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TITLE OF DOCUMENT:

School-Based Programs to Reduce Bullying and Victimization

NAME OF AUTHOR(S):

David P.Farrington, Maria M. Ttofi

NAME OF PUBLISHER:

Campbell Systematic Reviews

LANGUAGE OF DOCUMENT:

English

LANGUAGE OF THE REVIEW:

English

DOCUMENT TYPOLOGY:

Report

TARGET GROUP OF PUBLICATION:

Policy Makers, Teachers, School Directors.

SIZE OF THE PUBLICATION:

Over 100 pages

DESCRIPTION OF CONTENTS:

The authors of this Campbell review examined the effectiveness of anti-bullying programs and which intervention methods are most likely to reduce school bullying. More than 600 potentially relevant studies were identified, with 89 meeting the authors' eligibility criteria for inclusion in the review. The authors recommend that a system of accreditation for anti-bullying programs be developed and supervised by an international body.

This report presents a systematic review and meta-analysis of the effectiveness of programs designed to reduce school bullying perpetration and victimization (i.e. being bullied). The authors indicate the pitfalls of previous reviews and explain in detail how the present systematic review and meta-analysis addresses the gaps in the existing literature on bullying prevention.

The different programs included are truly world wide, coming fom Italy, Germany, Canada, Greece, Australia, USA etc.

REVIEWER’S COMMENTS ON THE DOCUMENT:

This is a wide ranging and comprehensive review of the effectiveness of worldwide anti-bullying stategies. The review shows that school-based anti-bullying programs are often effective, and that particular program elements can be associated with a decrease in bullying and victimization. One program element (work with peers) was significantly associated with an increase in victimization.

The most important program elements that were associated with a decrease in both bullying and victimization were parent training/meetings, disciplinary methods, the duration of the program for children and teachers and the intensity of the program
for children and teachers.

The review has potential implications for policy makers and suggests that in developing new policies and practices to reduce bullying, policy-makers and practitioners should draw upon high quality evidence-based programs that have been proved to be effective. New anti-bullying initiatives should be inspired by
existing successful programs but should be modified in light of the key program elements that have been found to be most effective (or ineffective)

NAME OF THE REVIEWING ORGANISATION:

Wilsthorpe Community School

I Am Not Scared Project
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