The Friendly Schools Friendly Families programme: Three-year bullying behaviour outcomes in primary school children

Cross, Donna; Waters, Stacey; Pearce, Natasha; Shaw, Thérèse; Hall, Martin; Erceg, Erin; Burns, Sharyn; Roberts, Clare; Hamilton, Greg

doi:10.1016/j.ijer.2012.05.004

Cited by 71 publications

(102 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These prevalence rates are despite Australia's adoption of a National Safe Schools Framework (Cross, Epstein, & Hearn, 2011) where every school is required to develop an anti-bullying policy and evidenced-based programs to reduce bullying are available (Cross et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Correlates of traditional bullying and cyberbullying perpetration among Australian students

Tanrıkulu

Campbell

2015

Children and Youth Services Review

View full text Add to dashboard Cite

This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school.

show abstract

Section: Introductionmentioning

confidence: 99%

Correlates of traditional bullying and cyberbullying perpetration among Australian students

Tanrıkulu

Campbell

2015

Children and Youth Services Review

View full text Add to dashboard Cite

show abstract

“…In this context, 15 studies had a reduction of bullying frequency as their main objective, including victimization, perpetration, and/or witnessing (Allen, 2010; Bauer, Lozano, & Rivara, 2007; Bowllan, 2011; Cross et al, 2011, 2012; Hutchings & Clarkson, 2015; Kärnä, Voeten, Little, Poskiparta, Alanen, et al, 2011; Kärnä, Voeten, Little, Poskiparta, Kaljonen, et al, 2011; Macedo et al, 2014; Mendes, 2011; Minton, O'Mahoney, & Conway‐Walsh, 2013; Nocentini & Menesini, 2016; Rock, Hammond, & Rasmussen, 2007; Stan & Beldean, 2014; Wong, Cheng, Ngan, & Ma, 2011). From these 15 studies, 11 also included factors related to bullying occurrence, such as reporting victimization to adults; attitudes from victims, witnesses, and teachers toward bullying; perception of intervention by peers and school staff; and emotions, feelings, and abilities associated with bullying, such as fear, safety, self‐esteem, and empathy (Allen, 2010; Bauer et al, 2007; Bowllan, 2011; Cross et al, 2011, 2012; Kärnä, Voeten, Little, Poskiparta, Kaljonen, et al, 2011; Mendes, 2011; Minton et al, 2013; Nocentini & Menesini, 2016; Rock et al, 2007; Stan & Beldean, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Table 2 displays the methodological characteristics of the empirical studies, including the program, its country, number of participants, instruments used, as well as studies’ main results, organized according to experimental rigor. Six programs included experimental designs (Cross et al, 2011, 2012, 2016; Kärnä, Voeten, Little, Poskiparta, Kaljonen, et al, 2011; Nocentini & Menesini, 2016; Sanchez et al, 2001); five programs showcased quasiexperimental designs (Bauer et al, 2007; Bowllan, 2011; Kärnä, Voeten, Little, Poskiparta, Alanen, et al, 2011; Stan & Beldean, 2014; Wong et al, 2011); and six programs had pre‐experimental designs (Allen, 2010; Hutchings & Clarkson, 2015; Macedo et al, 2014; Mendes, 2011; Minton et al, 2013; Rock et al, 2007).…”

Section: Resultsmentioning

confidence: 99%

Whole‐school antibullying interventions: A systematic review of 20 years of publications

Valle

Williams

Stelko‐Pereira

2020

Psychology in the Schools

View full text Add to dashboard Cite

A systematic literature review on whole-school antibullying interventions was conducted. Twelve databases were consulted, considering as inclusion criteria: scientific article, published between 1998 and June 2018, in English or Portuguese, describing empirical studies on whole-school antibullying interventions. Seventeen studies were analyzed, indicating that the interventions had the reduction of bullying prevalence as main goal, and secondary goals as improvements in reporting bullying occurrences, bullying identification, and attitudes toward bullying. Six interventions had experimental designs, five were quasiexperimental, and six were preexperimental. Data collection in 14 studies involved exclusively students, in two studies measurements also encompassed teachers, and one study applied questionnaires to parents only. Intervention effects on bullying prevalence were inconsistent, with eight studies finding significant decreases in bullying involvement, while seven studies did not show significant effects on bullying prevalence or found negative results, such as an increase of its prevalence. However, the interventions had significant positive effects on increasing the reporting of bullying occurrences, attitudes toward bullying, and perceived peer and teacher intervention. Thus, whole-school antibullying interventions, incorporating multiple strategies and targeting multiple individuals, should be encouraged to address the complexity of bullying.

show abstract

“…Summary details of the types of interventions are presented in Table 3. [28,31,34,46,54,64,68,69,72,73,81] and eight in middleor low-income countries (China [56,79,84], India [55], Mexico [38,49], Egypt [80] and Tanzania [67]). Thirtyfour studies focused on physical activity and/or nutrition.…”

Section: Resultsmentioning

confidence: 99%

The World Health Organization’s Health Promoting Schools Framework: A Cochrane Systematic Review and Meta Analysis

Langford

Bonell

Jones

et al. 2014

European Journal of Public Health

View full text Add to dashboard Cite

Background: Healthy children achieve better educational outcomes which, in turn, are associated with improved health later in life. The World Health Organization's Health Promoting Schools (HPS) framework is a holistic approach to promoting health and educational attainment in school. The effectiveness of this approach has not yet been rigorously reviewed.Methods: We searched 20 health, education and social science databases, and trials registries and relevant websites in 2011 and 2013. We included cluster randomised controlled trials. Participants were children and young people aged four to 18 years attending schools/colleges. HPS interventions had to include the following three elements: input into the curriculum; changes to the school's ethos or environment; and engagement with families and/or local communities. Two reviewers identified relevant trials, extracted data and assessed risk of bias. We grouped studies according to the health topic(s) targeted. Where data permitted, we performed random-effects meta-analyses. Results:We identified 67 eligible trials tackling a range of health issues. Few studies included any academic/ attendance outcomes. We found positive average intervention effects for: body mass index (BMI), physical activity, physical fitness, fruit and vegetable intake, tobacco use, and being bullied. Intervention effects were generally small. On average across studies, we found little evidence of effectiveness for zBMI (BMI, standardized for age and gender), and no evidence for fat intake, alcohol use, drug use, mental health, violence and bullying others. It was not possible to meta-analyse data on other health outcomes due to lack of data. Methodological limitations were identified including reliance on self-reported data, lack of long-term follow-up, and high attrition rates. Conclusion:This Cochrane review has found the WHO HPS framework is effective at improving some aspects of student health. The effects are small but potentially important at a population level.

show abstract

The Friendly Schools Friendly Families programme: Three-year bullying behaviour outcomes in primary school children

Cited by 71 publications

References 37 publications

Correlates of traditional bullying and cyberbullying perpetration among Australian students

Correlates of traditional bullying and cyberbullying perpetration among Australian students

Whole‐school antibullying interventions: A systematic review of 20 years of publications

The World Health Organization’s Health Promoting Schools Framework: A Cochrane Systematic Review and Meta Analysis

Contact Info

Product

Resources

About