This article presents a systematic review and meta-analysis of the effectiveness of anti-bullying programs in schools. Studies were included if they evaluated the effects of an anti-bullying program by comparing an intervention group who received the program with a control group who did not. Four types of research design were included: a) randomized experiments, b) intervention-control comparisons with before-and-after measures of bullying, c) other intervention-control comparisons, and d) age-cohort designs. Both published and unpublished reports were included. All volumes of 35 journals from 1983 up to the end of May 2009 were hand-searched, as were 18 electronic databases. Reports in languages other than English were also included. A total of 622 reports concerned with bullying prevention were found, and 89 of these reports (describing 53 different program evaluations) were included in our review. Of the 53 different program evaluations, 44 provided data that permitted the calculation of an effect size for bullying or victimization. The meta-analysis of these 44 evaluations showed that, overall, school-based anti-bullying programs are effective: on average, bullying decreased by 20–23% and victimization decreased by 17–20%. Program elements and intervention components that were associated with a decrease in bullying and victimization were identified, based on feedback from researchers about the coding of 40 out of 44 programs. More intensive programs were more effective, as were programs including parent meetings, firm disciplinary methods, and improved playground supervision. Work with peers was associated with an increase in victimization. It is concluded that the time is ripe to mount a new program of research on the effectiveness of anti-bullying programs based on these findings.

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Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review

The occurrence of bullying, victimization, and aggressive victimization was documented in a sample of 5th graders. Bullies comprised about 14% of the sample, whereas aggressive victims and victims comprised, respectively, 5% and 18%. Bullying and aggressive victimization was positively related to yo

School bullies, victims, and aggressive victims: Factors relating to group affiliation and victimization in early adolescence.

http://www.aauw-nys.org/attached%20files/district/District%207%20Bullying%20Conference%20Materials%20Spring%202012/Value%20U/ByStander%20Effect,%20Intervention,%20Prevention/Peer%20involvement%20in%20bullying-%20Insights%20and%20challenges%20for%20intervention.pdf

Peer involvement in bullying: insights and challenges for intervention.

The nature and extent of bullying among school children is discussed, and recent attention to the phenomenon by researchers, the media, and policy makers is noted. The Olweus Bullying Prevention Program (OBPP) is a comprehensive, school-wide program that was designed to reduce bullying and achieve better peer relations among students in elementary, middle, and junior high school grades. Several large-scale studies from Norway are reviewed, which provide compelling evidence of the program's effectiveness in Norwegian schools. Studies that have evaluated the OBPP in diverse settings in the United States have not been uniformly consistent, but they have shown that the OBPP has had a positive impact on students' self-reported involvement in bullying and antisocial behavior. Efforts to disseminate the OBPP in Norway and the United States are discussed. Language: en

Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program.

https://isiarticles.com/bundles/Article/pre/pdf/36748.pdf

Update on bullying at school: Science forgotten?

Impetus for the intervention study, early stages of planning, and funding Over the past decade, Canadians have become increasingly aware of the extent and consequences of bullying problems. Recently, there have been several high-profile cases of Canadian children who have suffered from prolonged victimisation, with severe consequences of suicide, revenge attacks, or death at the hands of peers. These cases have highlighted the need for empirically based prevention and intervention programmes. We will describe a school-based intervention programme developed prior to the recent surge in interest in the problem of bullying in Canada. This anti-bullying initiative emerged from a survey conducted in the early 1990s by the Toronto Board of Education in collaboration with researchers from York University. The questionnaire used for the survey was modelled after the Olweus self-report questionnaire (Olweus, 1989), with some adaptations for the Canadian context. The survey indicated that bullying and victimisation were pervasive problems. During the past two months, 24% of the grade 3–8 students reported that they had bullied other students at least once or twice, and 15% more than once or twice. Half of the students (49%) indicated that they had been victims of bullying at least once, 20% more than once or twice, and 8% reported being victimised weekly or more often during the past two months (Charach, Pepler, and Ziegler, 1995).

Making a difference in bullying: evaluation of a systemic school-based programme in Canada

The objective of this study was to examine the predictors associated with adherence to atypical antipsychotic medication following discharge from hospital for children and adolescents with first-episode psychosis. Sixty-five children and adolescents, age 15.35 ± 2.08 years, 59% boys, who had participated in a longitudinal cohort study examining relapse following first hospitalization for episode of psychosis were included in this study. All those studied were discharged on one of three atypical antipsychotics, risperidone, quetiapine, or olanzapine between January 1999 and October 2003. Time 1 data were collected retrospectively from medical charts using a standardized questionnaire; time 2 data were obtained using questionnaire mailed to participants’ parents a minimum of 2 years post-discharge, mean 3.9 ± 1.3 years. Variables examined as predictors of adherence fell into broad categories of biological, social and treatment variables. Discharge on concurrent pharmacologic agent for affective symptoms in addition to atypical antipsychotic, OR = 10.5 [95% confidence interval (CI) = 2.06–53.19] was a strong predictor of medication adherence in adolescents. The results indicated that children and adolescents discharged from their first hospitalization following a psychotic episode may be more likely to stay on prescribed antipsychotic medication if they are prescribed concurrent medication for affective symptoms.

Medication adherence for children and adolescents with first-episode psychosis following hospitalization.

DOCUMENT RESUME O'Connell, Paul; Sedighdeilami, Farrokh; Craig, Wendy; Connolly, Jennifer; Atlas, Charach, Alice Prevalence of Bullying and Victimization Elementary and Middle School Children. 1997-05-00 12p. Reports Research (143) MF01/PC01 Plus Postage. Age Differences; Aggression; *Bullying; Elementary Education; *Elementary School Students; Foreign Countries; Incidence; *Middle School Students; Middle Schools; Peer Relationship; *Student Surveys Canada; Victimization PS 026 206 Pepler, Debra J.; Rona; Smith, Carla;

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Prevalence of Bullying and Victimization among Canadian Elementary and Middle School Children.

With increasing awareness that ADHD is chronically disabling, a burgeoning literature has examined childhood clinical indicators of ADHD persistence. This study investigates whether childhood factors reflecting biological risk and cognitive reserve have additive predictive value for the persistence of ADHD that is unique beyond childhood indicators of disorder severity. One-hundred thirty children with ADHD (mean age = 8.9 years, 75 % male) were followed into adolescence (mean age = 14.0 years). Childhood ADHD and co-morbidities were assessed via interviews with parents and teachers; parental psychopathology was assessed via parent interview; exposure to neurobiological and psychosocial adversity were indexed by parent questionnaire; and cognitive reserve was evaluated through children’s performance on measures of IQ and executive functioning. Univariate analyses identified childhood inattention and hyperactivity-impulsivity, co-morbid oppositional defiant disorder, overall impairment, and paternal anxiety and depression as more prevalent amongst adolescents with persistent compared with remitted ADHD. Only child-level predictors remained significant in a final multivariate model. These results suggest that children who are most likely to experience persistent ADHD have a more severe clinical presentation in childhood, reflected by increased levels of inattention, oppositional behavior, and impairment. They also are more likely to have fathers with internalizing concerns, but these concerns do not uniquely predict ADHD persistence beyond child-level factors. Contrary to expectations, childhood adversity and cognitive functioning did not predict the course of ADHD.

Alice Charach

Papers

Making a difference in bullying: evaluation of a systemic school-based programme in Canada

Medication adherence for children and adolescents with first-episode psychosis following hospitalization.

Prevalence of Bullying and Victimization among Canadian Elementary and Middle School Children.

Clinical, Sociobiological, and Cognitive Predictors of ADHD Persistence in Children Followed Prospectively Over Time

Conclusions and Recommendations for Future Research