Actions to prevent bullying in western countries

Smith, Peter K.; Thompson, Fran; Craig, Wendy; Hong, Irene K.; Slee, Phillip T.; Sullivan, Keith; Green, Vanessa A.

doi:10.1017/cbo9781139410878.018

Cited by 12 publications

(12 citation statements)

References 42 publications

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“…The basic assumption of the restorative approach is to resolve conflict, compensate hurt, and rebuild good relationships rather than blaming bullies. Bullies acknowledge the consequences of their behavior, empathize with the victim’s emotions, and compensate for the victim’s pain [51]. Intervention programs using a restorative approach have been shown to be effective [52].…”

Section: Discussionmentioning

confidence: 99%

“…Adults develop intervention systems. They wish to clarify and solve the incident through many formal processes and system; how distinguish aggressor from victim, and how make them take responsibility of their behavior, which is retribution justice [51,53]. It is important to prevent bullying by viewing bullying from the children’s perspective, which is very important, especially for younger children.…”

Section: Discussionmentioning

confidence: 99%

“…There has been much debate on the effectiveness of “bullying-focused” solutions, or more general solutions based on relationships and school climate and improving ‘conviencia’ (in Spanish, implies respect and co-existence) [51] (p. 327). Current intervention systems in South Korea (i.e., the Hakkyo-pokryuk intervention committee, Wee class) are closer to a “bullying-focused” solution.…”

Section: Discussionmentioning

confidence: 99%

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Mothers’ Difficulties and Expectations for Intervention of Bullying among Young Children in South Korea

Lee

2019

IJERPH

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This study investigated the difficulties of mothers in coping with the bullying of their children and their expectations concerning bullying intervention for young children in South Korea. Twenty mothers with young children were interviewed. Interviews were transcribed in Korean. Nvivo 12 software was used to analyze the data. Four themes emerged: “mothers’ coping strategies”, “problems of interventions”, “expectations of interventions”, and “developmentally appropriate interventions for young children”. Each theme was divided into categories and further into subcategories. Mothers used diverse strategies to intervene when their children were bullied and showed dissatisfaction with the current intervention system. Their expectations for interventions for young children were explained in terms of familial, school, and local/governmental levels. These results emphasized that intervention policies for bullying among young children should be urgently established, and intervention programs need to consider the developmental characteristics of young children.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Mothers’ Difficulties and Expectations for Intervention of Bullying among Young Children in South Korea

Lee

2019

IJERPH

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“…Another anti-bullying initiative that was launched in 2001 by the Peace Foundation was the Cool Schools Mediation Program, which has a peer mediation focus. The program has a strong restorative justice focus in that it teaches children to assess and resolve conflict and to then go on and practice these skills as peer mediators in their schools (Smith et al 2016b). An evaluation of 24 schools who were implementing the program in 2004 revealed that despite some success in low SES schools there were several factors that prevented a strong commitment to the program.…”

mentioning

confidence: 99%

“…An evaluation of 24 schools who were implementing the program in 2004 revealed that despite some success in low SES schools there were several factors that prevented a strong commitment to the program. These included variable expectations amongst staff and an understanding that children do not necessarily want to be the role models/mediators as it sets them apart from their peers (Murrow et al 2004;Smith et al 2016b).…”

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confidence: 99%

An Evaluation of the KiVa Anti-bullying Program in New Zealand

Green

Woods

Wegerhoff

et al. 2019

Int Journal of Bullying Prevention

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This paper describes the introduction of the KiVa anti-bullying program in New Zealand. KiVa is a whole-school program developed in Finland that includes both indicated and universal actions for children aged 7 to 15 years. The program focuses on the group context and seeks to alter the peer group culture by motivating bystanders to take action. There is a growing body of evidence that suggests it is successful in reducing bullying and victimization in a range of countries outside its country of origin. However, its impact in countries with a particularly heterogenous population such as New Zealand is yet to be determined. This paper presents data after one year of implementation in 7 New Zealand schools. The sample included 1175 students from Years 2-6 (~6 to 10 years). The students completed an anonymous online survey prior to the implementation of the program and again after one year. Significant reductions were reported after KiVa implementation in self-reported rates of bullying and victimization as well as a reduction in experiences of being bullied via the internet. These reductions however varied by gender and year level in that KiVa had a more significant effect on most girls and young boys. In addition, there was a significant increase in the number of children feeling safer at school. Given the heterogeneity of the sample, these early results are promising, but the gender differences also highlight the need for further evaluations and investigations regarding the implementation of KiVa in New Zealand.

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School‐Wide Interventions for Bullying: What Works?

Smith

2017

The Wiley Handbook of Violence and Aggression

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This chapter considers the history of interventions against school bullying since the 1980s. It considers several major programs in detail. It then reviews meta‐analyses of program effectiveness. Issues considered are effectiveness at different ages, components of interventions, work with peers, disciplinary methods and restorative approaches, challenges of cyberbullying, the role of parents, the role of teachers and teacher training, set menu versus à la carte approaches, sustainability, and societal context.

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Actions to prevent bullying in western countries

Cited by 12 publications

References 42 publications

Mothers’ Difficulties and Expectations for Intervention of Bullying among Young Children in South Korea

Mothers’ Difficulties and Expectations for Intervention of Bullying among Young Children in South Korea

An Evaluation of the KiVa Anti-bullying Program in New Zealand

School‐Wide Interventions for Bullying: What Works?

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