The Potential of Anti-Bullying Efforts to Prevent Academic Failure and Youth Crime. A Case Using the Olweus Bullying Prevention Program (OBPP).

The effectiveness of bullying prevention programs has led to expectations that these programs could have effects beyond their primary goals. By reducing the number of victims and perpetrators and the harm experienced by those affected, programs may have longer-term effects on individual school performance and prevent crime. In this paper, we use Norwegian register data to study the long-term impact of the Olweus Bullying Prevention Program (OBPP) on academic performance, high school dropout, and youth crime for the average student, which we call population-level effects.

Evaluation of the Olweus Bullying Prevention Program: A large scale study of U.S. students in grades 3-11.

The purpose of this quasi-experimental study was to evaluate a large-scale implementation of the Olweus Bullying Prevention Program with children and youth in grades 3-11 in the U.S. Two major sets of analyses are presented, one following 210 schools over two years (Study 1; n = 70,998 at baseline) and the other following a subsample of 95 schools over three years (Study 2; n = 31,675 at baseline).

Long-term school-level effects of the Olweus Bullying Prevention Program (OBPP).

In agreement with two predictions, this somewhat unusual study documented that 70 elementary schools (A-schools) with continued and repeated use of the Olweus Bullying Questionnaire (OBQ) in a four-year follow-up period of 2007-2010, two to eight years after original implementation of the Olweus Bullying Prevention Program (OBPP), had a clearly more favorable long-term development in terms of being-bullied problems, as measured with a completely independent data source, the National Pupil Survey than 102 comparable schools (B-schools) that had not conducted any OBQ-surveys in the same period. The odds of being bullied for students in a Norwegian average elementary school were also almost 40% higher than for students who attended a school with continued use of the OBQ, and very likely, other components of the program. Several alternative explanations of the findings were explored and found wanting.

Some problems with cyberbullying research.

Research on cyberbullying is plagued by inconsistent findings and exaggerated claims about prevalence, development over time, and effects. To build a useful and coherent body of knowledge, it essential to achieve some degree of consensus on the definition of the phenomenon as a scientific concept and that efforts to measure cyberbullying are made in a 'bullying context.' This will help to ensure that findings on cyberbullying are not confounded with findings on general cyberaggression or cyberharassment.

An item response theory analysis of the Olweus Bullying scale.

In the present article, we used IRT (graded response) modeling as a useful technology for a detailed and refined study of the psychometric properties of the various items of the Olweus Bullying scale and the scale itself. The sample consisted of a very large number of Norwegian 4th-10th grade students (n = 48 926). The IRT analyses revealed that the scale was essentially unidimensional and had excellent reliability in the upper ranges of the latent bullying tendency trait, as intended and desired.

School bullying: development and some important challenges.

After sketching how my own interest and research into bullying problems began, I address a number of potentially controversial issues related to the definition and measurement of such problems. The importance of maintaining the distinctions between bullying victimization and general victimization and between bullying perpetration and general aggression is strongly emphasized. There are particular problems with the common method of peer nominations for purposes of prevalence estimation, comparisons of such estimates and mean levels across groups and time, and measurement of change.

Bullying at school and later criminality: findings from three Swedish community samples of males.

Aim: To examine whether being a bully at school predicts later criminality.

Method: Longitudinal, prospective associations are reported between bullying and later criminality over the 8-year period from age 16 to 24.

Results: Bullying in early adolescence strongly predicted later criminality.

Bullying in school: evaluation and dissemination of the Olweus Bullying Prevention Program.

The nature and extent of bullying among school children is discussed, and recent attention to the phenomenon by researchers, the media, and policy makers is noted. The Olweus Bullying Prevention Program (OBPP) is a comprehensive, school-wide program that was designed to reduce bullying and achieve better peer relations among students in elementary, middle, and junior high school grades. Several large-scale studies from Norway are reviewed, which provide compelling evidence of the program's effectiveness in Norwegian schools.

Bullies and victims at school: are they the same pupils?

Background: The reported prevalence of bully-victims and aggressive/provocative victims varies quite considerably in previous research, and only a few studies have reported prevalence rates across grades. There is also a lack of detailed analyses of the extent to which victims are also bullies, and bullies are also victims.

Aims: To study the prevalence of male and female bully-victims across grade/age and to establish the degree of overlap or relative size of the bully-victim group by relating them to all victims, all bullies and all involved students.

Children of divorce in a Scandinavian welfare state: are they less affected than US children?

A fairly common view holds that children's risks of negative outcomes associated with family dissolution are generally small or even nonexistent in Scandinavia, and clearly smaller than what is usually found in the United States. This view was empirically examined in a recent large-scale study of 4,127 12-15-year-old children in Norway, of whom 623 had experienced parental divorce and lived in a single-mother family. The somewhat paradoxical pattern of findings was as follows: (a) The negative associations between parental divorce and various outcomes were found to be generally very similar in Norway and the United States in spite of the great differences in family policy and welfare benefits for single mothers (at the macro level); and (b) Mediational effects of family economic resources were in both countries most marked for the academic achievement area, and the predictive power of such variables was quite similar, again in spite of the great differences in absolute level of the economic resources available to single-mother families in the two countries.

Participation in power sports and antisocial involvement in preadolescent and adolescent boys.

Background: A limited number of mostly cross-sectional studies have examined the possible effects of power sports on aggressive and antisocial involvement in children and youth. The majority of these studies have serious methodological limitations, and results are partly contradictory. Longitudinal studies with representative, reasonably large samples and adequate dependent variables are lacking.

Global self-evaluations and perceived instability of self in early adolescence: a cohort longitudinal study.

A cohort longitudinal design with four adjacent cohorts of students (n = 1689) followed over two years was used to study key issues identified in the research literature on the development of self-evaluations in early adolescence. There was no clear relationship between age/grade and self-evaluations. We found no support for a "stressful periods" hypothesis with respect to self: Possible changes were very gradual and quite small.

Circulating testosterone levels and aggression in adolescent males: a causal analysis.

Empirical analyses conducted within a causal-analytic framework (path analysis) on a sample of normal adolescent human males suggested that circulating levels of testosterone in the blood had a direct causal influence on provoked aggressive behavior (self-reports): A high level of testosterone led to an increased readiness to respond vigorously and assertively to provocations and threats. Testosterone also had an indirect and weaker affect on another aggression dimension: High levels of testosterone made the boys more impatient and irritable, which in turn increased their propensity to engage in aggressive-destructive behavior. Two somewhat parallel dimensions of behavior, intermale and irritable aggression, have been identified in animal research to be under testosterone control.

The consistency issue in personality psychology revisted--with special reference to aggression.

A considerable body of evidence is presented showing a substantial degree of longitudinal as well as cross-situational consistency in the motive area of aggression. These data demonstrate that the influential conclusions with regard to consistency drawn by Mischel in his evaluative review (1968, 1969) are not supported by existing empirical evidence in the field of aggression. The consistency found makes it both defensible and natural to assume the 'existence' of some kind of relatively stable, individual-differentiating aggressive reaction tendencies within the individuals, however conceptualized.

Testosterone, aggression, physical, and personality dimensions in normal adolescent males.

Fifty-eight normal adolescent Swedish boys, aged 16, provided two sets of blood samples for plasma testosterone assays as well as data on a number of personality inventories and rating scales assessing aggression, inpulsiveness, lack of frustration tolerance, extraversion, and anxiety. Physical variables such as pubertal stage, height, weight, chest circumference, and physical strength were measured. There was a significant association (r = 0.