The KiVa Anti‐Bullying Program

Yun, Hye-Young; Salmivalli, Christina

doi:10.1002/9781118482650.ch57

The Wiley Blackwell Handbook of Bullying 2021

DOI: 10.1002/9781118482650.ch57

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The KiVa Anti‐Bullying Program

Hye-Young Yun¹,

Christina Salmivalli²

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2024

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Cited by 3 publications

References 31 publications

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

Bardach

Yanagida

Gradinger

et al. 2021

J Youth Adolescence

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

Bardach

Yanagida

Gradinger

et al. 2021

J Youth Adolescence

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The Associations between Anti-Bullying Interventions and Bullying and Cyberbullying Rates in Albanian Schools

Ismaili,

Rama,

Strohmeier

et al. 2024

Int Journal of Bullying Prevention

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To tackle school bullying, teachers can implement school, class, parent, or individual level activities. Applying a socio-ecological model of development, the present study (1) investigates which prevention and intervention activities are implemented in Albanian schools according to teacher perspectives, and (2) examines how these teacher-reported activities are associated with bullying and cyberbullying rates reported both by teachers and students. Representative data in schools all over Albania were collected via a stratified sampling procedure to select schools and a random sample method to select teachers and students. In total, 144 schools serving grades 4 to 12 and 3560 teachers (81% female) and 2377 students (54% girls) participated. The teachers indicated which school, class, parent, or individual level activities have been implemented in their school by answering a 14-item self-report. Both teachers and students reported the bullying and cyberbullying rates in their schools by answering an Olweus-type questionnaire. Multilevel confirmatory factor analysis and multilevel structural equation modeling on school level was applied to answer the research questions. Remarkably, the teacher and student perspectives regarding bullying and cyberbullying rates were not significantly correlated. Higher bullying and cyberbullying rates reported by teachers were significantly associated with higher levels of individual level activities, but with lower levels of class level activities. There were no associations between teacher reported intervention strategies and student reported bullying and cyberbullying rates. The study has major implications for the anti-bullying work in Albanian schools.

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A Review of Research in School Psychology:

Mizuno

2022

The Annual Report of Educational Psychology in Japan

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The KiVa Anti‐Bullying Program

Cited by 3 publications

References 31 publications

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

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

The Associations between Anti-Bullying Interventions and Bullying and Cyberbullying Rates in Albanian Schools

A Review of Research in School Psychology:

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