OBJECTIVE: To evaluate the effects of an antibullying school intervention in elementary schools. DESIGN: Two-year follow-up randomized intervention group-control group. SETTING: Forty-seven elementary schools in the Netherlands. PARTICIPANTS: Three thousand eight hundred sixteen children aged 9 to 12 years. INTERVENTION: During the first study year, an antibullying school program was implemented in the schools in the intervention group. MAIN OUTCOME MEASURES: A questionnaire measuring bullying behavior, depression, psychosomatic complaints, delinquent behavior, and satisfaction with school life and peer relationships was filled out by the students at 3 times to obtain the following data: a baseline measurement, a first-effect measurement at the end of the first year, and a second-effect measurement at the end of the second year. RESULTS: The number of bullied children decreased by 25% in the intervention group compared with the control group (relative risk, 0.75; 95% confidence interval, 0.57-0.98). The intervention group also showed a decline in the scale scores of victimization (-1.06 vs 0.28; P< .01) and active bullying behaviors (-0.47 vs 0.12, P< .05). Self-reported peer relationships also improved in the intervention schools (0.48 vs 0.11; P< .05), and there was a trend for a decrease in reported depression in the intervention schools (-0.33 vs -0.10; P< .10). At follow-up, there were no differences between the intervention and control groups for the outcome measures. Schools had also lowered their antibullying activities during the second study year. CONCLUSIONS: An antibullying school policy can reduce bullying behavior. To keep bullying at a consistently low level, schools must continue antibullying measures every year. Continued counseling may help schools in their efforts to establish a lasting antibullying policy.
RCT Entities:
OBJECTIVE: To evaluate the effects of an antibullying school intervention in elementary schools. DESIGN: Two-year follow-up randomized intervention group-control group. SETTING: Forty-seven elementary schools in the Netherlands. PARTICIPANTS: Three thousand eight hundred sixteen children aged 9 to 12 years. INTERVENTION: During the first study year, an antibullying school program was implemented in the schools in the intervention group. MAIN OUTCOME MEASURES: A questionnaire measuring bullying behavior, depression, psychosomatic complaints, delinquent behavior, and satisfaction with school life and peer relationships was filled out by the students at 3 times to obtain the following data: a baseline measurement, a first-effect measurement at the end of the first year, and a second-effect measurement at the end of the second year. RESULTS: The number of bullied children decreased by 25% in the intervention group compared with the control group (relative risk, 0.75; 95% confidence interval, 0.57-0.98). The intervention group also showed a decline in the scale scores of victimization (-1.06 vs 0.28; P< .01) and active bullying behaviors (-0.47 vs 0.12, P< .05). Self-reported peer relationships also improved in the intervention schools (0.48 vs 0.11; P< .05), and there was a trend for a decrease in reported depression in the intervention schools (-0.33 vs -0.10; P< .10). At follow-up, there were no differences between the intervention and control groups for the outcome measures. Schools had also lowered their antibullying activities during the second study year. CONCLUSIONS: An antibullying school policy can reduce bullying behavior. To keep bullying at a consistently low level, schools must continue antibullying measures every year. Continued counseling may help schools in their efforts to establish a lasting antibullying policy.
Authors: Rebecca Langford; Christopher Bonell; Hayley Jones; Theodora Pouliou; Simon Murphy; Elizabeth Waters; Kelli Komro; Lisa Gibbs; Daniel Magnus; Rona Campbell Journal: BMC Public Health Date: 2015-02-12 Impact factor: 3.295
Authors: José A Álvarez-Bermejo; Luis J Belmonte-Ureña; Africa Martos-Martínez; Ana B Barragán-Martín; María Del Mar Simón-Marquez Journal: Front Psychol Date: 2016-11-23