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Interventions on bullying and cyberbullying in schools: a systematic review.

Cantone E, Piras AP, Vellante M, Preti A, Daníelsdóttir S, D'Aloja E, Lesinskiene S, Angermeyer MC, Carta MG, Bhugra D - Clin Pract Epidemiol Ment Health (2015)

Bottom Line: The majority of studies did not show positive effects in the long term; the interventions focused on the whole school were more effective in reducing bullying than interventions delivered through classroom curricula or social skills training alone.Conclusion : while there is evidence that programs aimed at reducing bullying can be effective in the short term, their long-term effectiveness has not been established, and there are important differences in the results based on gender, age and socio-economic status of participants.Internal inconsistency in the findings of some studies, together with the wide variability of experimental designs and lack of common standardized measures in outcome evaluation, are important limitations in this field of research.

View Article: PubMed Central - PubMed

Affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.

ABSTRACT
Background : bullying (and cyberbullying) is a widespread phenomenon among young people and it is used to describe interpersonal relationships characterized by an imbalance of power. In this relationships often show aggressive behavior and intentional "harm doing" repeated over time. The prevalence of bullying among youth has been reported to vary widely among countries (5.1%-41.4%) and this behavior seems generally higher among student boys than girls. Several school interventions have been developed to reduce bullying, but reported inconsistent results possibly related to limitations in the study design or to other methodological shortcomings. Aims : evaluating randomized-controlled trials (RTCs) conducted between 2000 and 2013 to assess the effectiveness of school interventions on bullying and cyberbullying. Methods : a systematic search of the scientific literature was conducted on Pubmed/Medline and Ebsco online databases. We also contacted experts in the field of preventive bullying research. Results : 17 studies met the inclusion criteria. The majority of studies did not show positive effects in the long term; the interventions focused on the whole school were more effective in reducing bullying than interventions delivered through classroom curricula or social skills training alone. Conclusion : while there is evidence that programs aimed at reducing bullying can be effective in the short term, their long-term effectiveness has not been established, and there are important differences in the results based on gender, age and socio-economic status of participants. Internal inconsistency in the findings of some studies, together with the wide variability of experimental designs and lack of common standardized measures in outcome evaluation, are important limitations in this field of research.

No MeSH data available.


Related in: MedlinePlus

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Mentions: We conducted a systematic review of 17 studies that met the inclusion criteria. The selection steps are illustrated in the flow diagram in Fig. (1). Overall, the studies are distributed globally with a prevalence in extra-European countries: 8 studies on the efficacy of anti-bullying intervention programs took place in the USA and 3 were conducted in Australia. The remaining 6 took place in Europe and, as shown in Table 1, in Northern countries mostly.


Interventions on bullying and cyberbullying in schools: a systematic review.

Cantone E, Piras AP, Vellante M, Preti A, Daníelsdóttir S, D'Aloja E, Lesinskiene S, Angermeyer MC, Carta MG, Bhugra D - Clin Pract Epidemiol Ment Health (2015)

Flow diagram.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4378064&req=5

Figure 1: Flow diagram.
Mentions: We conducted a systematic review of 17 studies that met the inclusion criteria. The selection steps are illustrated in the flow diagram in Fig. (1). Overall, the studies are distributed globally with a prevalence in extra-European countries: 8 studies on the efficacy of anti-bullying intervention programs took place in the USA and 3 were conducted in Australia. The remaining 6 took place in Europe and, as shown in Table 1, in Northern countries mostly.

Bottom Line: The majority of studies did not show positive effects in the long term; the interventions focused on the whole school were more effective in reducing bullying than interventions delivered through classroom curricula or social skills training alone.Conclusion : while there is evidence that programs aimed at reducing bullying can be effective in the short term, their long-term effectiveness has not been established, and there are important differences in the results based on gender, age and socio-economic status of participants.Internal inconsistency in the findings of some studies, together with the wide variability of experimental designs and lack of common standardized measures in outcome evaluation, are important limitations in this field of research.

View Article: PubMed Central - PubMed

Affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.

ABSTRACT
Background : bullying (and cyberbullying) is a widespread phenomenon among young people and it is used to describe interpersonal relationships characterized by an imbalance of power. In this relationships often show aggressive behavior and intentional "harm doing" repeated over time. The prevalence of bullying among youth has been reported to vary widely among countries (5.1%-41.4%) and this behavior seems generally higher among student boys than girls. Several school interventions have been developed to reduce bullying, but reported inconsistent results possibly related to limitations in the study design or to other methodological shortcomings. Aims : evaluating randomized-controlled trials (RTCs) conducted between 2000 and 2013 to assess the effectiveness of school interventions on bullying and cyberbullying. Methods : a systematic search of the scientific literature was conducted on Pubmed/Medline and Ebsco online databases. We also contacted experts in the field of preventive bullying research. Results : 17 studies met the inclusion criteria. The majority of studies did not show positive effects in the long term; the interventions focused on the whole school were more effective in reducing bullying than interventions delivered through classroom curricula or social skills training alone. Conclusion : while there is evidence that programs aimed at reducing bullying can be effective in the short term, their long-term effectiveness has not been established, and there are important differences in the results based on gender, age and socio-economic status of participants. Internal inconsistency in the findings of some studies, together with the wide variability of experimental designs and lack of common standardized measures in outcome evaluation, are important limitations in this field of research.

No MeSH data available.


Related in: MedlinePlus