1 |
Boulton (2014Boulton, M. J. (2014). Teachers’ self-efficacy, perceived effectiveness beliefs, and reported use of cognitive-behavioral approaches to bullying among pupils: Effects of in-service training with the I DECIDE Program. Behavior Therapy, 45, 328-343. https://doi.org/10.1016/j.beth.2013.12.004 https://doi.org/10.1016/j.beth.2013.12.0...
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Assessing teachers' perceived effectiveness of using cognitive behavioral approaches to dealing with bullying; assessing the effects of attending a workshop in cognitive behavioral approaches on these beliefs; assessing the effects of workshop duration on beliefs. |
n = 249 elementary school teachers. GE: 124 teachers GC: 125 teachers. |
2 |
Ju et al. (2009Ju, Y., Wang, S., & Zhang, W. (2009). Intervention research on school bullying in primary schools. Frontiers of Education in China, 4, 111-122. https://doi.org/10.1007/s11516-009-0007-0 https://doi.org/10.1007/s11516-009-0007-...
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Reducing the incidence of bullying and building a more respectful, cooperative, helpful and safe approach and practical exploration of intervention strategies. |
n = 354 students and teachers. |
3 |
Benitez et al. (2009Benitez, J. L, García-Berbén, A., & Fernández-Cabezas, M. (2009). The impact of a course on bullying with the pre-service teacher training curriculum. Journal of Research in Psychology, 7(1), 191-207.) |
Evaluating the impact of a specific training on bullying on a group of teachers in training. |
n = 199 Pre-school, primary and secondary school graduates. |
4 |
Goncy et al. (2015Goncy, E. A., Sutherland, K. S., Farrell, A. D., Sullivan, T. N., & Doyle, S. T. (2015). Measuring teacher implementation in delivery of a bullying prevention program: The impact of instructional and procedural adherence and competence on student responsiveness. Prevention Research, 16, 440-450. https://doi.org/10.1007/s11121-014-0508-9 https://doi.org/10.1007/s11121-014-0508-...
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Examining the relationships between instructional and procedural adherence and competence and, student responsiveness to the OBPP program. |
Teachers |
5 |
Ross e Horner (2009Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42, 747-759. https://doi.org/10.1901/jaba.2009.42-747 https://doi.org/10.1901/jaba.2009.42-747...
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Examining the effectiveness of the BP-PBS program in reducing problem behaviors outside the classroom and increasing appropriate responses of others to this behavior. |
n = 6 students, teachers, and other school staff. |
6 |
Leadbeater et al. (2016Leadbeater, B. J., Thompson, K., & Sukhawathanakul, P. (2016). Enhancing social responsibility and prosocial leadership to prevent aggression, peer victimization, and emotional problems in elementary school children. American Journal of Community Psychology, 58(3-4), 365-376. https://doi.org/10.1002/ajcp.12092 https://doi.org/10.1002/ajcp.12092...
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Investigating the intervention's effects on children's abilities for pro-social leadership and teachers' expectations for children's socially responsible behaviors in reducing peer victimization and its negative emotional and behavioral correlates (aggression). |
n = 1,329 students from 1st to 6th grade, their parents and teachers. |
7 |
O’Moore e Minton (2005O’Moore, A. M., & Minton, S. J. (2005). Evaluation of the effectiveness of an anti-bullying programme in primary schools. Aggressive Behavior, 31, 609-622. https://doi.org/10.1002/ab.20098 https://doi.org/10.1002/ab.20098...
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Evaluating an intervention that incorporated a whole-school approach. |
n = 11 trainers and n = 197 teachers and parents. |
8 |
Salmivalli et al. (2005Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75, 465-487. https://doi.org/10.1348/000709905x26011 https://doi.org/10.1348/000709905x26011...
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Evaluating the effects of an anti-bullying intervention program after 12 months of intervention. |
n = 48 teachers e n = 1,220 students. |
11 |
Buils et al. (2020Buils, R. F., Miendes, A. C., & Oliver, M. R. (2020). Effect of a cyberbullying prevention program integrated in the primary education curriculum. Revista de Psicodidáctica, 25(1), 23-29. https://doi.org/10.1016/j.psicod.2019.08.001 https://doi.org/10.1016/j.psicod.2019.08...
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Evaluating the program's effect on a sample of 159 elementary school students, following a quasi-experimental pre- and post-test design with two groups, including training for teachers and parents. |
n = 159 students; 16 teachers; 1 psychologist, 4 teacher-tutors, and 89 parents. |
12 |
Verseveld et al. (2021Verseveld, M.D.A.V., Fekkes, M., Fukkink, R.G., & Oostdam, R.J. (2021) Teacher’s experiences with difficult bullying situations on the school: An explporative study. Journal of Early Adolescence,41(1), 43-69. https://doi.org/10.1177/0272431620939193 https://doi.org/10.1177/0272431620939193...
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Investigating the effectiveness of the PRIMA anti-bullying program in reducing victimization among elementary school students. |
n = 4,285 students e 312 teachers. |