Citation

Pivec T. Youth (Basel) 2024; 4(1): 191-213.

Copyright

(Copyright © 2024, MDPI: Multidisciplinary Digital Publications Institute)

DOI

10.3390/youth4010014

PMID

unavailable

Abstract

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.

Language: en

Keywords

bullying; intervention; positive youth development; the Five Cs