Collaborators and mediagraphy

Take action! Counter bullying in sports

Design and development of the approach

Sport’Aide

  • Alexandre Baril – Project Manager
  • Sylvain Croteau – General Manager
  • Nadine Gendreau – Coordinator
  • Patrick Vachon – Development Agent
  • Team of counsellors – Sport’Aide Help Line

Expert committee

  • Sylvie Parent – Full Professor, Department of Physical Education, Faculty of Educational Science, Université Laval
  • Claire Beaumont – Full Professor of the Chaire de recherche Bien-être à l’école et prévention de la violence Faculty of Educational Science, Université Laval
  • Kristine Fortier – M.A. Educational Psychology, Université Laval

Web development

  • Oliver Monvoisin – Hubble
  • Vanessa Kenty – Sport'Aide

Graphic design

  • Frédéric Beaupré, Graphic Designer

Production of capsules

  • Jérémy Légaré
  • Thierry Sorlini
  • Félix-Antoine Dupuis

Extras

  • Raphaël Alain
  • Joseph Bastien
  • Benoît Bédard
  • Mathis Bélanger
  • Nic Bouffard
  • Marc-Antoine Chantal
  • Émy Deleon
  • Jacob Deschambault
  • Coralie Desjardins
  • Benjamin Dufresne-Lambert
  • Louis-Félix Giguère
  • Amélie-Rose Giroux
  • Mathys Gravel
  • Jacob Gros Louis
  • Michel Johnson
  • Carolann Journo
  • Jérémy Légaré
  • Sebastien Merlano
  • Marie-Pier Pilon
  • Julie Anne Plourde
  • Justine Roy
  • Thomas Royer
  • Nancy Sorlini
  • Thierry Sorlini
  • Frédéric Tremblay
  • Étienne Vézina

Film locations

  • École secondaire Polyvalente de L’Ancienne-Lorette
  • Comité québécois pour les jeunes en difficulté de comportement
  • PEPS de l’Université Laval
  • Studios unis de l’Ancienne-Lorette
  • Complexe de soccer Chauveau
  • Jeux du Québec
  • École primaire de la Mosaïque (Québec)

Adventures of Cindy production

Bayard jeunesse – Les explorateurs

Mediagraphy*

Support works for the program

  • Beaumont, C. (2014). Revoir notre approche en prévention de la violence et de l’intimidation : des interventions soutenues par la recherche ; Mémoire présenté au secrétariat du forum sur l’intimidation Ministère de la famille. Québec, QC : Chaire de recherche sur la sécurité et la violence en milieu éducatif.
  • Parent, S. et D’Amours, C. (2019). Intimidation en contexte sportif. Repéré à https://www.inspq.qc.ca/intimidation/jeunes/intimidation-en-contexte-sportif.
  • Ttofi, M. M., et Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27-56.

Works consulted when developing the program

  • Adler, A. L. (2014). An Examination into Bullying in the Adolescent Sport Context (Doctoral dissertation).
  • Alberta Education. (2015). Prévention de l’intimidation dans les sports. Repéré à https://education.alberta.ca/pr%C3%A9vention-de-lintimidation/qu-est-ce-que-l-intimidation/everyone/les-documents/.
  • Alexander, K., Stafford, A., & Lewis, R. (2011). The experiences of children participating in organised sport in the UK. Edinburgh: Dunedin Academic Press.
  • Baar, P., & Wubbels, T. (2013). Peer aggression and victimization: Dutch sports coaches’ views and practices. The Sport Psychologist27(4), 380-389.
  • Beaumont, C. (2016) Un plan d’action global et positif pour améliorer le climat et la vie scolaires et prévenir la violence : Outils d’analyse et de planification. Québec , Canada : Chaire de recherche sur la sécurité et la violence en milieu éducatif.
  • Beaumont, C. et Paquet. (2017). La méthode A.I.D.E.R. Chaire de recherche sur la sécurité et la violence en milieu éducatif.
  • Boissonneault, J. et Beaumont, C. (2019). Fascicules contre l’intimidation. Repéré à https://cqjdc.org/documents.html.
  • Botteril, C. et Patrick, T. (2003). Guide à l’intention des parents de jeunes sportifs. Repéré à http://www.cpglane.ch/cms/wp-content/uploads/2018/04/Guide-Parents-Jeunes-Sportifs.pdf.
  • Carron, A. and Eys, M. (2012). Group Dynamics in Sport. Morgantown, WV: Fitness Information Technology
  • Carron, A. V., Colman, M. M., Wheeler, J., & Stevens, D. (2002). Cohesion and performance in sport: A meta analysis. Journal of Sport and Exercise Psychology24(2), 168-188.
  • Child Protection in Sport Unit. (2017). Anti-Bullying Activities. Repéré à https://thecpsu.org.uk/resource-library/2017/anti-bullying-activities/.
  • Craig, W. M. & Pepler, D. J. (2014). Trends in Healthy Development and Healthy Relationships. Repéré à: https://www.prevnet.ca/sites/prevnet.ca/files/phac_trends_in_healthy_development_and_healthy_relationships_2014.pdf.
  • Crocker, P. (2015). Sport and exercise psychology: A Canadian perspective. Pearson Canada.
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development82(1), 405-432.
  • Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta‐analysis of after‐school programs that seek to promote personal and social skills in children and adolescents. American journal of community psychology45(3-4), 294-309.
  • Elgar, F. J., Napoletano, A., Saul, G., Dirks, M. A., Craig, W., Poteat, V. P., ... & Koenig, B. W. (2014). Cyberbullying victimization and mental health in adolescents and the moderating role of family dinners. JAMA pediatrics168(11), 1015-1022.
  • Evans, B., Adler, A., MacDonald, D., & Côté, J. (2016). Bullying victimization and perpetration among adolescent sport teammates. Pediatric exercise science28(2), 296-303.
  • Garandeau, C. F., Poskiparta, E., & Salmivalli, C. (2014). Tackling acute cases of school bullying in the KiVa anti-bullying program: A comparison of two approaches. Journal of abnormal child psychology42(6), 981-991.
  • Gendron, M., Frenette, É., Debarbieux, É., & Bodin, D. (2011). Comportements d’intimidation et de violence dans le soccer amateur au Québec: La situation des joueurs et des joueuses de 12 à 17 ans inscrits dans un programme sport-études. International Journal of Violence and School12, 90-111.
  • Gouvernement du Québec. (2012). Loi sur l’instruction publique. Québec, Canada: gouvernement du Québec.
  • Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. Vintage.
  • Hawkins, D., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social development10(4), 512-527.
  • Juvonen, J., & Galván, A. (2008). Peer influence in involuntary social groups: Lessons from research on bullying. In M. J. Prinstein & K. A. Dodge (Eds.), Duke series in child development and public policy. Understanding peer influence in children and adolescents (pp. 225-244). New York, NY, US: Guilford Press.
  • Kentel, J. L., & McHugh, T. L. F. (2015). “Mean mugging”: An exploration of young Aboriginal women’s experiences of bullying in team sports. Journal of sport and exercise psychology37(4), 367-378.
  • Mattey, E., McCloughan, L. J., & Hanrahan, S. J. (2014). Anti-vilification programs in adolescent sport. Journal of Sport Psychology in Action5(3), 135-146.
  • McNeil, W. (1995). Keeping Together in Time: Dance and Drill in Human History. Cambridge, Massachusetts: Havard University Press.
  • Nery, M., Neto, C., Rosado, A., & Smith, P. K. (2018). Bullying in youth sport training: A nationwide exploratory and descriptive research in Portugal. European Journal of Developmental Psychology, 1-17.
  • Pepler, D. et Craig, W. (2014). Prévention de l’intimidation et intervention en milieu scolaire: Fiche d’information et outils. Repéré à: https://www.prevnet.ca/sites/prevnet.ca/files/prevention_de_lintimidation_fiches_outils_2014_fr.pdf.
  • Rogers, C. R. (1959). Client-centered therapy: Its current practice, implications, and theory. Boston: Houghton Mifflin.
  • Salmivalli, C. (2014). Participant roles in bullying: How can peer bystanders be utilized in interventions?. Theory Into Practice53(4), 286-292.
  • Salmivalli, C. (2015). Bullying as a Group Phenomenon and the Role of Bystanders. Repéré à: https://www.youtube.com/watch?v=l2mZQiCd0m8&t=3s.
  • Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology40(5), 668-676.
  • Steinfeldt, J. A., Vaughan, E. L., LaFollette, J. R., & Steinfeldt, M. C. (2012). Bullying among adolescent football players: Role of masculinity and moral atmosphere. Psychology of Men & Masculinity13(4), 340.
  • Symons, C., O'Sullivan, G., Borkoles, E., Andersen, M. B., & Polman, R. C. (2014). The impact of homophobic bullying during sport and physical education participation on same-sex attracted and gender diverse young Australians’ depression and anxiety levels.
  • Table de concertation sur les agressions à caractère sexuel de Montréal. (2019). Attitudes nuisibles et aidantes. Repéré à http://agressionsexuellemontreal.ca/intervenantes-et-intervenants/devoilement-par-des-adultes/attitudes-nuisibles-et-aidantes.
  • Vertommen, T., Schipper-van Veldhoven, N., Wouters, K., Kampen, J. K., Brackenridge, C. H., Rhind, D. J., ... & Van Den Eede, F. (2016). Interpersonal violence against children in sport in the Netherlands and Belgium. Child abuse & neglect51, 223-236.
  • Williford, A., Boulton, A., Noland, B., Little, T. D., Kärnä, A., & Salmivalli, C. (2012). Effects of the KiVa anti-bullying program on adolescents’ depression, anxiety, and perception of peers. Journal of abnormal child psychology40(2), 289-300.

*Contact us for specific reference to each part of the program.