School-based programs to reduce bullying and victimization

Farrington, David P.; Ttofi, Maria M.

doi:10.1037/e528362010-001

Cited by 99 publications

(158 citation statements)

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“…These communication gaps have a serious impact on the possibility of making interventions aimed at preventing and controlling bullying situations and, as suggested by Farrington et al,9 reinforce the importance of having caregivers become involved in planning interventions to this effect. In spite of their apparent unawareness of these situations, caregivers consider them as important as their children's academic performance and claim to be willing to participate in a strategy aimed at controlling bullying.…”

Section: Discussionmentioning

confidence: 99%

“…These results have important implications for the design of interventions aimed at bullying prevention. Farrington et al 9 concluded that parental training is a key element in the design of prevention programs because it would improve some of the aspects they perceive as determinants of bullying situations.…”

Section: Discussionmentioning

confidence: 99%

“…Such lack of knowledge and communication results in a lower level of support to the child, therefore perpetuating the situation. 9 In spite of the importance of the role played by caregivers in the prevention and support provided t o c h i l d r e n a f f e c t e d b y t h e s e situations, only a few studies have been conducted to assess caregivers' knowledge, perceptions, and beliefs in relation to this problem. 10 The objective of this study was to describe caregivers' and children's perception and assess their agreement in bullying situations.…”

Section: Introductionmentioning

confidence: 99%

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Bullying at school: Agreement between caregivers’ and children’s perception

et al. 2017

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Introduction. Bullying at school is usually kept secret from adults, making them unaware of the situation. Objective. To describe caregivers' and children's perception and assess their agreement in terms of bullying situations. Methods. Cross-sectional study in children aged 8-12 years old attending public schools and their caregivers. The questionnaire on preconceptions of intimidation and bullying among peers (PRECONCIMEI) (child/caregiver version) was used. Studied outcome measures: Scale of bullying, causes of bullying, child involvement in bullying, communication in bullying situations. Univariate and bivariate analyses were done and agreement was estimated using the Kappa index. Results. A total of 529 child/caregiver dyads participated. Among caregivers, 35% stated that bullying occurred in their children's schools. Among children, 133 (25%) admitted to being involved: 70 (13%) were victims of bullying, 40 (8%) were bullies, and 23 (4%) were bullied and perpetrated bullying. Among the 63 caregivers of children who admitted to be bullies, 78% did not consider their children capable of perpetrating bullying. Among children who were bullied or who both suffered bullying and bullied others, 69.9% (65/93) indicated that "if they were the victims of bullying, they would tell their family." However, 89.2% (83/93) of caregivers considered that their children would tell them if they were ever involved in these situations. Agreement was observed in terms of a positive communication (Kappa = -0.04) between 62.6% (57/91) of the child/caregiver dyads. Conclusions. Disagreement was observed between children and their caregivers in relation to the frequency and communication of bullying situations. Few caregivers whose children admitted to being involved in these situations believed it was a possibility.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Bullying at school: Agreement between caregivers’ and children’s perception

et al. 2017

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“…Bullying is widely understood (at least in the UK) to consist of physical and/or verbal actions between children that are intended to cause fear, distress or harm, and that are persistently repeated over a period of time (DfE, 2010;Farrington and Ttofi, 2009). Given that most understandings of bullying relate it to incidents between peers, a focus on bullying by definition concentrates on young people (Walton, 2011), and therefore tends to neglect teachers and broader school policies and practices, and home/family life, which can have a significant impact on young people's experiences.…”

Section: Beyond 'Bullying'mentioning

confidence: 99%

Limitations of focussing on homophobic, biphobic and transphobic ‘bullying’ to understand and address LGBT young people's experiences within and beyond school

Formby

2015

Sex Education

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This paper presents new empirical data that highlights how a focus on 'bullying' is too limited and narrow when thinking about homophobia, biphobia and transphobia that young people may experience. The paper draws on two recent studies with young lesbian, gay, bisexual and trans participants, which each identified issues and experiences not readily captured within dominant bullying discourses and understandings. Findings are examined within three sections: beyond 'bullying', questioning inevitability, and (in)appropriate responses. In conclusion, I set out some implications and suggestions for the development of practice and future research concerning homophobia, biphobia and transphobia in youth settings.

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“…Interventions in this area have been targeted towards bullies, victims, peers, teachers, or the school in general. The first large-scale anti-bullying programme was implemented nationally in Norway in 1983, and subsequent versions were evaluated by Olweus (Farrington and Ttofi 2009). That initiative continues to be relevant among anti-bullying programmes, and has been implemented in various countries, including Canada, England, Malaysia, and the United States.…”

Section: Parenting Programmesmentioning

confidence: 99%

Restoring paradise in the Caribbean: combatting violence with numbers

2017

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ative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose.No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Note that link provided above includes additional terms and conditions of the license. They lead to injury and the loss of human life, erode confidence in government, reduce the competitiveness of industries and services, negatively alter the investment climate, contribute to emigration, and can lead to the loss of skilled and educated citizens. Consequently, improving citizen security has become a priority of the Inter-American Development Bank in its efforts to support the governments and citizens of Latin America and the Caribbean.While citizen security has become an ever-increasing concern for many Caribbean countries, the magnitude of the problem has not been matched with an equally robust response in terms of research. Cross-national studies on the prevalence, causes, and effects of violence in the region are few. Empirical studies showing which policies have worked to reduce crime in the Caribbean are even scarcer.This volume analyses new data collected in household and business victimization surveys. These surveys allow us to understand crime from a primary source-the victims themselves. As such, this study goes beyond much of the existing literature, which relies primarily on police data. It contributes new information to our understanding of crime patterns, victim profiles, determinants of particular types of crime, and directions for crime reduction in the region.While the crime situation varies among countries, broadly speaking the Caribbean suffers from uniquely high levels of violent crime. After providing an overview of crime in five Caribbean capital cities, this volume addresses several factors associated with violent crime. These include youth, violence against women and children, neighbourhood characteristics, gangs, guns, and the police and criminal justice systems. The cost of this crime and violence to the Caribbean-about 3 percent of GDP-is significant. The study finds that victimization has negative ramifications for businesses, economic growth, tourism arrivals, emigration, and life satisfaction.However, perhaps the most unique aspect of this study is that it has been written with the specific intention of informing policy and programme design. There is much work in the region that is promising and much that is ineffective.This report helps to identify both, and urges that rigorous evaluations of the more promising programmes be conduc...

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School-based programs to reduce bullying and victimization

Cited by 99 publications

References 0 publications

Bullying at school: Agreement between caregivers’ and children’s perception

Bullying at school: Agreement between caregivers’ and children’s perception

Limitations of focussing on homophobic, biphobic and transphobic ‘bullying’ to understand and address LGBT young people's experiences within and beyond school

Restoring paradise in the Caribbean: combatting violence with numbers

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