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136Comunicar, 39, XX, 2012young; part of the students’ learning process and justanother subject teachers are required to impart as partof the syllabus. Teachers should receive ongoing train -ing in this field, thereby narrowing the digital gapwhich separates them from their students and enablingthem to provide help and guidance. In the same vein,families should know about their children’s onlinesocial environment in order to be able to help and supportthem. To conclude, ConRed has shown how, byworking in collaboration with the whole educationcommunity, it is possible to improve the quality of adolescents’lives, both virtual and real.The ConRed program is the beginning of a seriesof evidence-based practices aimed at improving thesociety in which we live through education. Never -theless, this study inevitably has certain limitations andfurther research yet needs to be carried out. For example,our data was collected from only three schoolsand the research team played a very active role in theaction taken with the students. In the future, moreschools should be included in the research and re -sponsibility for the program should be passed on toeach school’s teaching staff, providing them with theautonomy they should ideally enjoy when implement -ing programs of this type.Despite its limitations, the study allows us to concludethat projects implemented today to encourageharmonious interpersonal relationships (convivencia)in schools should at least be supported by short terminitiatives addressing social relationships in virtual environments.We know that by involving students, tea -chers and families it is possible to improve young people’sknowledge of and control over social networks,narrow the generation gap which exists between digitalnatives and immigrants and alleviate the problemsassociated with the inappropriate use of ICTs. Andthat is how cyberbullying, and especially cyber-victimization,can be reduced. In view of all this, at least fourthings should be taken into consideration by the educationauthorities: the vital importance of awarenessraisingcampaigns in the education community; themain line of action should be teacher training and theboosting of teachers’ confidence in their ability; thisshould ideally be articulated through the introductionof new education legislation; and financial support isneeded to make it possible.SupportThis program was funded by the European Project: Cyberbullyingin adolescence: investigation and intervention in six EuropeanCountries» (Code: JLS/2008/CFP1DAP12008-1; European Union,DAPHNE III Program) and by the University of Cordoba.ReferencesAGUSTINA, J.R. (2010). ¿Menores infractores o víctimas de pornografíainfantil? Respuestas legales e hipótesis criminológicas ante elSexting. Revista Electrónica de Ciencia Penal y Criminología, 12,(11), 1-44.AZUMA, R. (1997). A Survey of Augmented Reality. Presence: Tele -operators and Virtual Environments. 6, (4), 355-385.BANDURA, A. (1977). Social Learning Theory. Englewood Cliff,NJ. Prentice Hall.BANDURA, A. (1986). Social Foundations of Thought and Action.Englewood Cliff, NJ: Prentice Hall.BERANUY, M., CHAMARRO, A., GRANER C. & SÁNCHEZ-CARBONELL,X. (2009). Validación de dos escalas breves para evaluar la adiccióna Internet. Psicothema 3, 480-485.BORSARI, B. & CAREY, K.B. (2003). Descriptive and injunctive normsin college drinking: A meta-analytic integration. Journal of Studieson Alcohol, 64, 331-341.BOYD, D.M. & ELLISON, N.B. (2007). Social Network Sites: De fi -nition, History, and Scholarship. Journal of Computer-Media tedCom munication, 13 (1), 210-230.BRINGUÉ, X. & SÁDABA, C. (2011). Menores y redes sociales. Ma -drid: Colección Foro Generaciones Interactivas/Fundación-Tele -fónica. (www.generacionesinteractivas.org/?page_id=1678).CHRISTAKIS, N. & FOWLER, J. (2010). Conectados. Madrid: Tau rus.DAVIES, P. (1999). What is Evidence-based Education? BritishJournal of Educational Studies, 47, 108-121.DEL REY, R. & ORTEGA, R. (2011). An Educative Program to Copewith Cyberbullying in Spain: CONRED. In Conference EvidencebasedPrevention of Bullying and Youth Violence: European Inno -va tion and eEperience. Cambridge, UK, 5-6 July 2011.DEL REY, R., FLORES, J., GARMENDIA, M. & AL. (2010). Protocolo deactuación escolar ante el cyberbullying. Bilbao: Gobierno Vasco.DEL REY, R., CASAS, J.A. & ORTEGA, R. (under review). SpanishValidation of the European Cyberbullying Questionnaire fromDaphne Project.DINEV T. & HART, P. (2004). Internet Privacy Concerns and TheirAntecedents, Measurement Validity and a Regression Model. Beha -viour & Information Technology 23 (6), 413-422.DINEV, T., XU, H. & SMITH, H.J. (2009). Information Privacy andCorrelates: An Attempt to Navigate in the Misty Conceptual Wa -ters. 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PIM (Eds.), CongresoComunicación e Xuventude: Actas do Foro Internacional, 71-90.GRANERO, R., DOMÉNECH, J.M., BONILLO, A. & EZPELETA, L.(2001). Psicología basada en la evidencia: Un nuevo enfoque parame jorar la toma de decisiones. Madrid: VII Congreso deMetodología de las Ciencias Sociales y de la Salud.GRIFFITHS, M.D. (2005). Internet Abuse in the Workplace, Issues© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 129-137
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