Te@ch4SocialGood: promoting prosociality in schools to prevent cyberbullying (Tech4socialgood)

Type: National Project Project

Duration: from 2021 Jul 01 to 2024 Jun 30

Financed by: FCT

Prime Contractor: Faculdade de Psicologia da Universidade de Lisboa (University)

This project aims to develop, pilot test and study the efficacy of a blended learning (with an information technology component and a face-to-face component) teacher training program (accredited by the Scientific and Pedagogical Council of Continuous Training [SPCCT] of the Portuguese Ministry of Education) to promote pro-sociality and well-being among youth, through changes in teachers' emotion regulation and moral involvement with cyberbullying, as well as their social-emotional ethical competence to deal with the phenomenon, their well-being, professional calling, emotional exhaustion, absenteeism, and presenteeism. A cyclical appraisal framework of emotion, a social cognitive perspective of moral agency and a social-emotional ethical learning approach are used to design a multimodal platform to develop self-regulation among teachers to foster pro-sociality and well-being. The program will include individual goal setting, reactive monitoring, individualized feedback, roleplaying and modeling of effective strategies as main methodologies. Two supplementary components will be tested, namely a face-to-face social support training component and a cybersecurity information component. In terms of practical implications, the type of platform that is being proposed can be very beneficial for many schools and the professionals involved. The results of this project will offer professionals the necessary knowledge to develop future online interventions. Finally, this research presents an innovative and important contribution to the extent that the development of a platform based on the principles of personalized behavior change methodologies (monitoring, individualized feedback and tailored modeling using social agents) and social support, with the expectation of teachers acquiring knowledge and developing social-emotional ethical skills, can provide knowledge on how the incidence of cyberbullying can change and contribute to theories regarding it.

Partnerships

  • Faculdade de Psicologia da Universidade de Lisboa (University)
  • INESC-ID (Other)

Principal Investigators

Members