School-based programs to reduce bullying and victimization: Evidence and implications for public...
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Welcome! This work received support from KT Canada funding from the Canadian Institutes of Health
Research (CIHR)
School-based programs to reduce bullying and victimization:
Evidence and implications for public health
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Review Farrington, D.P., & Tfoti, M.M. (2009). School-based programs to reduce bullying and victimization (Report). The Campbell Collaboration, 2009(6), DOI 10.4073/csr.2009.6.
Importance of this Review
• Bullying can have long-term effects on children’s self-esteem and confidence, and elevate lifelong risk for mental disorder, poor academic and vocational achievement, and criminality.
• As many as 25% of students in grades 6-10 say they
have been the victim of bullying once or twice in the past month, and up to 12% say it happens to them at least once per week
Poll Question #1
Who has heard of a PICO(S) question before?
1.Yes 2.No
Searchable Questions Think “PICOS”
1. Population (situation)
2. Intervention (exposure)
3. Comparison (other group)
4. Outcomes
5. Setting
Evidence Summary: Traynor (2013)
Objective: To evaluate the effectiveness of programs
designed to reduce school bullying perpetration and victimization (i.e. being bullied).
P Students (kindergarten to high school) I School-based anti-bullying programs C No intervention (i.e. usual care) O Prevention or reduction of school bullying
(perpetration and victimization)
Overall Considerations
• Quality Rating: 8 (strong) Methodologically strong review based on 41 program evaluations of moderate methodological quality.
• School-based anti-bullying programs reduced the
rates of both perpetration (i.e. act of bullying) and victimization (i.e. being bullied).
School-Based Anti-Bullying Program Elements
Associated with DECREASE
Associated with INCREASE
Bullying • Parent training/meetings • Disciplinary method • Intensity of program for
children
Victimization • Anti-bullying videos • Disciplinary methods • Duration of program for
children
• Working with peers (including peer mentoring and mediation)
School-Based Anti-Bullying Program Features
Associated with MORE EFFECTIVENESS include: • programs that target older children and
programs with outcome measures twice per month
What’s the evidence - Outcomes reported in the review
1. Bullying (41 studies)
2. Victimization (41 studies)
What’s the evidence – Bullying School-based anti-bullying programs reduced prevalence of bullying (OR 1.36; 95% CI: 1.26 to 1.47; p<0.0001) Design elements associated with a decrease in bullying: • Age of children (i.e. >11 years) (p<0.0001) • Outcome measurement frequency (i.e. >2 times per
month) (p<0.0002)
What’s the evidence – Bullying (Program Elements)
Program elements independently related to bullying effect sizes: • Parents attended meetings to learn about the anti-bullying
initiative: Z=3.25, p<0.001 • Disciplinary methods: (i.e. punitive methods, Z=2.02,
p<0.043) • Intensity for children: (i.e. >20 hours, Z=2.56, p<0.010)
What’s the evidence – Bullying (Program Elements)
Other program elements associated with decreased bullying include: • Playground supervision (p<0.0001) • Duration (>270 days) of program for children (p<0.0001) • Having training for teachers, in general (p<0.006) • Duration(>4 days, p<0.0004) and Intensity (i.e., >10 hours,
p<0.0001) of teacher training • Classroom management (p<0.005) • Classroom rules (p<0.006) • Whole-school anti-bullying policy (p<0.008) • School conferences (p<0.008) • Information for parents (e.g. written materials) (p<0.013) • Cooperative group work (i.e. experts from different
disciplines) (p<0.019)
What’s the evidence - Victimization School-based anti-bullying programs reduced prevalence of victimization (OR 1.29, 95% CI: 1.18 to 1.42, p<0.0001) Design elements associated with a decrease in victimization: • Age of children (i.e. >11 years, p<0.047) • Outcome measure (i.e. >2 times per month, p<0.0001)
What’s the evidence – Victimization (Program Elements)
Program elements independently related to victimization effect sizes: • Use of anti-bullying videos (Z=2.55, p<0.011) • Disciplinary methods (Z=2.35, p<0.019) • Greater duration for children (Z=2.79, p<0.005)
What’s the evidence – Victimization (Program Elements)
Other program elements associated with a decrease in victimization include: • parent training/meetings (p<0.0001) • cooperative group work (p<0.001) • greater intensity for teachers (p<0.028) and children
(p<0.002) • greater duration for teachers (p<0.0003) Interventions involving work with peers (i.e. mediation/mentoring provided by student peers) was associated with an increase in victimization (Z=4.22, p<0.0001)
General Implications School-based anti-bullying programs are effective in reducing school bullying and victimization, particularly when firm disciplinary methods are incorporated. To specifically target bullying, programs should be of high intensity (> 20 hrs) and include training and regular meetings for parents. To specifically target victimization, programs should be of longer duration and be delivered via videos.
General Implications However, due to potential harms, public health programs should not include work with peers. Public health should also consider how the programs are implemented.
It is also important to note that these results are based on a relatively small number of studies.
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