Similarly, the KiVA, OBPP, and ViSC programs trained teachers to implement the detailed anti-bullying curricula that were specific to the intervention programs. Previous research has shown that a number of factors, including trust and perceived privacy, can influence disclosure in online settings, in relation to sensitive issues (Joinson et al. 2011a, b, 2013; Nocentini and Menesini 2016; Noland 2011; Sainio et al. In relation to victimization outcomes, the NoTrap! The current report highlights that anti-bullying programs are effective and are largely effective worldwide. (2016). Implementation of anti-bullying lessons in primary classrooms: how important is head teacher support? For example, if there were around 55 bullies and around 145 non-bullies in the control condition (n = 200) and approximately 45 bullies and approximately 155 non-bullies in the experimental condition (n = 200), the OR would be about 1.3. Table 2 also summarizes the effectiveness of anti-bullying programs across 21 different countries for bullying victimization outcomes. Thus, the KiVa anti-bullying program targets bystanders in bullying situations, with the aim of reducing the social rewards for bullies and in turn reducing their bullying behaviors (Kärnä et al. We aim to establish the effectiveness of existing anti-bullying efforts globally, to better inform ongoing research and potential translation of existing programs between countries. This model of meta-analysis overcomes the problems associated with both the fixed-effects model (i.e., the assumption of a normal distribution of studies, even though homogeneity between primary studies is rare) and the random effects model (i.e., the additive adjustment for heterogeneity resulting in disproportionate weight given to smaller studies, which is undesirable). Income inequality and school bullying: multilevel study of adolescents in 37 countries. Measuring effect size in meta-analysis, with special reference to area-based crime prevention programs and the effects of close-circuit television on crime. In comparison, school bullying in Western cultures comprises a wider range of physical, verbal, and relational forms of aggression (e.g., Toda 2016). Cambridge: Cambridge University Press. This might explain why greater reductions are seen for whole-school programs for bullying perpetration in comparison to decreases for bullying victimization. 73–92). https://doi.org/10.1007/s11516-009-0007-0. Also, researchers could consider cost-benefit analysis of anti-bullying programs as a core aspect of evaluations. 2019b). Offline activities incorporate several elements that focus on (1) victims’ roles and victim support; (2) involving bystanders in bullying; (3) greater involvement of teachers; and (4) creation of a Facebook group to supplement online forum materials (Palladino et al. 1999). Across 12 evaluations, the OBPP reduced bullying perpetration by approximately 26%. Journal of School Psychology, 52, 479–492. Sapouna, M., Wolke, D., Vannini, N., Watson, S., Woods, S., Schneider, W., Enz, S., Hall, L., Paiva, A., André, E., Dautenhahn, K., & Aylett, R. (2010). As the effectiveness of these programs also varied, it may be possible, by exploring these different components, to better inform future research, practice, and policy decisions. https://doi.org/10.1016/j.childyouth.2015.12.015. The aim of the ViSC program is to reduce aggressive and bullying behaviors and also to create social and intercultural competencies within the school environment (Gradinger et al. Additionally, victims of bullying will feel that they cannot easily defend themselves against a bully, either due to a physical or social power imbalance. 2015). Anti-bullying programs implemented and evaluated in Italy were also very effective in reducing victimization in our meta-analysis, with the odds ratio effect size corresponding to an approximate reduction of 31%. Why does a universal anti-bullying program not help all children? Afficher les profils des personnes qui s’appellent Erica Haataja. Haataja estimates the fish weighed 30 pounds. Elgar, F. J., Pickett, K. E., Pickett, W., Craig, W., Molcho, M., Hurrelmann, K., & Lenzi, M. (2013). Palladino, B. E., Nocentini, A., & Menesini, E. (2016). In relation to school-bullying perpetration outcomes, overall the OBPP was the most effective intervention program. Bullying victimization in youths and mental health problems: ‘Much ado about nothing’? Early diagnosis and prevention of victimization in kindergarten. We also explored the effectiveness of the four most widely disseminated anti-bullying programs that were included in our review (i.e., KiVA, NoTrap!, OBPP, ViSC). Intervention components are guided by four key principles, namely, adults, both at school and home, should (1) show warmth and positivity towards students; (2) set strict limits and restrictions on unacceptable student behavior; (3) apply consistent and non-aggressive consequences; and (4) act as positive and authoritative role models (Olweus and Limber 2010, p. 126). 2015). That comprehensive anti-bullying programs should include intervention elements at multiple levels, including the school, class, parent, peer, and individual level. Previous research has indicated that there are cultural differences in bullying behaviors amongst adolescents (e.g., Smith et al. Center City: Hazelden. Randomized controlled trials (OR = 1.244) are more effective in reducing bullying perpetration than before-after/experimental-control designs (OR = 1.187). Quasi-experiments are conceptually similar to randomized controlled trials but do not use random assignment. https://doi.org/10.1016/j.avb.2015.10.001. "There are more big fish out there. We make several recommendations for practitioners and researchers and suggest that future research can be conducted to better understand what works in anti-bullying programming. 2012, 2013; Garandeau et al. That hot-spot supervision and specific strategies for dealing with bullying scenarios when it occurs are effective methods for preventing school-bullying perpetration and victimization. For the present report, the results will be presented only using the multiplicative variance adjustment model (MVA; Farrington and Welsh 2013). 2012; Palladino et al. The results of our meta-analysis can have implications for researchers also. It can be argued that the Olweus Bullying Prevention Program (OBPP; Olweus 1993a, b) was the original whole-school anti-bullying program. Part of Springer Nature. Berne: Stampfli. 2009). For children only? Examining the efficacy of the Olweus prevention programme in reducing bullying: the Malaysian experience. https://doi.org/10.1111/j.1467-8624.2010.01.557.x. Comparatively, anti-bullying programs that were implemented and evaluated in Scandinavia and Europe reduced victimization by a larger percentage, 18% and 15% respectively. A., Ruiz-Hernández, J. Ttofi, M. M., Farrington, D. P., Lösel, F., & Loeber, R. (2011b). New York: Springer. Menesini, E., Nocentini, A., & Palladino, B. E. (2012). Namely, studies must (1) describe an evaluation of a school-based anti-bullying program that was implemented with school-age participants; (2) utilize an operational definition of school bullying that coincides with existing definitions (e.g., CDC 2014; Farrington 1993; Olweus 1992); (3) measure school-bullying perpetration and/or victimization using quantitative measures, such as self-, peer-, or teacher-report questionnaires; and (4) use an experimental or quasi-experimental design, with one group receiving the intervention and another (control group) not receiving the intervention. 23–26). The Bullying Prevention Program. Olweus, D., & Limber, S. (2010). Please note, if special baits such as suckers are used, a small fee may occur. photo via jsonline.com This isn't a fly-fishing story, but those of us who love pursuing trout can still marvel at the proportions of the incredible fish caught by guide Eric Haataja in Milwaukee Harbor last December. When singular evaluations were included, the anti-bullying program implemented in the former Czechoslovakia had the largest effect size for bullying perpetration, followed by Ireland. The program is composed of three age-appropriate curriculum materials that focus on enhancing empathy, self-efficacy, and anti-bullying attitudes of bystanders. International Journal of Conflict and Violence, 6(2), 314–320. In relation to school-bullying victimization outcomes, NoTrap! 2011b, 2013). Trip, S., Bora, C., Sipos-Gug, S., Tocai, I., Gradinger, P., Yanagida, T., & Strohmeier, D. (2015). ), Cyberbullying: a cross-national comparison (pp. Haataja's application was confirmed Tuesday as the IGFA world record for brown trout in the All Tackle Length division. Specifically, there is a lack of existing anti-bullying work in areas that report high levels of bullying behaviors and repeated evaluations of existing programs. Systematic searches of online databases (i.e., Web of Science, PsychARTICLES, PsychINFO, EMBASE, DARE, ERIC, Google scholar, and Scopus) were conducted for primary studies published from 2009 to December 2016. Google Scholar. Rican, P., Ondrova, K., & Svatos, J. The Comprehensive Meta-analysis software was used to conduct our analysis of the effectiveness of anti-bullying programs. These studies presented the results of nationwide evaluations of the KiVa anti-bullying program using an age cohort design (i.e., Kärnä et al. 2013). Canadian Journal of Psychiatry, 55(5), 282–288. Google Scholar. (3000092008) - South Korea STM eJournal Con - Academic 2015-2017 (3991460765) - Seoul National University (2000280714) - South Korea Trial Consortium (3001948335) - 5539 SpringerLink South Korea KESLI Full eJournal Consortium - Academic (3000175460) - 8064 South Korea KESLI Korean Consortium (3000251005) - 9823 SpringerLink South Korea Shinwon (3000699960) - 5539 SpringerLink South Korea KESLI Full OJA Consortium - (3000171421) - South Korea Trial Consortium (3000522537). Lessons one to eight focus on bullying behaviors and require students to actively work together to develop ways to prevent aggressive behavior in their respective classes. Developmental and social prevention. We also aim to identify and review existing anti-bullying programs that are widely disseminated or have been implemented across different settings and populations. (2009). https://doi.org/10.1037/a0025740. A large-scale evaluation of the KiVa antibullying program: grades 4–6. We also translated odds ratio effect sizes to percentages to more effectively communicate the effectiveness of school-based anti-bullying programs.

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