Comunicar 39-ingles - Revista Comunicar

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132Comunicar, 39, XX, 20121999; Sackett, Richardson, Rosenberg & Haynes,1997). Nevertheless, any decision regarding a plan ofaction to be implemented at school should ideally firstbe corroborated scientifically (Davies, 1999; Granero,Doménech, Bonillo & Ezpeleta, 2001; Hunsley &Johnston, 2000; Lindqvist & Skipworth, 2000; Stoiber& Kratochwill, 2001). Scientific research is thereforenecessary to determine whether a given program orprocedure is effective, by analyzing the significantchanges brought about by a program and comparingthe outcome to what would have happened if thatprogram had not been implemented.Despite its limitations, the study allows us to conclude thatprojects implemented today to encourage harmonious interpersonalrelationships (convivencia) in schools should atleast be supported by short term initiatives addressing socialrelationships in virtual environments. We know that byinvolving students, teachers and families it is possible toimprove young people’s knowledge of and control oversocial networks, narrow the generation gap which exists be -tween digital natives and immigrants and alleviate the problemsassociated with the inappropriate use of ICTs.ConRed (Discover, Construct and Live in Har -mony on Internet and in Social Networks), the actionprogram presented here, is designed to encourage thecorrect use of Internet and Social Networks. It wasdeveloped in line with the tenets of «Evidence BasedPractice» (EBP), taking into account scientific evidencepresented in different research papers describing programswhich successfully molded or modified be -h a v i o r i n c a s e s w h e r e t e c h n o l o g y w a s b e i n g u s e d i n -cor rectly or as a vehicle for inappropriate conduct (Bor-sari & Carey, 2003; Haines & Spear, 1996; Wechsler& Kuo, 2000).1.4. The ConRed programThe ConRed program adheres to the tenets of the«theory of normative social behavior» (Lapinski &Rimal, 2005; Rimal & Real, 2005; Rimal, Lapinski,Cook & Real, 2005), which argues that human be -havior is heavily influenced by perceived social normsand their interpretation as an indication of social consensus.In other words, a close relationship is identifiedbetween the behavior and actions of the majority andwhat that majority perceives as being socially acceptable,normal or legally justifiable. In some action programsbased on this theory and aimed at addressingteen problems such as alcohol consumption, links havebeen found between the belief that consuming alcoholis good for establishing social relationships or belongingto a peer group and increased alcohol consumption(Borsari & Carey, 2003).According to the theory ofnormative social behavior,beliefs can be measured interms of the three aspectswhich constitute what areknown as normative mechanismsRimal & Real, 2003): a)injunctive norms; b) expectationsand c) group identity.Injunctive norms are rules subjectto sanctions or social pu -nishment. In the case of actiontaken to reduce alcohol abuse,for example, laws exist whichp e n a l i z e d r u n k e n d r i vi n g a n dthere is a clear social rejectionof people guilty of this type ofconduct. Expectations arewhat each individual, dependingon his/her beliefs, hopesto gain from engaging in agiven type of conduct (Ban-dura, 1977; 1986). Going back to the example of alcoholconsumption, evidence that drinking alcohol reducesbehavioral inhibitions reinforces the belief thatalcohol will aid social communication. Finally, groupidentity refers to the motivational urge to belong tosocial groups sharing the same collective sense of identity,and the belief that conduct or attitudes sharedwith other members of the group are legitimate andjustifiable insofar that they reinforce that group identity.To modify or change a given type of conduct, aprogram based on this theory must therefore have animpact on these three aspects, and this was the approachadopted when designing the ConRed action plan.The program’s three key overall objectives are: 1)to show the legal implications and the damage that canbe caused through bad conduct in virtual environments;2) to highlight specific actions which are closelylinked to Internet’s risks but very far removed from© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 129-137
133Internet’s benefits and 3) to reveal how certain formsof conduct do not reflect specific social groups ormake a person more acceptable as a member of suchgroups. Taking these three considerations as a point ofdeparture, the ConRed program is designed to aid andsensitize the education community in the safe, positive,beneficial use of Internet and social networks.To attain these goals, the following specific objectiveswere established: a) to stress the importance offamiliarity with safety and personal information protectionmechanisms on Internet and in social networks, toavoid the bad use of the same; b) to learn to useInternet safely and healthily, fully aware of its potentialbenefits; c) to find out how widespread cyber-harassmentand other risks are in secondary education; d) toprevent involvement in acts of aggression, harassment,denigration, etc., either as victims or perpetrators, insocial networks; e) to help and encourage an attitudeof resilience in people affected by violent or harmfulconduct on Internet; f) to find out how users perceivethe degree of control they exert over the informationthey share on social networks and e) to prevent ICTsabuse and show the consequences of technologyaddiction.The ConRed action program was aimed at thewhole education community: training sessions wereheld with teachers and the families of schoolchildren,with the schoolchildren themselves forming the principaltarget group.The work done with each group revolved aroundthree areas: a) Internet and social networks; b) benefitsof Internet use and instrumental skills and c) risks andadvice on usage.The sequence followed, both for the training andthe measures implemented, started with a brain -storming session to explore the children’s/teachers’/pa rents’ prior knowledge about technology use, functionsand Internet. Content was then introduced tolook at the opportunities offered by social networks.Particular attention was paid to the importance of privacyand identity and the negative consequences ofnot having them. The themes of pro-social behaviorand solidarity in social networking were examined,with special attention to the main risks posed by socialnetworks and the consequences of using them inappropriately.Last but not least, the main strategies fordealing with social networking problems were described,together with the most important tips on how touse ICTs properly.Taking school as a place of social interaction andconvivencia, ConRed launched an awareness-raisingcampaign using materials like leaflets, posters, stickers,bookmarks, etc. to keep the initiative going over aperiod of time.The starting hypothesis was that the implementationof the ConRed program would alleviate and re -duce problems such as cyberbullying, Internet addictionand erroneous perceptions regarding the degreeof control exerted over information in social networks.2. Materials and methodsThe program was evaluated with a quasi-experimental,ex post facto, longitudinal design, with preandpost- measurements, covering two groups, one ofwhich was a quasi-control group (Montero & León2007). The target population comprised adolescentsbetween the ages of 11 and 19. The program wascarried out directly in the classroom.•The sample group. The sample group was madeup of 893 students –595 in the experimental group and298 in the control group – from 3 secondary schools inthe city of Cordoba, Spain. 45.9% of the group weregirls, and the students’ ages ranged from 11 to 19 years(M=13.80; DT=1.47).• Instruments. Three instruments were used,relating to cyberbullying, the addictive use of Internetand perceived control over information. They were:the European Cyberbullying Questionnaire (Del Rey,Casas & Ortega, 2011), comprising 24 Likert itemswith five frequency options ranging from never toseveral times a week and with adequate internal consistency:α total=0.87, α victimization=0.80 and αaggression=0.88; a version of the CERI (Internet-relatedExperiences Questionnaire) adapted by Beranuy,Chamarro, Graner and Carbonell-Sánchez (2009)and comprising 10 Likert items with four options (notat all, little, somewhat and a lot), with acceptable internalconsistency: α total =0.781, α intrapersonal=0.719 and α interpersonal=0.631; and the PerceivedInfor mation Control scale (Dinev, Xu & Smith 2009),a 4-item Likert-type scale with seven answer optionsreflecting the degree of agreement (from not at all tovery much) and a good level of internal consistency:α=0.896.• Procedure. The ConRed program was implementedover a period of 3 months during the 2010/11school year, with schools timetabling and providingfacilities for several work sessions. Two groups werecreated: the measures prescribed in the program wereadopted in one of them (the experimental group) andnot in the other (the control group). Data was col -lected on two occasions: once before program implementation(pre-measurements) and once after (postmeasurements).Comunicar, 39, XX, 2012© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 129-137
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