Benedetta E Palladino
Biographic Data
| ID | 5761471 |
|---|---|
| NAME | Benedetta E Palladino |
| GIVEN NAMES | Benedetta E |
| FAMILY NAME | Palladino |
| SIGNATURE | PALLADINO B E |
| AFFILIATIONS | University of Florence |
| ORCID | 0000-0001-6777-106X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Standing Against Bullying
Bystanders’ decision to intervene in defense of victims plays a fundamental role in reducing bullying. Previous research has demonstrated that teachers’ support for victims and school connectedness encourage bystanders’ defending behavior. This study examines the longitudinal associations among these variables within a comprehensive model testing for additive, partial, or fully mediated effects. A total of 363 adolescents (34% females; age M = 13…
Understanding Online Hate Toward Sexual and Gender Minorities
Online hate speech (OHS) refers to discriminatory or offensive content shared via digital platforms that targets social groups. Synthesizing evidence on OHS directed at sexual and gender minorities (SGMs) is crucial, given the disproportionate online discrimination experienced by SGM people and its implications for well-being and social norms. This PRISMA-based systematic review synthesized quantitative studies in which the target of OHS content …
Perceived parental prejudice and a tolerant class context in ethnic bullying
INTRODUCTION: Despite recent efforts to understand the possible impact of contextual factors on adolescents' involvement in ethnic bullying, most existing studies have focused on the effects of one context at a time. As adolescents are simultaneously exposed to the influence of multiple socialization agents, the aim of this study was to investigate whether teachers' and classmates' tolerance towards ethnic minorities could buffer the effect of pe…
Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents
Ethnic minority youth show worse school adjustment than their ethnic majority peers. Yet, it remains unclear whether this gap can be explained by differences in family functioning and consequent identity commitments. This study examined (1) whether family functioning relates to identity commitments over time and (2) whether identity commitments impact later school value (3) among minority and majority adolescents. Minority ( N = 205, M age = 16.2…
Exposure to and Speaking Up Against Online Ethnic Hate Speech
Nowadays, adolescents have extensive access to Information and Communication Technologies, which allow them to engage in social networking activities that may expose them to Online Hate Speech (OHS). While there are few cross-sectional studies about the effects of OHS Exposure on attitudes and aggressive behavior, no study aims to analyze the tendency to Speak Up when exposed to certain content (e.g., reporting, etc.). In addition, no instruments…
The association between school burnout, school connectedness, and bullying victimization
Despite the importance of school connectedness and bullying victimization in students’ school burnout, to our knowledge, very few studies have analyzed their reciprocal associations, and most of them have used cross-sectional designs. So, the nature and directions of these relations have not been established yet. The general aim of this study was to address this gap by testing a longitudinal model of the association between the mentioned variable…
ICTs opportunities and risks
The Safer Internet Centre project aims to promote initiatives to make the Internet a better and more secure space for youths. Across the nation, schools were involved in activities aimed at raising awareness throughout a full school year. The first goal of this study is to analyze whether the project was effective, based on three aspects: (a) students’ awareness of online risks; (b) students’ perception of the schools’ policy both on ICTs risk pr…
Pathways to resilience
The strong intercorrelated change between children's ED and FW during the lockdown does not seem influenced by preexisting levels of individual and family functioning. Findings supported the view that for some families, the COVID-19 lockdown was also an opportunity to experience deeper emotional connections, contributing to a decrease in ED. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
The effect of the NoTrap! Antibullying program on ethnic victimization
Nowadays, an increasing number of children and adolescents living in Europe have an immigrant background. Because ethnicity is a recognizable characteristic that may become the driver of bullying, these youths are at high risk of victimization. School interventions based on peer-led approaches, assuming all the conditions postulated in contact theory, could be suitable to counteract bias-based bullying and victimization.This study aims to analyze…
How to Stop Victims’ Suffering? Indirect Effects of an Anti-Bullying Program on Internalizing Symptoms
Victims of bullying and cyberbullying present internalizing problems, such as anxiety, psychosomatic and depressive symptoms, and are at higher risk of considering or attempting suicide. Researchers have put great effort into developing interventions able to stop bullying and cyberbullying, and thus buffering possible negative consequences. Despite this, only a few of them have investigated the effects of these programs on the psychological suffe…
For Whom Is Anti-Bullying Intervention Most Effective? The Role of Temperament
Studying moderators of the effects of anti-bullying universal interventions is essential to elucidate what works for whom and to tailor more intensive, selective, and indicated programs which meet the needs of non-responders. The present study investigated whether early adolescents' temperament-effortful control (EC), negative emotionality (NE), and positive emotionality (PE)-moderates the effects of the KiVa anti-bullying program. The sample con…
Teachers’ Reaction in Homophobic Bullying Incidents
Evidence‐based intervention against bullying and cyberbullying
The NoTrap! (Noncadiamointrappola!) program is a school-based intervention, which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying. The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence-based interventions. Towards this aim, two quasi-experimental trials involving adolescents (age M = 14.91, SD = .98) attending…
Noncadiamointrappola! [Let’s Not Fall into the Trap!]
This chapter incorporates the topic of cyberbullying into traditional anti-bullying awareness-raising and curriculum-based activities. It analyses the longitudinal differences in bullying, victimisation, cyberbullying, and cybervictimisation and between the control and experimental group. The chapter describes the progress of Noncadiamointrappola! and give an empirical evaluation of the school-based universal program. It highlights the online act…
The Coping with Cyberbullying Questionnaire
Victims of cyberbullying report a number of undesirable outcomes regarding their well-being, especially those who are not able to successfully cope with cyber victimization. Research on coping with cyberbullying has identified a number of different coping strategies that seem to be differentially adaptive in cases of cyber victimization. However, knowledge regarding the effectiveness of these strategies is scarce. This scarcity is partially due t…
Cyberbullying Definition Among Adolescents
Several criteria have been proposed for defining cyberbullying to young people, but no studies have proved their relevance. There are also variations across different countries in the meaning and the definition of this behavior. We systematically investigated the role of five definitional criteria for cyberbullying, in six European countries. These criteria (intentionality, imbalance of power, repetition, anonymity, and public vs. private) were c…
Evidence‐based intervention against bullying and cyberbullying
The NoTrap! (Noncadiamointrappola!) program is a school-based intervention, which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying. The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence-based interventions. Towards this aim, two quasi-experimental trials involving adolescents (age M = 14.91, SD = .98) attending…
Teachers’ Reaction in Homophobic Bullying Incidents
The effect of the NoTrap! Antibullying program on ethnic victimization
Nowadays, an increasing number of children and adolescents living in Europe have an immigrant background. Because ethnicity is a recognizable characteristic that may become the driver of bullying, these youths are at high risk of victimization. School interventions based on peer-led approaches, assuming all the conditions postulated in contact theory, could be suitable to counteract bias-based bullying and victimization.This study aims to analyze…
The Coping with Cyberbullying Questionnaire
Victims of cyberbullying report a number of undesirable outcomes regarding their well-being, especially those who are not able to successfully cope with cyber victimization. Research on coping with cyberbullying has identified a number of different coping strategies that seem to be differentially adaptive in cases of cyber victimization. However, knowledge regarding the effectiveness of these strategies is scarce. This scarcity is partially due t…
Cyberbullying Definition Among Adolescents
Several criteria have been proposed for defining cyberbullying to young people, but no studies have proved their relevance. There are also variations across different countries in the meaning and the definition of this behavior. We systematically investigated the role of five definitional criteria for cyberbullying, in six European countries. These criteria (intentionality, imbalance of power, repetition, anonymity, and public vs. private) were c…
Noncadiamointrappola! [Let’s Not Fall into the Trap!]
This chapter incorporates the topic of cyberbullying into traditional anti-bullying awareness-raising and curriculum-based activities. It analyses the longitudinal differences in bullying, victimisation, cyberbullying, and cybervictimisation and between the control and experimental group. The chapter describes the progress of Noncadiamointrappola! and give an empirical evaluation of the school-based universal program. It highlights the online act…
The Coping with Cyberbullying Questionnaire
Victims of cyberbullying report a number of undesirable outcomes regarding their well-being, especially those who are not able to successfully cope with cyber victimization. Research on coping with cyberbullying has identified a number of different coping strategies that seem to be differentially adaptive in cases of cyber victimization. However, knowledge regarding the effectiveness of these strategies is scarce. This scarcity is partially due t…
Evidence‐based intervention against bullying and cyberbullying
The NoTrap! (Noncadiamointrappola!) program is a school-based intervention, which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying. The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence-based interventions. Towards this aim, two quasi-experimental trials involving adolescents (age M = 14.91, SD = .98) attending…
Teachers’ Reaction in Homophobic Bullying Incidents
How to Stop Victims’ Suffering? Indirect Effects of an Anti-Bullying Program on Internalizing Symptoms
Victims of bullying and cyberbullying present internalizing problems, such as anxiety, psychosomatic and depressive symptoms, and are at higher risk of considering or attempting suicide. Researchers have put great effort into developing interventions able to stop bullying and cyberbullying, and thus buffering possible negative consequences. Despite this, only a few of them have investigated the effects of these programs on the psychological suffe…
For Whom Is Anti-Bullying Intervention Most Effective? The Role of Temperament
Studying moderators of the effects of anti-bullying universal interventions is essential to elucidate what works for whom and to tailor more intensive, selective, and indicated programs which meet the needs of non-responders. The present study investigated whether early adolescents' temperament-effortful control (EC), negative emotionality (NE), and positive emotionality (PE)-moderates the effects of the KiVa anti-bullying program. The sample con…
ICTs opportunities and risks
The Safer Internet Centre project aims to promote initiatives to make the Internet a better and more secure space for youths. Across the nation, schools were involved in activities aimed at raising awareness throughout a full school year. The first goal of this study is to analyze whether the project was effective, based on three aspects: (a) students’ awareness of online risks; (b) students’ perception of the schools’ policy both on ICTs risk pr…
Pathways to resilience
The strong intercorrelated change between children's ED and FW during the lockdown does not seem influenced by preexisting levels of individual and family functioning. Findings supported the view that for some families, the COVID-19 lockdown was also an opportunity to experience deeper emotional connections, contributing to a decrease in ED. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
The effect of the NoTrap! Antibullying program on ethnic victimization
Nowadays, an increasing number of children and adolescents living in Europe have an immigrant background. Because ethnicity is a recognizable characteristic that may become the driver of bullying, these youths are at high risk of victimization. School interventions based on peer-led approaches, assuming all the conditions postulated in contact theory, could be suitable to counteract bias-based bullying and victimization.This study aims to analyze…
Exposure to and Speaking Up Against Online Ethnic Hate Speech
Nowadays, adolescents have extensive access to Information and Communication Technologies, which allow them to engage in social networking activities that may expose them to Online Hate Speech (OHS). While there are few cross-sectional studies about the effects of OHS Exposure on attitudes and aggressive behavior, no study aims to analyze the tendency to Speak Up when exposed to certain content (e.g., reporting, etc.). In addition, no instruments…
The association between school burnout, school connectedness, and bullying victimization
Despite the importance of school connectedness and bullying victimization in students’ school burnout, to our knowledge, very few studies have analyzed their reciprocal associations, and most of them have used cross-sectional designs. So, the nature and directions of these relations have not been established yet. The general aim of this study was to address this gap by testing a longitudinal model of the association between the mentioned variable…
Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents
Ethnic minority youth show worse school adjustment than their ethnic majority peers. Yet, it remains unclear whether this gap can be explained by differences in family functioning and consequent identity commitments. This study examined (1) whether family functioning relates to identity commitments over time and (2) whether identity commitments impact later school value (3) among minority and majority adolescents. Minority ( N = 205, M age = 16.2…
Perceived parental prejudice and a tolerant class context in ethnic bullying
INTRODUCTION: Despite recent efforts to understand the possible impact of contextual factors on adolescents' involvement in ethnic bullying, most existing studies have focused on the effects of one context at a time. As adolescents are simultaneously exposed to the influence of multiple socialization agents, the aim of this study was to investigate whether teachers' and classmates' tolerance towards ethnic minorities could buffer the effect of pe…
Standing Against Bullying
Bystanders’ decision to intervene in defense of victims plays a fundamental role in reducing bullying. Previous research has demonstrated that teachers’ support for victims and school connectedness encourage bystanders’ defending behavior. This study examines the longitudinal associations among these variables within a comprehensive model testing for additive, partial, or fully mediated effects. A total of 363 adolescents (34% females; age M = 13…
Understanding Online Hate Toward Sexual and Gender Minorities
Online hate speech (OHS) refers to discriminatory or offensive content shared via digital platforms that targets social groups. Synthesizing evidence on OHS directed at sexual and gender minorities (SGMs) is crucial, given the disproportionate online discrimination experienced by SGM people and its implications for well-being and social norms. This PRISMA-based systematic review synthesized quantitative studies in which the target of OHS content …
Psychology (13 works) · Bullying, Victimization, and Aggression (12 works) · Developmental psychology (9 works) · Medicine (9 works) · Social Psychology (9 works) · Psychological intervention (6 works) · Child Development and Digital Technology (5 works) · Clinical Psychology (5 works) · Social Psychology (5 works) · Clinical Psychology (4 works)