A Large‐Scale Evaluation of the KiVa Antibullying Program: Grades 4–6

Kärnä, Antti; Voeten, Marinus; Little, Todd D.; Poskiparta, Elisa; Kaljonen, Anne; Salmivalli, Christina

doi:10.1111/j.1467-8624.2010.01557.x

Cited by 561 publications

(450 citation statements)

References 46 publications

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“…In particular, there is a need for studies that examine the effects of school climate on bullying, as this is a factor that can actually be changed by educators and administrators (Ma, 2002). Indeed, previous studies have shown significant variation in bullying across school classes as well as across schools (e.g., Chaux, Molano, & Podlesky, 2009;Ertesvåg & Roland, 2015;Green et al, 2011;Khoury-Kassabri, Benbenishty, Avi Astor, & Zeira, 2004;Roland & Galloway, 2002, with greater variation across classes than across schools (Kärnä et al, 2011;Saarento et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

School climate and exposure to bullying: a multilevel study

Låftman

Östberg

Modin

2016

School Effectiveness and School Improvement

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This study investigates associations between aspects of school climate, measured by students' assessments aggregated to the class level, and exposure to bullying, measured at the individual level. The data were derived from the Stockholm School Survey of 2006-2010 with information from 16,418 ninth-grade students (aged 15-16 years) distributed over 871 classes and 259 schools. Three-level binary logistic regression was applied. Two of the studied school climate aspects in particular were linked with the occurrence of bullying: In classes where a high proportion of students claimed to be aware of the school rules and in classes where a high proportion of students stated that adults intervene against bullying, fewer students reported having been bullied. The findings imply that striving toward a school climate characterized by transparent rules and clear disapproval of harassments may help to reduce bullying. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 99%

School climate and exposure to bullying: a multilevel study

Låftman

Östberg

Modin

2016

School Effectiveness and School Improvement

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“…Com relação ao objetivo dos estudos identificados nesta revisão, pode-se observar que a maioria (16) deles visava à diminuição dos índices de bullying no contexto escolar (Bauer, Lozano & Rivara, 2007;Bowllan, 2011;Caballo et al, 2011;Cross et al, 2011;Fung, 2011;Jenson, Dieterich, Brisson, Bender, & Powell, 2010;Joronen et al, 2012;Kärnä et al, 2011a;Kärnä et al, 2011b;Kim, 2006;McWilliam, 2010;Perkins, Craig, & Perkins, 2011;Salmivalli, Kärnä, & Poskiparta, 2011;Waasdorp, Bradshaw, & Leaf, 2012;Williford et al, 2012). Seis estudos tiveram ainda como objetivo testar intervenções que buscavam desenvolver alguma habilidade específica para o manejo do bullying, como, por exemplo, habilidades sociais, comportamentos antibullying, artes marciais, entre outros (Bauer et al, 2007;Cross et al, 2011;Domino, 2013;Fung, 2011;Kärnä et al, 2011a;McWilliam, 2010), sendo que alguns deles (6) também pretendiam que a intervenção interferisse em aspectos da saúde mental na infância (Domino, 2013;Fung, 2011;Kärnä et al, 2011b;Joronen et al, 2012;Tsang et al, 2011).…”

Section: Resultsunclassified

“…Seis estudos tiveram ainda como objetivo testar intervenções que buscavam desenvolver alguma habilidade específica para o manejo do bullying, como, por exemplo, habilidades sociais, comportamentos antibullying, artes marciais, entre outros (Bauer et al, 2007;Cross et al, 2011;Domino, 2013;Fung, 2011;Kärnä et al, 2011a;McWilliam, 2010), sendo que alguns deles (6) também pretendiam que a intervenção interferisse em aspectos da saúde mental na infância (Domino, 2013;Fung, 2011;Kärnä et al, 2011b;Joronen et al, 2012;Tsang et al, 2011).…”

Section: Resultsunclassified

“…Nesse sentido, encontra-se na literatura estudos recentes apresentando propostas de intervenções para o manejo e o tratamento do bullying com participantes da referida faixa etária (Caballo et al, 2011;Joronen, Konu, Rankin, & Stedt-Kurki, 2012;Kärnä et al, 2011a;Kärnä et al, 2011b;Ttofi & Farrington, 2011). Contudo, apesar da relevância do assunto e do crescente interesse científico pelo tema, os resultados dessas intervenções ainda são modestos, não havendo consenso sobre a melhor estratégia para intervir em relação ao bullying (Merrell, Gueldner, Ross, & Isava, 2008;Ttofi & Farrington, 2011).…”

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Intervenções para o Fenômeno Bullying na Infância: Uma Revisão Sistemática da Literatura

2017

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Interação Psicol., Curitiba, v. 20, n. 3, set./dez. 201 6 Endereço para correspondência: Juliana da Rosa Pureza -julianapureza@yahoo.com.br 341 O conceito de bullying compreende atos violentos, físicos ou psicológicos, praticados entre pares, em que o agressor agride sistematicamente a mesma vítima com a intenção de ferir, machucar ou magoar sem motivação aparente; como consequência, essa violência acaba gerando discriminação e exclusão da criança por parte do grupo (Olweus, 1993). Essas agressões ocorrem com desigualdade de poder, onde os agressores estão em maior número ou são mais fortes física e/ou psicologicamente, deixando a vítima subjugada e sem defender-se (Craig & Harel, 2004;Olweus, 1993 Pontifícia Universidade Católica do Rio Grande do Sul RESUMO O bullying está associado a consequências negativas para o desenvolvimento infantil. Encontra-se na literatura estudos recentes propondo intervenções para o manejo do bullying. Este estudo teve como objetivo apresentar uma revisão sistemática da literatura de 2002 a 2012 sobre intervenções para o bullying na infância, que resultou em 19 artigos científicos. Dois juízes analisaram o objetivo, a abordagem teórica, a temática e os aspectos metodológicos das intervenções. A maioria objetivou a diminuição dos índices de bullying, ocorreu na escola, em grupo, envolvendo toda a escola. Constatou-se diversidade de instrumentos de avaliação, e dificuldades em identificar modelos teóricos das intervenções, além de nenhum estudo realizado com crianças pré-escolares. São sugeridas possibilidades de pesquisas futuras acerca de intervenções para o bullying. Palavras-chave: bullying, intervenção, infância. ABSTRACTInterventions to bullying phenomenon in childhood: a systematic review of literature Bullying is associated with negative consequences for psychosocial development of children. There are recent studies in literature with proposals for management of bullying. This study aims to present a systematic review of the literature between years 2002 to 2013 about interventions for bullying, and final selection included 19 scientific articles. Two judges analyzed objective, theoretical approach, thematic and methodological aspects of interventions. Was observed that most interventions aimed to reduce rates of bullying, occurred at school, in group, and involve whole school. There is a wide range of assessment instrument, and difficult to identify theoretical models of interventions, and no study has been conducted with pre-scholar children. Possibilities are suggested for future research about bullying interventions on childhood.

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“…Several studies have demonstrated favourable results for this programme in terms of reducing the psychological impact of bullying experiences on students (Williford et al, 2013). For example, Kärnä et al (2011) reported a reduction in peer and self-reported bullying in a sample of over 4,000 Finish students.…”

Section: Current Anti-bullying Programmesmentioning

confidence: 99%

Considering Mindfulness Techniques in School-based Anti-bullying Programmes

Foody

Samara

2018

N.Appr.Ed.R

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Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health is the most obvious concern for those responsible for reducing bullying, however, input from psychologists and mental health professionals is scant and often limited on this topic. This paper outlines what bullying is and the devastating impact it can have on the mental health of those involved. It will outline the most common anti-bullying initiatives as well as the current psychological and educational techniques, which could also be used to alleviate distress associated with bullying involvement. We will focus specifically on the role of mindfulness techniques and argue for more of such exercises to be included in whole-school bullying programmes. We conclude by arguing the need to investigate components relevant to both mindfulness and anti-bullying programmes (e.g., empathy, perspective-taking) as active ingredients for reducing the impact of bullying on mental health.

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A Large‐Scale Evaluation of the KiVa Antibullying Program: Grades 4–6

Cited by 561 publications

References 46 publications

School climate and exposure to bullying: a multilevel study

School climate and exposure to bullying: a multilevel study

Intervenções para o Fenômeno Bullying na Infância: Uma Revisão Sistemática da Literatura

Considering Mindfulness Techniques in School-based Anti-bullying Programmes

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