Corpus ID: 36146020

How Effective Are School Bullying Intervention Programs ?

  title={How Effective Are School Bullying Intervention Programs ?},
  author={Kenneth W. Merrell and Barbara A. Gueldner and Scott W. Ross},
Research on effectiveness of school bullying interventions has lagged behind descriptive studies on this topic. The literature on bullying intervention research has only recently expanded to a point that allows for synthesis of findings across studies. The authors conducted a meta-analytic study of school bullying intervention research across the 25-year period from 1980 through 2004, identifying 16 studies that met our inclusion criteria. These studies included 15,386 K through 12 student… Expand

Tables from this paper

A Multiyear Investigation of Combating Bullying in Middle School: Stakeholder Perspectives
Working collaboratively to address bullying among middle school students is an ongoing challenge. This study used participatory action research to collaborate with key stakeholders within a middleExpand
The social ecology of girls' bullying practices: exploratory research in two London schools.
The interpretation of girls' accounts, informed by Giddens' structuration theory, suggests that bullying practices were spatially patterned in the schools and often characterised by the regulation ofGirls' sexuality and sexual-harassment. Expand
Understanding Bullying in an Affluent, Academically Rigorous U.S. High School: A Grounded Theory Analysis
Students and staff members from a U.S. high school were asked to discuss their understanding of bullying within the context of their school social environment. Findings from the grounded theoryExpand
Parenting styles and bullying at school: The mediating role of locus of control
The current study examined the mediating role of children's locus of control in the relation between parenting styles and bully–victim experiences at school. Participants were 447 students aged 10Expand
Modeling the Bullying Prevention Program Preferences of Educators: A Discrete Choice Conjoint Experiment
To ensure that the bullying prevention options available reflect the complex combination of attributes influencing real world adoption decisions, program developers need to accommodate the differing views of the Decision, Support, and Cost Sensitive segments while maximizing the support of parents and students. Expand
Prevention of school bullying: the important role of autonomy-supportive teaching and internalization of pro-social values.
The findings suggest that school policy aimed at bullying reduction should go beyond external control that involves external rewards and sanctions and should help teachers acquire autonomy-supportive practices focusing on students' meaningful internalization. Expand
Bullying: An Ecological Approach to Intervention in Schools
Bullying is a major concern in education worldwide, particularly in countries such as New Zealand that are reported to have high rates of bullying in schools. In this article it is proposed that, inExpand
An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion
A randomized field experiment tested the impact of a 6-session intervention that taught an incremental theory (a belief in the potential for personal change) and eliminated the association between peer victimization and depressive symptoms. Expand
An Evaluation of the Implementation Fidelity and Outcomes of the Olweus Bullying Prevention Program in Three Elementary Schools in Virginia.
Bullying continues to be a major concern in schools today. Many schools have implemented some type of bullying prevention program. The Olweus Bullying Prevention Program is one of these programs.Expand
Students With Disabilities and Involvement in Peer Victimization
As demonstrated by President Obama’s statement at the 2011 White House Conference on Bullying Prevention, there is a growing consensus that bullying is a harmful force in schools. A recent report byExpand


The Nature of School Bullying and the Effectiveness of School-Based Interventions
School bullying has become a topic of public concern and considerable research in various countries around the world in the last two decades. We summarise characteristics such as types and causes ofExpand
An Evaluation of An Anti-Bullying Intervention in Toronto Schools
This paper describes the development of the Toronto Anti-Bullying Intervention. The effectiveness of the Anti-Bullying Intervention was examined with quantitative and qualitative data gathered beforeExpand
The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research
Abstract Bullying is a serious problem in schools, and school authorities need effective solutions to resolve this problem. There is growing interest in the whole-school approach to bullying.Expand
Bully/victim problems in school: Knowledge base and an effective intervention program
Bully/victim problems among school children are a matter of considerable concern in Scandanavia and, more recently, in a number of other countries as well. Estimates based on the author’s large-scaleExpand
Bullying in Flemish schools: an evaluation of anti-bullying intervention in primary and secondary schools.
The outcomes of the evaluation study confirm that a school-based anti-bullying intervention strategy can be effective in reducing problems with bullying, especially within primary schools. Expand
Bullies and Victims in the Peer Ecology: Four Questions for Psychologists and School Professionals
Abstract The purpose of this article is to synthesize recent work on aggression and victimization in educational settings from an ecological perspective. Four questions directed towards schoolExpand
School Bullying: Changing the Problem by Changing the School
Abstract This article describes the development and evaluation of a bullying prevention program in one large, public elementary school. The program, which was developed based on a collaborative modelExpand
Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization
Whereas school-based prevention programs often target deficits in individual children's social skills in order to limit their aggression or exposure to peer victimization, there is increasingExpand
When interventions harm. Peer groups and problem behavior.
Development and intervention evidence relevant to iatrogenic effects in peer-group interventions are explored and it is proposed that peer aggregation during early adolescence, under some circumstances, inadvertently reinforces problem behavior. Expand
The effects of an anti-bullying intervention programme on peers' attitudes and behaviour.
Students' competence to solve bully/victim problems in relation to their general pro-social development is discussed and significant differences were found at post-test 2, showing a smaller decline in seeking teacher's help and in heightening students' support for victims. Expand