The KiVa antibullying curriculum and outcome: Does fidelity matter?

Haataja, Anne; Voeten, Marinus; Boulton, Aaron J.; Ahtola, Annarilla; Poskiparta, Elisa; Salmivalli, Christina

doi:10.1016/j.jsp.2014.07.001

Cited by 61 publications

(58 citation statements)

References 77 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Given that the effects of many of the programs have been less than hoped for, it should be carefully examined whether the components, and their hypothetical working mechanisms, reflect recent literature on factors shown to be influential in bullying. In addition to further developing whole‐school programs, attention should be paid to how they are actually being implemented in schools and how school professionals could best be supported in persistent implementation (Haataja et al, in press).…”

Section: Discussionmentioning

confidence: 99%

Classroom‐ and School‐Level Contributions to Bullying and Victimization: A Review

Saarento

Garandeau

Salmivalli

2014

Community & Applied Soc Psy

Self Cite

View full text Add to dashboard Cite

School bullying is increasingly viewed by researchers as a group phenomenon that extends beyond the perpetrator-victim dyad and is embedded in the wider social context. This paper reviews the literature on classroom and school factors contributing to bullying and victimization among children and adolescents. Considerable variability in the prevalence of these problems exists between classrooms and schools, which are highly relevant contexts for students' social development. Along with individual characteristics, both classroom-and school-related factors explain the bullying dynamic. The contexts may also exacerbate, or buffer against, the effects of individual-level risk for bullying involvement and the consequences of victimization. We discuss findings on the contributions of demographic and structural characteristics (e.g. grade level, classroom and school size), peer contextual factors (e.g. status hierarchy, group norms and bystander behaviours) and the role of teachers. Finally, implications for research and school-based antibullying programs are considered.

show abstract

Section: Discussionmentioning

confidence: 99%

Classroom‐ and School‐Level Contributions to Bullying and Victimization: A Review

Saarento

Garandeau

Salmivalli

2014

Community & Applied Soc Psy

Self Cite

View full text Add to dashboard Cite

show abstract

“…Also, teachers might adapt the programmes and change some critical parts; in other words, they can decide not to implement the programme as it was designed to be implemented. There is evidence that better implementation fidelity is associated with better outcomes (such as greater reductions in students' experiences of being bullied, see Haataja, Boulton, Voeten, & Salmivalli, 2014).…”

Section: Effective Interventionsmentioning

confidence: 99%

Bullying in schools: the state of knowledge and effective interventions

Menesini

Salmivalli

2017

Psychology, Health & Medicine

Self Cite

527

326

View full text Add to dashboard Cite

“…5 Percentage of male and female students within years 3-6 indicating how much their teacher had done to decrease bullying before and after KiVa implementation variation had a school/class level impact on the effectiveness and visibility of KiVa. This is an important factor to be considered in future research given that fidelity has been shown to be critical to the success of intervention and prevention programs (Dulak and DuPree 2008;Haataja et al 2014). For example, Salmivalli et al (2005) in their study of 48 school classrooms in 16 Finnish KiVa schools found reductions in bullying and victimization corresponded with higher levels of overall implementation.…”

Section: Discussionmentioning

confidence: 99%

“…Three questions about bullying and victimization were from the Revised Olweus Bully/Victim Questionnaire (OBVQ; Olweus 1996). The OBVQ has been found to have satisfactory construct validity and reliability (Hutchings and Clarkson 2015;Kyriakides et al 2006) and has significant correlations with a range of related constructs (Haataja et al 2014). One item asked the students "How often have you been bullied at school during the past few months?"…”

Section: Measurementioning

confidence: 99%

“…Finally, regardless of the quality of the program itself, a whole-school approach requires buy-in from teachers. Studies have shown that teacher commitment can contribute to dosage and fidelity of KiVa which in turn can have an impact on whether or not bullying and victimization are reduced (Haataja et al 2014;Swift et al 2017). Therefore, as a proxy fidelity check of the visibility of the program, students perceptions of their teachers' commitment to bullying reduction was assessed by asking them to indicate the extent to which their teachers worked toward addressing bullying and victimization.…”

mentioning

confidence: 99%

See 1 more Smart Citation

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

Green

Woods

Wegerhoff

et al. 2019

Int Journal of Bullying Prevention

View full text Add to dashboard Cite

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.

show abstract

The KiVa antibullying curriculum and outcome: Does fidelity matter?

Cited by 61 publications

References 77 publications

Classroom‐ and School‐Level Contributions to Bullying and Victimization: A Review

Classroom‐ and School‐Level Contributions to Bullying and Victimization: A Review

Bullying in schools: the state of knowledge and effective interventions

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

Contact Info

Product

Resources

About