Use of a Mixed-Methods Approach to Evaluate the Implementation of Violence and Bullying Prevention Programs in Schools

Abstract

School violence and bullying are considered a serious concern worldwide. Evidence shows that applying the Health Promoting Schools (HPS) framework could be effective in reducing school bullying. While there have been significant efforts to evaluate school-based anti-bullying interventions in the world, the implementation process and the effectiveness of this framework in reducing bullying in schools have not been previously evaluated in Iran. This mixed methods study was carried out using simultaneously a cross-sectional (900 students, 104, teachers/school executive staff, and 563 parents) and qualitative study (24 policy makers and teachers/school executive staff) to examine the implementation and effect of counseling and mental health services component of the Iranian Health Promoting School (IHPS) in 2017–2018. Results revealed that there were weaknesses in the implementation of all six elements of anti-bullying programs. A lack of any clean policy toward school violence and bullying, lack of priority set by local decision makers and principals of schools, logistical problems with providing training and supplying counseling resources, limited funding, and presence of competing issues and problems facing the schools were identified as barriers to implement violence and bullying prevention programs in schools. Results also showed that there were no significant differences between non-IHPS and IHPS in students’ bullying behaviors ( p = .228) and scores of leadership, the school environment, capacity, partnership, services and support, and evidence ( p > .05). It is essential to revise the content and how to implement anti-bullying programs in schools.

Dublin Anti-Bullying Self-Efficacy Models and Scales: Development and Validation

“…To achieve this aim in the school context in Ireland, such programs are largely focused on raising awareness, implementing anti-bullying policies, and promoting a positive school climate ( Foody et al, 2018 ), and therefore, their effectiveness is generally assessed in terms of achievement of these aims. Such an assessment method lacks a central focus on the development and measurement of victim and bystander’s self-efficacy, which play a central role in the prevention and intervention of offline bullying and cyberbullying behaviors ( Salimi et al, 2021 ). Therefore, anti-bullying programs can be more effective in the prevention of victimization through the enhancement and measurement of victim and bystander’s self-efficacy ( Green et al, 2020 ; Nocentini & Menesini, 2016 ; Salimi et al, 2021 ; Thornberg et al, 2017 ).…”

“…Such an assessment method lacks a central focus on the development and measurement of victim and bystander’s self-efficacy, which play a central role in the prevention and intervention of offline bullying and cyberbullying behaviors ( Salimi et al, 2021 ). Therefore, anti-bullying programs can be more effective in the prevention of victimization through the enhancement and measurement of victim and bystander’s self-efficacy ( Green et al, 2020 ; Nocentini & Menesini, 2016 ; Salimi et al, 2021 ; Thornberg et al, 2017 ).…”

“…Children and adolescents who have been victims of offline or online bullying may suffer from mental health and/or psychosomatic problems, such as depression, poor self-esteem, anxiety, suicidal ideation and/or headaches and sleep disturbances, respectively ( Olweus, 2012 ). To prevent or reduce bullying behaviors and the consequences, a growing consensus suggests that anti-bullying programs should have a particular focus on promoting anti-bullying self-efficacy beliefs among victims ( Salimi et al, 2021 ), bystanders ( Green et al, 2020 ; Thornberg et al, 2017 ; Wachs et al, 2018 ), or both ( Andreou et al, 2007 ; O’Moore & Minton, 2005 ). Anti-bullying self-efficacy beliefs of victims and bystanders can have a preventative impact on bullying and cyberbullying behaviors.…”

Bystanders in the School Violence Situations From the Pupil Perspective

“…The actions, behaviors, and attitudes of bystanders, can both -increase and reducethe level of bullying. (Monks et al, 2009;Salimi et al, 2020). Olweus (1993) and Salmivalli (2014) give a wide spectrum of roles, which adolescents could take during bullying situations, ranking from bully supporters to defenders of victims.…”

A Study on the Longitudinal Relation Between Maternal Parenting Stress, Warmth Parenting, and Children’s Aggressive Behavior Using Autoregressive Cross-Lagged Modeling : a Multigroup Analysis Across Income Levels

“…. Tremblay (2004) (Bor, Najman, O'Callaghan, Williams, & Anstey, 2001;Broidy et al, 2003;Salimi et al, 2019) 초등입학 시기 유아의 반사회적이고 공격적인 행동은 입 학 전 어머니의 양육방식을 통해 형성되는 어머니와의 사회적 관계와 밀접한 관계가 있다 (Huffman et al, 2001). 학교에 입학 하기 전 유아는 가장 많은 시간을 어머니와 보내며, 어머니와 의 상호작용을 통해 어머니가 사용하는 사회적 행동을 그대 로 모델링하게 된다 (Ferreira et al, 2016).…”