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How Effective Are School Bullying Intervention Programs? A Meta-Analysis of Intervention Research.

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Title: How Effective Are School Bullying Intervention Programs? A Meta-Analysis of Intervention Research.
Authors: Merrell, Kenneth W.1 kmerrell@uoregon.edu, Gueldner, Barbara A.1, Ross, Scott W.1, Isava, Duane M.2
Source: School Psychology Quarterly. Mar2008, Vol. 23 Issue 1, p26-42. 17p.
Subject Terms: *School bullying, Psychology periodicals, Violence prevention
People: Merrell, Kenneth W., Gueldner, Barbara A., Ross, Scott W., Isava, Duane M.
Abstract: 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 participants from European nations and the United States. Applying standard meta-analysis techniques to obtain averaged effect size estimates across similar outcomes, the authors found that the intervention studies produced meaningful and clinically important positive effects for about one-third of the variables. The majority of outcomes evidenced no meaningful change, positive or negative. The authors conclude that school bullying interventions may produce modest positive outcomes, that they are more likely to influence knowledge, attitudes, and self-perceptions rather than actual bullying behaviors; and that the majority of outcome variables in intervention studies are not meaningfully impacted. [ABSTRACT FROM AUTHOR]
Copyright of School Psychology Quarterly is the property of American Psychological Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: How Effective Are School Bullying Intervention Programs? A Meta-Analysis of Intervention Research.
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  Data: <searchLink fieldCode="AR" term="%22Merrell%2C+Kenneth+W%2E%22">Merrell, Kenneth W.</searchLink><relatesTo>1</relatesTo><i> kmerrell@uoregon.edu</i><br /><searchLink fieldCode="AR" term="%22Gueldner%2C+Barbara+A%2E%22">Gueldner, Barbara A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ross%2C+Scott+W%2E%22">Ross, Scott W.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Isava%2C+Duane+M%2E%22">Isava, Duane M.</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22School+Psychology+Quarterly%22">School Psychology Quarterly</searchLink>. Mar2008, Vol. 23 Issue 1, p26-42. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22School+bullying%22">School bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+periodicals%22">Psychology periodicals</searchLink><br /><searchLink fieldCode="DE" term="%22Violence+prevention%22">Violence prevention</searchLink>
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  Data: <searchLink fieldCode="PE" term="%22Merrell%2C+Kenneth+W%2E%22">Merrell, Kenneth W.</searchLink><br /><searchLink fieldCode="PE" term="%22Gueldner%2C+Barbara+A%2E%22">Gueldner, Barbara A.</searchLink><br /><searchLink fieldCode="PE" term="%22Ross%2C+Scott+W%2E%22">Ross, Scott W.</searchLink><br /><searchLink fieldCode="PE" term="%22Isava%2C+Duane+M%2E%22">Isava, Duane M.</searchLink>
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  Data: 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 participants from European nations and the United States. Applying standard meta-analysis techniques to obtain averaged effect size estimates across similar outcomes, the authors found that the intervention studies produced meaningful and clinically important positive effects for about one-third of the variables. The majority of outcomes evidenced no meaningful change, positive or negative. The authors conclude that school bullying interventions may produce modest positive outcomes, that they are more likely to influence knowledge, attitudes, and self-perceptions rather than actual bullying behaviors; and that the majority of outcome variables in intervention studies are not meaningfully impacted. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of School Psychology Quarterly is the property of American Psychological Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1037/1045-3830.23.1.26
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 26
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      – SubjectFull: School bullying
        Type: general
      – SubjectFull: Psychology periodicals
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      – SubjectFull: Violence prevention
        Type: general
      – SubjectFull: Merrell, Kenneth W.
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      – SubjectFull: Gueldner, Barbara A.
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      – SubjectFull: Ross, Scott W.
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      – SubjectFull: Isava, Duane M.
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              Text: Mar2008
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