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Strengthen the Evidence for Maternal and Child Health Programs

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Displaying records 1 through 20 (69 total).

Stevens V, De Bourdeaudhuij I, Van Oost P. Bullying in flemish schools: An evaluation of anti-bullying intervention in primary and secondary schools. Br J Educ Psychol. 2000;70:195- 210.

Link: https://pubmed.ncbi.nlm.nih.gov/10900778/

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, Class Rules, SCHOOL, Teacher/Staff Meeting, Teacher/Staff Training, School Rules

Intervention Results:

The findings regarding the effects of the school-based anti-bullying intervention programme on the extent of bullying and victimisation showed a mixed pattern of positive changes in primary schools and zero outcomes in secondary schools. The findings regarding the effects of external support revealed limited outcomes.

Baldry AC, Farrington DP. Evaluation of an intervention program for the reduction of bullying and victimization in schools. Aggress Behav. 2004;30(1):1-15.

Link: https://onlinelibrary.wiley.com/doi/abs/10.1002/ab.20000

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Results:

Results showed that the program worked best for older students, but not for younger ones who in some cases reported an increased level of victimization after the intervention. For older students there was a decrease in victimization according to the sum of types of behavior for the experimental group, but an increase for the control group. The same result was found for direct victimization, having belongings stolen, and being called nasty names.

Athanasiades C, Kamariotis H, Psalti A, Baldry AC, Sorrentino A. Internet use and cyberbullying among adolescent students in greece: The 'tabby' project. Hellenic Journal of Psychology. 2015;12(1):14-39.

Link: https://www.researchgate.net/publication/281202048_Internet_use_and_cyberbullying_among_adolescent_students_in_Greece_The_tabby_project

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Results:

Results showed that even though adolescent students in Greece report a number of risky online behaviors, exhibit lower rates of cyberbullying compared to students from other European countries. Additionally, students' estimate of their involvement in cyberbullying incidents in the future was significantly correlated with their risky and unsafe use of the internet.

Splett JD, Maras MA, Brooks CM. GIRLSS: A randomized, pilot study of a multisystemic, school-based intervention to reduce relational aggression. J Child Fam Stud. 2015;24(8):2250-2261.

Link: http://psycnet.apa.org/record/2014-33264-001

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, Training, Consultation

Intervention Results:

Intervention participants demonstrated significantly more change in the desired direction than control participants according to school counselors and an averaged score of school counselor and teacher-reported relational aggression.

Tanrikulu T, Kınay H, Arıcak OT. Sensibility development program against cyberbullying. New Media Soc. 2015;17(5):708-719.

Link: http://journals.sagepub.com/doi/abs/10.1177/1461444813511923

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Results:

Statistical analysis indicated that there was a significant difference between CBSS pre-and-post-test scores in the experimental group. No significant difference was found for the control group, suggesting that the program was effective in helping students develop a level of sensibility against cyberbullying.

Boulton MJ, Flemington I. The effects of a short video intervention on secondary school pupils' involvement in definitions of and attitudes towards bullying. Sch Psychol Int. 1996;17(4):331-345.

Link: http://journals.sagepub.com/doi/10.1177/0143034396174003

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Results:

Participants who watched the video did not report less bullying of other pupils than those who did not watch it, nor was there evidence that the video led to more negative attitudes towards bullying in general. However, more of the participants who watched the video than did not watch it extended their definition of bullying to include three specific types of behaviour-'name-calling', 'telling nasty stories about some one' and 'forcing people to do things they don't want to do'.

Chaux E, Velásquez AM, Schultze‐Krumbholz A, Scheithauer H. Effects of the cyberbullying prevention program media heroes (medienhelden) on traditional bullying. Aggress Behav. 2016;42(2):157-165.

Link: https://www.ncbi.nlm.nih.gov/pubmed/26879895

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): PARENT/FAMILY, Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training

Intervention Results:

Media Heroes was found to reduce traditional bullying. Effects were larger for the long-version of the program than for the short 1-day version. No effects were found on victimization by either cyberbullying or traditional bullying.

Connolly J, Josephson W, Schnoll J, et al. Evaluation of a youth-led program for preventing bullying, sexual harassment, and dating aggression in middle schools. J Early Adolesc. 2014:0272431614535090.

Link: http://journals.sagepub.com/doi/abs/10.1177/0272431614535090

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

Intervention Results:

Significant improvements were found in knowledge and attitudes in both programs. Students receiving the YLP showed significant reductions in anxiety and maintained their school connectedness (all ps < .05).

Cross D, Shaw T, Hadwen K, et al. Longitudinal impact of the cyber friendly schools program on adolescents’ cyberbullying behavior. Aggress Behav. 2016;42(2):166-180.

Link: https://www.ncbi.nlm.nih.gov/pubmed/26351263

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): PARENT/FAMILY, Notification/Information Materials (Online Resources, Information Guide), CLASSROOM, Adult-led Curricular Activities/Training, Peer-led Curricular Activities/Training, Training (Parent/Family), SCHOOL, Teacher/Staff Meeting, Teacher/Staff Training, School Rules

Intervention Results:

The program was associated with significantly greater declines in the odds of involvement in cyber-victimization and perpetration from pre- to the first post-test, but no other differences were evident between the study conditions. However, teachers implemented only one third of the program content.

Espelage DL, Low S, Polanin JR, Brown EC. The impact of a middle school program to reduce aggression, victimization, and sexual violence. J Adolesc Health. 2013;53(2):180-186.

Link: https://www.ncbi.nlm.nih.gov/pubmed/23643338

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Results:

Multilevel analyses revealed significant intervention effects with regard to physical aggression. The adjusted odds ratio indicated that the intervention effect was substantial; individuals in intervention schools were 42% less likely to self-report physical aggression than students in control schools. We found no significant intervention effects for verbal/relational bully perpetration, peer victimization, homophobic teasing, and sexual violence.

Espelage DL, Low S, Polanin JR, Brown EC. Clinical trial of second step© middle-school program: Impact on aggression & victimization. J Appl Dev Psychol. 2015;37:52-63.

Link: https://asu.pure.elsevier.com/en/publications/clinical-trial-of-second-step-middle-school-program-impact-on-agg

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Results:

Multilevel analyses revealed significant intervention effects for two of the seven outcomes. Students in intervention schools were 56% less likely to self-report homophobic name-calling victimization and 39% less likely to report sexual violence perpetration than students in control schools in one state.

Fekkes M, van de Sande M, Gravesteijn J, et al. Effects of the dutch skills for life program on the health behavior, bullying, and suicidal ideation of secondary school students. Health Educ. 2016;116(1):2-15.

Link: https://www.emeraldinsight.com/doi/full/10.1108/HE-05-2014-0068

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Results:

The outcome results for the experimental group (EG) compared with controls present a complex picture at the three different time points used for evaluation. There was a clearly positive effect on levels of alcohol consumption and a clearly negative effect on smoking across time. There was a mixed picture over time for suicide ideation and for bullying including sexual bullying (although the prevalence rates for bullying were low and thus results should be treated with caution). There were generally more positive impacts on students with lower educational levels including less suicidal ideation and less bullying.

Garaigordobil M, Martínez-Valderrey V. Effects of cyberprogram 2.0 on" face-to-face" bullying, cyberbullying, and empathy. Psicothema. 2015;27(1):45-51.

Link: https://www.ncbi.nlm.nih.gov/pubmed/25633769

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Results:

The results confirmed that the program significantly stimulated: (a) a decrease in the amount of bullying and cyberbullying behaviors suffered and/or carried out (level of victimization, perpetration, aggressive-victimization); and (b) an increase in the capacity for empathy.

Gradinger P, Yanagida T, Strohmeier D, Spiel C. Prevention of cyberbullying and cyber victimization: Evaluation of the ViSC social competence program. J Sch Violence. 2015;14(1):87-110.

Link: https://www.tandfonline.com/doi/abs/10.1080/15388220.2014.963231

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Teacher/Staff Training

Intervention Results:

Utilizing a multiple group bivariate latent change score model controlling for traditional aggression, traditional victimization, and age, results demonstrate program effectiveness for cyberbullying (latent d = 0.39) and cyber victimization (latent d = 0.29) indicating that these behaviors reflect a systemic (school) problem.

Hunt C. The effect of an education program on attitudes and beliefs about bullying and bullying behaviour in junior secondary school students. Child Adolesc Ment Health. 2007;12(1):21-26.

Link: http://psycnet.apa.org/record/2007-04478-004

NPM: 9: Bullying
Intervention Components (click on component to see a list of all articles that use that intervention): PARENT/FAMILY, Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Teacher/Staff Meeting

Intervention Results:

Students reported bullying experiences on the Peer Relations Questionnaire and attitudes using the Attitude to Victim and Bully Scales, prior to the intervention and one year later. There was little difference between conditions on most measures.

Kärnä A, Voeten M, Little TD, Alanen E, Poskiparta E, Salmivalli C. Effectiveness of the KiVa antibullying program: Grades 1–3 and 7–9. J Educ Psychol. 2013;105(2):535.

Link: https://eric.ed.gov/?id=EJ1007951

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, PARENT/FAMILY, Notification/Information Materials (Online Resources, Information Guide), Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Reporting & Response System, Teacher/Staff Training, Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Results:

Multilevel regression analyses revealed that after 9 months of implementation, the intervention had beneficial effects in Grades 1-3 on self-reported victimization and bullying (odds ratios approximately equal to 1.5), with some differential effects by gender. In Grades 7-9, statistically significant positive results were obtained on 5 of 7 criterion variables, but results often depended on gender and sometimes age. The effects were largest for boys' peer reports: bullying, assisting the bully, and reinforcing the bully (Cohen's ds 0.11-0.19).

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), POPULATION-BASED SYSTEMS, COMMUNITY, Training, Event, Media Campaign (Print Materials, Radio, TV), Distribution of Promotional Items (Classroom/School), Distribution of Promotional Items (Community)

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:

Except for a reduction in victimization, all goals were achieved in some measure. Self-reported bullying decreased 50% or more. Students' reporting that peers intervened in bullying increased. Staff-reported reductions in student aggression, and staff's belief that the school's efforts to address bullying were adequate increased.

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:

The survey indicated that the intervention had no overall effect on levels of bullying in the school as a whole or on the likelihood that peers would intervene to help. However, the interviews indicated that peer helpers and some victims were helped by the initiative, and some potential users of the service perceived it in a positive light.

Houlston C, Smith PK. The impact of a peer counselling scheme to address bullying in an all‐girl london secondary school: A short‐term longitudinal study. Br J Educ Psychol. 2009;79(1):69-86.

Link: https://www.ncbi.nlm.nih.gov/pubmed/18435867

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, Adult-led Curricular Activities/Training, SCHOOL, School Rules

Intervention Results:

Peer counsellors benefited from their involvement through an acquisition of transferable communication and interpersonal skills, and, compared to age-matched control pupils, had increased social self-esteem. There were no reductions in self-reported bullying and victimization, but in general pupils believed that there was less bullying in school and that the school was doing more about bullying, with year 7 students showing the most positive changes.
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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.