Are cyberbullying intervention and prevention programs effective? A systematic and meta-analytical review

Background Bullying first emerged as an important topic of research in the 1980s in Norway (Olweus), and a recent meta‐analysis shows that these forms of aggression remain prevalent among young people globally (Modecki et al.). Prominent researchers in the field have defined bullying as any aggressive behavior that incorporates three key elements, namely: (1) an intention to harm, (2) repetitive in nature, and (3) a clear power imbalance between perpetrator and victim (Centers for Disease Control and Prevention; Farrington). There are many negative outcomes associated with bullying perpetration, such as: suicidal ideation (Holt et al.), weapon carrying (Valdebenito et al.), drug use (Ttofi et al.), and violence and offending in later life (Ttofi et al.). Bullying victimization too is associated with negative outcomes such as: suicidal ideation (Holt et al.), anxiety, low self‐esteem and loneliness (Hawker& Boulton). Therefore, school bullying is an important target for effective intervention, and should be considered a matter of public health concern. Objectives The objective of this review is to establish whether or not existing school‐based antibullying programs are effective in reducing school‐bullyng behaviors. This report also updates a previous meta‐analysis conducted by Farrington and Ttofi. This earlier review found that antibullying programs are effective in reducing bullying perpetration and victimization and a primary objective of the current report is to update the earlier analysis of 53 evaluations by conducting new searches for evaluations conducted and published since 2009. Search Methods Systematic searches were conducted using Boolean combinations of the following keywords: bully*; victim*; bully‐victim; school; intervention; prevention; program*; evaluation; effect*; and anti‐bullying. Searches were conducted on several online databases including, Web of Science, PscyhINFO, EMBASE, EMBASE, DARE, ERIC, Google Scholar, and Scopus. Databases of unpublished reports, such as masters' and doctoral theses (e.g., Proquest) were also searched. Selection Criteria Results from systematic searches were screened thoroughly against the following inclusion criteria. To be included in this review, a study must have: (1) described an evaluation of a school‐based antibullying program implemented with school‐age participants; (2) utilized an operational definition of school‐bullying that coincides with existing definitions; (3) measured school‐bullying perpetration and/or victimization using quantitative measures, such as, self‐, peer‐, or teacher‐report questionnaires; and (4) used an experimental or quasi‐experimental design, with one group receiving the intervention and another not receiving the intervention. Data Collection and Analysis Of the 19,877 search results, 474 were retained for further screening. The majority of these were excluded, and after multiple waves of screening, 100 evaluations were included in our meta‐analysis. A total of 103 independent effect sizes were estimated and each effect size was corrected for the impact of including clusters in evaluation designs. Included evaluations were conducted using both randomized (n = 45; i.e., randomized controlled trials/RCTs) and nonrandomized (n = 44; i.e., quasi‐experimental designs with before/after measures; BA/EC) methodologies. All of these studies included measures of bullying outcomes before and after implementation of an intervention. The remaining 14 effect sizes were estimated from evaluations that used age cohort designs. Two models of meta‐analysis are used to report results in our report. All mean effects computed are presented using both the multivariance adjustment model (MVA) and random effects model (RE). The MVA model assigns weights to primary studies in direct proportion to study level sampling error as with the fixed effects model but adjusts the meta‐analytic standard error and confidence intervals for study heterogeneity. The RE model incorporates between‐study heterogeneity into the formula for assigning weights to primary studies. The differences and strengths/limitations of both approaches are discussed in the context of the present data. Results Our meta‐analysis identified that bullying programs significantly reduce bullying perpetration (RE: odds ratio [OR] = 1.309; 95% confidence interval [CI]: 1.24–1.38; z = 9.88; p

https://onlinelibrary.wiley.com/doi/pdf/10.1002/cl2.1143

Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis

In carrying out activities, not all individuals/students can behave assertively and instead choose to act non-assertive (passive), such as harboring feelings, pretending, holding differences of opinion, or vice versa by being aggressive. Allowing yourself to be non-assertive can threaten the relationship because one party will feel used by the other party, not resolve the emotional problems they face, and can cause anxiety and stress. The purpose of this study is to examine the group counseling techniques assertive training and thought-stopping to improve student assertiveness abilities. Randomized Pretest-Postest Comparison Group Design for 24 students Bandar Lampung. The instrument used was an assertive scale by Fensterheim and Baer (1980). Data analysis techniques Paired sample t-test and one-way ANOVA. The results showed that group counseling for assertive training and thought-stopping techniques was effective in increasing student assertiveness. Findings prove the success of group counseling in assertive training and thought-stopping techniques for students in the city of Bandar Lampung.

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The Effectiveness of Assertive Training Techniques and Thought-Stopping Techniques to Increase Student Assertiveness Ability

This study aimed to analyze the levels of personal aggression and victimization, ethnic-cultural aggression and victimization, self-esteem, empathy, social skills and gender in adolescents as potential predictors of bullying in Spain and Ecuador. The wide pluricultural sample comprised secondary education students from both countries (N = 25,190, average age = 13.92, SD = 1.306; N Spain = 14,437; N Ecuador = 10,753), who took part in the study by filling in a self-report. The results revealed that predictive models of bullying for both countries explain 50-70% of variance. A transnational predictive pattern of personal victimization can be observed based on the levels of ethnic-cultural victimization, ethnic-cultural aggression, personal aggression, self-deprecation, and affective empathy. A transnational predictive pattern of personal aggression is evidenced depending on the levels of ethnic-cultural aggression, personal victimization, self-deprecation, ethnic-cultural victimization, and the fact of being female. We concluded that bullying can largely be predicted by involvement in ethnic-cultural discrimination. These results are discussed, and educational inferences are drawn for prevention.

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Psychological Predictors of Bullying in Adolescents From Pluricultural Schools: A Transnational Study in Spain and Ecuador.

Investigation the correlation between psychological empowerment and assertiveness in nursing and midwifery students in Iran

The effectiveness of assertiveness training for school-aged children on bullying and assertiveness level.

Akran zorbaligi bir ya da daha fazla ogrencinin bir baska ogrenciye surekli olarak olumsuz eylemlerde bulunmasi seklinde tanimlanmaktadir. Akran zorbaligi, fiziksel, psikolojik ve sosyal bircok saglik sorununun nedenidir. Okullarda akran zorbalarinin tespit edilmesi ve gerekli mudahalelerin uygulanmasi ekip calismasi gerektirmektedir. Bu ekibin onemli bir uyesi olan okul sagligi hemsiresi egitici, danisman, savunucu, degisim ajani olma gibi rollerini aktif olarak kullanmaktadir. Okul sagligi hemsiresi, okul ortaminda sik karsilasilan akran zorbaligina sistematik yaklasabilir. Bu derleme akran zorbaliginin onlemesinde okul sagligi hemsiresinin gorev ve sorumluluklarini incelemek amaciyla yapilmistir

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Akran Zorbalığının Önlenmesinde Okul Sağlığı Hemşiresinin Rolü

Aim: The study was conducted to determine peer bullying and assertiveness levels of school-aged children and related factors. Methods: This study was conducted in a descriptive and crosssectional design. The sample of the study comprised 1509 fifthand sixth-grade students who agreed to participate in the study. Data were collected by means of a questionnaire, the Assertiveness Scale and the Multidimensional Peer-Victimization Scale. Data were analyzed with frequency, percentage, mean, standard deviation, Mann Whitney U test, Kruskal Wallis H test and correlational analysis. Results: The mean age of the students participating in the study was 11.4±0.7; 53.4% of the students were boys and 56.2% of them were in grade six. About half of the students (58.5%) reported their success in school as good, and also reported peer relations at school (84.6%), relations with their siblings (69%), and relations with their parents (94.3%) as good. It was determined that the Peer Victimization Scale’s victim dimension mean score of the students was 7.7±10.1; the bullying dimension was 3.0±6.4, and the Assertiveness Scale’s mean score was 34.4±7.3. It was determined that there was a significant negative correlation between assertiveness level and being bullies and victims (r=0.229, p<0.05; r= 0.146, p<0.05, respectively). Conclusion: It was determined that students’ being bullies or victims was low and the assertiveness level was good. Gender and social relationships (friends, siblings, parents) affected peer bullying and assertiveness. It was concluded that as the students’ levels of assertiveness increased, bullying conditions decreased.

An Investigation of Peer Bullying and Assertiveness Levels among School-Aged Children and Related Factors

Aim: The research was conducted to adapt the Student-Advocates Pre- and Post-Scale into Turkish. Methods: The research was carried out as a methodological design. The population of the study consists of students of a secondary school in Ankara aged from 10 to 11 years. The sample consisted of 246 students who agreed to participate in the study and received con- sent from the family. Translation, expert opinion, confirmatory factor analysis, Cronbach alpha reliability analysis, and item correlation analysis were performed during the adapta- tion process of the scale, which was developed in English to Turkish. Results: This study determined that the X 2 / SD fit index obtained from the confirmatory factor analysis was 1.361 and that the root mean square error of approximation value was 0.038, the Goodness of Fit Index value was 0.96, Adjusted Goodness of Fit Index value was 0.94, and the Cronbach alpha coefficient was 0.86. Cronbach’s alpha of bullying behavior dimension was 0.70, knowledge of stealing the show, turning it over, accompanying oth- ers, and coaching compassion strategies dimension was 0.72, and confidence intervening dimension was 0.75. Conclusion: The Turkish version of the scale was determined to be suitable to the validity and reliability criteria. The scale can be used to determine whether children who may be bystanders in peer bullying interfere in bullying. It is recommended that the scale could be used by school health nurses in their interventions to prevent peer bullying.

Fatma Avşar

Papers

The effectiveness of assertiveness training for school-aged children on bullying and assertiveness level.

Akran Zorbalığının Önlenmesinde Okul Sağlığı Hemşiresinin Rolü

An Investigation of Peer Bullying and Assertiveness Levels among School-Aged Children and Related Factors

Turkish Validity and Reliability Study of the Student-Advocates Pre- and Post-Scale

Okul Çağı Çocuklarının Akran Zorbalığı Durumları ile Atılganlık Düzeyleri ve İlişkili Faktörlerin İncelenmesi