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Related Experiment Videos

Anti-bullying intervention: implementation and outcome.

Christina Salmivalli1, Ari Kaukiainen, Marinus Voeten

  • 1Department of Psychology, University of Turku, Turku, Finland. tiina.salmivalli@utu.fi

The British Journal of Educational Psychology
|October 22, 2005
PubMed
Summary

This study evaluated a group-based anti-bullying program in Finnish schools. The intervention successfully reduced bullying and improved attitudes, particularly in younger grades and schools with high program implementation.

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Area of Science:

  • Educational Psychology
  • Social Psychology
  • Intervention Science

Background:

  • Bullying is viewed as a group process where bystanders' inaction perpetuates the problem.
  • A gap exists between students' anti-bullying attitudes and their behavior, contributing to persistent bullying.

Purpose of the Study:

  • To assess the effectiveness of a whole-group anti-bullying intervention program.
  • To evaluate the impact of a 1-year teacher-led training course on school-wide bullying dynamics.

Main Methods:

  • A longitudinal cohort design with 1,220 students (Grades 4-6) in 48 Finnish school classes.
  • Multi-level modeling analyzed questionnaire data on bullying, attitudes, and participant roles, considering program implementation fidelity.

Main Results:

Related Experiment Videos

  • The intervention positively impacted bullying frequencies, observed/experienced bullying, attitudes, and efficacy beliefs.
  • Effects were more pronounced in Grade 4 and in schools with high program implementation.
  • Participant role behaviors showed some positive changes.

Conclusions:

  • Whole-group anti-bullying interventions can be effective in reducing bullying and improving student attitudes.
  • Program implementation fidelity and student grade level are critical factors for intervention success.
  • Targeting the group dynamic is a promising strategy for school-based bullying prevention.