School-based anti-bullying interventions for adolescents in low- and middle-income countries: A systematic review

Sivaraman, Bhagya; Nye, Elizabeth; Bowes, Lucy

doi:10.1016/j.avb.2018.07.007

Cited by 51 publications

(47 citation statements)

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“…Importantly, previous evaluations of anti-bullying programs in middle-and low-income countries have shown no effect on the reduction of bullying and victimisation (Sivaraman et al 2019). Therefore, findings of this study contribute to the extant literature in that they show that an ultrashort intervention program can, to some extent, reduce victimisation, in spite of the limited resources.…”

Section: How To Increase Active Bystander Behaviour?supporting

confidence: 45%

“…The last contribution included in this special issue presents the evaluation findings of an anti-bullying intervention program aimed at empowering bystanders to tackle bullying. As outlined in a previous literature review (Sivaraman et al 2019), there is a need for more rigorously evaluated anti-bullying intervention programs in low-income countries. The contribution by Arënliu et al (2019) meets this need by evaluating, through a rigorous methodology, a short and ultra-short version of the Viennese Social Competence Program (ViSC), in a low-income country (i.e., Kosovo).…”

Section: How To Increase Active Bystander Behaviour?mentioning

confidence: 99%

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Bystanders to Bullying: An Introduction to the Special Issue

Mazzone

2020

Int Journal of Bullying Prevention

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Researchers worldwide have investigated the phenomenon of bullying, which has been defined as aggressive, goal-oriented behaviour which harms another individual within the context of a power imbalance (Volk et al. 2014). With the rising of new technologies, bullying has been observed also in the online context. Cyberbullying is defined as "willful and repeated harm inflicted through computers, cell phones, and other electronic devices" (Hinduja and Patchin 2015; page 11). Bullying and cyberbullying are a cause of concern not only at school but also in other institutional contexts (e.g., College; workplace) (Bartlett and Bartlett 2011; Varghese and Pistole 2017). The forms and dynamics that these negative behaviours take in various settings are relatively similar (Monks et al. 2009). Bullying has been described as a social phenomenon involving several onlookers or bystanders beyond the perpetrator and the target. Research investigating bullying at school has outlined that bystanders might show a constructive behaviour, such as helping the target and preventing any escalation of the situation, or they might reinforce bullying through their behaviour (Salmivalli et al. 1996). More specifically, some bystanders, referred to as assistants, take side with the perpetrator, by helping actively, while some others support the perpetrator indirectly, through laughing or smiling when bullying happens. These bystanders are referred to as reinforcers, because they are thought to reinforce bullying with their behaviours. Defenders help the target of bullying, either by supporting the target or by confronting the perpetrator. Finally, some bystanders, referred to as passive bystanders, avoid any involvement, and shy away when bullying happens (Salmivalli et al. 1996).

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Section: How To Increase Active Bystander Behaviour?supporting

confidence: 45%

Section: How To Increase Active Bystander Behaviour?mentioning

confidence: 99%

Bystanders to Bullying: An Introduction to the Special Issue

Mazzone

2020

Int Journal of Bullying Prevention

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“…Furthermore, students are trained how to best react when being bullied by others. Previous studies that were conducted in Austria demonstrate that the ViSC program is effective in reducing victimization (Yanagida et al 2019); however, a school-wide program implementation also requires an extensive amount of resources (Schultes et al 2014) that are not readily available in in lowand middle-income countries (Sivaraman et al 2018). Therefore, it was necessary to shorten the ViSC program to be able to implement it in Kosovar schools.…”

Section: Empowering the Peer Group To Intervene In Bullying Situationsmentioning

confidence: 99%

“…As Sivaraman et al (2018) point out, research on school bullying predominantly originates from high-income countries (HICs), although 80% of school-aged children and adolescents live in low-and middle-income countries (LMICs) where this age group also represents a proportionally larger section of the general population compared to HICs (Blum et al 2012). LMICs are classified as countries that fall under the Gross National Income (GNI) index, an indicator that is publicly disclosed by the World Bank every year.…”

Section: Bullying Prevalence In Lowand Middle-income Countriesmentioning

confidence: 99%

“…Therefore, several anti-bullying programs aim to raise children's awareness of the importance of bystander behaviors and try to change the peer norms regarding bullying (Polanin et al 2012). Anti-bullying programs usually consist of a large variety of measures; therefore, their implementation requires extensive amounts of resources that are not readily available in low-and middle-income countries (Sivaraman et al 2018). Kosovo is a lower middle-income country in which antibullying programs have not been implemented yet, although there is a clear need for evidence-based prevention because prevalence rates of school violence and bullying are high (Xërxa et al 2014).…”

mentioning

confidence: 99%

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Empowering the Peer Group to Prevent School Bullying in Kosovo: Effectiveness of a Short and Ultra-Short Version of the ViSC Social Competence Program

Arënliu

Strohmeier

Konjufca

et al. 2019

Int Journal of Bullying Prevention

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Evidence-based anti-bullying programs are predominantly implemented in high-income countries, although there is a clear need for bullying prevention also in low-and middle-income countries. The present study reports the effectiveness of a short and ultrashort version of the ViSC Social Competence Program that was implemented in nine Kosovar schools. The ViSC program aims to empower adolescents to recognize bullying and to intervene in bullying situations. A quasi-experimental longitudinal control group design was realized to examine the effectiveness of the two program versions regarding different forms of self-reported perpetration and victimization. The short program version was implemented in 10 classes (N = 282, 52% girls, M age = 13.45), the ultra-short program version was implemented in 13 classes (N = 354, 46% girls, M age = 13.28), and 23 classes (N = 613, 50% girls, M age = 13.31) served as control group. Multilevel growth models revealed intervention effects in favor of the ultra-short version when compared to the control group regarding physical victimization. All other effects were not significant. To conclude, educational and social policies supporting the implementation of evidence-based anti-bullying programs need to be issued in lowand middle-income countries, as even ultra-short versions might be effective in contexts with limited available resources.

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

Strohmeier¹,

Solomontos-Kountouri²,

Trip³

et al. 2021

The Wiley Blackwell Handbook of Bullying

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School-based anti-bullying interventions for adolescents in low- and middle-income countries: A systematic review

Abstract: Indonesia to help inform the development of an anti-bullying intervention for adolescents in Indonesia. BS and EN have no conflict of interest to declare.

Cited by 51 publications

References 32 publications

Bystanders to Bullying: An Introduction to the Special Issue

Bystanders to Bullying: An Introduction to the Special Issue

Empowering the Peer Group to Prevent School Bullying in Kosovo: Effectiveness of a Short and Ultra-Short Version of the ViSC Social Competence Program

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

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