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. Studies that have evaluated the OBPP in diverse settings in the United States have not been uniformly consistent, but they have shown that the OBPP has had a positive impact on students' self-reported involvement in bullying and antisocial behavior. Efforts to disseminate the OBPP in Norway and the United States are discussed.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1111/j.1939-0025.2010.01015.x | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Is the Victimization-Perpetration Association for School Bullying a Cycle of Bias?
J Interpers Violence
January 2025
It is well known that some youth are both victims and perpetrators of bullying. However, it remains unclear whether the victim-perpetrator overlap contains specific characteristics, such as bias. Using data from the United States Health Behavior among School-aged Children survey from 2009 to 2010 ( = 8,739), this study investigated the victim-perpetrator overlap for school bullying, with emphasis on assessing whether the perpetrators of biased (i.
View Article and Find Full Text PDFThis study examined whether, for bullying perpetrators, admitting to their behavior was associated with specific psychosocial characteristics, and whether it predicted decreases in bullying behavior and a higher responsiveness to a successful anti-bullying program after 9 months of implementation. It also investigated whether participation in an anti-bullying program deterred admitting to the behavior. At pretest, our sample included 5,908 children and early adolescents ( : 11.
View Article and Find Full Text PDFHow Affective Relationships and Classroom Norms Shape Perceptions of Aggressor, Victim, and Defender Roles.
Aggress Behav
January 2025
Institute of Psychology, Czech Academy of Sciences, Brno, Czech Republic.
Reputational peer nominations are a common method for measuring involvement in aggression-related behaviors, encompassing the roles of aggressor, victim, and defender, but may be influenced by students' affective (dis)liking relationships. This social network study investigated whether dyad- and group-level (dis)liking relationships affect perceptions of classmates' involvement in physical aggression and explored the moderating roles of classroom moral disengagement and defending norms. The study employed a longitudinal design with two time points 6 months apart, encompassing 27 classrooms and 632 early adolescents.
View Article and Find Full Text PDFThe longitudinal network of peer problems and emotional symptoms among Australian adolescents: Bayesian structure learning of directed acyclic graphs.
Dev Psychol
January 2025
Adelaide Dental School, University of Adelaide.
Adolescence is a period in which peer problems and emotional symptoms markedly increase in prevalence. However, the causal mechanisms regarding how peer problems cause emotional symptoms at a behavioral level and vice versa remain unknown. To address this gap, the present study investigated the longitudinal network of peer problems and emotional symptoms among Australian adolescents aged 12-14 years.
View Article and Find Full Text PDFSystematic Review and Meta-analysis of the Effectiveness of Whole-school Interventions Promoting Mental Health and Preventing Risk Behaviours in Adolescence.
J Youth Adolesc
January 2025
School of Public Health and Preventive Medicine, Monash University, Melbourne, VIC, Australia.
Adolescence is a vulnerable period for the onset of mental disorders and risk behaviours. Based on the Health-Promoting Schools Framework, whole-school interventions offer a promising strategy in this developmentally-sensitive cohort, through championing a systems-based approach to promotion and prevention that involves the key stakeholders in an adolescent's life. The evidence-base surrounding the effectiveness of whole-school interventions, however, remains inconclusive, partly due to the insufficient number of studies in previous meta-analyses.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!