Bully Busters abbreviated: Evaluation of a group-based bully intervention and prevention program.

Abstract

The present study sought to examine the efficacy of an abbreviated version of the Bully Busters program, a psychoeducationally based group intervention and prevention program designed to increase teacher's knowledge and use of bullying intervention skills, as well as teacher self-efficacy in intervening with bullying so as to subsequently effect change in the school climate. Teacher-participants attended seven group sessions designed to provide them with exposure to the didactics of the model, as well as to engage them in active learning, role-playing, and cognitive and emotional processing of their experiences of the impact of bullying behaviors on their teaching efficacy as well as the school climate. Materials and experiences from these groups were then taken to the classroom and implemented with the student-participants vis-a `-vis classroom exercises. The findings suggest that an abbreviated group-based version of the Bully Busters program can have positive effect on teacher reports of efficacy in intervening with bullying behaviors.

Effects of antibullying programs on teachers’ interventions in bullying situations. A meta‐analysis

“…A theory of change, in which the mechanisms that are understood to contribute to increased teachers’ responsiveness to bullying, was described in the evaluation of Bully Busters program (Bell, Raczynski, & Horne, ) and the KiVa program (Athola, Haataja, Kärnä, Poskiparta, & Salmivalli, ). The authors of the Bully Busters evaluation explained that each teacher‐support group session focused on strengthening different aspects of teacher intervention, such as increasing awareness, recognizing the bully and victim, intervention strategies for bullying behavior and for helping victims, and the role of prevention, relaxation and coping skills.…”

Bullying

“…The program has garnered positive empirical support; teachers who have participated in the program have higher levels of knowledge and use of intervention skills, and its implementation is related to reductions in bullying behaviors (Newman-Carlson & Horne 2004). In fact, even the abbreviated form of the Bully Busters program had a similarly positive effect on teachers' ability to intervene in bullying behaviors (Bell et al 2010).…”

Developing A Cognitive Behavioral Intervention Program to Reduce Bully Tendencies in Primary School Children and The Program Effectiveness

“…Bununla birlikte BDT rasyonelini ya da tekniklerini içeren bu çalışmaların bir çoğu terapi ya da danışmanlık tarzı müdahaleler değil tüm okula uygulanan eğitim çalışmalarıdır (Olweus, 2004;Bell, Raczynski ve Horne, 2010;Newman Carlson ve Horne, 2004). Ancak böyle olsa da, temelde öğrencilerin, öğretmenlerin, okul personelinin ve ailelerin akran zorbalığına ilişkin inançları değiştirilmeye çalışılmaktadır.…”