Supporting the Five Cs of Positive Youth Development Amid the COVID-19 Pandemic: The Impact on Adolescents’ Bullying Behaviour
Tailored interventions within the school context can promote the Five Cs of positive youth development—competence, confidence, character, caring, and connection—thus aiding in mitigating behaviours such as bullying. This study aimed to evaluate the effectiveness of tailored interventions targeting e...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-02-01
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| Series: | Youth |
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| Online Access: | https://www.mdpi.com/2673-995X/4/1/14 |
| _version_ | 1797239043847618560 |
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| author | Tina Pivec |
| author_facet | Tina Pivec |
| author_sort | Tina Pivec |
| collection | DOAJ |
| description | Tailored interventions within the school context can promote the Five Cs of positive youth development—competence, confidence, character, caring, and connection—thus aiding in mitigating behaviours such as bullying. This study aimed to evaluate the effectiveness of tailored interventions targeting each of the Five Cs and its indirect impact on bullying and victimisation during school closures. The sample comprised 66 students in four experimental groups (general, technical, vocational, and short vocational school) and 47 students in two control groups (general and vocational). Each experimental group was analysed separately, considering the specific contextual needs of each. Results varied across groups: competence, character, and caring remained unchanged post-intervention, while connection increased in the experimental group from general school, and confidence decreased in the experimental groups from technical and vocational schools. When compared to control groups from each school, experimental groups from general and vocational schools had higher connection and experimental group from general school had lower competence than control group from the same school. Bullying outcomes showed a decrease in verbal bullying and victimisation in the experimental group from general school, an increase in cyberbullying in the experimental group from short vocational school, and a decrease in social bullying in the experimental group from general school. The study suggests that brief interventions can positively influence aspects of the Five Cs, impacting bullying and victimisation outcomes. |
| first_indexed | 2024-04-24T17:45:16Z |
| format | Article |
| id | doaj.art-98a695e3e67049d5a76037b0c85f4bf0 |
| institution | Directory Open Access Journal |
| issn | 2673-995X |
| language | English |
| last_indexed | 2024-04-24T17:45:16Z |
| publishDate | 2024-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Youth |
| spelling | doaj.art-98a695e3e67049d5a76037b0c85f4bf02024-03-27T14:08:52ZengMDPI AGYouth2673-995X2024-02-014119121310.3390/youth4010014Supporting the Five Cs of Positive Youth Development Amid the COVID-19 Pandemic: The Impact on Adolescents’ Bullying BehaviourTina Pivec0Educational Research Institute, 1000 Ljubljana, SloveniaTailored interventions within the school context can promote the Five Cs of positive youth development—competence, confidence, character, caring, and connection—thus aiding in mitigating behaviours such as bullying. This study aimed to evaluate the effectiveness of tailored interventions targeting each of the Five Cs and its indirect impact on bullying and victimisation during school closures. The sample comprised 66 students in four experimental groups (general, technical, vocational, and short vocational school) and 47 students in two control groups (general and vocational). Each experimental group was analysed separately, considering the specific contextual needs of each. Results varied across groups: competence, character, and caring remained unchanged post-intervention, while connection increased in the experimental group from general school, and confidence decreased in the experimental groups from technical and vocational schools. When compared to control groups from each school, experimental groups from general and vocational schools had higher connection and experimental group from general school had lower competence than control group from the same school. Bullying outcomes showed a decrease in verbal bullying and victimisation in the experimental group from general school, an increase in cyberbullying in the experimental group from short vocational school, and a decrease in social bullying in the experimental group from general school. The study suggests that brief interventions can positively influence aspects of the Five Cs, impacting bullying and victimisation outcomes.https://www.mdpi.com/2673-995X/4/1/14positive youth developmentbullyinginterventionthe Five Cs |
| spellingShingle | Tina Pivec Supporting the Five Cs of Positive Youth Development Amid the COVID-19 Pandemic: The Impact on Adolescents’ Bullying Behaviour Youth positive youth development bullying intervention the Five Cs |
| title | Supporting the Five Cs of Positive Youth Development Amid the COVID-19 Pandemic: The Impact on Adolescents’ Bullying Behaviour |
| title_full | Supporting the Five Cs of Positive Youth Development Amid the COVID-19 Pandemic: The Impact on Adolescents’ Bullying Behaviour |
| title_fullStr | Supporting the Five Cs of Positive Youth Development Amid the COVID-19 Pandemic: The Impact on Adolescents’ Bullying Behaviour |
| title_full_unstemmed | Supporting the Five Cs of Positive Youth Development Amid the COVID-19 Pandemic: The Impact on Adolescents’ Bullying Behaviour |
| title_short | Supporting the Five Cs of Positive Youth Development Amid the COVID-19 Pandemic: The Impact on Adolescents’ Bullying Behaviour |
| title_sort | supporting the five cs of positive youth development amid the covid 19 pandemic the impact on adolescents bullying behaviour |
| topic | positive youth development bullying intervention the Five Cs |
| url | https://www.mdpi.com/2673-995X/4/1/14 |
| work_keys_str_mv | AT tinapivec supportingthefivecsofpositiveyouthdevelopmentamidthecovid19pandemictheimpactonadolescentsbullyingbehaviour |