A bullying intervention system in high school: A two-year school-wide follow-up

Allen, Kathleen P.

doi:10.1016/j.stueduc.2011.01.002

Cited by 28 publications

(19 citation statements)

References 34 publications

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“…Experimental designs offer greater control over variables, whereas quasiexperimental designs have limitations, as pointed out by Selltiz et al (1976), since there may be pre‐existing differences between control and experimental groups and these could consequently influence the intervention effects. Lastly, regarding pre‐experimental studies, according to Allen (2010), it cannot be affirmed that the results obtained were in fact effects of the intervention performed, since they could have been influenced by external factors.…”

Section: Resultsmentioning

confidence: 97%

“…In this context, 15 studies had a reduction of bullying frequency as their main objective, including victimization, perpetration, and/or witnessing (Allen, 2010; Bauer, Lozano, & Rivara, 2007; Bowllan, 2011; Cross et al, 2011, 2012; Hutchings & Clarkson, 2015; Kärnä, Voeten, Little, Poskiparta, Alanen, et al, 2011; Kärnä, Voeten, Little, Poskiparta, Kaljonen, et al, 2011; Macedo et al, 2014; Mendes, 2011; Minton, O'Mahoney, & Conway‐Walsh, 2013; Nocentini & Menesini, 2016; Rock, Hammond, & Rasmussen, 2007; Stan & Beldean, 2014; Wong, Cheng, Ngan, & Ma, 2011). From these 15 studies, 11 also included factors related to bullying occurrence, such as reporting victimization to adults; attitudes from victims, witnesses, and teachers toward bullying; perception of intervention by peers and school staff; and emotions, feelings, and abilities associated with bullying, such as fear, safety, self‐esteem, and empathy (Allen, 2010; Bauer et al, 2007; Bowllan, 2011; Cross et al, 2011, 2012; Kärnä, Voeten, Little, Poskiparta, Kaljonen, et al, 2011; Mendes, 2011; Minton et al, 2013; Nocentini & Menesini, 2016; Rock et al, 2007; Stan & Beldean, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Table 2 displays the methodological characteristics of the empirical studies, including the program, its country, number of participants, instruments used, as well as studies’ main results, organized according to experimental rigor. Six programs included experimental designs (Cross et al, 2011, 2012, 2016; Kärnä, Voeten, Little, Poskiparta, Kaljonen, et al, 2011; Nocentini & Menesini, 2016; Sanchez et al, 2001); five programs showcased quasiexperimental designs (Bauer et al, 2007; Bowllan, 2011; Kärnä, Voeten, Little, Poskiparta, Alanen, et al, 2011; Stan & Beldean, 2014; Wong et al, 2011); and six programs had pre‐experimental designs (Allen, 2010; Hutchings & Clarkson, 2015; Macedo et al, 2014; Mendes, 2011; Minton et al, 2013; Rock et al, 2007).…”

Section: Resultsmentioning

confidence: 99%

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Whole‐school antibullying interventions: A systematic review of 20 years of publications

Valle

Williams

Stelko‐Pereira

2020

Psychology in the Schools

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A systematic literature review on whole-school antibullying interventions was conducted. Twelve databases were consulted, considering as inclusion criteria: scientific article, published between 1998 and June 2018, in English or Portuguese, describing empirical studies on whole-school antibullying interventions. Seventeen studies were analyzed, indicating that the interventions had the reduction of bullying prevalence as main goal, and secondary goals as improvements in reporting bullying occurrences, bullying identification, and attitudes toward bullying. Six interventions had experimental designs, five were quasiexperimental, and six were preexperimental. Data collection in 14 studies involved exclusively students, in two studies measurements also encompassed teachers, and one study applied questionnaires to parents only. Intervention effects on bullying prevalence were inconsistent, with eight studies finding significant decreases in bullying involvement, while seven studies did not show significant effects on bullying prevalence or found negative results, such as an increase of its prevalence. However, the interventions had significant positive effects on increasing the reporting of bullying occurrences, attitudes toward bullying, and perceived peer and teacher intervention. Thus, whole-school antibullying interventions, incorporating multiple strategies and targeting multiple individuals, should be encouraged to address the complexity of bullying.

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Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Whole‐school antibullying interventions: A systematic review of 20 years of publications

Valle

Williams

Stelko‐Pereira

2020

Psychology in the Schools

View full text Add to dashboard Cite

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“…Taking under consideration the fact that students declare the need to contact their tutor without other students around (this could be considered as informing) it would be important to create an environment where talking or writing to a teacher feels safe. Allen (2010) suggests the use of reporting form offering anonymity for students while Novic and Isaacs (2010) emphasise the need to advise students about the consequences of not coming forward when there is a problem.…”

Section: Program Timingmentioning

confidence: 99%

“…Allen, 2010;Bauer, Lozano & Rivara, 2007;Deptuła, 2013;Kallestad & Olweus, 2003;Kamińska-Buśko & Szymańska, 2005;Kołodziejczyk, 2004;Olweus, Limber & Mihalik, 1999) in order to increase their effectiveness by adapting them to the specifics of the Polish education system, as well as the distinctive demands of middle school transition time and students' developmental stage.…”

Section: Introductionmentioning

confidence: 99%

Bullying and exclusion from dominant peer group in Polish middle schools.

Wójcik¹,

Kozak²

2015

Polish Psychological Bulletin

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School bullying also referred to as peer victimization is considered extremely harmful for all parties involved. It has been recognised as an important issue in Polish schools. This article presents the first stage of a project financed by the National Centre of Research and Development and includes the results of qualitative research conducted in groups of middle-school students, middle-school teachers and psychologists. The results highlight several factors leading to the exclusion from the dominant peer group. The results also indicate that although students are aware of the consequences of bullying and excluding behaviours, they do not implement this knowledge when explaining their own excluding actions. All results are discussed in terms of designing and implementing a data-based programme which would effectively mitigate excluding behaviours during middle-school transition.

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Development of the Self

Spencer

Swanson

Harpalani

2015

Handbook of Child Psychology and Developmental Science

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Conceptualized as having salience for well‐being, the social, economic and cultural realities and complexities evident in 21st‐century North America are seen as central foundational themes for understanding “the self.” This chapter offers and extends traditional considerations of self‐processes to include the implications of social inequalities experienced in the early decades of life. It does so by focusing on racial and socioeconomic inequities, along with social and cultural complexities that compound these inequalities. While researchers have conceptualized these inequities as having salience for well‐being, this chapter extends theorizing about the self to incorporate these themes. It integrates racial and socioeconomic inequity with traditional theories of self‐processes. Given the growing racial and ethnic diversity occurring across the world, there is a need for developmental psychologists—and social scientists more generally—to place racial and economic inequality at the forefront, even when studying self‐appraisals as an individual psychological phenomenon. This chapter draws from a life‐span developmental perspective, but it especially focuses on adolescence, when self‐consciousness is heightened and self‐processes are most salient. The breadth of normative developmental influences on self‐processes makes the exploration of cross‐domain manifestations, such as health, education, and juvenile justice, exceedingly important. Patterned disparities and assumptions about self‐processes are highlighted, particularly as relevant for diverse groups who share the same physical space. Self‐processes are discussed as they are linked to evaluative judgments about body image, color awareness, social status, nativity, faith group, and gender bias. All of these attributes impact the self as a function of the individual's developmental status. In light of these themes, this chapter examines historical perspectives regarding self‐development and presents contemporary conceptualizations of self‐processes with specific attention to race and gender as visible characteristics. It presents these issues are particularly salient particularly for youth, because they reinforce societal expectations that shape conditions for privilege or marginalization.

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A bullying intervention system in high school: A two-year school-wide follow-up

Cited by 28 publications

References 34 publications

Whole‐school antibullying interventions: A systematic review of 20 years of publications

Whole‐school antibullying interventions: A systematic review of 20 years of publications

Bullying and exclusion from dominant peer group in Polish middle schools.

Development of the Self

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