An Evaluation of a Children's Safety Training Programme

Warden, David; Moran, Ellen; Gillies, John; Mayes, Gillian; Macleod, Lindsey

doi:10.1080/0144341970170405

Cited by 24 publications

(28 citation statements)

References 10 publications

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“…For example, the study by Woods and colleagues (2007) 3 was excluded since the intervention aimed to reduce peer victimization in general and not bullying perpetration or victimization (being bullied). Other reports were excluded from the present review because they were focused on the impact of an anti-bullying program on other outcome measures such as educational attainment (e.g., Fonagy et al 2005), knowledge about and attitudes towards bullying (e.g., Meraviglia et al 2003), or children's safety awareness with regard to different types of potentially unsafe situations, including being bullied (e.g., Warden et al 1997). …”

Section: Criteria For Inclusion or Exclusion Of Studiesmentioning

confidence: 99%

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

2010

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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 interventioncontrol 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 Both published and unpublished reports were included.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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Section: Criteria For Inclusion or Exclusion Of Studiesmentioning

confidence: 99%

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

2010

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“…The ability to tell someone about an incident has been highlighted as one of the most difficult behaviours to master and one which is consistently reported as being the most difficult item for children to grasp (Tutty, 1993;Warden et al, 1997). The present curriculum provided for the participants has shown that it is possible to teach children to tell someone about an incident and, through talking about a possible rejection, to generalize that skill to telling other people.…”

mentioning

confidence: 91%

The effectiveness of a computer‐based safety programme for children with severe learning difficulties

2001

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This study reports the findings of a research study into the development of a safety programme for those with severe and complex learning difficulties. A full description of the study was reported in Lee et al. (1998). The aims of the study were twofold. The research was intended to fill the prevailing gap in appropriate prevention materials designed for 'To fill the prevailing gap in appropriate prevention materials' those with severe learning difficulties. Attention was paid to the medium through which such concepts were taught and it was proposed that multimedia technology might circumvent the problems encountered when introducing personal safety to this group. The second aim was to extend knowledge of developmental concepts towards a practical and applied programme to teach safety skills. As this research involved the design and implementation of a personal safety programme for those with severe learning difficulties, the general hypothesis was that after completion of the programme, the experimental group would be significantly more able to respond to the interview vignettes. An examination of the participants' level of authority reasoning related to their performance on the safety interview was also undertaken. Lee et al. (1998) found that the participants were able to reason at a higher cognitive level when responding to an abusive, as opposed to a benign, situation. The justifications for their compliant/noncompliant behaviour were incorporated into the prevention programme in order that the programme would be at the appropriate cognitive level.

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“…Tedisco and Paludi () identified three key themes relating to the rationale behind lures: appeals to authority that exploit the tendency of children to defer authority to adults (Warden, Moran, Gillies, Mayes, & Macleod, ); appeals to empathy exploit the fact that children are usually taught to be kind and to help others (see Newiss, ); and appeals to familiarity describe attempts by the offender to make it seem as though the victim knows or should know them. Although most lures are likely to involve some degree of speech in order to gain compliance, an offender can use nonverbal cues, such as smiling, or actions such as beckoning a child in order to facilitate movement (Wortley & Smallbone, ).…”

Section: Introductionmentioning

confidence: 99%

Examining modus operandi in stranger child abduction: A comparison of attempted and completed cases

Collie

Greene

2019

Journal Invest Psychology

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Existing inquiries purporting to study and describe offender behaviour in stranger child abduction (SCA) have utilised an overly narrow definition of modus operandi (MO), focusing only on very outset of the offence. The study aims to reflect changes that occur as the offence proceeds and to examine whether differentiating between attempted and completed cases can provide greater understanding of MO in SCA. The MO utilised by offenders in 78 cases of SCA retrieved from publicly available U.K. sources were examined. Descriptive analysis was used to determine which types of behaviour were present. Multidimensional scaling was used to categorise these behaviours and to establish whether any relationships existed between them, with view to ascertaining whether there were any clear patterns among strategies. Results found support for differentiating attempted and completed offences, with the analysis highlighting that offenders who utilised multiple means of control, who were more aggressive, and who shifted their MO from one theme to another, were more likely to complete the offence. The study concludes that more nuanced categorisations of SCA offending approaches, which reflect change over time, are required, and argues for additional, contextual information to be incorporated into future work.

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An Evaluation of a Children's Safety Training Programme

Cited by 24 publications

References 10 publications

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

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

The effectiveness of a computer‐based safety programme for children with severe learning difficulties

Examining modus operandi in stranger child abduction: A comparison of attempted and completed cases

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