A Meta-analytic Review of School-Based Anti-bullying Programs with a Parent Component

2019 ◽  
Vol 1 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Yuanhong Huang ◽  
Dorothy L. Espelage ◽  
Joshua R. Polanin ◽  
Jun Sung Hong
Keyword(s):  
School Based ◽  
Analytic Review ◽  
Bullying Programs ◽  
Parent Component

scholarly journals Effective Components of School-Based Prevention Programs for Child Abuse: A Meta-Analytic Review

2021 ◽  
Author(s):  
Jeanne Gubbels ◽  
Claudia E. van der Put ◽  
Geert-Jan J. M. Stams ◽  
Mark Assink
Keyword(s):  
Child Abuse ◽  
Program Effectiveness ◽  
Meta Analysis ◽  
Prevention Programs ◽  
Effect Sizes ◽  
Positive Effects ◽  
School Based ◽  
Analytic Review ◽  
Program Components ◽  
Self Protection

AbstractSchool-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children’s child abuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children’s child abuse knowledge suggest that program effects were larger in programs addressing social–emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children’s self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques.

scholarly journals An Insight Into the Involvement of Mothers of Low Socioeconomic Status in Scottish Primary School Health Education Activities

2019 ◽  
Vol 47 (1) ◽  
pp. 111-122
Author(s):  
Samantha Donnelly ◽  
Duncan S. Buchan ◽  
Ann-Marie Gibson ◽  
Gillian Mclellan ◽  
Rosie Arthur
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
School Health ◽  
Family Care ◽  
Well Being ◽  
Low Ses ◽  
Low Socioeconomic ◽  
School Based ◽  
School Health Education ◽  
Parent Component

School-based health activities that involve parents are more likely to be effective for child health and well-being than activities without a parent component. However, such school-based interventions tend to recruit the most motivated parents, and limited evidence exists surrounding the involvement of hard-to-reach parents with low socioeconomic status (SES). Mothers remain responsible for the majority of family care; therefore, this study investigated mothers with low SES to establish the reasons and barriers to their involvement in school-based health activities and to propose strategies to increase their involvement in those activities. Interviews were conducted with mothers with low SES, who were typically not involved in school-based health activities ( n = 16). An inductive–deductive approach to hierarchical analysis revealed that there are several barriers resulting in mothers being less involved, particularly due to issues surrounding the schools’ Parent Councils and the exclusivity of school-based events. Efforts made by the school to promote health activities and involve parents in such activities were revealed, alongside recommendations to improve on these practices. The findings offer multiple ways in which future school-based health interventions can recruit and involve mothers with low SES.

School-Based Mental Health and Behavioral Programs for Low-Income, Urban Youth: A Systematic and Meta-Analytic Review

2011 ◽  
Vol 18 (4) ◽  
pp. 372-390 ◽  
Author(s):  
Farahnaz K. Farahmand ◽  
Kathryn E. Grant ◽  
Antonio J. Polo ◽  
Sophia N. Duffy
Keyword(s):  
Mental Health ◽  
Low Income ◽  
Urban Youth ◽  
School Based ◽  
Analytic Review

The Effectiveness of School-Based Anti-Bullying Programs

2007 ◽  
Vol 32 (4) ◽  
pp. 401-414 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Claudia San Miguel ◽  
John C. Kilburn ◽  
Patricia Sanchez
Keyword(s):  
School Based ◽  
Bullying Programs

A Meta-Analytic Review of School-Based Prevention for Cannabis Use

2010 ◽  
Vol 37 (5) ◽  
pp. 709-723 ◽  
Author(s):  
Amy J. Porath-Waller ◽  
Erin Beasley ◽  
Douglas J. Beirness
Keyword(s):  
High School Students ◽  
Program Effectiveness ◽  
Positive Impact ◽  
Cannabis Use ◽  
School Students ◽  
Prevention Programming ◽  
Influence Model ◽  
School Based ◽  
Analytic Review ◽  
Model Programs

This investigation used meta-analytic techniques to evaluate the effectiveness of school-based prevention programming in reducing cannabis use among youth aged 12 to 19. It summarized the results from 15 studies published in peer-reviewed journals since 1999 and identified features that influenced program effectiveness. The results from the set of 15 studies indicated that these school-based programs had a positive impact on reducing students’ cannabis use ( d = 0.58, CI: 0.55, 0.62) compared to control conditions. Findings revealed that programs incorporating elements of several prevention models were significantly more effective than were those based on only a social influence model. Programs that were longer in duration (≥15 sessions) and facilitated by individuals other than teachers in an interactive manner also yielded stronger effects. The results also suggested that programs targeting high school students were more effective than were those aimed at middle-school students. Implications for school-based prevention programming are discussed.

scholarly journals The effect and moderators of school-based anti-bullying programs: Meta-analysis and GRADE evidence

2018 ◽  
Vol 26 (12) ◽  
pp. 2113
Author(s):  
Lingbo ZHAO ◽  
Lizu LAI ◽  
Yuzhong LIN ◽  
Chunxiao ZHAO ◽  
Zhihong REN
Keyword(s):  
Meta Analysis ◽  
School Based ◽  
Bullying Programs

scholarly journals School-Based Interventions Improve Body Image and Media Literacy in Youth: A Systematic Review and Meta-Analysis

2021 ◽  
Author(s):  
Martina Kurz ◽  
Jenny Rosendahl ◽  
Johanna Rodeck ◽  
Julia Muehleck ◽  
Uwe Berger
Keyword(s):  
Body Image ◽  
Body Dissatisfaction ◽  
Media Literacy ◽  
Meta Analysis ◽  
Health Behaviours ◽  
Positive Body Image ◽  
Manual Search ◽  
School Based ◽  
Analytic Review ◽  
School Based Interventions

AbstractBody ideals conveyed by the media and by body comparisons often result in body dissatisfaction, which can cause risky health behaviours and eating disorders, especially in adolescents. We conducted a meta-analytic review of existing school-based interventions designed to enhance media literacy in order to reduce body dissatisfaction and to promote a positive body image. We included controlled trials examining children and adolescents from grade five to nine (age 10–15 years) after a manual search and a comprehensive literature search using PsycINFO, Medline, Web of Science, and CENTRAL. We computed average weighted effect sizes (Hedges’ g) with the help of a random effects model and identified seventeen different programme evaluations with 7392 participants. We found a significantly larger effect on positive body image and media literacy in the intervention compared to control groups. However, heterogeneity was substantial for both outcomes. Results suggest that media literacy interventions have the potential to improve media literacy and reduce body dissatisfaction. Interventions that worked with the principle of induction of cognitive dissonance were the most effective.

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