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Anti-Bullying Interventions With an Emphasis on Bystanders: A Scoping Review
Luiza Luana de Araújo Lira Bezerra1, Dayse Lorrane Gonçalves Alves2, Bruna Rodrigues Nunes3
1Postgraduate Program in Collective Health, State University of Ceará, Fortaleza, Ceará, Brazil.
Background:
Bystanders' role in bullying situations is important, and may exacerbate or minimize the problem. Thus, this article aims to identify the characteristics of anti-bullying programs with an emphasis on bystanders.
Methods:
This is a scoping review. We included studies that addressed interventions with an emphasis on bystanders, carried out with school children and adolescents, aimed at reducing bullying/cyberbullying and/or increasing defending behavior. Fifteen portals/databases were searched. The selection and extraction processes were carried out through the blind review strategy. The synthesis took place descriptively.
Results:
We found 12 interventions. The most investigated were KiVa (n = 9), STAC (n = 3), and Curriculum-Based Anti-Bullying (n = 2).
Conclusions:
There are few anti-bullying programs with an emphasis on bystanders, and the majority are universal programs with strategies applied by teachers, giving little attention to parents. Moreover, most of these programs lack a broader mix of anti-bullying strategies. Therefore, we suggest developing anti-bullying programs with multiple components that contain universal, selective, and indicated strategies.
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