How Effective Are School Bullying Intervention Programs? A Meta-Analysis of Intervention Research
Saved in:
| Title: | How Effective Are School Bullying Intervention Programs? A Meta-Analysis of Intervention Research |
|---|---|
| Language: | English |
| Authors: | Merrell, Kenneth W., Gueldner, Barbara A., Ross, Scott W., Isava, Duane M. |
| Source: | School Psychology Quarterly. Mar 2008 23(1):26-42. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Intervention, Bullying, Meta Analysis, Program Effectiveness, Peer Relationship, Foreign Countries, Program Evaluation, Behavior Modification, Violence, Aggression, Victims of Crime, Antisocial Behavior, Social Development |
| Geographic Terms: | Belgium, Canada, Italy, Norway, United Kingdom, United States |
| DOI: | 10.1037/1045-3830.23.1.26 |
| ISSN: | 1045-3830 |
| 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. (Contains 4 tables.) |
| Abstractor: | Author |
| Number of References: | 39 |
| Entry Date: | 2008 |
| Accession Number: | EJ792280 |
| Database: | ERIC |
| 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. (Contains 4 tables.) |
|---|---|
| ISSN: | 1045-3830 |
| DOI: | 10.1037/1045-3830.23.1.26 |
