International Implementation of the ViSC Social Competence Program in Cyprus, Romania, Turkey, and Kosovo

School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program’s effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up test, sample: 659 preadolescents, mean age = 12.7 years, SD = 0.08, 47.9% girls). The program worked better in multicultural classes, as greater ethnic diversity strengthened the program’s effectiveness and sustainability. Moderating effects of a positive social class climate and higher baseline levels of aggressive behavior and victimization were also found. These results advance socio-ecological theorizing and can help develop more contextualized interventions.

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What Works for Whom? Evaluating Patterns and Mechanisms of Change Among Bullies, Victims, and Bully-Victims Participating in a School-Based Prevention Program

Strohmeier

Stefanek

Yanagida

2023

Int Journal of Bullying Prevention

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The effectiveness and program mechanisms of a whole-school anti-bullying program that builds on the socio-ecological framework were investigated by applying person-oriented methods of data analyses. A longitudinal cluster randomized control study was utilized comprising 1377 adolescents (48.5% girls, Mage = 11.7) who participated in a 1-year whole school anti-bullying program that was implemented in 13 schools and 665 adolescents (45.2% girls, Mage = 11.6) who attended 5 control schools. Student reports were collected at pre- and post-test within a 1-year interval. Applying latent profile analyses (LPA), students who were actively involved in bullying as perpetrators (e.g., bullies), who were the target of bullying (e.g., victims), who were both (e.g., bully-victims), and who were not involved either as perpetrators or victims (e.g., uninvolved) were identified. Latent transition analyses (LTA) investigated transition patterns between bully, victim, bully-victim, and uninvolved subgroups in the control and intervention group before and after the 1-year program implementation. Program effectiveness (e.g., a higher transition probability in the intervention compared to the control group) were found for victims and bully-victims. It was explored whether changes in program mechanisms were differently related to changes in these sub-group memberships in the intervention group. Victims transiting to the uninvolved sub-group increased in help-seeking and anti-bullying norms, while bully-victims transiting to the uninvolved sub-group increased help-seeking, perceived teacher intervention, and anti-bullying norms. It can be concluded that this program works differently for different sub-groups of students and that different mechanisms of change drive changes in different sub-groups of students.

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International Implementation of the ViSC Social Competence Program in Cyprus, Romania, Turkey, and Kosovo

Cited by 3 publications

References 22 publications

Bullying Prevention in Turkish Schools: Evaluation of the ViSC Program

Bullying Prevention in Turkish Schools: Evaluation of the ViSC Program

Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators

What Works for Whom? Evaluating Patterns and Mechanisms of Change Among Bullies, Victims, and Bully-Victims Participating in a School-Based Prevention Program

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