Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis
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DOI: 10.1002/cl2.1143
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References listed on IDEAS
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- Almudena Castellanos & Beatriz Ortega-Ruipérez & David Aparisi, 2021. "Teachers’ Perspectives on Cyberbullying: A Cross-Cultural Study," IJERPH, MDPI, vol. 19(1), pages 1-12, December.
- Kim, Jun Hyung & Hahlweg, Kurt & Schulz, Wolfgang, 2021. "Early childhood parenting and adolescent bullying behavior: Evidence from a randomized intervention at ten-year follow-up," Social Science & Medicine, Elsevier, vol. 282(C).
- Jacinta Francis & Gina Trapp & Natasha Pearce & Sharyn Burns & Donna Cross, 2022. "School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews," IJERPH, MDPI, vol. 19(23), pages 1-16, November.
- Francis, Jacinta & Strobel, Natalie & Trapp, Gina & Pearce, Natasha & Vaz, Sharmila & Christian, Hayley & Runions, Kevin & Martin, Karen & Cross, Donna, 2022. "How does the school built environment impact students’ bullying behaviour? A scoping review," Social Science & Medicine, Elsevier, vol. 314(C).
- Patrick Chanda & Masauso Chirwa & Ackson Tyson Mwale & Kalunga Cindy Nakazwe & Ireen Manase Kabembo & Bruce Nkole, 2024. "Perceived Social Support and Health Care Spending as Moderators in the Association of Traditional Bullying Perpetration with Traditional Bullying and Cyberbullying Victimisation among Adolescents in 2," IJERPH, MDPI, vol. 21(7), pages 1-25, June.
- Howard White, 2022. "Getting evidence into use: The experience of the Campbell Collaboration," Campbell Systematic Reviews, John Wiley & Sons, vol. 18(1), March.
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Keywords
bully*; victim*; bully‐victim; school; intervention; prevention; program*; evaluation; effect*; and anti‐bullying. searches were conducted on several online databases including; web of science; pscyhinfo; embase; embase; dare; eric; google scholar; and scopus. databases of unpublished reports; such as masters' and doctoral theses (e.g.; proquest) were also searched. selection criteria results from systematic searches were screened thoroughly against the following inclusion criteria. to be included in this review; a study must have: (1) described an evaluation of a school‐based antibullying program implemented with school‐age participants; (2) utilized an operational definition of school‐bullying that coincides with existing definitions; (3) measured school‐bullying perpetration and/or victimization using quantitative measures; such as; self‐; peer‐; or teacher‐report questionnaires; and (4) used an experimental or quasi‐experimental design; with one group receiving the intervention and another not receiving the intervention. data collection and analysis of the 19; 877 search results; 474 were retained for further screening. the majority of these were excluded; and after multiple waves of screening; 100 evaluations were included in our meta‐analysis. a total of 103 independent effect sizes were estimated and each effect size was corrected for the impact of including clusters in evaluation designs. included evaluations were conducted using both randomized (n = 45; i.e.; randomized controlled trials/rcts) and nonrandomized (n = 44; i.e.; quasi‐experimental designs with before/after measures; ba/ec) methodologies. all of these studies included measures of bullying outcomes before and after implementation of an intervention. the remaining 14 effect sizes were estimated from evaluations that used age cohort designs. two models of meta‐analysis are used to report results in our report. all mean effects computed are presented using both the multivariance adjustment model (mva) and random effects model (re). the mva model assigns weights to primary studies in direct proportion to study level sampling error as with the fixed effects model but adjusts the meta‐analytic standard error and confidence intervals for study heterogeneity. the re model incorporates between‐study heterogeneity into the formula for assigning weights to primary studies. the differences and strengths/limitations of both approaches are discussed in the context of the present data. results our meta‐analysis identified that bullying programs significantly reduce bullying perpetration (re: odds ratio [or] = 1.309; 95% confidence interval [ci]: 1.24–1.38; z = 9.88; p;All these keywords.
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