A Systematic Review of School-Based Interventions to Prevent Bullying

Vreeman, Rachel C.; Carroll, Aaron E.

doi:10.1001/archpedi.161.1.78

Cited by 643 publications

(493 citation statements)

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“…When asked for their views on ways to prevent self-harm, adolescents have highlighted the importance of tackling bullying (Fortune et al, 2008). Many interventions have been found to directly reduce bullying, especially those which involve multiple disciplines, a whole-school approach, mentoring programmes and increased social worker involvement in schools (Vreeman and Carroll, 2007). As boys are often reluctant to seek help, openness and help-seeking should be particularly encouraged in this group.…”

Section: Discussionmentioning

confidence: 99%

Bullying victimisation, self harm and associated factors in Irish adolescent boys

McMahon

Reulbach

Keeley³

et al. 2010

Social Science & Medicine

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Section: Discussionmentioning

confidence: 99%

Bullying victimisation, self harm and associated factors in Irish adolescent boys

McMahon

Reulbach

Keeley³

et al. 2010

Social Science & Medicine

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“…First, they seem to underscore the importance of focusing on explicit bullying attitudes and teaching clear anti-bullying rules, as negative explicit bullying attitudes are related to little or less bullying behavior and appear to protect against the influence of pro-bullying attitudes on an implicit level. Relying on dual process models, explicit bullying attitudes may be tackled best by including techniques that rely on thought and conscious reasoning such as persuasion or increasing awareness of bullying behavior, which are the techniques that are most frequently used in current anti-bullying programs (e.g., Smith et al 2004;Vreeman and Carroll 2007). Second, they suggest that especially for children with relatively positive explicit bullying attitudes whose bullying behavior is influenced by their implicit bullying attitudes, current anti-bullying programs may be improved by also including techniques that rely on emotion (Dasgupta and Greenwald 2001;Edwards 1990;Edwards and von Hippel 1995;Fabrigar and Petty 1999) and automatism such as establishing associations between bullying and negative feelings and experiences.…”

Section: Discussionmentioning

confidence: 99%

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Goethem

Scholte

Wiers

2010

J Abnorm Child Psychol

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The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age=11 years, 5 months) completed two newly developed measures of implicit bullying attitudes (a general Implicit Association Test on bullying and a movie-primed specific IAT on bullying), an explicit bullying attitude measure, and self reported, peer reported, and teacher rated bullying behavior. While explicit bullying attitudes predicted bullying behavior, implicit attitudes did not. However, a significant interaction between implicit and explicit bullying attitudes indicated that in children with relatively positive explicit attitudes, implicit bullying attitudes were important predictors of bullying behavior. Theoretical and practical implications are discussed.Keywords Explicit bullying attitudes . Implicit bullying attitudes . Interaction explicit and implicit bullying attitudes . Bullying School bullying is a large societal problem and is already evident among primary school children. Studies on this population show that 3-27% of the children bully, and 9-32% are bullied once a week or more (Berger 2007). Bullying has also been shown to have large negative consequences for the well-being of victims and bullies (Berger 2007;Scholte et al. 2007), which stresses the importance of targeting bullying behavior together with the factors that are related to bullying.Various factors have been found to contribute to the extent to which children bully other children. Research evidence indicates that social factors such as group membership and peer pressure, as well as individual, personal factors such as physical strength, aggressiveness, and empathy influence bullying (Rigby 2004). Another often studied individual factor is children's attitudes towards bullying. Attitudes are predictors of all kinds of spontaneous and deliberate social and non-social behavior (e.g., Glasman and Albarracin 2006) including bullying behavior (Salmivalli and Voeten 2004). Attitudes can be defined as general and enduring, concrete or abstract evaluations of a person, group, or issue and can be based on beliefs, emotions and behavior (cf. Petty and Cacioppo 1986).In attitude research, a distinction is made between implicit attitudes and explicit attitudes. Implicit attitudes are impulsive, spontaneous, uncontrolled emotional reactions and evaluations. In contrast, explicit attitudes refer to deliberate, reflective, controlled, consciously self-reported evaluations (Gawronski and Bodenhausen 2006). Dualprocess models assume that there are two different modes of information processing that underlie implicit and explicit attitudes. According to these models more automatic, impulsive, associative processes underlie implicit attitudes and more controlled, reflective processes underlie explicit During the research project on implicit and explicit bullying attitudes all authors were working at ...

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“…Trials of anti-bullying interventions in schools show that whole-school approaches can be effective in reducing bullying (Vreeman and Carroll, 2007).…”

Section: Prevention In Schoolsmentioning

confidence: 99%

Why hasn’t the mental health of Australians improved? The need for a national prevention strategy

Jorm

2014

Aust N Z J Psychiatry

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A Systematic Review of School-Based Interventions to Prevent Bullying

Abstract: Many school-based interventions directly reduce bullying, with better results for interventions that involve multiple disciplines. Curricular changes less often affect bullying behaviors. Outcomes indirectly related to bullying are not consistently improved by these interventions.

Cited by 643 publications

References 49 publications

Bullying victimisation, self harm and associated factors in Irish adolescent boys

Bullying victimisation, self harm and associated factors in Irish adolescent boys

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Why hasn’t the mental health of Australians improved? The need for a national prevention strategy

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