scholarly journals A Systematic Review of School-bullying Interventions for Children andAdolescents in Korea

2020 ◽  
Vol 17 (1) ◽  
pp. 12-27
Author(s):  
Ji-Hye Hwang ◽  
Yoonhee Seok ◽  
Hyo Gyeong Park ◽  
Ji Yeon Lee
Keyword(s):  
Systematic Review ◽  
School Bullying ◽  
Bullying Interventions

scholarly journals School-based interventions to address bullying

2016 ◽  
Vol 4 (2) ◽  
pp. 142-164 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Bullying Prevention ◽  
School Bullying ◽  
Negative Consequences ◽  
School Based ◽  
History Of ◽  
School Based Interventions ◽  
Role Of Parents ◽  
Bullying Interventions ◽  
Meta Analyses

Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical underpinnings to interventions, and in tackling cyberbullying.

Current Evidence of Best Practice in School Bullying Interventions for OTs

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512515317p1
Author(s):  
Gabrielle Caguete ◽  
Whitney Ogechi Ihezue ◽  
J. Rita Park ◽  
Janet Njelesani
Keyword(s):  
Best Practice ◽  
School Bullying ◽  
Current Evidence ◽  
Bullying Interventions

Predictors of school bullying perpetration in adolescence: A systematic review

2015 ◽  
Vol 23 ◽  
pp. 126-136 ◽  
Author(s):  
David Álvarez-García ◽  
Trinidad García ◽  
José Carlos Núñez
Keyword(s):  
Systematic Review ◽  
School Bullying ◽  
Bullying Perpetration

School-based anti-bullying interventions: Systematic review of the methodology to assess their effectiveness

2015 ◽  
Vol 24 ◽  
pp. 131-174 ◽  
Author(s):  
Alexandros-Georgios Chalamandaris ◽  
Danielle Piette
Keyword(s):  
Systematic Review ◽  
School Based ◽  
Bullying Interventions

scholarly journals Bullying Behaviour in Schools: Towards Better Understandings and Practice

2021 ◽  
Author(s):  
◽  
Mark Cleary
Keyword(s):  
New Zealand ◽  
School Community ◽  
School Bullying ◽  
Ministry Of Education ◽  
Effective School ◽  
School Based ◽  
Depth Analysis ◽  
Communication Difficulties ◽  
Bullying Interventions ◽  
The Impact

<p>This study of school bullying provides an overview of the development of international anti-bullying initiatives, an in-depth analysis of the state of antibullying approaches in New Zealand and a description of the impact of such approaches on the behaviour in one secondary school community. Its findings endorse the use of effective, school-based, anti-bullying interventions, in particular, those developed in Scandinavia and Britain during the last twenty years. The efforts to combat bullying in New Zealand are reviewed. While some New Zealand programmes are found to be effective, the anti-bullying initiatives of the Ministry of Education and the Education Review Office are found wanting, as is their failure to respond effectively to the growing public concern over bullying. A number of anti-bullying interventions undertaken within one school community are evaluated. While generally found to reduce bullying, the limitations of these interventions became evident when one class group was viewed in greater depth in a study which discovered an entrenched bullying ‘culture’ and provided insights into the bullying dynamic. The communication difficulties experienced when a small number of powerful individuals capture the dynamics of power and abuse, and in effect establish the relationship style for the whole group, are then highlighted. As a result of the understandings gained through this classroom-based study, a number of conclusions are developed about the importance of the role played by leaders, both teacher and pupil.</p>

scholarly journals Bullying Behaviour in Schools: Towards Better Understandings and Practice

2021 ◽  
Author(s):  
◽  
Mark Cleary
Keyword(s):  
New Zealand ◽  
School Community ◽  
School Bullying ◽  
Ministry Of Education ◽  
Effective School ◽  
School Based ◽  
Depth Analysis ◽  
Communication Difficulties ◽  
Bullying Interventions ◽  
The Impact

<p>This study of school bullying provides an overview of the development of international anti-bullying initiatives, an in-depth analysis of the state of antibullying approaches in New Zealand and a description of the impact of such approaches on the behaviour in one secondary school community. Its findings endorse the use of effective, school-based, anti-bullying interventions, in particular, those developed in Scandinavia and Britain during the last twenty years. The efforts to combat bullying in New Zealand are reviewed. While some New Zealand programmes are found to be effective, the anti-bullying initiatives of the Ministry of Education and the Education Review Office are found wanting, as is their failure to respond effectively to the growing public concern over bullying. A number of anti-bullying interventions undertaken within one school community are evaluated. While generally found to reduce bullying, the limitations of these interventions became evident when one class group was viewed in greater depth in a study which discovered an entrenched bullying ‘culture’ and provided insights into the bullying dynamic. The communication difficulties experienced when a small number of powerful individuals capture the dynamics of power and abuse, and in effect establish the relationship style for the whole group, are then highlighted. As a result of the understandings gained through this classroom-based study, a number of conclusions are developed about the importance of the role played by leaders, both teacher and pupil.</p>

scholarly journals The Association between Deliberate Self-Harm and School Bullying Victimization and the Mediating Effect of Depressive Symptoms and Self-Stigma: A Systematic Review

2018 ◽  
Vol 2018 ◽  
pp. 1-36 ◽  
Author(s):  
Maria N. K. Karanikola ◽  
Anne Lyberg ◽  
Anne-Lise Holm ◽  
Elisabeth Severinsson
Keyword(s):  
Systematic Review ◽  
Depressive Symptoms ◽  
Cohort Studies ◽  
School Bullying ◽  
Mediating Effect ◽  
Bullying Victimization ◽  
Cross Sectional ◽  
Deliberate Self Harm ◽  
Self Injury ◽  
Self Harm

Background. Identifying deliberate self-harm in the young and its relationship with bullying victimization is an important public health issue. Methods. A systematic review was performed to explore evidence of the association between deliberate self-harm and school bullying victimization in young people, as well as the mediating effect of depressive symptoms and self-stigma on this association. An advanced search in the following electronic databases was conducted in January 2018: PubMed/Medline; CINAHL; PsycINFO; PsycARTICLES; Science Direct; Scopus, and Cochrane Library. Studies that fulfilled the inclusion criteria were further assessed for their methodological integrity. The Norwegian Knowledge Centre for Health Services tool was applied for cross-sectional studies and the Critical Appraisal Skills Programme instrument for the cohort studies. Only empirical quantitative studies published in the English language in peer reviewed journals during the last decade (2007-2018) aimed at exploring the association between deliberate self-harm and school bullying victimization in community-based schoolchildren with a mean age of under 20 years were included. Results. The reviewed cross-sectional and cohort studies (22) revealed a positive association between school bullying victimization and deliberate self-harm, including nonsuicidal self-injury, which remained statistically significant when controlled for the main confounders. The mediating role of depressive symptoms in the association between deliberate self-harm and school bullying victimization was confirmed. A dose-response effect was shown in the association between nonsuicidal self-injury and school bullying victimization, whilst the mediating effect of depressive symptoms needs to be further explored. No studies were found directly exploring the mediating effect of self-stigma in the association between deliberate self-harm and bullying victimization. Conclusion. Targeted interventions aimed at eliminating victimization behaviours within the school context are therefore proposed, as well as interventions to promote healthy parenting styles for the parents of schoolchildren. Moreover, school healthcare professionals should screen students involved in bullying for self-injury, and vice versa.

scholarly journals Systematic review of academic bullying in medical settings: dynamics and consequences

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e043256
Author(s):  
Tauben Averbuch ◽  
Yousif Eliya ◽  
Harriette Gillian Christine Van Spall
Keyword(s):  
Systematic Review ◽  
Negative Impact ◽  
Well Being ◽  
Risk Of Bias ◽  
Medical Settings ◽  
Academic Medical ◽  
Academic Bullying ◽  
Bullying Interventions ◽  
The Impact ◽  
Academic Medical Settings

PurposeTo characterise the dynamics and consequences of bullying in academic medical settings, report factors that promote academic bullying and describe potential interventions.DesignSystematic review.Data sourcesWe searched EMBASE and PsycINFO for articles published between 1 January 1999 and 7 February 2021.Study selectionWe included studies conducted in academic medical settings in which victims were consultants or trainees. Studies had to describe bullying behaviours; the perpetrators or victims; barriers or facilitators; impact or interventions. Data were assessed independently by two reviewers.ResultsWe included 68 studies representing 82 349 respondents. Studies described academic bullying as the abuse of authority that impeded the education or career of the victim through punishing behaviours that included overwork, destabilisation and isolation in academic settings. Among 35 779 individuals who responded about bullying patterns in 28 studies, the most commonly described (38.2% respondents) was overwork. Among 24 894 individuals in 33 studies who reported the impact, the most common was psychological distress (39.1% respondents). Consultants were the most common bullies identified (53.6% of 15 868 respondents in 31 studies). Among demographic groups, men were identified as the most common perpetrators (67.2% of 4722 respondents in 5 studies) and women the most common victims (56.2% of 15 246 respondents in 27 studies). Only a minority of victims (28.9% of 9410 victims in 25 studies) reported the bullying, and most (57.5%) did not perceive a positive outcome. Facilitators of bullying included lack of enforcement of institutional policies (reported in 13 studies), hierarchical power structures (7 studies) and normalisation of bullying (10 studies). Studies testing the effectiveness of anti-bullying interventions had a high risk of bias.ConclusionsAcademic bullying commonly involved overwork, had a negative impact on well-being and was not typically reported. Perpetrators were most commonly consultants and men across career stages, and victims were commonly women. Methodologically robust trials of anti-bullying interventions are needed.LimitationsMost studies (40 of 68) had at least a moderate risk of bias. All interventions were tested in uncontrolled before–after studies.

Preventing and Responding to Bullying: An Elementary School's 4-Year Journey

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Mary E. McCormac
Keyword(s):  
Action Research ◽  
School Counselors ◽  
Research Process ◽  
Bullying Prevention ◽  
School Bullying ◽  
Prevention And Intervention ◽  
Bullying Interventions ◽  
The Impact

Bullying continues to be a pervasive problem in schools and requires a schoolwide approach. This article describes the action research process used to examine the impact of a 4-year, K-5 school bullying prevention and intervention. The school counselors collaborated with students, staff, and parents to implement the program, and collected and analyzed data to improve the program. Results indicated that the program reduced bullying and increased students’ perception that adults listen to bullying reports. The author offers suggestions for improving bullying interventions.

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