Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis

Abstract

Background: Bullying first emerged as an important topic of research in the 1980s in Norway (Olweus), and a recent meta-analysis shows that these forms of aggression remain prevalent among young people globally (Modecki et al.). Prominent researchers in the field have defined bullying as any aggressive behavior that incorporates three key elements, namely: (1) an intention to harm, (2) repetitive in nature, and (3) a clear power imbalance between perpetrator and victim (Centers for Disease Control and Prevention; Farrington). There are many negative outcomes associated with bullying perpetration, such as: suicidal ideation (Holt et al.), weapon carrying (Valdebenito et al.), drug use (Ttofi et al.), and violence and offending in later life (Ttofi et al.). Bullying victimization too is associated with negative outcomes such as: suicidal ideation (Holt et al.), anxiety, low self-esteem and loneliness (Hawker& Boulton). Therefore, school bullying is an important target for effective intervention, and should be considered a matter of public health concern.Objectives: The objective of this review is to establish whether or not existing school-based antibullying programs are effective in reducing school-bullyng behaviors. This report also updates a previous meta-analysis conducted by Farrington and Ttofi. This earlier review found that antibullying programs are effective in reducing bullying perpetration and victimization and a primary objective of the current report is to update the earlier analysis of 53 evaluations by conducting new searches for evaluations conducted and published since 2009.

Teachers’ Perspectives on Cyberbullying: A Cross-Cultural Study

“…At a practical level, these results can guide the development of intervention programs [ 24 ] aimed at all teachers to promote awareness of the issue of cyberbullying and its repercussions, both on a personal [ 25 , 26 ] and academic [ 27 ] level, as well as to work with families and parenting styles as a protective factor [ 28 ].…”

¿Son eficaces para disminuir el acoso escolar los programas de alumno mediador de reciente implantación?

“…Este objetivo se acompaña de las siguientes contribuciones propias del trabajo, que intentan superar limitaciones de estudios previos: un análisis de medidas repetidas en el tiempo, tal como aconsejan los expertos (Gaffney et al, 2021a), incluyendo diferentes tipos de medidas de cambio (individual, grupal y contextual), así como diferentes tipos de información (autoinforme e iguales). Por último, el trabajo incorpora un grupo control que no pertenece al contexto del grupo de intervención (centros escolares diferentes).…”

Pelajaran Yang Didapat Dari Olweus Bullying Prevention Program dan KiVa: Review Naratif

“…According to Gaffney et al (2019), these inconsistent findings were associated with differences in methodological designs, types of programs, and geographical areas where the programs were implemented. A meta-analysis on the effectiveness of OBPP in Norway and the United States by Gaffney et al (2021) showed significant variations in effectiveness between the US and Norway programs. Gaffney et al (2021) found that cultural differences impacted the success of anti-bullying programs, particularly OBPP and KiVa.…”

“…A meta-analysis on the effectiveness of OBPP in Norway and the United States by Gaffney et al (2021) showed significant variations in effectiveness between the US and Norway programs. Gaffney et al (2021) found that cultural differences impacted the success of anti-bullying programs, particularly OBPP and KiVa. According to Gaffney et al (2021), OBPP was designed and implemented in Norway; therefore, it is not surprising that the OBPP is very effective in decreasing the number of bullying incidents in Norway, compared to the effectiveness of the program in the United States.…”