Teacher factors contributing to dosage of the KiVa anti-bullying program

Swift, Lauren E.; Hubbard, Julie A.; Bookhout, Megan K.; Grassetti, Stevie N.; Smith, M. L.; Morrow, Michael T.

doi:10.1016/j.jsp.2017.07.005

Cited by 35 publications

(29 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A study of Finnish educators found that perceived head teacher support for the implementation of the KiVa AB program was associated with greater adherence (Ahtola et al, 2013). Adherence and program dosage, in turn, have been associated with classroom reductions in victimization (Haataja et al, 2014;Swift et al, 2017).…”

Section: Ensure Supportive Principalsmentioning

confidence: 99%

“…In a study of 7413 students, preparation for and adherence to the Finnish KiVa AB program's protocols were associated with class level decreases in student-reported victimization (Haataja et al, 2014). In a US longitudinal study, dosage, a latent variable composed of the percentage of the KiVa program's activities educators completed, the number of lessons conducted, and the time devoted to the program, predicted reductions in self-, teacher-, and peer-reported bullying and victimization (Swift et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment

Cunningham

Rimas

Vaillancourt

et al. 2019

School Mental Health

View full text Add to dashboard Cite

We used a discrete choice conjoint experiment to model the anti-bullying (AB) program preferences of 1080 junior kindergarten to Grade 8 educators. Participants chose between hypothetical AB programs that varied combinations of 12 design attributes. Multi-level latent class analysis yielded three classes: All-in Supervisors (21.5%) preferred that all teaching staff supervise playgrounds and hallways; Facilitators (61.6%) preferred that students take ownership of AB activities with 25% of educators supervising playgrounds and hallways; and Reluctant Delegators (16.9%) preferred delegating the supervision of playgrounds and hallways to non-teaching staff. This class reported higher dispositional reactance, more implementation barriers, and more psychological reactance to these initiatives. They were less sensitive to social influences and less intent on participating in AB activities. Multi-level analysis showed a greater proportion of Reluctant Delegators clustered in one of the two groups of schools. The program choices of all classes were sensitive to the support of principals, colleagues, students, and, to a lesser extent, parents. All classes preferred programs conducted from kindergarten through Grade 12 that addressed the problems underlying bullying while valuing firm and consistent consequences for all students. Educators preferred AB programs selected by individual schools, rather than governments.

show abstract

Section: Ensure Supportive Principalsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment

Cunningham

Rimas

Vaillancourt

et al. 2019

School Mental Health

View full text Add to dashboard Cite

show abstract

“…The following factors were examined because the passive stance of teachers toward bullying may be partly a result of feelings of learned helplessness caused by burnout (Swift et al., ), different attributional styles toward bullying (Oldenburg et al., ), unpreparedness to deal with bullying (Chung, Kim, Kim, Sun, & Lee, ; Gregus et al., ), and availability of social support for the teacher (Horner, Sugai, & Anderson, ).…”

Section: Introductionmentioning

confidence: 99%

“…These prior studies suggest that a teacher who has a high level of learned helplessness may not try to actively intervene in bullying. In a study that examined the effectiveness of the KiVA program, burnout experienced by teachers undermined the effectiveness of the KiVa program (Swift et al., ). In Korea, many teachers experience helplessness and exhaustion because of the heavy workload (Ryu, ) as well as emotional labor (Son, ).…”

Section: Introductionmentioning

confidence: 99%

How individual and environmental factors influence teachers’ bullying intervention

Song

Lee

Park

2018

Psychology in the Schools

View full text Add to dashboard Cite

Although most teachers realize the seriousness of bullying and try to intervene, some take a passive stance, while others take active action. The present study examined individual and environmental factors that make teachers either passive or active interveners. Selfreported questionnaires were collected from 200 middle school teachers in South Korea. Teachers were classified into either active (54.5%) or passive action clusters according to differences in individual (learned helplessness, attributional style, preparedness) and environmental (social support) factors. In each cluster, the moderation effects of social support between teacher preparedness and bullying intervention were analyzed. Results indicate that adequate social support from school administrators is critical for passive teachers. However, in the case of active teachers, social support from colleagues was the most important moderator. For both groups of teachers, preparedness in bullying is necessary to increase their bullying intervention. The results indicate that the implementation of differential strategies for each teacher cluster is key to promoting bullying intervention.

show abstract

“…Finally, regardless of the quality of the program itself, a whole-school approach requires buy-in from teachers. Studies have shown that teacher commitment can contribute to dosage and fidelity of KiVa which in turn can have an impact on whether or not bullying and victimization are reduced (Haataja et al 2014;Swift et al 2017). Therefore, as a proxy fidelity check of the visibility of the program, students perceptions of their teachers' commitment to bullying reduction was assessed by asking them to indicate the extent to which their teachers worked toward addressing bullying and victimization.…”

mentioning

confidence: 99%

An Evaluation of the KiVa Anti-bullying Program in New Zealand

Green

Woods

Wegerhoff

et al. 2019

Int Journal of Bullying Prevention

View full text Add to dashboard Cite

This paper describes the introduction of the KiVa anti-bullying program in New Zealand. KiVa is a whole-school program developed in Finland that includes both indicated and universal actions for children aged 7 to 15 years. The program focuses on the group context and seeks to alter the peer group culture by motivating bystanders to take action. There is a growing body of evidence that suggests it is successful in reducing bullying and victimization in a range of countries outside its country of origin. However, its impact in countries with a particularly heterogenous population such as New Zealand is yet to be determined. This paper presents data after one year of implementation in 7 New Zealand schools. The sample included 1175 students from Years 2-6 (~6 to 10 years). The students completed an anonymous online survey prior to the implementation of the program and again after one year. Significant reductions were reported after KiVa implementation in self-reported rates of bullying and victimization as well as a reduction in experiences of being bullied via the internet. These reductions however varied by gender and year level in that KiVa had a more significant effect on most girls and young boys. In addition, there was a significant increase in the number of children feeling safer at school. Given the heterogeneity of the sample, these early results are promising, but the gender differences also highlight the need for further evaluations and investigations regarding the implementation of KiVa in New Zealand.

show abstract

Teacher factors contributing to dosage of the KiVa anti-bullying program

Cited by 35 publications

References 57 publications

What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment

What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment

How individual and environmental factors influence teachers’ bullying intervention

An Evaluation of the KiVa Anti-bullying Program in New Zealand

Contact Info

Product

Resources

About