Journal articles: 'Anti-bullying intervention'

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Salmivalli, Christina, Ari Kaukiainen, and Marinus Voeten. "Anti-bullying intervention: Implementation and outcome." British Journal of Educational Psychology 75, no. 3 (September 2005): 465–87. http://dx.doi.org/10.1348/000709905x26011.

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James Minton, Stephen. "Homophobic bullying: evidence-based suggestions for intervention programmes." Journal of Aggression, Conflict and Peace Research 6, no. 3 (July 8, 2014): 164–73. http://dx.doi.org/10.1108/jacpr-10-2013-0027.

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Purpose – The purpose of this paper is to investigate the influence of the basic factors of age and gender in homophobic bullying behaviour, in order that recommendations for the design of anti-bullying programmes specific to homophobic bullying could be made. Design/methodology/approach – In total, 475 fifth year students (ca. 16-17 years old) and 561-second year students (ca. 13-14 years old) at six secondary schools in the Republic of Ireland completed an English-language translation of a questionnaire previously used in a Norwegian study of sexual orientation and bullying behaviour (Roland and Auestad, 2009). Findings – No evidence of “age-related declines” were found in reports of either bullying or homophobic bullying. Males were significantly more likely than females to report involvement (as both perpetrators and targets) in both bullying and homophobic bullying. Practical implications – It was concluded that senior secondary school students, as well as their younger counterparts, should be involved in anti-bullying interventions; that males should be especially focused upon; and that programmes specific to anti-homophobic bullying, potentially targeting pre-adolescent students, should be supported. Originality/value – This paper suggests evidence-based priorities for intervention programmes specific to homophobic bullying, accounts of which have been, to date, absent in the research literature.

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Wurf, Gerald. "High School Anti-Bullying Interventions: An Evaluation of Curriculum Approaches and the Method Of Shared Concern in Four Hong Kong International Schools." Australian Journal of Guidance and Counselling 22, no. 1 (June 2012): 139–49. http://dx.doi.org/10.1017/jgc.2012.2.

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The challenge for high schools to adopt effective measures to reduce bullying has been underscored by international media coverage highlighting the consequences of school bullying. Despite whole-school anti-bullying programs being accepted as the best evidence-based approaches to intervention, research continues to yield ambiguous findings, and only a limited number of studies have been conducted in secondary schools to systematically evaluate the components of this approach. The aim of this study was to investigate the effectiveness of anti-bullying interventions in four international secondary schools in Hong Kong. Schools were randomly assigned to: (a) a whole-school intervention, (b) a curriculum and Shared Concern intervention at Year 7, (c) a Shared Concern intervention at Year 7 and (d) a control school. Year 7 students in the four schools anonymously completed a bullying questionnaire at the beginning (N = 545) and end of the school year (N = 549). A highly significant main effect for schools was found between pre-test and post-test composite bullying scores (F = 7.70, p < .001). Results showed the most significant reductions occurred when a whole-school intervention was used (F = 10.73, p < .001). The research provides strong support for use of whole-school preventative/management interventions and the effective components of this approach are discussed.

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Doumas, Diana M., Aida Midgett, and April D. Watts. "The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects?" School Psychology International 40, no. 3 (February 14, 2019): 275–93. http://dx.doi.org/10.1177/0143034319830149.

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The purpose of this study was to evaluate the efficacy of a brief, bystander bullying intervention on reducing internalizing symptoms among students ( N = 65). Although witnessing bullying is associated with mental health risks, the majority of research on bystander interventions focuses on the impact of these programs on school-wide bullying reduction rather than improved emotional outcomes for those trained to intervene. Results indicated high school students trained in a brief, bystander bullying intervention reported greater decreases in internalizing symptoms from baseline to a three-month follow-up compared to students in a control group. Further, gender moderated intervention effects such that differences in decreases in internalizing symptoms were significant for females only. Implications for school-based anti-bullying programs for high school students are discussed.

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Moore, Brian, Stuart Woodcock, and Dean Dudley. "Developing Wellbeing Through a Randomised Controlled Trial of a Martial Arts Based Intervention: An Alternative to the Anti-Bullying Approach." International Journal of Environmental Research and Public Health 16, no. 1 (December 29, 2018): 81. http://dx.doi.org/10.3390/ijerph16010081.

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Anti-bullying policies and interventions are the main approach addressing bullying behaviours in Australian schools. However, the evidence supporting these approaches is inconsistent and its theoretical underpinning may be problematic. The current study examined the effects of a martial arts based psycho-social intervention on participants’ ratings of resilience and self-efficacy, delivered as a randomised controlled trial to 283 secondary school students. Results found a consistent pattern for strengths-based wellbeing outcomes. All measures relating to resilience and self-efficacy improved for the intervention group, whereas results declined for the control group. These findings suggest that a martial arts based psycho-social intervention may be an efficacious method of improving wellbeing outcomes including resilience and self-efficacy. The study proposes utilising alternatives to the anti-bullying approach and that interventions should be aimed towards helping individuals develop strengths and cope more effectively, which has specific relevance to bullying and more generalised importance to positive mental health.

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Silva, Jorge Luiz da, Wanderlei Abadio de Oliveira, Diene Monique Carlos, Elisangela Aparecida da Silva Lizzi, Rafaela Rosário, and Marta Angélica Iossi Silva. "Intervention in social skills and bullying." Revista Brasileira de Enfermagem 71, no. 3 (May 2018): 1085–91. http://dx.doi.org/10.1590/0034-7167-2017-0151.

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ABSTRACT Objective: to verify if the improvement of social and emotional skills reduces bullying victimization in 6th grade students 12 months after the end of the intervention. Method: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Results: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Conclusion: Social skills are important in anti-bullying interventions and can be the basis for intersectoral interventions in the health area, aimed at favoring the empowerment of victims by improving their social interactions and quality of life in school.

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Li, Yiqiong, Michelle R. Tuckey, Annabelle M. Neall, Alice Rose, and Lauren Wilson. "Changing the Underlying Conditions Relevant to Workplace Bullying through Organisational Redesign." International Journal of Environmental Research and Public Health 20, no. 5 (February 28, 2023): 4373. http://dx.doi.org/10.3390/ijerph20054373.

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In view of the discrepancy between anti-bullying strategies used in organisations and knowledge of bullying that is grounded in the international scholarly literature, the aim of this study is to implement and evaluate an intervention program specifically targeting the root causes of workplace bullying by identifying, assessing, and changing the contexts of people management in which bullying arises. The present research describes the development, procedures, and co-design principles underpinning a primary intervention that is focused on improving organisational risk conditions linked to workplace bullying. Our study evaluates the effectiveness of this intervention using deductive and abductive approaches and multi-source data. Specifically, our quantitative analysis examines changes in job demands and resources as a central mechanism underlying how the intervention takes effect and provides support for job demands as a mediator. Our qualitative analysis expands the inquiry by identifying additional mechanisms that form the foundations of effective change and those that drive change execution. The results of the intervention study highlight the opportunity to prevent workplace bullying through organisational-level interventions and reveal success factors, underlying mechanisms, and key principles.

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Nocentini, Annalaura, Benedetta Palladino, and Ersilia Menesini. "For Whom Is Anti-Bullying Intervention Most Effective? The Role of Temperament." International Journal of Environmental Research and Public Health 16, no. 3 (January 30, 2019): 388. http://dx.doi.org/10.3390/ijerph16030388.

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Studying moderators of the effects of anti-bullying universal interventions is essential to elucidate what works for whom and to tailor more intensive, selective, and indicated programs which meet the needs of non-responders. The present study investigated whether early adolescents’ temperament—effortful control (EC), negative emotionality (NE), and positive emotionality (PE)—moderates the effects of the KiVa anti-bullying program. The sample consisted of 13 schools, with 1051 sixth-grade early adolescents (mean age = 10.93; SD = 0.501), randomly assigned to the KiVa intervention (seven schools; n = 536) or to the control condition (six schools; n = 516). Adolescents reported bullying and victimization before the intervention (pre-test) and after (post-test). Temperament was assessed by a self-report pre-test. Findings showed that EC and NE moderated intervention effects on bullying, indicating that subgroups with high levels of EC, and with low and medium levels of NE were those who benefited most from the intervention. The low-EC subgroup showed a lower increase compared to the control condition, with a considerable effect size. Conversely, the high-NE subgroup did not show any positive effects compared to the control group. Regarding victimization, findings showed that early adolescents with high and medium levels of PE were the subgroups who benefited the most from the intervention, whereas the low-PE subgroup was the most resistant. The present study confirms the relevance of considering temperament as a moderator of intervention effects, since interventions tailored to early adolescents with specific traits might yield larger effects.

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Minton, Stephen James. "Prejudice and effective anti-bullying intervention: Evidence from the bullying of “minorities”." Nordic Psychology 66, no. 2 (April 3, 2014): 108–20. http://dx.doi.org/10.1080/19012276.2014.928485.

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Smith, Peter K., Sheri Bauman, and Dennis Wong. "Challenges and Opportunities of Anti-Bullying Intervention Programs." International Journal of Environmental Research and Public Health 16, no. 10 (May 22, 2019): 1810. http://dx.doi.org/10.3390/ijerph16101810.

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Over recent decades, bullying, and the more recent version of cyberbullying, have come to be recognized as important social and public health issues, generating an increasing volume of publications [...]

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Richards, Andrew, Ian Rivers, and Jacqui Akhurst. "A positive psychology approach to tackling bullying in secondary schools: A comparative evaluation." Educational and Child Psychology 25, no. 2 (2008): 72–81. http://dx.doi.org/10.53841/bpsecp.2008.25.2.72.

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Anti-bullying interventions in schools favour approaches that practically tackle the problems in the classroom as well as the playground. However, the effectiveness of curriculum-based interventions is often context specific. A Positive Psychology (PP) approach to tackle bullying focuses upon the individual strengths of pupils rather than behaviours. It foregrounds the greater involvement of pupils in problem-solving the issue of bullying, and promotes development of personal qualities that are valued both socially and individually. In this study, a positive psychology intervention programme was designed for implementation in a school’s year seven Personal, Social & Health Education (PSHE) lessons, with a control group recruited from another school. The effectiveness of the programme was measured both pre- and post-intervention using self-report questionnaires which included items on bullying behaviour, general well-being and mental health. Results indicated that, among those pupils who experienced the PP intervention programme, levels of bullying reduced and they scored marginally better in terms of general well-being but not mental health. Further developments in the programme are underway.

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Lai, Daniel, Lois Presser, and Jennifer L. Schally. "Constructing Victimhood: Storied Opposition to Legislation Protecting LGBTQ Students." Narrative Works 9, no. 2 (April 19, 2021): 21–43. http://dx.doi.org/10.7202/1076524ar.

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Contemporary initiatives against anti-LGBTQ bullying in the United States include enumeration policies, which name sexual orientation as an unacceptable basis for bullying. Conservative opposition to these and other initiatives has been swift, taking discursive and specifically narrative form. This article examines how opponents of prevention and intervention use narrative to resist efforts to curb anti-LGBTQ bullying, based on analysis of 22 public statements challenging anti-bullying legislation. They deny anti-LGBTQ bullying’s impact and reassign victimizer and victim positions. Achieving justice for anti-LGBTQ bullying victims requires recognition of the stories that uphold heteronormative power.

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Wang, Jiaqi. "The Impacts and Interventions of School Bullying." SHS Web of Conferences 157 (2023): 04023. http://dx.doi.org/10.1051/shsconf/202315704023.

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The large prevalence of school bullying and its adverse impacts have drawn strong societal interest. Abundant research has revealed that bullying victimisation and perpetration are harmful to children’s mental well-being. The negative effects could even persist in their adulthood. Hence, many school-based antibullying interventions were developed and evaluated. However, cases of school bullying are still constantly emerging nowadays. This paper aimed to delve into this issue by reviewing previous literature, describing the short-term and long-term impacts of school bullying, and evaluating anti-bullying interventions. The results demonstrated that bullying victimisation and perpetration predicted mental disorders in both childhood and adulthood. The whole-school intervention could effectively alleviate bullying victimisation, although had limited effects on reducing bullying perpetration. This paper systematically summarised key findings in the past 20 years on the topic of school bullying. The findings emphasized that the involvement of both schools and families, participation of a wide population, and specifically tailored interventions were essential to reduce bullying victimisation and perpetration.

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M, Syahruddin. "Efektifitas Target-Bullying Intervention Program (T-BIP) dalam Kasus Bullying di Kabupaten Pangkep." Indonesian Journal of Educational Science (IJES) 1, no. 2 (March 3, 2019): 95–103. http://dx.doi.org/10.31605/ijes.v1i2.252.

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Bullying adalah salah satu masalah dalam dunia pendidikan dan sangat umum terjadi pada siswa. Oleh karena itu, banyak sekolah yang mencari solusi dengan menggunakan program intervensi bullying. Penelitian ini menginvestigasi tentang peran T-BIP terhadap pengurangan jumlah perilaku bullying, meningkatkan kesadaran perilaku anti bullying dan melihat persepsi siswa terhadap T-BIP. Secara statistik bahwa T-BIP mengubah perilaku siswa dan mengurangi perilaku bullying meskipun tidak konsisten, tetapi program intervensi ini sangat diterima oleh siswa sehingga menambah pengetahuan siswa tentang bullying dan dampaknya.

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Garcia, Eddie Florentino. "Improving the Awareness of Stakeholders on Anti-Bullying Through Advocacy Campaign." JPAIR Institutional Research 15, no. 1 (October 9, 2020): 98–109. http://dx.doi.org/10.7719/irj.v15i1.814.

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Knowing the benefits of implementing the Anti-Bullying Law in the country, and the Advocacy Campaign on Anti-bullying was implemented to address the bullying problems in Sta. Justina High School. The descriptive method was employed in discussing the responses. This is community outreach and impactconfined to the assessment of the Level of Awareness on Anti-Bullying Law of the selected stakeholders of Sta. Justina High School. Findings revealed that the level of awareness of stakeholders on anti-bullying, the adoption of the anti-bullying policy, and mechanisms to address bullying were aware before implementing the intervention. The implementation of the Advocacy Campaign was Highly Implemented, and the level of acceptance of the strategies was highly accepted. The advocacy campaign was very effective and improved the awareness of the stakeholders after its implementation. Furthermore, the acts of bullying, adoption of anti-bullying policies, the mechanism to address bullying, problems encountered on anti-bullying, level of implementation, and acceptance of the strategies and activities implemented have a significant relationship to the level of awareness stakeholders anti-bullying. Therefore, it is recommended that the Advocacy Campaign on Anti-Bullying be institutionalized in other schools in Schools Division Office (SDO) Camarines Sur to combat bullying in schools. This was funded under the Basic Education Research Fund (BERF) through the Division Research Committee and PPRD Region V.

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Sekol, Ivana, and David P. Farrington. "Staff Reports of Bullying and Intervention Strategies in Croatian Care and Correctional Institutions for Youth." International Journal of Offender Therapy and Comparative Criminology 64, no. 4 (October 21, 2019): 417–40. http://dx.doi.org/10.1177/0306624x19882833.

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This study compares staff reports of bullying among institutionalized youth with residents’ own self-reported prevalence of bullying and victimization collected in the previous study (the Self-Report Study on Bullying in Croatian Residential Care [SSBCRC]) and staff reports of reduction strategies are compared with evidence-based proposed policy solutions arising from residents’ reports. The study also compares reduction strategies used by staff with evidence-based proposed policy solutions arising from residents’ reports arising from the SSBCRC. A total of 140 staff from 20 Croatian youth facilities completed an anonymous questionnaire. The results revealed that staff estimates of the prevalence of bullying and victimization were significantly lower than resident reports. Staff were better aware of the prevalence of certain types of bullying, but they held stereotypical views of bullies and victims and had difficulties in recognizing the true times and places of bullying. Staff described their anti-bullying policies as being predominantly reactive, rather than proactive and evidence-based. It is concluded that more effort needs to be made to change the current anti-bullying policies used by staff.

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Rohmana, Devis Yulia, Kartini Estelina, and Iskandar Iskandar. "The Bullying Phenomenon and Handling Efforts in Reducing Cases of Bullying: A Systematic Review." Jurnal Ners 15, no. 1Sp (July 7, 2020): 557–62. http://dx.doi.org/10.20473/jn.v15i1sp.20479.

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Introduction: Bullying is behavior that deliberately wants to dominate, hurt, or get rid of its victims, both directly (physical) or indirectly (verbal). The impact of bullying can cause psychological distress and if left untreated will worsen the victim to the point of committing suicide. This study aims to find out the most appropriate types of interventions that can be implemented to reduce intimidation and prevent the risk of suicide by using systematic reviews based on PRISMA guidelines.Methods: The studies were searched in five databases: Scopus, ScienceDirect, Proquest, Pubmed and CINHL and had to be published from 2014-2019. The articles were identified using the keywords “bullying” AND “intervention”, “anti-bullying program”.Results: 14 articles found were used using this systematic review. The article reviewed mentions that an antibullying program that involves several parties has the benefit of reducing bullying.Conclusion: Several intervention efforts can be used in preventing recurring breaches and can also be used as promotive and preventive efforts in cases of bullying in schools and communities.

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Cascardi, Michele, Christopher M. King, Daniel Rector, and Jill DelPozzo. "School-Based Bullying and Teen Dating Violence Prevention Laws: Overlapping or Distinct?" Journal of Interpersonal Violence 33, no. 21 (September 25, 2018): 3267–97. http://dx.doi.org/10.1177/0886260518798357.

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The most recent legislative attempts to curb violence in schools have been school-based dating violence prevention laws. In the previous decade, there was an increase in legislation designed to prevent bullying in schools; these laws now exist in 50 states. However, most anti-bullying laws provide an expansive definition of bullying that includes any type of peer aggression, harassment, or teen dating violence (TDV). Having several different state and federal laws aimed at curtailing multiple forms of aggression may produce confusion about appropriate intervention and disciplinary responses, requiring school districts to develop parallel sets of policies, educational curricula, intervention approaches, and reporting requirements for overlapping behaviors that can be simultaneously peer aggression, bullying, harassment, and TDV. We conducted a systematic search of applicable laws and systematically coded those we identified for relevant content (i.e., definitions, covered locales, protected groups, and personnel, procedural, preventive, and disclosure elements). Anti-bullying laws were typically more detailed than dating violence laws. TDV laws were more likely to target TDV and control intimate behavior and to provide for education about healthy relationships. Both types of laws often mandated trainings; specified reportable behaviors; discussed sanctions, recommendations, and interventions; and mentioned counseling, specially trained staff persons, or designated specialists. Both anti-bullying and TDV laws also sometimes directed reporting of aggregate incident rates and impacts of prevention efforts. Neither type of law tended to specify school and community resources or prevention approaches. Results inform discussion of the merits of different approaches to school-based violence prevention laws.

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Ρούση - Βέργου, Χριστίνα, Ελένη Ανδρέου, and Ελένη Διδασκάλου. "«Αντιμετωπίζω τον Εκφοβισμό στο Σχολείο»: Ένα πρόγραμμα πρόληψης και υποστήριξης μαθητών/ριών Δευτεροβάθμιας Εκπαίδευσης." Psychology: the Journal of the Hellenic Psychological Society 24, no. 1 (October 15, 2020): 73. http://dx.doi.org/10.12681/psy_hps.22387.

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The aim of the paper is to present the outcomes of an intervention program focusing on students’ training in coping with school bullying. The moto of the program was: “Stay calm / think clearly”. The activities of the intervention program were developed at Flinders University in Australia and included: a) a DVD with four short films dealing with social exclusion, physical bullying, verbal bullying and cyber bullying, b) a workbook (for each student), c) worksheets for students and d) teachers’ instructions/feedback sheets. For the Greek adaptation of the program, a pilot study was initially conducted which led to the final implementation and evaluation of the program. The final study included 932 students derived from 14 schools in Thessaly (12 schools in the intervention group and 2 in the control group). During the repeated (three times) measures approach, we evaluated students’ self-reports concerning: a) frequency of exposure to bullying, b) perceived self-safety from school bullying, and c) perceived self-efficacy in coping with school bullying. After the implementation of the program, the seriously victimized students (around 10% of the participants) reported less incidents of victimization, while their perceived sense of safety at school was increased. Overall the findings from this study suggest that the implementation of anti-interventions of this type can play an important role in empowering adolescents to adopt effective strategies to address the negative effects associated with bullying at school.

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Pepler, Debra J., Wendy M. Craig, Suzanne Ziegler, and Alice Charach. "An Evaluation of An Anti-Bullying Intervention in Toronto Schools." Canadian Journal of Community Mental Health 13, no. 2 (September 1994): 95–110. http://dx.doi.org/10.7870/cjcmh-1994-0014.

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McGrath, Linda, Robert S. P. Jones, and Richard P. Hastings. "Outcomes of anti-bullying intervention for adults with intellectual disabilities." Research in Developmental Disabilities 31, no. 2 (March 2010): 376–80. http://dx.doi.org/10.1016/j.ridd.2009.10.006.

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Stevens, Veerle, Ilse Bourdeaudhuij, and Paulette Oost. "Bullying in Flemish schools: An evaluation of anti-bullying intervention in primary and secondary schools." British Journal of Educational Psychology 70, no. 2 (June 2000): 195–210. http://dx.doi.org/10.1348/000709900158056.

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Mitchell, Aby. "Young people's experiences of an anti-bullying Drama in Education workshop six months' post-participation." British Journal of Child Health 1, no. 2 (April 2, 2020): 72–79. http://dx.doi.org/10.12968/chhe.2020.1.2.72.

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The purpose of this primary research study was to explore young people's experiences of an anti-bullying Drama in Education workshop, to understand the meanings young people have attributed to their experiences in relation to the workshop using an interpretative study design and to understand if the intervention has influenced participant's knowledge, skills, and behaviours in bullying situations. The research aims to fill the knowledge gap of the mechanisms in which arts and health promotion and health education interventions enhance social and cognitive skills in young people and the longitudinal impact of drama interventions and their relevance in enhancing long-term skills and knowledge.

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B. Pinera, Jomel, Ma Theda M. Mercado, Louraine Chriscelle L. Seguritan, and Ohlie E. Malazzab. "AWARENESS AND IMPLEMENTATION OF THE ANTI-BULLYING LAW AMONG SECONDARY SCHOOLS IN NORTHEASTERN CAGAYAN." International Journal of Advanced Research 10, no. 03 (March 31, 2022): 891–98. http://dx.doi.org/10.21474/ijar01/14467.

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Bullying in schools is a worldwide problem that can have negative consequences for the general school climate and for the rights of students to learn in a safe environment without fear. This study was conducted to determine the level of awareness and level of implementation on the Anti-Bullying Law and determine whether there is a significant difference on the awareness and implementation level as perceived by the respondents to provide recommendations to effectively deal with bullying incidence. The study uses a descriptive and correlation research design. There were 408 respondents of the study composed of teachers and students from secondary schools in Northeastern Cagayan.The findings indicates that the respondents are very much aware on the different forms of bullying like physical, written and cyber forms of bullying including the legal implications, prohibited acts and the prevention and intervention measures on bullying as well as the duties and responsibilities of the stakeholders in the implementation of the law except for the verbal form of bullying.The respondents perceived that physical and cyber form of bullying together with the prohibited acts, prevention and intervention programs and the duties and responsibilities of the stakeholders of the law are very much implemented while verbal, written form and the legal implications is perceived to be much implemented.Finally, the finding indicates that there is no significant difference on the level of awareness but there is a significant difference between respondents assessments on the implementation of the law.Based from the findings, it is recommended that there shall be a continuous education drive to students about the Anti-Bullying Law with emphasis on the verbal and written form of bullying including its legal implications and school principal and teacher should intensify the implementation of the Anti-Bullying Law particularly on the verbal and written forms of bullying.

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B. Pinera, Jomel, Ma Theda M. Mercado, Louraine Chriscelle L. Seguritan, and Ohlie E. Malazzab. "AWARENESS AND IMPLEMENTATION OF THE ANTI-BULLYING LAW AMONG SECONDARY SCHOOLS IN NORTHEASTERN CAGAYAN." International Journal of Advanced Research 10, no. 03 (March 31, 2022): 891–98. http://dx.doi.org/10.21474/ijar01/14467.

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Bullying in schools is a worldwide problem that can have negative consequences for the general school climate and for the rights of students to learn in a safe environment without fear. This study was conducted to determine the level of awareness and level of implementation on the Anti-Bullying Law and determine whether there is a significant difference on the awareness and implementation level as perceived by the respondents to provide recommendations to effectively deal with bullying incidence. The study uses a descriptive and correlation research design. There were 408 respondents of the study composed of teachers and students from secondary schools in Northeastern Cagayan.The findings indicates that the respondents are very much aware on the different forms of bullying like physical, written and cyber forms of bullying including the legal implications, prohibited acts and the prevention and intervention measures on bullying as well as the duties and responsibilities of the stakeholders in the implementation of the law except for the verbal form of bullying.The respondents perceived that physical and cyber form of bullying together with the prohibited acts, prevention and intervention programs and the duties and responsibilities of the stakeholders of the law are very much implemented while verbal, written form and the legal implications is perceived to be much implemented.Finally, the finding indicates that there is no significant difference on the level of awareness but there is a significant difference between respondents assessments on the implementation of the law.Based from the findings, it is recommended that there shall be a continuous education drive to students about the Anti-Bullying Law with emphasis on the verbal and written form of bullying including its legal implications and school principal and teacher should intensify the implementation of the Anti-Bullying Law particularly on the verbal and written forms of bullying.

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Meyer, Doug. "The Gentle Neoliberalism of Modern Anti-bullying Texts: Surveillance, Intervention, and Bystanders in Contemporary Bullying Discourse." Sexuality Research and Social Policy 13, no. 4 (May 27, 2016): 356–70. http://dx.doi.org/10.1007/s13178-016-0238-9.

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Chandler, Tara. "Impact of a varied understanding of school bullying." Journal of Aggression, Conflict and Peace Research 10, no. 1 (January 8, 2018): 36–45. http://dx.doi.org/10.1108/jacpr-10-2016-0259.

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Purpose Traditional school bullying is complex and overlapping, hence research suggests there is a varied definition of the term (Canty et al., 2016). The purpose of this paper is to investigate the potential effects of the term bullying on adolescent experiences of bullying. Additionally, the study examined bully, victim, bully-victim, and bystander identity as a moderating factor of experience of the term. Design/methodology/approach Research appears to seldom offer adolescents the opportunity to discuss bullying using qualitative methods within naturalistic environments. Therefore, the current study adopted a phenomenological framework for adolescents to share their experiences. Data comprised recordings of semi-structured interviews and focus groups with adolescents (n=20) in high-school settings. Findings The current study supported the notion that adolescents perceive a varied use of the term bullying in schools. The sample experience a varied understanding of bullying in which they explain: increases exposure to bullying; impacts social perception of bullying; reduces trust in anti-bullying intervention; reduces coping self-efficacy amongst victims of bullying; and impacts negatively on friendships. Originality/value Findings suggest a knowledge deficit in transferring information about school bullying from experts to non-experts. The sample indicated that a varied use of the term bullying has negative impact on their social and emotional functioning particularly; in managing distress and maintaining relationships. Additionally, inconsistent understanding of the term was said to increase the frequency of bullying, perception of bullying, and trust in intervention amongst the sample. Limitations of the research, recommendations for practice and intervention are briefly discussed.

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Gaffney, Hannah, Maria M. Ttofi, and David P. Farrington. "What works in anti-bullying programs? Analysis of effective intervention components." Journal of School Psychology 85 (April 2021): 37–56. http://dx.doi.org/10.1016/j.jsp.2020.12.002.

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Huitsing, Gijs, Gerine M. A. Lodder, Beau Oldenburg, Hannah L. Schacter, Christina Salmivalli, Jaana Juvonen, and René Veenstra. "The Healthy Context Paradox: Victims’ Adjustment During an Anti-Bullying Intervention." Journal of Child and Family Studies 28, no. 9 (July 21, 2018): 2499–509. http://dx.doi.org/10.1007/s10826-018-1194-1.

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Stefanakou, Anna, Alkis-Constantine Tsiantis, and John Tsiantis. "A review of anti-bullying prevention and intervention programmes in Greece." International Journal of Mental Health Promotion 16, no. 1 (November 27, 2013): 19–27. http://dx.doi.org/10.1080/14623730.2013.857827.

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Zerillo, Christine, and Karen F. Osterman. "Teacher perceptions of teacher bullying." Improving Schools 14, no. 3 (November 2011): 239–57. http://dx.doi.org/10.1177/1365480211419586.

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This mixed-methods study examined elementary teachers’ perceptions of teacher–student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious than peer bullying, and did their perceptions differ by the nature of the bullying incident? Findings indicate that teachers are aware of isolated and ongoing student bullying by their colleagues; however, they have a higher sense of accountability for peer bullying and forms of bullying with physical rather than socio-emotional consequences. Teachers’ sense of accountability was correlated with years of experience but unrelated to participation in professional development, despite sustained anti-bullying initiatives over a 10-year period.

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Douvlos, Christos. "Bullying in preschool children." Psychological Thought 12, no. 1 (April 30, 2019): 131–42. http://dx.doi.org/10.5964/psyct.v12i1.284.

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The present article aims to shed light on exploring the issue of bullying in preschool children, with a special focus on early forms of anti-social and aggressive behaviour and suggestions about the role of the school, based on the presentation of prevention and intervention programmes in preschool education settings. The most typical forms of bullying in preschool education settings are physical aggressiveness, social exclusion and rumor spreading. Most studies indicate that physical aggressiveness is prevalent in boys, while relational and verbal aggressiveness is prevalent in girls. The role of preschool educators is crucial, as they need to learn to identify and manage early forms of aggressiveness. Therefore, their training is imperative, as they need to carefully evaluate each incident, while creating a positive learning environment and applying strategies for bullying prevention and intervention.

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Rindi Atmojo, Bayu Seto, and Imam Permana. "Keefektifan pendidikan anti-bullying terhadap pengetahuan, sikap, dan self-efficacy pada guru di Yogyakarta." Health Sciences and Pharmacy Journal 4, no. 2 (August 30, 2020): 41. http://dx.doi.org/10.32504/hspj.v4i2.256.

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Cases of bullying in schools have become a widespread phenomenon and have a negative impact on the school atmosphere. A good and fearless learning environment needs attention. Educational institutions have the task of creating and guaranteeing a conducive and safe learning atmosphere so that students feel happy and comfortable while at school. This can be supported by teachers who have good knowledge, attitudes and self-efficacy towards bullying cases. This study aims to determine the effectiveness of anti-bullying education on teacher's knowledge, attitudes, and self-efficacy. The method used in this study uses a pre-experimental quantitative approach with a one-group pretest-posttest design. The population in this study were all teachers of SMP 11 Yogyakarta, the sampling technique used total sampling, so the sample was 23 teachers. Test data analysis used the Wilcoxon test. Knowledge prior to the intervention of the average respondent was given in the good category, good enough attitude and self-efficacy in the poor category. Knowledge after being given an intervention is mostly in the good category, good attitude and good self-efficacy. Wilcoxon test results on each variable of knowledge, attitude and self-efficacy obtained p value 0,002, which means that anti-bullying education affects the knowledge, attitudes and self-efficacy of teachers. It can be concluded that anti-bullying education is effective in increasing teacher’s knowledge, attitudes and self-efficacy in SMP 11 Yogyakarta

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Maunder, Rachel E., and Andrew J. Tattersall. "Staff experiences of managing bullying in secondary schools: The importance of internal and external relationships in facilitating intervention." Educational and Child Psychology 27, no. 1 (2010): 116–28. http://dx.doi.org/10.53841/bpsecp.2010.27.1.116.

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There has been substantial research on school bullying and its effects on the children involved. Schools are required to have an anti-bullying policy, with strategies in place to prevent and deal effectively with bullying. Teachers and other school staff have a significant role to play in bullying intervention, however little research has explored how they experience this role, and the factors that may impact on their practice. A sample of 14 secondary school staff comprising eight teachers; two support staff; and four senior staff, participated in semi-structured interviews to investigate their experiences of managing bullying. Analysis of the transcripts revealed that the quality of relationships of staff within and outside the school with their colleagues; managers; pupils; and parents, had an important influence on how bullying was identified and dealt with. Within this context, individual staff made complex decisions about how they should respond to incoming information and what information should be passed on to other staff. The way bullying was being managed was, therefore, related to how the school was running as an organisation. Findings highlight the importance of viewing bullying in relation to other influences in the school environment rather than treating it in isolation. The study also reveals how organisational factors can impact on pupil experiences in school. Awareness and understanding of these complexities can facilitate ongoing work with schools to address bullying.

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Vannini, Natalie, Sibylle Enz, Maria Sapouna, Dieter Wolke, Scott Watson, Sarah Woods, Kerstin Dautenhahn, et al. "“FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention." European Journal of Psychology of Education 26, no. 1 (June 19, 2010): 21–44. http://dx.doi.org/10.1007/s10212-010-0035-4.

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Watson, Scott E. J., Natalie Vannini, Sarah Woods, Kerstin Dautenhahn, Maria Sapouna, Sibylle Enz, Wolfgang Schneider, et al. "Inter-cultural differences in response to a computer-based anti-bullying intervention." Educational Research 52, no. 1 (February 2010): 61–80. http://dx.doi.org/10.1080/00131881003588261.

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Palladino, Benedetta Emanuela, Annalaura Nocentini, and Ersilia Menesini. "How to Stop Victims’ Suffering? Indirect Effects of an Anti-Bullying Program on Internalizing Symptoms." International Journal of Environmental Research and Public Health 16, no. 14 (July 23, 2019): 2631. http://dx.doi.org/10.3390/ijerph16142631.

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Victims of bullying and cyberbullying present internalizing problems, such as anxiety, psychosomatic and depressive symptoms, and are at higher risk of considering or attempting suicide. Researchers have put great effort into developing interventions able to stop bullying and cyberbullying, and thus buffering possible negative consequences. Despite this, only a few of them have investigated the effects of these programs on the psychological suffering of the victims. The NoTrap! program is an Italian evidence-based intervention able to reduce victimization, bullying, cybervictimization and cyberbullying. The aim of the present study is to analyze whether the NoTrap! program can reduce internalizing symptoms through the decrease in both victimization and cybervictimization. Participants were 622 adolescents, enrolled in the 9th grade of eight high schools in Tuscany (experimental group: N = 451; control group: N = 171). We collected data at three time points: pre-, mid- and post-intervention. Using latent growth curve models, we found that the program significantly predicted the change in internalizing symptoms over time. Furthermore, the mediation model showed that only the indirect effect via cybervictimization was significant. In summary, the program reduced internalizing symptoms within the experimental group successfully, through the decrease in cybervictimization more so than through the mediational effect of decreasing victimization.

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Dragone, Mirella, Concetta Esposito, Grazia De Angelis, and Dario Bacchini. "Equipping Youth to Think and Act Responsibly: The Effectiveness of the “EQUIP for Educators” Program on Youths’ Self-Serving Cognitive Distortions and School Bullying Perpetration." European Journal of Investigation in Health, Psychology and Education 12, no. 7 (July 18, 2022): 814–34. http://dx.doi.org/10.3390/ejihpe12070060.

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School bullying is a serious public health concern in many countries worldwide. Over recent decades, several effective anti-bullying prevention programs have been developed. This study aimed to evaluate the effectiveness of an adapted version of the “Equipping Youth to Help One Another (EQUIP) for Educators” (EfE) program in reducing adolescents’ engagement in school bullying perpetration by correcting their use of self-serving cognitive distortions (CDs). Furthermore, guided by the vantage sensitivity framework, we investigated whether the intervention effects varied depending on the adolescents’ gender and environmental sensitivity. A quasi-experimental pre-test/post-test with a control group design involved 354 Italian middle and high school adolescents (51.7% males; Mage = 14.86, SD = 2.54). Both the control (n = 187) and experimental group (n = 167) completed self-report questionnaires, before and after the intervention. Structural equation modeling revealed a significant moderated mediation effect: highly sensitive males participating in the EfE program decreased their engagement in bullying by reducing CDs, compared to females and those with low- and medium- sensitivity. These findings support the effectiveness of the EfE program in equipping youth to think and act more responsible and shed light on “why” and “for whom” the intervention might work better to counteract school bullying during adolescence.

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Pichel, Rafael, Mairéad Foody, James O’Higgins Norman, Sandra Feijóo, Jesús Varela, and Antonio Rial. "Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It?" Sustainability 13, no. 15 (July 30, 2021): 8527. http://dx.doi.org/10.3390/su13158527.

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School bullying and cyberbullying represent the most common forms of victimization during childhood and adolescence in many countries across the globe. Although they can be studied as distinct phenomena with their own defining characteristics, there is evidence to suggest that they are related and often co-occur. The present research aimed to estimate the rates of school bullying and cyberbullying, studied their evolution by age, and analyzed any possible overlap between the two. An empirical study was carried out with a large sample of children and adolescents in Galicia, Spain (N = 2083), where 10–17 year olds were presented with The European Bullying Intervention Project Questionnaire and European Cyberbullying Intervention Project Questionnaire. School bullying was found to be more prevalent than cyberbullying, with 25.1% involved as victims and 14.3% as bully-victims, while the cyberbullying rates were 9.4% for victims and 5.8% for bully-victims. Perpetration rates were similar for school and cyberbullying (4.4% and 4.3% respectively). The overlap between both phenomena adds to the evidence for a whole-community approach to tackling all types of bullying and victimization experiences, as opposed to each in silo. The clear age differences in bullying behaviours also suggest the appropriateness of tailoring anti-bullying programs to target specific age groups.

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Somma, Monique, and Zopito Marini. "A Bully and a Victim: The Bullying Experiences of Youth with Emotional and Behavioural Disorders." Exceptionality Education International 30, no. 1 (April 25, 2020): 25–41. http://dx.doi.org/10.5206/eei.v30i1.10913.

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Young people with emotional and behavioural disorders (EBD) comprise a unique group of students involved in school bullying. The present case study examined the bullying experiences of a group of students, aged 10–14 years, identified as having EBD. A total of ten students participated in self-report questionnaires and interview-style journaling. The main research questions were related to type of involvement in bullying and the bullying experiences in this population. Questionnaires and journaling gathered information about involvement in bullying, as well as about psychological risk factors including normative beliefs about anti-social acts, impulsivity, problem solving, and coping strategies. The overall results indicated that all ten students had participated in bullying as either a bully, a victim, or both. They described their experiences involving both external and internal aggression. These personal accounts offer insight into implications for intervention and educational practices.

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Bang, Young Rong, and Jae Hong Park. "Psychiatric disorders and suicide attempts among adolescents victimized by school bullying." Australasian Psychiatry 25, no. 4 (July 4, 2017): 376–80. http://dx.doi.org/10.1177/1039856217715987.

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Objective: We conducted a cross-sectional school-based study to investigate psychiatric disorders and suicide risk among adolescents victimized by bullying. Method: The study was designed in two stages. In the screening stage, 33,038 middle school students were screened for psychopathology. Next, in the face-to-face interview stage, 1196 participants were assessed for psychiatric disorders using a structured diagnostic instrument. We also collected information about the participants’ experiences of bullying and history of suicidal ideation/attempts. Results: The results indicate that adolescents with a history of bullying victimization were more likely to be diagnosed with depression and psychosis than those without such a history. Multivariate logistic regression models revealed that bullying victimization was significantly associated with suicide attempts even after adjusting for demographic characteristics, depression and psychosis. Conclusions: Bullying victimization is a risk factor for depression, psychosis, and suicide ideation and attempts. The findings warrant an early intervention and suicide prevention program for victimized students and anti-bullying policies in schools.

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STEVENS, VEERLE, PAULETTE VAN OOST, and IISE DE BOURDEAUDHUIJ. "The effects of an anti-bullying intervention programme on peers' attitudes and behaviour." Journal of Adolescence 23, no. 1 (February 2000): 21–34. http://dx.doi.org/10.1006/jado.1999.0296.

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Biggs, Bridget K., Eric Vernberg, Todd D. Little, Edward J. Dill, Peter Fonagy, and Stuart W. Twemlow. "Peer victimization trajectories and their association with children’s affect in late elementary school." International Journal of Behavioral Development 34, no. 2 (February 2, 2010): 136–46. http://dx.doi.org/10.1177/0165025409348560.

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The current study examined peer victimization trajectories for 1528 children from third to fifth grade and the association of those trajectories to children’s positive and negative affect. On average, victimization was low to moderate and remained stable (self-report) or increased (peer-reports). In addition, five distinct trajectories were identified based on self-report: Low, Moderate, Increasing, Decreasing, and Chronic. Peer-reported victimization did not reveal distinct trajectories. Although the level of victimization was related to concurrent negative affect (self- and peer-reported victimization) and to positive affect (self-report victimization only), relations between change in victimization and change in affect were less consistent. Also, a chronic victimization trajectory was associated with greatest affective distress and a decreasing trajectory was associated with partial, but not full, recovery in terms of affect. Results largely support a chronic model of victimization’s effects in which victimization has compounding and enduring effects on adjustment. Intervention implications include the importance of including selective interventions for highly victimized youth with universal anti-bullying programs, assessing both past and current victimization, and including indicators of adjustment when evaluating anti-bullying interventions.

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Garandeau, Claire F., Ihno A. Lee, and Christina Salmivalli. "Decreases in the proportion of bullying victims in the classroom." International Journal of Behavioral Development 42, no. 1 (September 6, 2016): 64–72. http://dx.doi.org/10.1177/0165025416667492.

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Sharing a classroom environment with other victimized peers has been shown to mitigate the adverse effects of peer victimization on children’s social and psychological adjustment. By extension, this study hypothesized that classroom reductions in the proportion of victims would be harmful for children who remain victimized. Data were collected at the end of 2 subsequent school years from 4,466 fourth- to sixth-graders (mean age = 11 years), as part of the implementation of the Finnish anti-bullying program KiVa (an acronym for Kiusaamista Vastaan, “against bullying”). Multiple regression analyses were conducted on a subsample of 170 stable victims (children reporting being victimized at least 2–3 times a month at both time points) to test whether a decrease in the proportion of victims in their classrooms had an effect on their adjustment at Time 2. Stable victims felt more depressed, more socially anxious and were less liked at Time 2 in classrooms where the proportion of victims had decreased in 1 year compared to stable victims in classrooms where it had increased or remained the same. These effects were not moderated by the intervention status of the classroom. Paradoxically, an improved social environment can be detrimental for some children. These findings point to the necessity to maintain anti-bullying intervention efforts especially when successful.

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Arënliu, Aliriza, Dagmar Strohmeier, Jon Konjufca, Takuya Yanagida, and Christoph Burger. "Empowering the Peer Group to Prevent School Bullying in Kosovo: Effectiveness of a Short and Ultra-Short Version of the ViSC Social Competence Program." International Journal of Bullying Prevention 2, no. 1 (October 26, 2019): 65–78. http://dx.doi.org/10.1007/s42380-019-00052-4.

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Abstract Evidence-based anti-bullying programs are predominantly implemented in high-income countries, although there is a clear need for bullying prevention also in low- and middle-income countries. The present study reports the effectiveness of a short and ultra-short version of the ViSC Social Competence Program that was implemented in nine Kosovar schools. The ViSC program aims to empower adolescents to recognize bullying and to intervene in bullying situations. A quasi-experimental longitudinal control group design was realized to examine the effectiveness of the two program versions regarding different forms of self-reported perpetration and victimization. The short program version was implemented in 10 classes (N = 282, 52% girls, Mage = 13.45), the ultra-short program version was implemented in 13 classes (N = 354, 46% girls, Mage = 13.28), and 23 classes (N = 613, 50% girls, Mage = 13.31) served as control group. Multilevel growth models revealed intervention effects in favor of the ultra-short version when compared to the control group regarding physical victimization. All other effects were not significant. To conclude, educational and social policies supporting the implementation of evidence-based anti-bullying programs need to be issued in low- and middle-income countries, as even ultra-short versions might be effective in contexts with limited available resources.

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Fokides, Emmanuel. "Using Digital Storytelling to Inform Students About Bullying: Results of a Pilot Program." International Journal of Bias, Identity and Diversities in Education 2, no. 1 (January 2017): 27–39. http://dx.doi.org/10.4018/ijbide.2017010103.

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The study presents the results of a pilot program in which digital storytelling was used in order to inform fourth-grade students about bullying. The constructivist principles concerning the learning process, and in particular, the requirement of students' active participation, provided the necessary framework. Students created their own digital stories about bullying, while the researcher, although present, avoided to intervene, to guide or to lecture students to a great extent. The intervention was short in duration and easily applied, without altering the school's timetable. Qualitative analysis of the data indicates that, through their digital stories, students were able to grasp the main aspects of bullying and how they should react, but the role of bystanders was unclear to them. The results of the study might prove useful in the formation of a more comprehensive anti-bullying program.

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Francis, Jacinta, Gina Trapp, Natasha Pearce, Sharyn Burns, and Donna Cross. "School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews." International Journal of Environmental Research and Public Health 19, no. 23 (November 30, 2022): 15955. http://dx.doi.org/10.3390/ijerph192315955.

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Interest in how the school built environment impacts bullying behaviour has gained momentum in recent years. While numerous studies have identified locations within schools where bullying frequently occurs, few studies have investigated the potential conceptual pathways linking school locations to bullying behaviour. This study aimed to (i) identify school built environment factors that may prevent or facilitate bullying behaviour in primary and secondary schools; and (ii) develop a conceptual model of potential pathways between the school built environment and bullying behaviour for future anti-bullying intervention research. Seventy individual semi-structured interviews were conducted between May and December 2020, with policymakers (n = 22), school staff (n = 12), parents (n = 18), and students (n = 18). School staff, parents and students, were recruited from six metropolitan primary and secondary schools in Perth, Western Australia. Interviews were conducted online and face-to-face using semi-structured interview guides. A thematic analysis was undertaken. Participants identified school bullying locations (e.g., locker areas, bathrooms, corridors) and built environment factors linked to bullying behaviour via (i) visibility and supervision; (ii) physical and psychological comfort and safety; and (iii) social-emotional competencies. The findings have policy and practice implications regarding the design of school built environments to prevent bullying behaviour.

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Greco, Gianpiero. "Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors." Physical Culture and Sport. Studies and Research 90, no. 1 (April 30, 2021): 1–9. http://dx.doi.org/10.2478/pcssr-2021-0008.

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Abstract Youth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracurricular multilateral teaching on the risk for students (aged 14–16 years) to be involved in bullying. Sixty male students were allocated to an experimental group (n = 30) that performed psychoeducational activities combined with physical exercise training and team games (90 min, 2d · week–1) or a control group (n = 30). Before and after the intervention, we used the Child and Youth Resilience Measure (CYRM-28) to assess individual capacities and resources, relationship with primary caregiver, contextual factors, and total resilience; and the Self-Efficacy Questionnaire for Children (SEQ-C) to measure academic, social, emotional, and total self-efficacy. Four participants from the experimental group withdrew. Significant improvements of crucial relevance were found for the resilience and self-efficacy scales (p < 0.05) in the experimental group. We found that multilateral teaching may improve resilience and self-efficacy in adolescents and make them less likely to engage in aggressive behavior or be bullied. Multilateral teaching should be considered an effective alternative to the anti-bullying approach, highlighting the crucial role of physical education teachers in the promotion of proactive educational strategies to reduce bullying behaviors.

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Montero-Carretero, Carlos, Alba Roldan, Thomas Zandonai, and Eduardo Cervelló. "A-Judo: An Innovative Intervention Programme to Prevent Bullying Based on Self-Determination Theory—A Pilot Study." Sustainability 13, no. 5 (March 3, 2021): 2727. http://dx.doi.org/10.3390/su13052727.

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This study aimed to evaluate the effectiveness of an intervention entitled A-Judo Programme for the reduction in bullying and improvement of prosocial behaviour at school, based on the theory of self-determination (SDT). Physical education teachers (PETs) received 20 h of specific training, implementing the programme thereafter in their classes in a total of 10 sessions of 50 min each (two sessions per week over 5 weeks). Variables such as teacher’s teaching style, basic psychological needs (BPNs), self-determined motivation, tolerance and respect, moral identity, harassment and victimisation were studied. Seventy-nine students (11.13 ± 0.52 y) of both sexes (40 girls and 39 boys) participated in the study and were divided into an intervention and a control group (which received no training). The results showed significant changes with moderate to high effect sizes in BPN, motivation, tolerance–respect, moral identity and bullying. These research findings improve the body of knowledge of the applications offered by SDT and its usefulness for improving anti-bullying programmes through PET training.

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Andreou, Eleni, Eleni Didaskalou, and Anastasia Vlachou. "Outcomes of a curriculum‐based anti‐bullying intervention program on students' attitudes and behavior." Emotional and Behavioural Difficulties 13, no. 4 (December 2008): 235–48. http://dx.doi.org/10.1080/13632750802442110.

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Journal articles on the topic 'Anti-bullying intervention'

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