The effectiveness of school-based bullying prevention programs: A systematic review

Abstract Bullying is a social phenomenon. About 30% of school children are involved in bullying as victims, bullies, or bully/victims. The victims of bullying suffer multiple negative consequences, including poor social and academic adjustment, depression, and anxiety. This paper extends Farrington...

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Bibliographic Details
Published in:Aggression and violent behavior 2014-09, Vol.19 (5), p.532-544
Main Authors: Evans, Caroline B.R, Fraser, Mark W, Cotter, Katie L
Format: Article
Language:English
Subjects:
Biological and medical sciences
Bullying
Bullying intervention
Bullying prevention
Children
Depression
Effectiveness studies
Intervention
Litigation
Medical sciences
Mental health
Meta-analysis
Prevention programs
Prevention. Health policy. Planification
Psychiatry
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
School administration
Schools
Social psychiatry. Ethnopsychiatry
Systematic review
U.S.A
Victimization
Victims
Victims of crime
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Summary:Abstract Bullying is a social phenomenon. About 30% of school children are involved in bullying as victims, bullies, or bully/victims. The victims of bullying suffer multiple negative consequences, including poor social and academic adjustment, depression, and anxiety. This paper extends Farrington and Ttofi's (2009) meta-analysis of controlled trials of 44 bullying interventions, which suggests that bullying programs are effective in decreasing bullying and victimization. We review controlled trials of bullying interventions published from June, 2009 through April, 2013, focusing on substantive results across 32 studies that examined 24 bullying interventions. Of the 32 articles, 17 assess both bullying and victimization, 10 assess victimization only, and 5 assess bullying only. Of the 22 studies examining bullying perpetration, 11 (50%) observed significant effects; of the 27 studies examining bullying victimization, 18 (67%) reported significant effects. Although the overall findings are mixed, the data suggest that interventions implemented outside of the United States with homogeneous samples are more successful than programs implemented in the United States, where samples tend to be more heterogeneous. Few studies have measured bullying with sufficient precision to have construct validity. Finding strong measures to assess the complex construct of bullying remains a major challenge for the field.
ISSN:1359-1789
1873-6335
DOI:10.1016/j.avb.2014.07.004