**6.4. Questionnaires**

## *6.4.1. "My Life in School": bullying and prosocial behavior*

For the assessment of score of bullying and prosocial behavior, the questionnaire "My Life in School" [68, 69] was used. This questionnaire was originally designed by Arora [65] and resumed by Sharp and Smith [8] to implement prevention actions and intervention strategies in the school context. It allows you to identify the quality and quantity of bullying and prosocial behaviors. The questionnaire composed by 39 items, which is related to different four indexes: (1) *physical bullying* (blows, punches, etc.); (2) *verbal bullying* (threats, offenses, etc.) defined as direct modes of bullying and are the most open and visible manifestations of abuse against the victim; (3) *Indirect bullying*, on the other hand, the most hidden and subtle bullying, and this is often more difficult to detect, for example, exclusion from the group and students' defamation by other students; (4) *prosocial behavior*, action, evoked by empathy, intended to help others, such as helping, sharing, donating. For rating responses, students were presented each item with question: "How often have these things happened to you at school?" Students responded using a three-point Likert scale (1 = never, 2 = one time, 3 = more than once).

#### *6.4.2. "You and the conflict": mediation*

For the assessment of mediation skills, the questionnaire "You and the conflict" (Comoglio, 1998) was used. This questionnaire identifies five scales corresponding to five different types of conflict management: (1) *Avoidant*: avoidance of conflict, renunciation of personal goals and relationship with others (e.g., "I do everything to escape the situation"; (2) Aggressive: imposing your solution in order to achieve your personal goals and despise the relationship (e.g., "If it's something I do not give up absolutely"; (3) Compliant: conflict management with gentle and friendly ways to avoid going out of an interpersonal relationship (e.g., "I'm reliable and courteous in this way I get more and with a lot"); (4) Accommodating: the search for compromise is not trying to pursue neither personal goals nor to preserve the relationship with others (e.g., "I am willing to give up something if he too shows the same intention"); (5) Shopkeeper: search for comparison both by pursuing one's own goals and by preserving the relationship (for example "I believe that neither one of them has the truth perhaps"). For rating responses, students were presented each item with question: "if I have a conflict with someone I act this way?" Students responded using a five-point Likert scale (1 = never, 2 = rarely, 3 = a few times, 4 = frequently, 5 = always).

This pilot project was planned as descriptive and exploratory study. The questionnaire was administered to teachers in collaboration with mediators. For statistical analysis, SPSS for Windows 22.0 was used. Variables have been presented on the basis of frequency (%) for each scales. In order to test the effect of Mediamente Bullo, the Wilcoxon test were used in the data analysis to compare all scales of two questionnaires before and after the project. P-value <0.05 was considered significant.

#### *6.4.3. Pre-"MediaMente Bullo" project*

To evaluate the effect of the project in each class, the level of bullying, prosocial behavior and mediation skills, two questionnaires were assessed before and after the path of three

For the assessment of score of bullying and prosocial behavior, the questionnaire "My Life in School" [68, 69] was used. This questionnaire was originally designed by Arora [65] and resumed by Sharp and Smith [8] to implement prevention actions and intervention strategies in the school context. It allows you to identify the quality and quantity of bullying and prosocial behaviors. The questionnaire composed by 39 items, which is related to different four indexes: (1) *physical bullying* (blows, punches, etc.); (2) *verbal bullying* (threats, offenses, etc.) defined as direct modes of bullying and are the most open and visible manifestations of abuse against the victim; (3) *Indirect bullying*, on the other hand, the most hidden and subtle bullying, and this is often more difficult to detect, for example, exclusion from the group and students' defamation by other students; (4) *prosocial behavior*, action, evoked by empathy, intended to help others, such as helping, sharing, donating. For rating responses, students were presented each item with question: "How often have these things happened to you at school?" Students responded using a three-point Likert scale (1 = never, 2 = one time, 3 = more than once).

For the assessment of mediation skills, the questionnaire "You and the conflict" (Comoglio, 1998) was used. This questionnaire identifies five scales corresponding to five different types of conflict management: (1) *Avoidant*: avoidance of conflict, renunciation of personal goals and relationship with others (e.g., "I do everything to escape the situation"; (2) Aggressive: imposing your solution in order to achieve your personal goals and despise the relationship (e.g., "If it's something I do not give up absolutely"; (3) Compliant: conflict management with gentle and friendly ways to avoid going out of an interpersonal relationship (e.g., "I'm reliable and courteous in this way I get more and with a lot"); (4) Accommodating: the search for compromise is not trying to pursue neither personal goals nor to preserve the relationship with others (e.g., "I am willing to give up something if he too shows the same intention"); (5) Shopkeeper: search for comparison both by pursuing one's own goals and by preserving the relationship (for example "I believe that neither one of them has the truth perhaps"). For rating responses, students were presented each item with question: "if I have a conflict with someone I act this way?" Students responded using a five-point Likert scale (1 = never, 2 = rarely, 3 = a few times,

This pilot project was planned as descriptive and exploratory study. The questionnaire was administered to teachers in collaboration with mediators. For statistical analysis, SPSS for Windows 22.0 was used. Variables have been presented on the basis of frequency (%) for each scales. In order to test the effect of Mediamente Bullo, the Wilcoxon test were used in the data analysis to compare all scales of two questionnaires before and after the project. P-value <0.05

meetings.

**6.4. Questionnaires**

108 Socialization - A Multidimensional Perspective

*6.4.1. "My Life in School": bullying and prosocial behavior*

*6.4.2. "You and the conflict": mediation*

4 = frequently, 5 = always).

was considered significant.

For the questionnaire "My Life in School": *physical bullying*: 80.45% never, 11.2% one time; 7.63% more than once; *verbal bullying:* 61.6% never, 11.5% one time; 26.9% more than once; *indirect bullying*: 64.3% never, 12.2% one time; 23.3% more than once; *prosocial behavior:* 31.5% never, 20.4% one time; 48.1% more than once.

For the questionnaire "You and the conflict": 24.4% *avoidant*; 8.1% *aggressive, 23.2% compliant;* 18.3% *accommodating*; 23% *shopkeeper.*
