughts with rational 3. Repeated exposure with rational thoughts. An overview thoughts. 4. Active learning of replaced thoughts is provided. Rational thoughts should be installed as screensaver prompts, stickers or as a list above the participant s bed. Replacing thoughts is practiced with feedback.

5 Self-regulation Plan to replace thoughts in daily life. 1. Goal-setting Participant chooses (a) goal(s) related to skills learned in the first advice. 4.Recognise and regulate Knowledge Define emotion regulation 1. Tailoring DG explains importance of emotion emotions. strategies. 2. Persuasive recognition and regulation. Participant communication receives emotion regulation techniques tailored to participant s score on the YSR s aggression and/or social problem scale and is encouraged to use them. Attitude Feel positive about 1. Arguments DG explains to participant with high regulating emotions. 2. Direct experience scores on YSR aggression/social 3. Tailoring problems why emotion regulation is helpful in (cyber)bullying situations. Participant is encouraged to try the emotion regulation exercises and is

6 asked if (s)he feels the relaxation. Self-efficacy & Demonstrate how to 1. Guided practice Participant with high scores on YSR Behavioural recognise and regulate aggression/social problems watches capability emotions and impulsivity. VM using emotion regulation techniques and receives practice, guidance and feedback in using these techniques. All participants receive models explaining and demonstrating recognition of emotions. Outcome Expect that 1. Direct experience Participant should experience expectations regulating/recognising 2. Arguments relaxation and calmness after emotions lead to better regulating emotions. VMs provide outcomes. arguments for the usefulness of recognising emotions. Self-regulation Form plans to regulate 1. Active learning Participant combines sentences into

7 emotions in daily life. 2. Implementation plans for emotion regulation intentions techniques in daily life. 5. Gain insight into Knowledge Define ineffective 1. Tailoring Participant receives tailored examples ineffective (aggressive/passive) coping 2. Persuasive of ineffective coping strategies and (aggressive/passive) strategies and negative communication negative outcomes (in comics, coping style and outcomes. 3. Consciousness raising written/spoken text and VMs). negative outcomes. 4. Modelling Awareness Be aware of current 1. Consciousness raising DG reflects on participant s current ineffective coping style. coping strategies and negative outcomes. 6. Gain insight into Knowledge Define APS coping 1. Persuasive Participant receives examples and APS coping and positive strategies and positive communication overview of tailored and non-tailored outcomes. outcomes. 2. Advanced organisers APS coping strategies and positive outcomes. Attitude Feel positive about APS 1. Arguments Positive effects of APS coping are

8 coping. explained. Tailored on YSR scores, participant receives instructions and positive effects of different social skills, and is encouraged to practice. Outcome Expect positive outcomes 1. Direct experience VM provides and DG explains expectations associated with APS 2. Modelling positive experiences with APS coping. coping. Participant is encouraged to practice the APS skill and think about positive effects. Social Influence Explain social influence in 1. Information about DG describes influence of APS coping. others approval participant s APS behaviour on other adolescents, what they might think, and the dynamics of a bullying situation. Awareness Be aware of positive effects 1. Consciousness raising DG describes APS coping and

9 of APS coping. 2. Framing positive effects. 7.Replace Social skills Demonstrate social skills 1. Set tasks on gradient of Participant receives additional extra aggressive/passive needed for APS coping. difficulty social skills lessons tailored on YSR coping with APS coping. scores. Social skill lessons are linked 3. Goal setting with plans to use the skills in daily life. Self-esteem and Demonstrate and explain 1. Persuasive DG explains and importance of, and self-confidence importance of self-esteem communication VMs demonstrate self- and self-confidence in APS 2. Modelling esteem/confidence in APS coping. coping. Self-efficacy & Demonstrate how to use 1. Set tasks on a gradient Participant receives APS coping Behavioural APS coping, apply social of difficulty models, explanation and practice in capability cognition and conflict different social skills. Conflict resolution. 3. Enactive mastery resolution is broken up in sub-skills. experiences Feedback and additional lessons are

10 4. Set tasks on a gradient of difficulty provided tailored to the progress measured. Social influence Recognise importance of seeking social support. 1. Shifting focus DG lists helpful help-behaviours of peers/parents/teacher when experiencing cyberbullying. Self-regulation Plan to use APS coping 1. Guided practice VM demonstrates and DG explains strategies. 2. Modelling how to form plans, positive effects are 3. Persuasion provided and participant practices 4. Planning coping forming own action/coping plans with responses/implementation feedback. intentions 8. Gain insight into assertive behaviour (and nvc patterns*) and its outcomes in relation to Knowledge Lists effective nvc patterns. 1. Using Imagery 2. Modelling Participant receives examples of nvc in assertiveness and starting conversations, and is encouraged to feel the difference after applying this

11 (cyber)bullying. knowledge. Attitude Feel positive about 1. Belief selection DG explains positive effects of assertive behaviour. 2. Persuasive assertive behaviour, participant is communication encouraged to think about positive effects of assertive behaviour. Outcome Expect positive outcomes 1. Arguments DG describes positive effects of expectations associated with assertive 2. Modelling assertive behaviour. VM and DG behaviour and nvc. 3. Consciousness raising demonstrate assertive responding and positive effects. Participant is encouraged to reflect on assertive responding. 9.Replace ineffective Social skills Demonstrate social skills 1. Set task on a gradient Participant receives explanation and (aggressive/passive) needed for assertive of difficulty practice in assertive responses in three behaviour (and nvc*) behaviour. steps, which can be used online and with offline.

12 effective (assertive) Self-esteem Demonstrate self-esteem in 1. Persuasive DG and VM explain and demonstrate behaviour (and nvc*). assertive behaviour and communication assertive reactions (with and without nvc. 2. Modelling assertive nvc*). Knowledge List assertive behaviours. 1. Elaboration 2. Use Imagery Participant receives descriptions of assertive behaviours and how to perform it. Practice is provided by displaying images of assertive or strong characters, and participants are encourages to imagine feeling like this character. Attitude Feel positive about 1. Belief selection DG explains positive effects after adapting assertive 2. Arguments adapting assertive behaviour, behaviour. participant is encouraged to think about positive effects of (adapting) assertive behaviour.

13 Self-efficacy & Demonstrate when and how 1. Guided practice Participant receives VMs and comics Behavioural to 2. Repeated exposure demonstrating assertive behaviour capability display assertive behaviour 3. Tailoring tailored to coping style measured. and nvc. Social influence Recognise social influence in assertive behaviour and nvc. 1. Shifting focus DG acknowledges that others presence can have influence on responding in an assertive manner. Awareness Be aware of positive effects 1. Consciousness raising DG explains that assertive reactions associated with assertive 2. Framing lead to positive outcomes. Participant behaviour. is encouraged to think about the lessons they have learned. Self-regulation Plan to use assertive 1. Planning coping Participant first forms assertive reactions and behaviour. responses responses from predefined lists. Next, 2. Implementation participant forms coping plans with intentions these assertive responses, choosing

14 from predefined lists. 10.Maintain the Attitude Feel committed to 1. Arguments DG encourages participant to practice constructive 5G-schema, maintaining constructive all lessons in daily life, with warnings APS coping and 5G-schema, APS coping for possible failure, but with the assertive responses. and assertive behaviour. message Do not give up, practice makes perfect. Feedback is provided about progress. Self-efficacy & Demonstrate how to 1. Goal setting Participant forms plans linking APS to Behavioural maintain 2. Planning coping daily life (difficult) situations, aided capability constructive 5G-schema, responses by DG. APS coping and assertive behaviour. Outcome Expect positive outcomes 1. Persuasive DG explains positive effects of APS expectations after communication coping and stresses the importance of

15 maintaining constructive keep using this coping strategy. 5G-schema, APS coping and assertive behaviour. Self-regulation Evaluate and/or adjust 1. Tailoring Participant evaluates own plans, and plans to use the skills 2. Active learning adjusts if necessary. learned concerning 5G- 3. Implementation schema, APS coping and intentions assertive responding lessons. 11.Prevent and Knowledge List security and safety 1. Prompts Participant receives prompts solve negative cyber advices for the Internet and concerning safe Internet/mobile phone bully experiences by mobile phones. use. using the Internet and Attitude Feel positive about safe and 1. Arguments DG explains positive effects of safety mobile phones in a secure use of the Internet tips and guidelines safe Internet and safe and secure manner. and mobile phones. mobile phone use.

16 Self-efficacy & Behavioural capability Demonstrate how to use the Internet and mobile phones in a secure manner. 1. Modelling DG explains and demonstrates (via screenshots) how to form safe passwords, and provides information how to protect yourself on the Internet. Outcome expectations Expect positive outcomes after using the Internet and mobile phones in a secure manner. 1. Arguments DG explains participant that safe use of the Internet and mobile phone leads to less cyberbullying. Awareness Become aware of own 1. Consciousness raising DG explains that unsafe internet use insecure and unsafe use of 2. Loss frame heightens the chance of becoming a the Internet and mobile cyberbully victim. Participant is phones. encouraged to think about own Internet-behaviour Self-regulation Form plans to keep using 1. Goal setting Participant chooses plans related to

17 the Internet in a secure manner 2. Implementation intentions the safe use of Internet and resetting passwords regularly. Note. DG= Digital Guide VM= Video model YSR= Youth Self-Report (Achenbach, 1991) APS= Active, Problem-Solving coping Nvc= non-verbal communication