Cost-benefit Analysis of the KiVa Anti-bullying Program in the Netherlands

Huitsing, Gijs; Barends, Simone Iris; Lokkerbol, Joran

doi:10.1007/s42380-019-00030-w

Cited by 9 publications

(7 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Economic arguments are highly influential in progressing policy reform and action in areas such as child protection and childhood development [50,51]. There are few studies evaluating anti-bullying interventions from an economic perspective [21,22]. Recently, Australian researchers evaluated return on investment of implementing the FSFF and found total cost benefits exceed total intervention costs [25].…”

Section: Discussionmentioning

confidence: 99%

“…The authors estimated that preventing high school bullying results in lifetime cost-savings of more than $1.4 million per individual [21]. Another study demonstrated that the KiVa anti-bullying program in the Netherlands generated a return-on-investment (ROI) of €4.04-€6.72, indicating that for every €1 invested €4-€7 would be gained [22]. The cost-effectiveness of the KiVa bullying prevention program was analysed and estimated to be 7879 SEK (€829) for each additional victimfree year gained and 131,321 SEK (€13,823) for each additional QALY gained [23].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Economic Evaluation of an Intervention Designed to Reduce Bullying in Australian Schools

Jadambaa

Graves

Cross

et al. 2021

Appl Health Econ Health Policy

View full text Add to dashboard Cite

Background There is a shortage of information on the costs and benefits of anti-bullying programs implemented in Australia. Information on the costs and benefits of anti-bullying programs is vital to assist policy making regarding the adoption of these programs. The aim of this study was to estimate the changes to costs and health benefits of implementing the "Friendly Schools Friendly Families" (FSFF) anti-bullying intervention in Australia. Methods A societal perspective cost-effectiveness analysis was undertaken based on randomised controlled trial data for an anti-bullying intervention implemented in primary schools in Western Australia. The modelling strategy addressed changes to costs comprising intervention costs, less cost-savings, and then changes to health benefits measured by avoidable disability-adjusted life years (DALYs). Costs and health benefits were identified, measured, and valued in 2016 Australian dollars. Intermediate events modelled included anxiety disorders, depressive disorders, intentional self-harm, cost-savings accrued by educator time, and reduced productivity losses for carers associated with absenteeism. Uncertainty analysis and scenario analyses were also conducted. ResultsThe prevalence of bullying victimisation was reduced by 18% by the Friendly Schools Friendly Families anti-bullying intervention. At a national level, this is expected to result in the avoidance of 9114 DALYs (95% CI 8770-9459) and costsavings of A$120 million per year. The majority of cost-savings were associated with the reduction in mental healthcare. The model results demonstrated that the FSFF anti-bullying intervention is likely to be a cost-effective approach to reduce bullying in Australia, relative to a threshold of A$50,000 per DALY averted, with an ICER of A$1646. Conclusions The Friendly Schools Friendly Families anti-bullying intervention represents a good investment compared to usual activities for the management of child and adolescent bullying in Australia. The investment and implementation of evidence-based interventions that reduce bullying victimisation and bullying perpetration in schools could reduce the economic burden associated with common mental health disorders and thereby improve the health of many Australians.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Economic Evaluation of an Intervention Designed to Reduce Bullying in Australian Schools

Jadambaa

Graves

Cross

et al. 2021

Appl Health Econ Health Policy

View full text Add to dashboard Cite

show abstract

“…Data used in this study stem from the KiVa anti-bullying program in the Netherlands (Huitsing et al, 2020 ; Veenstra et al, 2020 ). The data were collected in May and October 2012, before and at the start of the intervention (Huitsing et al, 2020 ).…”

Section: Methodsmentioning

confidence: 99%

Positive and Negative Leadership in Late Childhood: Similarities in Individual but Differences in Interpersonal Characteristics

Dong¹,

Huitsing²,

Veenstra³

2023

J Youth Adolescence

Self Cite

View full text Add to dashboard Cite

Previous research has shown that leadership is associated not only with positive but also with negative characteristics and behaviors; knowledge of the similarities and differences between positive and negative leaders remains insufficient. This study aimed to examine (1) the existence of different subtypes of leaders and (2) to what extent these leaders differed on individual and interpersonal characteristics. The sample contained 9213 students in grades 3–6 (Dutch grades 5–8), from 392 classrooms in 98 schools (50.3% girls, Mage = 10.13 ± 1.23 years). Latent profile analysis identified three leader profiles and four non-leader profiles based on peer nominations received for leadership, popularity, and positive (defending) and negative (bullying) behavior: (1) positive leaders, (2) negative leaders, (3) non-popular leaders, (4) popular children, (5) bullies, (6) extreme bullies, and (7) modal children. Multinomial logistic regression showed similarities and differences between positive and negative leaders, as well as between each of these and the other five profiles. Positive leaders were more accepted and less rejected and had more friendships than negative leaders, but the differences in individual characteristics (self-esteem, self-control, and social goals) were less clear. This study demonstrated that 10–15% of the children were perceived as leaders, and that positive leadership became more prevalent in the higher grades. Nevertheless, negative leadership occurred also in the higher grades. Interventions aimed at turning negative leaders into positive leaders may work, because positive and negative leaders do not differ greatly in individual characteristics. Such interventions may improve the relationships of negative leaders with their classmates, which may be good for their likeability (but not at the expense of their popularity) as well as for the social atmosphere in the class as a whole.

show abstract

“…The model's time horizon was considered sufficient to reflect all important differences between options in 30 studies (61.2%). Only ten models used a 50-year time horizon [50,59] or lifetime horizon [27,28,30,32,56,66,70,72]. In models with a shorter time horizon, only 22 studies (44.9%) justified the use of a shorter time horizon.…”

Section: Model Structurementioning

confidence: 99%

“…Among 46 models that performed parameter uncertainty analysis, 12 studies only addressed univariate sensitivity analysis [26,29,32,39,40,43,56,62,64,66,68,71]. Nine studies only performed probabilistic sensitivity analysis [25,41,44,47,48,54,55,67,72].…”

Section: Datamentioning

confidence: 99%

Modelling in economic evaluation of mental health prevention: current status and quality of studies

Thu

Huong

Anh

et al. 2022

BMC Health Serv Res

View full text Add to dashboard Cite

Background The present study aimed to identify and critically appraise the quality of model-based economic evaluation studies in mental health prevention. Methods A systematic search was performed on MEDLINE, EMBASE, EconLit, PsycINFO, and Web of Science. Two reviewers independently screened for eligible records using predefined criteria and extracted data using a pre-piloted data extraction form. The 61-item Philips Checklist was used to critically appraise the studies. Systematic review registration number: CRD42020184519. Results Forty-nine studies were eligible to be included. Thirty studies (61.2%) were published in 2015–2021. Forty-seven studies were conducted for higher-income countries. There were mainly cost-utility analyses (n = 31) with the dominant primary outcome of quality-adjusted life year. The most common model was Markov (n = 26). Most of the studies were conducted from a societal or health care perspective (n = 37). Only ten models used a 50-year time horizon (n = 2) or lifetime horizon (n = 8). A wide range of mental health prevention strategies was evaluated with the dominance of selective/indicate strategy and focusing on common mental health problems (e.g., depression, suicide). The percentage of the Philip checkilst’s criteria fulfilled by included studies was 69.3% on average and ranged from 43.3 to 90%. Among three domains of the Philip checklist, criteria on the model structure were fulfilled the most (72.1% on average, ranging from 50.0% to 91.7%), followed by the data domain (69.5% on average, ranging from 28.9% to 94.0%) and the consistency domain (54.6% on average, ranging from 20.0% to 100%). The practice of identification of ‘relevant’ evidence to inform model structure and inputs was inadequately performed. The model validation practice was rarely reported. Conclusions There is an increasing number of model-based economic evaluations of mental health prevention available to decision-makers, but evidence has been limited to the higher-income countries and the short-term horizon. Despite a high level of heterogeneity in study scope and model structure among included studies, almost all mental health prevention interventions were either cost-saving or cost-effective. Future models should make efforts to conduct in the low-resource context setting, expand the time horizon, improve the evidence identification to inform model structure and inputs, and promote the practice of model validation.

show abstract

Cost-benefit Analysis of the KiVa Anti-bullying Program in the Netherlands

Cited by 9 publications

References 50 publications

Economic Evaluation of an Intervention Designed to Reduce Bullying in Australian Schools

Economic Evaluation of an Intervention Designed to Reduce Bullying in Australian Schools

Positive and Negative Leadership in Late Childhood: Similarities in Individual but Differences in Interpersonal Characteristics

Modelling in economic evaluation of mental health prevention: current status and quality of studies

Contact Info

Product

Resources

About