Previous research has shown that many school-based anti-bullying programs are effective. A prior meta-analysis (Gaffney, Ttofi, & Farrington, 2019) found that intervention programs are effective in reducing school-bullying perpetration by approximately 19-20% and school-bullying victimization by approximately 15-16%. Using data from this prior meta-analysis, the aim of the current study was to examine the relationship between effectiveness estimates and specific elements of anti-bullying programs. Specific intervention components in line with a socio-ecological framework were coded as present or absent. Components were coded on the following levels: school, classroom, teacher, parent, peer, individual, and intervention. Meta-analytical subgroup comparisons analogous to ANOVA were computed to examine the relationship between the presence of specific components and the effectiveness in reducing bullying perpetration (n = 82) and victimization (n = 86). Results indicated that the presence of a number of intervention components (e.g., whole-school approach, anti-bullying policies, classroom rules, information for parents, informal peer involvement, and work with victims) were significantly associated with larger effect sizes for school-bullying perpetration outcomes. The presence of informal peer involvement and information for parents were associated with larger effect sizes for school-bullying victimization outcomes. Meta-regression analyses showed no significant relationship between effectiveness and the number of intervention components included in a program. The present report contributes to the understanding of 'what works' in reducing school-bullying perpetration and victimization. The impact of these findings on future anti-bullying research is discussed.

Hannah Gaffney

Maria M Ttofi

David P Farrington

Journal of school psychology

The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged.   All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.

The Journal of School Psychology is dedicated to publishing original empirical articles and literature reviews related to psychological and behavioral processes in school settings. This journal presents research on intervention mechanisms and approaches; the effects of schooling on the development of social, cognitive, mental health, and achievement-related outcomes; assessment; and consultation. Submissions from various disciplines are encouraged. All manuscripts are reviewed by the editor and one or more editorial consultants with the aim of providing appropriate and constructive written feedback.

《Journal of School Psychology》致力于发表与学校环境中的心理和行为过程相关的原创实证文章和文献综述。该期刊展示了干预机制和方法的研究；学校对社会、认知、心理健康和成就相关结果发展的影响；评估和咨询等方面的研究。我们鼓励来自不同学科的投稿。所有稿件均由编辑和一位或多位编辑顾问审阅，旨在提供适当和建设性的书面评审意见。

Journal of School Psychology

J Sch Psychol

What works in anti-bullying programs? Analysis of effective intervention components.

Results indicated that the presence of a number of intervention components were significantly associated with larger effect sizes for school-bullying perpetration outcomes and the existence of informal peer involvement and information for parents were associated with large effect sizes with respect to school- Bullying victimization outcomes.

Category	Quartile
心理学	1
心理学, 心理学教育	1

What works in anti-bullying programs? Analysis of effective intervention components.

ivySCI AI Smartly Parses PDF, Answers Researchers' Questions, and Helps You Understand Papers in Seconds

Journal Info

Category	Quartile
PSYCHOLOGY, EDUCATIONAL	1