We conducted a vicarious contact intervention with the aim of promoting bystanders' intentions to react to stigma-based bullying among schoolchildren. Participants were Italian primary schoolchildren (N = 117 first to third graders); the outgroup was represented by foreign children. Vicarious contact was pperationalized with story reading, creating fairy tales on stigma-based bullying where minority characters were bullied by majority characters. Once a week for 3 weeks, participants were read fairy tales in small groups by an experimenter and engaged in reinforcing activities. Results revealed that the intervention increased intergroup empathy (but not intergroup perspective-taking) and anti-bullying peer norms and fostered contact intentions. The intervention also had indirect effects via intergroup empathy on helping and contact intentions and on bystanders' reactions to stigma based-bullying. We discuss theoretical and practical implications, also in terms of the relevance of the present results for school policy.
Once upon a time…: Using fairy tales as a form of vicarious contact to prevent stigma-based bullying among schoolchildren
Visintin E. P.;Di Bernardo G. A.;
2023
Abstract
We conducted a vicarious contact intervention with the aim of promoting bystanders' intentions to react to stigma-based bullying among schoolchildren. Participants were Italian primary schoolchildren (N = 117 first to third graders); the outgroup was represented by foreign children. Vicarious contact was pperationalized with story reading, creating fairy tales on stigma-based bullying where minority characters were bullied by majority characters. Once a week for 3 weeks, participants were read fairy tales in small groups by an experimenter and engaged in reinforcing activities. Results revealed that the intervention increased intergroup empathy (but not intergroup perspective-taking) and anti-bullying peer norms and fostered contact intentions. The intervention also had indirect effects via intergroup empathy on helping and contact intentions and on bystanders' reactions to stigma based-bullying. We discuss theoretical and practical implications, also in terms of the relevance of the present results for school policy.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
