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Strengthening the evidence for maternal and child health programs

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Displaying records 21 through 25 (25 total).

Richards A, Rivers I, Akhurst J. A positive psychology approach to tackling bullying in secondary schools: A comparative evaluation. Educational and Child Psychology. 2008;25(2):72-81.

Link: http://psycnet.apa.org/record/2009-06944-007

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:

Victimization - Traditional Bullying

  • No significant change was found for any of the bullying items between pretest and posttest in the control school.
  • All results reported henceforth pertain to the intervention school. There was a significant reduction in reports of bullying with 70.6% of students saying they had not been bullied in the past two weeks at pretest and 79.2% at posttest (p≤0.05).
  • No significant difference was found for the item related to physical victimization (‘I’ve been hit or kicked’).
  • With regard to items related to verbal victimization, no difference was found for ‘I’ve been called names about my ethnicity or color.’ A significant decrease from 22.5% at pretest to 14.4% at posttest was found for ‘I’ve been called other names’ (p≤0.05).
  • No significant differences were found for items related to relational victimization (‘Rumors have been spread about me,’ ‘No one speaks to me,’ and ‘I’ve seen graffiti about me’).
  • No significant differences were found for items related to damage to property (‘I’ve had my belongings taken’ and ‘My homework has been taken or destroyed’).

Wölfer R, Schultze-Krumbholz A, Zagorscak P, Jäkel A, Göbel K, Scheithauer H. Prevention 2.0: Targeting cyberbullying@ school. Prev Sci. 2014;15(6):879-887.

Link: https://www.ncbi.nlm.nih.gov/pubmed/24122481

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:

In comparison to the total sample, cyberbullying increased in the control group, remained stable in the shortintervention group, and decreased in the long-intervention group. Post hoc comparisons indicated that the control group differed on cyberbullying compared to the long-intervention group, while both intervention groups did not differ significantly from each other.

Domino M. Measuring the impact of an alternative approach to school bullying. J Sch Health. 2013;83(6):430-437.

Link: https://www.ncbi.nlm.nih.gov/pubmed/23586888

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:

Victimization - Traditional Bullying

  • Results for the fall 2009 intervention revealed significant differences in mean victim sum scores (p<0.001) at posttest between the intervention (decrease from 2.48 to 1.26) group and control group (increase from 1.41 to 2.25) over the same time period.
  • Results for the spring 2010 intervention showed that controls receiving the intervention reported reduced victimization with a decrease in mean victim sum scores from 2.25 to 1.12 (p<0.001).
  • Results remained significant after controlling for sex. Results by sex mimicked the results shown by the groups as a whole. For the intervention group, victimization was significantly reduced among males and females, with mean sum scores decreasing from 2.55 to 1.35 among males from pretest to posttest, and 2.41 to 1.18 among girls. Among controls, an initial increase in victim sum scores was seen during the fall 2009 intervention, followed by significant reductions after participation in the intervention.

Perpetration/Aggression - Traditional Bullying

  • Results for the fall 2009 intervention revealed significant difference in mean bully sum scores (p<0.001) at posttest between the intervention group (decrease from 1.15 to 0.68) and control group (increase from 1.39 to 1.98) over the same time period.
  • Results for the spring 2010 intervention showed that controls receiving the intervention reported a significant decrease in mean bully sum scores from 1.98 to 1.04 in bullying (p<0.001).
  • Results remained significant after controlling for sex. Results by sex mimicked the results shown by the groups as a whole. For the intervention group, significant bullying reductions were reported among males and females, with mean sum scores decreasing among males from 1.53 to 0.88 from pretest to posttest, and 0.84 to 0.52 among girls. Among controls, an initial increase in bully sum scores was seen during the fall 2009 intervention, followed by significant reductions after participation in the intervention.

Nese RN, Horner RH, Dickey CR, Stiller B, Tomlanovich A. Decreasing bullying behaviors in middle school: Expect respect. Sch Psychol Q. 2014;29(3):272.

Link: https://www.ncbi.nlm.nih.gov/pubmed/24820010

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:

Each school demonstrated reduction in rates of physical and verbal aggression after introduction of the intervention. Prior to the intervention, Schools 1, 2, and 3 averaged 4, 2.44, and 2.37 incidents of aggression respectively per 20-min observation. In the intervention phases, Schools 1, 2, and 3 averaged 0.89, 0.88, and 0.64 incidents respectively per 20-min observation. Taken together, Schools 1, 2, and 3 experienced a 78%, 64%, and 73% reduction in level of aggression respectively. However, statistical significance was not reported.

Schroeder BA, Messina A, Schroeder D, et al. The implementation of a statewide bullying prevention program: Preliminary findings from the field and the importance of coalitions. Health Promot Pract. 2012;13(4):489-495.

Link: https://www.ncbi.nlm.nih.gov/pubmed/21422258

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, CLASSROOM, Adult-led Curricular Activities/Training, Enforcement of School Rules, Notification/Information Materials (Online Resources, Information Guide), SCHOOL, Bullying Committee, Reporting & Response System, Teacher/Staff Training, School Rules, POPULATION-BASED SYSTEMS, COMMUNITY, Presentation/Meeting with Community Officials (School Boards, Administrators, Police), Media Campaign (Print Materials, Radio, TV)

Intervention Results:

Victimization - Traditional Bullying

  • Schools that agreed to district-wide implementation became part of HALT!, while districts that chose to implement at the building level became part of PA CARES. Results were reported separately for the different sites.
  • Results from 999 high school students in 3 schools in Cohort 1 after 2 years of program implementation of HALT! showed a statistically significant decrease in reports of being bullied.
  • Results from 6048 high school students in 7 schools after 1 year of program implementation of PA CARES showed a significant decrease in reports of being bullied.

Pepetration/Aggression - Traditional Bullying

  • Schools that agreed to district-wide implementation became part of HALT!, while districts that chose to implement at the building level became part of PA CARES. Results were reported separately for the different sites.
  • Results from 999 high school students in 3 schools in Cohort 1 after 2 years of program implementation of HALT! showed a statistically significant decrease in reports of bullying others. Results from 7446 high school students in 13 schools in Cohort 2 after 1 year of program implementation of HALT! showed statistically significant fewer reports of bullying others and fewer reports of students who could join in bullying. Results from 12972 middle school students in 15 schools in Cohort 2 after 1 year of program implementation of HALT! showed statistically significant fewer reports of students who could join in bullying.
  • Results from 9899 middle school students in 13 schools after 1 year of program implementation of PA CARES showed a slight but non-significant decrease in the reports of students bullying others. Results from 6048 high school students in 7 schools showed a significant decrease in reports of bullying others.
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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.