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Strengthening the evidence for maternal and child health programs

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Displaying records 1 through 10 (10 total).

Swaim RC, Kelly K. Efficacy of a randomized trial of a community and school-based anti-violence media intervention among small-town middle school youth. Prev Sci. 2008;9(3):202- 214.

Link: https://www.ncbi.nlm.nih.gov/pubmed/18607726

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Peer-led Curricular Activities/Training, SCHOOL, Assembly, Media Campaign (Print Materials, Public Address System, Social Media), Distribution of Promotional Items, POPULATION-BASED SYSTEMS, COMMUNITY, Training, Event, Media Campaign (Print Materials, Radio, TV), Distribution of Promotional Items

Intervention Results:

  • Students in the intervention group reported a significantly higher rate of decline in verbal victimization compared to control students. The difference was only significant among males.
  • For physical victimization, the decline in the intervention group compared to the control group was in the expected direction but did not reach statistical significance (p=0.069). This near significant difference was accounted for by males.

Allen KP. A bullying intervention system in high school: A two-year school-wide follow-up. Studies in Educational Evaluation. 2010;36(3):83-92.

Link: https://eric.ed.gov/?id=EJ916977

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Assembly, Reporting & Response System

Intervention Results:

Victimization - Traditional Bullying

  • Before the intervention, 15.2% of students reported victimization; after the intervention, 18.3% reported victimization. The difference was not statistically significant (p=0.092).
  • Stratifying the results by gender revealed that males reported more victimization after the intervention (21.0%) than before (15.9%), and the difference approached significance (p=0.065). There was no statistically significant difference in selfreported victimization for females after the intervention as compared to before the intervention (p>0.05).
  • Stratifying the results by grade level indicated a statistically significant increase in reporting of victimization for ninth graders (p=0.009) with 26.0% reporting victimization after as compared to 16.3% before.

Perpetration/Aggression - Traditional Bullying

  • Results showed a statistically significant difference between the before- and afterintervention groups (p=0.001) with 7.3% of students reporting that they had bullied others after the intervention compared with 13.6% before.
  • Stratifying the results by gender showed that the difference was statistically significant for both males and females (p<0.05).
  • Stratifying by grade level also showed that the differences were statistically significant for every grade (p<0.05).

Cowie H, Olafsson R. The role of peer support in helping the victims of bullying in a school with high levels of aggression. Sch Psychol Int. 2000;21(1):79-95.

Link: http://journals.sagepub.com/doi/abs/10.1177/0143034300211006

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Peer-led Mentoring/Support Counseling, SCHOOL, Assembly, Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Results:

Victimization - Traditional Bullying

  • No significant changes were found in the incidence of bullying victimization (been bullied ‘sometimes’ or more this term; been bullied ‘once’ or more in the last 5 days) over the period when the intervention was in place.
  • The students’ average estimate of the number of victims (including self) in their own class was 2.64 (SD=2.13) before the intervention and 2.63 (SD=2.1) after the intervention (not significant).

Perpetration/Aggression - Traditional Bullying

  • Comparing post-intervention to preintervention, no significant change was found for the percentage of students reporting “bullied others ‘sometimes’ or more this term,” but there was a significant increase for “bullied others ‘once’ or more in the last 5 days” (p=0.03).
  • The students’ average estimate of the number of bullies (including self) in their own class was 2.39 (SD=2.41) before the intervention and 2.46 (SD=2.23) after the intervention (not significant).

Peterson L, Rigby K. Countering bullying at an Australian secondary school with students as helpers. J Adolesc. 1999;22(4):481-492.

Link: https://ac.els-cdn.com/S0140197199902427/1-s2.0-S0140197199902427-main.pdf?_tid=42708ad0-22ba-4c63-9dc0-ac1fb3308acc&acdnat=1526304288_73659ce9a58e06931208278d9153f069

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, Peer-led Mentoring/Support Counseling, CLASSROOM, Peer-led Curricular Activities/Training, SCHOOL, Assembly, Reporting & Response System, Teacher/Staff Training, School Rules, Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Results:

Overall, there was not a decline in reported victimization at posttest. However, for students in Grade 7, the mean Victim Score decreased significantly from pretest to posttest (p=0.05). For students in Grade 9, the mean score increased significantly from pretest to posttest (p<0.05). No significant changes in victimization were found for students in Grades 10 and 11.

Salmivalli C. Peer-led intervention campaign against school bullying: Who considered it useful, who benefited? Educ Res. 2001;43(3):263-278.

Link: https://www.tandfonline.com/doi/abs/10.1080/00131880110081035

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Peer-led Curricular Activities/Training, SCHOOL, Assembly, Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Results:

Victimization - Traditional Bullying

  • After the intervention, there was a decline in self-reported bullying victimization (pretest: 9.0%; posttest: 4.2%). A decline was seen in 7th grade girls (pretest: 14.6%; posttest: 2.1%) and in 7th grade boys (pretest: 8.5% and 4.3%). An increase was seen in 8th grade girls (pretest: 4.5%; posttest: 9.1%). No change was observed for 8th grade boys (pretest and posttest: 3.7%). However, statistical significance was not reported.
  • Overall, there was no significant change in peer-reported bullying victimization measured by the average number of students the classmates reported as being bullied by others. However, among 7th grade girls, there was a significant decline in the average number of students classmates reported as bullied by others at posttest (p<0.05). No significant changes were found for 7th grade boys, 8th grade girls, and 8th grade boys. Peer-reported bullying measured by the number of students named as victims before and after the intervention by at least three classmates appeared to show no significant change before and after the intervention; statistical significance was not reported.

Pepetration/Aggression - Traditional Bullying

  • The total mean score of observed physical, verbal, and indirect bullying and attacks on property showed no significant difference before and after the intervention.
  • Subgroup analyses showed that girls who were victims before the intervention reported a significant decrease in the mean score. Girls who were non-victims and boys who were victims did not report a significant change. Boys who were nonvictims reported a significant increase.

Bauer NS, Lozano P, Rivara FP. The effectiveness of the Olweus Bullying Prevention Program in public middle schools: A controlled trial. J Adolesc Health. 2007;40(3):266-274.

Link: https://www.ncbi.nlm.nih.gov/pubmed/17321428

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Presentation/Meeting/Information Session/Event, Notification/Information Materials (Online Resources, Information Guide), CLASSROOM, Adult-led Curricular Activities/Training, Enforcement of School Rules, SCHOOL, Assembly, Reporting & Response System, Bullying Committee, Teacher/Staff Meeting, Teacher/Staff Training, School Rules, Identification and Monitoring of/Increased Supervision in Targeted Areas, POPULATION-BASED SYSTEMS, COMMUNITY, Media Campaign (Print Materials, Radio, TV)

Intervention Results:

  • Overall, there was no difference in relational (RR=0.96, 95% CI: 0.86-1.08) or physical (RR = 1.01, 95% CI: 0.87-1.17) victimization comparing the intervention schools to the control schools over the two-year period.
  • When stratified by race/ethnicity, white students in intervention schools were 27.5% less likely to report relational (RR=0.72, 95% CI: 0.53-0.98) and 36.6% less likely to report physical victimization (RR=0.63, 95% CI: 0.42-0.97) compared to white students in control schools. No statistically significant results were found for students of other race/ethnicity groups.
  • No significant effects were found when results were stratified by gender or grade.

Menesini E, Nocentini A, Palladino BE. Empowering students against bullying and cyberbullying: Evaluation of an Italian peer-led model. Int J Conf Violence. 2012;6(2):313-320.

Link: https://www.researchgate.net/publication/233944925_Empowering_Students_Against_Bullying_andCyberbullying_Evaluation_of_an_Italian_Peer-led_Model

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Peer-led Mentoring/Support Counseling, CLASSROOM, Presentation/meeting/information Session (Classroom), SCHOOL, Assembly, Media Campaign (Print Materials, Public Address System, Social Media), POPULATION-BASED SYSTEMS, COMMUNITY, Presentation/Meeting with Community Officials (School Boards, Administrators, Police), Event

Intervention Results:

Victimization - Traditional Bullying

  • Study 1: No significant main or interaction effects were found for victimization.
  • Study 2: For victimization, there was a significant interaction of time and group (p<0.01), showing a decrease over time in the intervention group as compared to the control group. Among all students in the intervention group, the intervention effect was found for both peer educators as well as other students in the intervention classes.

Victimization - Cyberbullying

  • Study 1: No significant main or interaction effects were found for cybervictimization.
  • Study 2: For cybervictimization, there was a significant interaction of time and group (p<0.05), showing a decrease over time in the intervention group as compared to the control group. Among all students in the intervention group, the intervention effect was found for both peer educators as well as other students in the intervention classes.

Perpetration/Aggression - Traditional Bullying

  • Study 1 No significant main or interaction effects were found for bullying.
  • Study 2: For bullying, there was a significant interaction of time and group (p<0.05), showing a decrease over time in the intervention group as compared to the control group. Among all students in the intervention group, the intervention effect was found for both peer educators as well as other students in the intervention classes.

Perpetration/Aggression - Cyberbullying

  • Study 1: Cyberbullying decreased significantly from pretest to posttest for the peer educator group only (not the awareness group or the control group) (p<0.05), and in particular for male peer educators (p<0.05).
  • Study 2: No significant intervention effect was found for cyberbullying.

Palladino BE, Nocentini A, Menesini E. Evidence‐based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials. Aggress Behav. 2016;42(2):194-206.

Link: https://www.ncbi.nlm.nih.gov/pubmed/26879897

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Peer-led Mentoring/Support Counseling, CLASSROOM, Presentation/meeting/information Session (Classroom), Peer-led Curricular Activities/Training, SCHOOL, Assembly, Media Campaign (Print Materials, Public Address System, Social Media), POPULATION-BASED SYSTEMS, COMMUNITY, Presentation/Meeting with Community Officials (School Boards, Administrators, Police), Event

Intervention Results:

Victimization - Traditional Bullying

  • Trial 1: Compared to the control group, the intervention group showed a significant decrease in victimization (p<0.001). The reduction was stable 6 months after the intervention ended.
  • Trial 2: Compared to the control group, the intervention, the intervention group showed a significant decrease in victimization (p<0.001). No significant interaction effect was found for time*group*gender (p=0.59).

Victimization - Cyberbullying

  • Trial 1: Compared to the control group, the intervention group showed a significant decrease in cybervictimization (p<0.001). The reduction was stable 6 months after the intervention ended.
  • Trial 2: Compared to the control group, the intervention group showed a significant decrease in cybervictimization (p<0.001). No significant interaction effect was found for time*group*gender (p=0.62).

Perpetration/Aggression - Traditional Bullying

  • Trial 1: Compared to the control group, the intervention group showed a significant decrease in bullying (p<0.001). The reduction was stable 6 months after the intervention ended.
  • Trial 2: Compared to the control group, the intervention, the intervention group showed a significant decrease in bullying (p<0.001). A significant interaction effect was found for gender. A significant decrease was found for both boys (p<0.001) and girls (p<0.001) in the intervention group, while the boys in the control group showed a significant increase (p<0.004) and the girls in the control group (p=0.12) did not change significantly.

Perpetration/Aggression - Cyberbullying

  • Trial 1: Compared to the control group, the intervention group showed a significant decrease in cyberbullying (p<0.001). The reduction was stable 6 months after the intervention ended.
  • Trial 2: Compared to the control group, the intervention, the intervention group showed a significant decrease in cyberbullying (p=0.02). No significant interaction effect was found for time*group*gender (p=0.18).

Palladino BE, Nocentini A, Menesini E. Online and offline peer led models against bullying and cyberbullying. Psicothema. 2012;24(4):634-639.

Link: https://www.ncbi.nlm.nih.gov/pubmed/23079363

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Peer-led Mentoring/Support Counseling, CLASSROOM, Presentation/meeting/information Session (Classroom), SCHOOL, Assembly, Media Campaign (Print Materials, Public Address System, Social Media), POPULATION-BASED SYSTEMS, COMMUNITY, Presentation/Meeting with Community Officials (School Boards, Administrators, Police), Event

Intervention Results:

Victimization - Traditional Bullying

  • In comparison to the control group, the intervention group decreased significantly in victimization (p<0.01).
  • Among all students in the intervention group, the intervention effect was found for both peer educators as well as other students in the intervention classes.

Victimization - Cyberbullying

  • In comparison to the control group, the intervention group decreased significantly in cybervictimization (p<0.05).
  • Among all students in the intervention group, the intervention effect was found for both peer educators as well as other students in the intervention classes.

Perpetration/Aggression - Traditional Bullying

  • In comparison to the control group, the intervention group decreased significantly in bullying (p<0.05).
  • Among all students in the intervention group, the intervention effect was found for both peer educators as well as other students in the intervention classes.

Perpetration/Aggression - Cyberbullying

  • Comparing the intervention group to the control group, no significant effect was found for cyberbullying.

Bowllan NM. Implementation and evaluation of a comprehensive, school‐wide bullying prevention program in an urban/suburban middle school. J Sch Health. 2011;81(4):167-173.

Link: https://www.ncbi.nlm.nih.gov/pubmed/21392008

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Notification/Information Materials (Online Resources, Information Guide), Presentation/Meeting/Information Session/Event, CLASSROOM, Enforcement of School Rules, SCHOOL, Bullying Committee, Assembly, Reporting & Response System, Teacher/Staff Meeting, Teacher/Staff Training, School Rules, Identification and Monitoring of/Increased Supervision in Targeted Areas, POPULATION-BASED SYSTEMS, COMMUNITY, Media Campaign (Print Materials, Radio, TV)

Intervention Results:

Victimization - Traditional Bullying

  • The study only reported significant findings and findings with percentile changes of 15% or more.
  • With regard to composite victimization, comparing 7th grade females postintervention to those pre-intervention, there was a 31.1% decrease in reports of being bullied (p=0.022). Comparing 8th grade females post-intervention to those pre-intervention, there was a 25.0% increase in reports of the frequency of being bullied (p=0.038).
  • With regard to physical victimization, comparing 8th grade females postintervention to those pre-intervention, there was a 20.0% increase in reports of being physically bullied (p=0.035).
  • With regard to verbal victimization, comparing 8th grade females post-intervention to those pre-intervention, there was a 35.0% decrease in reports of being indirectly verbally bullied (p=0.035).
  • With regard to relational victimization, comparing 7th grade females postintervention to those pre-intervention, there was a 34.4% decrease in reports of being excluded (p=0.009).

Perpetration/Aggression - Traditional Bullying

  • The study only reported significant findings and findings with percentile changes of 15% or more.
  • With regard to composite victimization, comparing 8th grade females postintervention to those pre-intervention, there was a 35.6% increase in reports of taking part in bullying others (p=0.003). For 7th grade males, there was a 21.8% increase in reports of taking part in bullying others; however, the difference did not reach statistical significance.
   

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.