What Antibullying Program Designs Motivate Student Intervention in Grades 5 to 8?

Despite the expanding body of research on school bullying and interventions, knowledge is limited on what teachers should do to identify, prevent, and reduce bullying. This systematic literature review provides an overview of research on the role of primary school teachers with regard to bullying and victimization. A conceptual framework was developed in line with the Theory of Planned Pehavior, which can serve in further research to facilitate research in investigating the prevention and reduction of bullying. Different elements of this framework were distinguished in categorizing the literature: teachers’ knowledge, attitudes, perceived subjective norms, and self-efficacy, which impacted subsequently the likelihood to intervene, used strategies and programs, and ultimately the bullying prevalence in the classroom. In total, 75 studies complied to the inclusion criteria and were reviewed systematically. The Newcastle–Ottawa Quality Assessment was used to assess the quality of each study, leading to 25 papers with an adequate research design that were discussed in more detail. The approach in this review provides a framework to combine studies on single or multiple elements of a complex theoretical model of which only some parts have been empirically investigated.

Section: Theory Of Planned Behavior Applied To Teachers' Anti-bullyin...mentioning

confidence: 99%

A Systematic Review on Primary School Teachers’ Characteristics and Behaviors in Identifying, Preventing, and Reducing Bullying

Aalst

Huitsing

Veenstra

2022

“…The same meta-analysis also showed that programs that are more intensive were more effective, as were programs including parent meetings, disciplinary methods, and improved playground supervision. A discrete choice experiment examining 11 hypothetical anti-bullying program attributes demonstrated that the number of the implemented antibullying measures in a school moderates the decisions to intervene (Cunningham et al 2019). Analyses revealed that 28.7% of the participating students in grades 5 to 8 would intervene if the school implemented intensive anti-bullying measures like daily program activities, a high number of playground supervisions, mandatory reporting, and suspensions for perpetrators.…”

Section: Empowering the Peer Group To Intervene In Bullying Situationsmentioning

confidence: 99%

Empowering the Peer Group to Prevent School Bullying in Kosovo: Effectiveness of a Short and Ultra-Short Version of the ViSC Social Competence Program

Arënliu

Strohmeier

Konjufca

et al. 2019

Evidence-based anti-bullying programs are predominantly implemented in high-income countries, although there is a clear need for bullying prevention also in low-and middle-income countries. The present study reports the effectiveness of a short and ultrashort version of the ViSC Social Competence Program that was implemented in nine Kosovar schools. The ViSC program aims to empower adolescents to recognize bullying and to intervene in bullying situations. A quasi-experimental longitudinal control group design was realized to examine the effectiveness of the two program versions regarding different forms of self-reported perpetration and victimization. The short program version was implemented in 10 classes (N = 282, 52% girls, M age = 13.45), the ultra-short program version was implemented in 13 classes (N = 354, 46% girls, M age = 13.28), and 23 classes (N = 613, 50% girls, M age = 13.31) served as control group. Multilevel growth models revealed intervention effects in favor of the ultra-short version when compared to the control group regarding physical victimization. All other effects were not significant. To conclude, educational and social policies supporting the implementation of evidence-based anti-bullying programs need to be issued in lowand middle-income countries, as even ultra-short versions might be effective in contexts with limited available resources.

“…These diagnostics can be used not only to recognize victims or at-risk students but also to design interventions to target relevant students in the peer group (Valente 2012). Therefore, interventions are tailored to the particular situation (Cunningham et al 2019;Saarento et al 2015). Multiple studies have shown that network diagnostics can be used effectively in practice to reduce other health problems (for an overview, see Valente and Pitts 2017).…”

mentioning

confidence: 99%

The Systematic Application of Network Diagnostics to Monitor and Tackle Bullying and Victimization in Schools

Kaufman

Huitsing

Bloemberg

et al. 2020

Despite increased attention to tackling bullying and the use of effective anti-bullying programs that can reduce victimization for many, some children remain victimized. Preventing persistent victimization requires that teachers identify victims and intervene at an early stage, but this is often difficult because teachers cannot always recognize victimization or the underlying social dynamics that determine what kind of interventions are necessary. This proposal discusses how network diagnostics of the social structure of the classroom can help teachers to recognize and reduce victimization more systematically. First, it discusses research that shows promising effects of the use of network diagnostics to reduce health problems. It describes how these diagnostics (for bullying and victimization, social position, and school well-being) can help in recognizing victimization and tailoring interventions to the most relevant students. Second, this proposal discusses a systematic stepwise approach for teachers to interpret the diagnostics and translate them into structural actions. Overall, this proposal aims to raise awareness of the potential of network information to facilitate the daily practice of reducing bullying and gives researchers directions for further empirical research on teachers' role in tackling bullying and on the situations that may affect whether their approaches are effective. Moreover, it discusses potential barriers to teachers' use of network diagnostics, such as a lack of time and resources at school.