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1 – 10 of 182Maria Ttofi and David Farrington
This paper summarises the results of a systematic review and meta‐analysis of the effectiveness of anti‐bullying programmes in schools. Extensive searches were carried out in 18…
Abstract
This paper summarises the results of a systematic review and meta‐analysis of the effectiveness of anti‐bullying programmes in schools. Extensive searches were carried out in 18 databases and in 35 journals. The number of reports on anti‐bullying programmes increased considerably over time. Nearly 600 reports were found, but only 59 of these (describing evaluations of 30 different programmes) were eligible for inclusion in our review because they described a high‐quality evaluation. We coded the elements of the intervention in these programmes and key features of the evaluation and related these to the effects of the intervention. These types of figures have never been presented in any previous systematic review or meta‐analysis of anti‐bullying programmes. Our meta‐analysis showed that school‐based anti‐bullying programmes are effective in reducing bullying and victimisation (being bullied), which were reduced by about 20‐23% in experimental schools, compared with control schools. The most important programme components that were associated with a decrease in bullying were parent training, improved playground supervision, disciplinary methods, school conferences, videos, information for parents, work with peers, classroom rules and classroom management.
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The purpose of this paper is to take a critical look at anti‐bullying initiatives at work. It questions current prescriptive thinking about effective ways of tackling workplace…
Abstract
Purpose
The purpose of this paper is to take a critical look at anti‐bullying initiatives at work. It questions current prescriptive thinking about effective ways of tackling workplace bullying, illuminating neglected contextual conditions and organizational constraints that affect attempts to develop and sustain pre‐emptive management programmes.
Design/methodology/approach
A qualitative case approach was employed for a comparative analysis of two anti‐bullying initiatives: one each in the public and private sectors.
Findings
The case results challenge the popular belief that business needs provide an impetus to coherent action against mistreatment at work, revealing the significance of local reactions and the mediating influence of competing subcultures and group identities on the “working out” of formal initiatives.
Research limitations/implications
This research underlines the importance of extending bullying research to include more in‐depth and applied work on the problems of enacting and sustaining anti‐bullying initiatives.
Practical implications
Effective action against bullying involves more than policy making, rule forming and guideline setting. It is important to cultivate the resilience of those at the sharp end of anti‐bullying projects, and engage with managers and employees who experience difficulties or confront unpalatable changes to their work situation as anti‐bullying initiatives develop.
Originality/value
This article casts light on an under‐researched area, since available literature concentrates on the underlying causes and consequences of workplace bullying. Prescriptions for tackling the problem tend to be drawn out of causal and impact studies with limited empirical evidence about their viability, or analysis of possible constraints on their implementation.
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Viktoriia Gorbunova, Natalia Gusak, Vitalii Klymchuk, Valeriia Palii, Vitalina Ustenko, Zemfira Kondur, Viola Popenko and John Oates
The purpose of this paper is to explore senses of powerlessness and empowerment among Romani in Ukraine in relation to such social circles as the extended family, the Romani local…
Abstract
Purpose
The purpose of this paper is to explore senses of powerlessness and empowerment among Romani in Ukraine in relation to such social circles as the extended family, the Romani local community and the whole Ukrainian society. The main research interest is focused on situations and factors that make people feel powerless or empowered.
Design/methodology/approach
The study was conducted using a semi-structured interview method via telephone. Romani NGO experts approved the interview content. Trained Roma-facilitators were interviewers. Every interview was transcribed for further thematic analysis.
Findings
The most prominent empowerment factors for Romani people are located within their families and local communities, while the bigger society (Ukrainians themselves and Ukrainian public institutions) is a main source of powerlessness. At the same time, the rigid role of family and community expectations is seen as detrimental for both males and females.
Originality/value
The paper is original in terms of its topic (senses of powerlessness and empowerment among Romani in Ukraine as social determinants of mental well-being) and research strategy (engagement of Roma-facilitators as interviewers).
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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…
Abstract
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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Nick Axford, David P. Farrington, Suzy Clarkson, Gretchen J. Bjornstad, Zoe Wrigley and Judy Hutchings
– The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying.
Abstract
Purpose
The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying.
Design/methodology/approach
A review of relevant literature, in particular systematic reviews and meta-analyses.
Findings
The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim.
Practical implications
There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support.
Originality/value
The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.
Gabriel R. Paez and Roddrick Colvin
The purpose of this study is to explore school resource officers (SROs) and their role in preventing, detecting and intervening in bullying incidents.
Abstract
Purpose
The purpose of this study is to explore school resource officers (SROs) and their role in preventing, detecting and intervening in bullying incidents.
Design/methodology/approach
Using data from 214 survey respondents, the present study attempted to identify the personal and situational characteristics that help to understand when SROs are likely to identify and intervene in bullying incidents.
Findings
Taking a multivariate logistic regression approach, the results show that SROs – regardless of race, age, gender and education – who can identify instances of bullying are more likely to intervene to stop it.
Research limitations/implications
The implications of improved training for SROs are discussed, as are ways to enhance the integration of SROs into schools’ overall anti-bullying efforts.
Originality/value
Bullying and violence in schools have been a growing concern for school districts and SROs are being increasingly seen as critical components of anti-bullying programs.
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While many problems of behaviour that are manifested in the school have their origins elsewhere, the school can represent a key point of entry for professionals to develop…
Abstract
While many problems of behaviour that are manifested in the school have their origins elsewhere, the school can represent a key point of entry for professionals to develop preventive strategies. This article examines the influence of the school upon the prevention of offending by children and young people and explores the effective dynamics of anti‐bullying initiatives and ‘optimal social work’ in the school.
Margaret Hodgins, Sarah MacCurtain and Patricia Mannix-McNamara
Bullying affects at least one-third of the workers through either direct exposure or witnessing, both of which lead to compromised health, and as a result, reduced organizational…
Abstract
Purpose
Bullying affects at least one-third of the workers through either direct exposure or witnessing, both of which lead to compromised health, and as a result, reduced organizational effectiveness or productivity. However, there is very little evidence that organisations provide effective protection from bullying, and in fact, the converse appears to the case. The purpose of this paper to explore the role of both individual and organisational power in the creation and maintenance of the problem. Such an approach moves away from the specific practice of identifying “bullying” that typically engages targets and perpetrators in a dance that is really just around the edges (Sullivan, 2008) of a larger problem; a culture that permits the abuse of power and ill-treatment of workers, in both practices and through organisational politics.
Design/methodology/approach
This paper elucidates key problems with organisational response as identified in the literature and critically examines weak organisational response to workplace bullying using the power theory, arguing that while overt approaches to addressing bullying appear to be underpinned by a simplistic, functionalist understanding of power, practices on the ground are better explained by more sophisticated “second-dimension” theorists.
Findings
There is a need for organisations to move beyond the current individualistic understanding of bullying towards a more nuanced understanding of how anti-bullying policies and procedures are themselves an exercise in institutional power protecting and reinforcing dominant power structures.
Research limitations/implications
The literature from which this paper is drawn is limited to studies published in English.
Practical implications
The authors advocate a realistic assessment of the role of both individual and organisational power in the creation and maintenance of workplace bullying, as a way forward to plan appropriate intervention.
Social implications
Workplace bullying is problematic for organisations at several levels, and therefore for society.
Originality/value
That power is relevant to workplace bullying has been apparent since the work of Brodsky in 1976 and Einarsen's early work, this paper builds on a the more nuanced work of McKay (2014), D'Cruz and Noronha (2009), Liefooghe and MacDavey's (2010) and Hutchinson et al. (2010), exploring the organisational response to the raising of bullying issues by individual employees as an exercise of power.
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Tuuli Kuosmanen, Aleisha M. Clarke and Margaret M. Barry
Evidence on implementing effective adolescent mental health promotion and prevention interventions in the European context is underdeveloped. The purpose of this paper is to…
Abstract
Purpose
Evidence on implementing effective adolescent mental health promotion and prevention interventions in the European context is underdeveloped. The purpose of this paper is to identify evidence-based mental health promotion and prevention interventions for adolescents that have been developed and/or implemented across the school, community and digital settings in Europe. This review also sought to identify the relevant implementation processes in relation to what works, for whom and under what circumstances.
Design/methodology/approach
A narrative synthesis of the evidence was conducted which included two stages: a systematic search of studies assessing adolescent mental health promotion and prevention interventions; and a selection of interventions with the most robust evidence base, using pre-defined criteria, that have been either developed and/or implemented in Europe.
Findings
A total of 16 interventions met the inclusion criteria. The majority of interventions were school-based programmes. The review findings support the delivery of interventions aimed at enhancing young people’s social and emotional learning (SEL) and preventing behavioural problems. Results indicate that the effective delivery of SEL interventions on a school-wide basis could provide an important platform on which other universal interventions such as anxiety and bullying prevention, and targeted depression prevention could be developed in a multi-tiered fashion. There were a limited number of studies providing robust evidence on the effectiveness of suicide prevention, digital and community-based interventions.
Originality/value
This review identifies a number of robust evidence-based promotion and prevention interventions for promoting adolescent mental health. While the interventions have been implemented in Europe, the majority has not been evaluated rigorously and few included detailed information on the quality of programme implementation. Evidence of the effective cross-cultural transferability of these interventions needs to be strengthened, including more systematic research on their implementation across diverse country contexts.
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“Alterophobia”, which refers to prejudice directed towards members of “alternative” sub‐cultures, has been manifest in criminal cases such as the murder of Sophie Lancaster in…
Abstract
Purpose
“Alterophobia”, which refers to prejudice directed towards members of “alternative” sub‐cultures, has been manifest in criminal cases such as the murder of Sophie Lancaster in 2007 (UK). The purpose of this paper is to investigate whether alterophobia is also evident in patterns of school bullying behaviour.
Design/methodology/approach
A total of 820 fifth‐year students (16‐17 years old; 339 male (41.3 per cent), 481 female (58.7 per cent), at nine secondary schools in Ireland, were asked to respond to a short, specifically constructed questionnaire, concerning membership of groups and sub‐cultures, and bullying behaviour.
Findings
Self‐identified membership of sub‐cultures was infrequent; reports of perceiving that one was identified by others as a member of a sub‐culture were more frequent. Self‐identified members of sub‐cultures reported both having been bullied and having bullied others more frequently than did members of the general sample. Participants expressed that members of “alternative” sub‐cultures (“moshers/rockers”, “goths”, and “emos”) were more likely to be bullied, and that members of “non‐alternative” sub‐cultures (“chavs” and “D4s”) were more likely to bully others. It was concluded that “alterophobic bullying” was a reality, and that members of “alternative” sub‐cultures may be considered to be “at risk” of being bullied.
Research limitations/implications
This study is based on a simple and original questionnaire, and therefore provides indicative/exploratory findings; if a subsequent survey method were attempted, equivalent definitions of sub‐cultures would have to be ensured. It is possible to see how alternative research methods (e.g. focus groups) would permit for advances in understanding in this area.
Practical implications
It is suggested that specific mention of alterophobia in school anti‐bullying policies should be made, and that closer attention to the psychology of prejudice and “pro‐conformist aggression” could inform future anti‐bullying efforts.
Originality/value
The paper is the first to focus explicitly on “alterophobia”, and provides the first empirical evidence on “alterophobic bullying”.
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