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Jantzer V, Neumayer F, Lerch S, Kaess M. Development and evaluation of a school-based bullying prevention program (Bullying&You): study protocol for a cluster randomized trial. Trials 2025; 26:115. [PMID: 40165306 PMCID: PMC11956421 DOI: 10.1186/s13063-025-08821-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2024] [Accepted: 03/20/2025] [Indexed: 04/02/2025] Open
Abstract
BACKGROUND Bullying victimization affects one in ten schoolchildren in Europe and has far-reaching negative consequences for mental health and school achievement. Although school-based bullying prevention programs seem overall capable of reducing the frequency of bullying, the continuous development, improvement, and rigorous evaluation of bullying prevention programs with enhanced feasibility and efficacy is critical. Consequently, we developed the program Bullying&You, which applies a blended-intervention approach to school-based bullying prevention based on latest empirical knowledge regarding effective program components and program-related facilitators. We aim to test its efficacy within a cluster randomized trial (CRT). METHODS Bullying&You will be implemented and evaluated in 40 schools (estimated total n = 8500 pupils) in Germany. The effectiveness of the program will be investigated in a CRT comparing 20 schools in the intervention group (IG; starting immediately with the program) with 20 schools in the waiting control group (CG; starting with a 1-year delay). The target group of the program are pupils in grades 3-9, as well as the whole school staff. All pupils will be asked to complete questionnaires concerning their bullying experiences (as victims, perpetrators, and bystanders) and mental health at baseline (T0) and two annual follow-ups (T1 and T2). The main endpoint of the trial is the reduction of bullying (prevalence of victims and perpetrators of direct, indirect, and cyberbullying) at 1-year follow-up (T1) in the IG compared to the CG. Secondary endpoints are psychopathology and self-harm behaviour. In addition, further research questions include (a) which specific components of the program prove to be most effective and (b) whether there are certain characteristics that predict program success at the individual level. DISCUSSION School-based bullying prevention programs still lack rigorous evidence for their efficacy. In addition, dissemination of bullying prevention programs has previously been hampered by the high need of resources required from schools for their implementation. The program's blended-intervention approach allows for a time-efficient and flexible implementation, while the continuous monitoring of the progress ensures program fidelity and strengthens adherence. If proven effective, Bullying&You has the potential to contribute to filling the gap in systematic dissemination of bullying prevention among youth. TRIAL REGISTRATION German Clinical Trials Register DRKS00028183. Registered on 02 March 2022.
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Affiliation(s)
- Vanessa Jantzer
- Department of Child and Adolescent Psychiatry, Center for Psychosocial Medicine, University Hospital Heidelberg, Blumenstrasse 8, 69115, Heidelberg, Germany
| | - Franziska Neumayer
- Department of Child and Adolescent Psychiatry, Center for Psychosocial Medicine, University Hospital Heidelberg, Blumenstrasse 8, 69115, Heidelberg, Germany
- Faculty of Behavioral and Cultural Studies, Institute of Psychology, Heidelberg University, Hauptstrasse 47-51, 69117, Heidelberg, Germany
| | - Stefan Lerch
- University Hospital of Child and Adolescent Psychiatry and Psychotherapy, University of Bern, Stöckli, Bolligenstrasse 111, 3000, Bern, Switzerland
| | - Michael Kaess
- Department of Child and Adolescent Psychiatry, Center for Psychosocial Medicine, University Hospital Heidelberg, Blumenstrasse 8, 69115, Heidelberg, Germany.
- University Hospital of Child and Adolescent Psychiatry and Psychotherapy, University of Bern, Stöckli, Bolligenstrasse 111, 3000, Bern, Switzerland.
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Kiss L, Iuliano A, Portella AP, Paiva H, Pires M, Leurent B. Growing up without violence (GWV): Study protocol for a cluster randomised trial and process evaluation of a school-based intervention preventing adolescent sexual exploitation in Brazil. Contemp Clin Trials 2025; 150:107802. [PMID: 39800276 DOI: 10.1016/j.cct.2024.107802] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2024] [Revised: 11/15/2024] [Accepted: 12/29/2024] [Indexed: 01/15/2025]
Abstract
BACKGROUND Sexual exploitation of children and adolescents (SECA) is a mostly invisible phenomenon, having negative impacts on adolescents' health and well-being. There is increasing awarenessof preventative strategies to reduce sexual exploitation of children and adolescents, but limited evidence on their effectiveness and mechanisms. This project addresses this gap through the impact and process evaluation of 'Growing Up Without Violence' (GWV), the largest intervention in Brazil tackling SECA. METHODS We will conduct a two-arm cluster randomised trial (CRT) with parallel assignment in the municipalities of Cabo de Santo Agostinho and Jaboatão dos Guararapes, in Brazil. We will randomly allocate 30 schools to intervention and 30 to wait-list control arms. In each of these schools, we will randomly select independent samples of fifty students (aged 12 to 17) to participate in baseline and endline surveys. We will invite students to self-complete pre-programmed questionnaires in a private school space, under the supervision of trained researchers. Our main analysis is a cross-sectional comparison between control and intervention schools of students' levels of basic knowledge for identifying appropriate and inappropriate sexual advances and acts (primary outcome). Secondary outcomes include knowledge of risks of online sexual exploitation, willingness to report incidents of sexual abuse and exploitation, and recall of exposure SECA preventive training content. DISCUSSION To our knowledge, this is the first large-scale rigorous evaluation of an intervention to prevent SECA in Brazil. Findings will inform our strategies and future interventions to prevent SECA.
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Affiliation(s)
- Ligia Kiss
- Institute for Global Health, University College London, 3rd floor, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, UK.
| | - Agnese Iuliano
- Institute for Global Health, University College London, 3rd floor, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, UK.
| | - Ana Paula Portella
- Research consultant, Catholic University of Pernambuco, R. do Príncipe, 526 - Boa Vista, Recife, PE 50050-900, Brazil
| | - Heloína Paiva
- Research consultant, Catholic University of Pernambuco, R. do Príncipe, 526 - Boa Vista, Recife, PE 50050-900, Brazil
| | - Malini Pires
- Institute for Global Health, University College London, 3rd floor, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, UK.
| | - Baptiste Leurent
- Department of Statistical Science, University College London, Room 120, 1-19 Torrington Pl, London WC1E 7HB, UK.
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Roshan R, Hamid S, Kumar R, Hamdani U, Naqvi S, Zill-E-Huma, Adeel U. Utilizing the CFIR framework for mapping the facilitators and barriers of implementing teachers led school mental health programs - a scoping review. Soc Psychiatry Psychiatr Epidemiol 2025; 60:535-548. [PMID: 39419840 DOI: 10.1007/s00127-024-02762-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/22/2023] [Accepted: 08/28/2024] [Indexed: 10/19/2024]
Abstract
BACKGROUND Ample evidence has been generated regarding the effectiveness of school-based mental health interventions as part of the continuum of care for children and capacity building of teachers to deal with the emotional and behavioral challenges of students. The increasing trend of utilization of teachers as the natural support system of children and the huge financial impact of public health interventions highlights the need to review all available evidence regarding multilevel factors that facilitate or pose a challenge to the provision of School Mental Health Programs (SMHP) using teachers as providers. The current review aims to map extracted evidence under the Consolidated Framework for Implementation Research (CFIR) domains to support future implementation research on school-based mental health services. METHODS The scoping review included experimental, qualitative studies, and systematic reviews involving teacher-led mental health programs conducted in the school setting to improve the socio-emotional well-being of children and adolescents irrespective of time and geographical limitations. All (published and unpublished) evidence in English from Pubmed, Cochrane database of systematic reviews and clinical trials, Scopus, and Science Direct was searched using keywords and Boolean combinations and extracted using study designs, place of study, year of publication, sample size, and target population. A qualitative analysis of implementation facilitators and barriers cited by the studies was carried out and mapped on CFIR. RESULTS This review identified barriers and facilitators of implementation across school-based mental health Programs in 29 studies. The major emerging themes were those related to the inner setting of the organization, the process of implementation, and the characteristics of individuals involved in implementation. These included the availability of structural characteristics, positive school culture, organizational readiness, committed leadership, and beliefs of the providers. CONCLUSION Findings highlight the need for early assessment of contextual factors acting as barriers and facilitators and careful execution following realistic planning and stakeholders' engagement to ensure the success of SMHP.
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Affiliation(s)
| | - Saima Hamid
- Fatima Jinnah Women University, Rawalpindi, Pakistan
| | | | - Usman Hamdani
- Global Institute of Human Development, Shifa Tameer-e-Millat University, Islamabad, Pakistan
| | - Saman Naqvi
- Health Services Academy, Islamabad, Pakistan
| | - Zill-E-Huma
- Global Institute of Human Development, Shifa Tameer-e-Millat University, Islamabad, Pakistan
- Department of Primary Care and Mental Health, University of Liverpool, Liverpool, UK
| | - Urfa Adeel
- Department of Psychology, Foundation University, Rawalpindi, Pakistan
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Polevoy G, Ouergui I, Ardigò LP. Development of flexibility in primary school students. J Sports Med Phys Fitness 2025; 65:306-311. [PMID: 39652046 DOI: 10.23736/s0022-4707.24.15971-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2025]
Abstract
BACKGROUND The flexibility development issue has not been studied well enough. Still, the problem can be partially solved in physical education lessons in a secondary school if a set of simple exercises for flexibility development is permanently added to the standard physical education (PE) program. The study aimed to increase flexibility in children aged 9-10 years in PE lessons. METHODS The research was conducted in secondary school number 40 (Kirov, Russia). The study involved 56 children from 3rd grade. Students were split into 2 groups of 28 children each. School children in each group were engaged in PE according to the school schedule 3 times a week for 40 minutes. The control group (CG) was engaged in the usual program and the children from the experimental group (EG) in the preparatory and final part of the lesson performed special sets of physical exercises to develop flexibility. To match the training volume, CG prolonged the usual program accordingly. The research used tests that determined mobility in the hip joint (forward tilt), the flexibility of the spine (exercise "bridge") and mobility in the shoulder joint (exercise "boat"). RESULTS For forward tilt performance, there was a significant difference in poststudy with EG resulting in higher performance than CG. Regarding post-to-pre research, EG and CG showed a significant difference with better values post compared with preintervention. Regarding the bridge test, a significant difference between groups was found regarding delta change with better performance for EG than CG. For post-to-preintervention comparisons, both EG and CG showed a significant difference with better values at post compared with prestudy. Concerning the boat test, EG resulted in higher performance than CG postintervention. CONCLUSIONS If a set of physical exercises is introduced in PE classes to develop flexibility in schoolchildren aged 9-10, then their indicators will significantly improve.
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Affiliation(s)
- Georgiy Polevoy
- Department of Physical Education, Moscow Polytechnic University, Moscow, Russia
| | - Ibrahim Ouergui
- High Institute of Sport and Physical Education of Kef, University of Jendouba, El Kef, Tunisia
- Unit of Research, Sports Science, Health and Movement, University of Jendouba, El Kef, Tunisia
| | - Luca P Ardigò
- Department of Teacher Education, NLA University College, Oslo, Norway -
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Berry-Cabán CS, Petrillo C, Allan EJ, Kerschner D, Beltran TA, Holland A, Nash LN, Roby A, Orchowski LM. Service Members' Attitudes Toward Reporting Hazing Incidents. Mil Med 2024; 189:800-805. [PMID: 39160808 DOI: 10.1093/milmed/usae281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Revised: 01/24/2024] [Accepted: 05/14/2024] [Indexed: 08/21/2024] Open
Abstract
INTRODUCTION Addressing hazing within the U.S. Military has become a critical concern to safeguard the well-being of service members; recent attempts to assess hazing prevalence in the military have been unsuccessful due to under representative data. METHODS To delve into the hazing climate and reporting culture at Fort Bragg, now Fort Liberty, 227 individuals took part in an anonymous online survey. The survey collected demographics and insights on hazing attitudes and behaviors, perceptions of group experiences including hazing/non-hazing activities, views on leadership, familiarity and experiences with reporting procedures, and bystander intervention. RESULTS The findings echoed existing literature: while only 17.2% admitted to experiencing hazing, a striking 70.3% acknowledged involvement in specific hazing behaviors. Only 40% of participants who acknowledged experiencing hazing (n = 35) disclosed that they reported or confided in someone about the incident. Responses highlight reporting hurdles including concerns about anonymity, confidence in the reporting process, leadership reactions to reports, and the normalization of these events as tradition. DISCUSSION Distinct elements of military culture, such as the hierarchical chain of command, loyalty to the brotherhood/sisterhood, and the emphasis on resilience, likely amplify these responses. This study adds to the mounting evidence showcasing gaps in assessing hazing within the U.S. Military. It emphasizes the necessity for a comprehensive hazing prevention program. Presently, prevention relies on mandatory training, often integrated into safety briefings or harassment workshops. However, service members require further assistance in recognizing, rejecting, and reporting instances of hazing despite these trainings.
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Affiliation(s)
- Cristóbal S Berry-Cabán
- Department of Clinical Investigation, Womack Army Medical Center, Fort Liberty, NC 28310, USA
- The Geneva Foundation, Tacoma, WA 98402, USA
| | - Carissa Petrillo
- Department of Clinical Investigation, Womack Army Medical Center, Fort Liberty, NC 28310, USA
- The Geneva Foundation, Tacoma, WA 98402, USA
| | - Elizabeth J Allan
- Doctoral Program in Higher Education, University of Maine, Orono, ME 04469, USA
- StopHazing, Orono, ME 04473, USA
| | | | - Thomas A Beltran
- Department of Clinical Investigation, Womack Army Medical Center, Fort Liberty, NC 28310, USA
- The Geneva Foundation, Tacoma, WA 98402, USA
| | - Anett Holland
- Department of Clinical Investigation, Womack Army Medical Center, Fort Liberty, NC 28310, USA
- The Geneva Foundation, Tacoma, WA 98402, USA
| | - Lauren N Nash
- Graduate Nursing Program Director Womack Army Medical Center, Fort Liberty, NC 28310, USA
| | - Adam Roby
- Department of Clinical Investigation, Womack Army Medical Center, Fort Liberty, NC 28310, USA
- The Geneva Foundation, Tacoma, WA 98402, USA
| | - Lindsay M Orchowski
- Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, RI 02903, USA
- Outpatient Psychiatry and Behavioral Health, Rhode Island Hospital, Providence, RI 02904, USA
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Madsen KR, Damsgaard MT, Petersen K, Qualter P, Holstein BE. Bullying at School, Cyberbullying, and Loneliness: National Representative Study of Adolescents in Denmark. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:414. [PMID: 38673326 PMCID: PMC11050631 DOI: 10.3390/ijerph21040414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Revised: 03/26/2024] [Accepted: 03/27/2024] [Indexed: 04/28/2024]
Abstract
AIMS The aim was to examine how loneliness was associated with bullying victimization at school and online. METHODS We used data from the Danish arm of the international Health Behavior in School-aged Children (HBSC) study from 2022. The study population was a nationally representative sample of 11-15-year-olds who completed the internationally standardized HBSC questionnaire at school, n = 5382. Multilevel logistic regression was applied to study the associations between bullying victimization and loneliness. RESULTS The prevalence of reporting loneliness often or very often was 9.0%; 6.3% of the sample experienced habitual bullying victimization at school, and 4.8% incurred cyberbullying. There was a strong and graded association between loneliness and bullying victimization at school and cyberbullying. The associations were significant for boys and girls, and the association between exposure to bullying at school and loneliness was steeper for boys than girls. The gradients were steeper for physical bullying than for cyberbullying. Students exposed to habitual bullying in both contexts had an adjusted OR (95% CI) of 11.21 (6.99-17.98) for loneliness. CONCLUSION Exposure to bullying at school and cyberbullying are strongly associated with loneliness. It is important to reduce bullying at school and on the internet and to promote effective interventions to reduce continuing loneliness.
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Affiliation(s)
- Katrine Rich Madsen
- National Institute of Public Health, University of Southern Denmark, 1455 Copenhagen, Denmark; (K.R.M.); (M.T.D.)
| | - Mogens Trab Damsgaard
- National Institute of Public Health, University of Southern Denmark, 1455 Copenhagen, Denmark; (K.R.M.); (M.T.D.)
| | | | - Pamela Qualter
- Manchester Institute of Education, University of Manchester, Manchester M1 5AN, UK;
| | - Bjørn E. Holstein
- National Institute of Public Health, University of Southern Denmark, 1455 Copenhagen, Denmark; (K.R.M.); (M.T.D.)
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Grundlingh H, Kyegombe N, Namy S, Nakuti J, Laruni Y, Nanyunja B, Muluusi H, Nakiboneka M, Mukuwa A, Tanton C, Knight L, Naker D, Devries K. Adapting a complex violence prevention intervention: a case study of the Good School Toolkit in Uganda. BMC Public Health 2024; 24:417. [PMID: 38336641 PMCID: PMC10854115 DOI: 10.1186/s12889-024-17676-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Accepted: 01/04/2024] [Indexed: 02/12/2024] Open
Abstract
BACKGROUND Adaptation is a key strategy to extend the reach of evidence-based interventions to prevent violence in new populations, but there is a dearth of practical case examples. The Good School Toolkit was developed by Ugandan NGO Raising Voices for use in primary schools (GST-P). We describe our systematic approach to adapting the GST-P for use in secondary schools in Uganda, and reflect on the utility of the process as well as limitations of existing adaptation frameworks. METHODS We adapted the GST-P in four phases, which included: I) clarifying the logic model and core intervention components using a streamlined process; II) conducting formative research (cross-sectional survey, focus groups, etc.) to understand the new population; III) selecting and preparing new intervention components and modifying existing intervention components; and IV) pretesting new intervention components with teachers and students in Uganda. RESULTS We identified core components using a logic model. Formative research showed results largely in line with our apriori hypotheses. Teacher violence remained highly prevalent in secondary versus primary schools (> 65% of secondary students reported past year exposure), while peer violence significantly increased (secondary = 52% vs. primary girls = 40%, P < 0.001; secondary = 54% vs. primary boys = 44%, P = 0.009) in secondary versus primary schools. Significantly more secondary girls (51%) than secondary boys (45%) reported past year dating/intimate partner violence (P = 0.03). Inequitable, gendered educational practices emerged as a salient theme, perceived to heighten female students' vulnerability to violence. In light of these findings, we made several adjustments to the adapted intervention. We strengthened existing teacher and peer violence intervention components. We also developed, pretested and revised new program components to prevent dating violence and promote 'gender fairness in schools'. Finally, original activities were modified to support engagement with school administration and promote increased student agency in secondary schools. CONCLUSIONS Based on our experience, it was difficult to apply mechanistic models to clarify the intervention logic of the GST-P, a complex multicomponent intervention, and simpler methods may be sufficient. Our team had high levels of contextual knowledge before the adaptation, and formative research to understand the new target population provided only limited additional insight. In similar situations, a simplified approach to mapping the core intervention components, qualitative research to understand the new target population, and pre-testing of new intervention components may be the most informative elements of systematic adaptation processes.
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Affiliation(s)
- Heidi Grundlingh
- Child Protection Research Group, Department of Population Health, London, School of Hygiene and Tropical Medicine, London, UK
| | - Nambusi Kyegombe
- Child Protection Research Group, Department of Population Health, London, School of Hygiene and Tropical Medicine, London, UK
| | | | | | | | | | | | | | | | - Clare Tanton
- Child Protection Research Group, Department of Population Health, London, School of Hygiene and Tropical Medicine, London, UK
| | - Louise Knight
- Child Protection Research Group, Department of Population Health, London, School of Hygiene and Tropical Medicine, London, UK
| | | | - Karen Devries
- Child Protection Research Group, Department of Population Health, London, School of Hygiene and Tropical Medicine, London, UK.
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Rice T, Calov C, Arias D. Increasing depression and suicidality among American adolescent girls: Current findings, associated factors, and implications. Bull Menninger Clin 2024; 88:360-384. [PMID: 39719021 DOI: 10.1521/bumc.2024.88.4.360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/26/2024]
Abstract
The Youth Risk Behavior Survey (YRBS) Data Summary & Trends Report for 2011-2021 released in February 2023 showed higher rates among female high school students relative to their male peers in endorsements of experiencing poor mental health. This review provides a developmental orientation to promote a biopsychosocial conceptualization of these recent national findings. Young women have higher rates of depressed mood, suicidal ideation, and suicidal plans relative to men, and this gender discrepancy is widening. Higher rates of endorsed school and electronic bullying, social media use, substance use, sexual victimization, and school safety concerns among young women are considered in relation to their sex-specific impact. Recommendations for clinicians are offered to improve the awareness of these important factors and to guide tailored interventions.
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Affiliation(s)
- Timothy Rice
- Professor, Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, New York
| | - Chiara Calov
- Program coordinator, McSilver Institute for Poverty Policy and Research, New York University Grossman School of Medicine, New York, New York
| | - Diana Arias
- Senior program associate, McSilver Institute for Poverty Policy and Research, New York University Grossman School of Medicine, New York, New York
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Gilbert KL, Baker EA, Bain K, Flood J, Wolbers J. Say Something, Do Something: Evaluating a Forum Theater Production to Activate Youth Violence Prevention Strategies in Schools. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 21:39. [PMID: 38248504 PMCID: PMC10815014 DOI: 10.3390/ijerph21010039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 09/18/2023] [Accepted: 11/08/2023] [Indexed: 01/23/2024]
Abstract
BACKGROUND Youth violence that takes place within school settings exposes youth to serious social, mental and physical consequences that affect education performance, and life opportunities. Previous work shows positive youth development frameworks can promote social-emotional learning by enhancing empathy and building problem-solving and conflict management skills. Theater-based interventions have been shown to enhance social emotional development by privileging youth voices, and building youth capacities and strengths. The current manuscript presents the evaluation of an arts-based and public health framework conducted to assess the development, implementation and impact of a forum theater production, Say Something, Do Something (SSDS) in St. Louis, Missouri. METHODS An iterative mixed methods approach was used, starting with observations of productions. Using convenience sampling, we then conducted post interviews of the theater team (n = 8) and school personnel (n = 10). RESULTS Respondents highlighted that as a result of engagement of school personnel in program development, the language and scenarios presented were relevant to students. Data indicated that SSDS increased student knowledge and changed attitudes, developed student conflict management and problem-solving skills, and improved interpersonal behavior. SSDS also raised awareness of the importance of, and created the foundation for, additional system and policy changes in the schools. CONCLUSION AND IMPLICATIONS Forum theater is an approach that can enhance socio-emotional learning and conflict management among youth. Collaborative initiatives between public health and the arts are poised to uniquely engage community partners, animate interventions, and impact critical public health issues including youth violence prevention.
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Affiliation(s)
- Keon L. Gilbert
- The Brookings Institution, Department of Behavioral Science and Health Education, College for Public Health and Social Justice, Saint Louis University, St. Louis, MO 63103, USA
| | - Elizabeth A. Baker
- The Brookings Institution, Department of Behavioral Science and Health Education, College for Public Health and Social Justice, Saint Louis University, St. Louis, MO 63103, USA
| | - Karen Bain
- Metro Theater Company, St. Louis, MO 63103, USA
| | - Julia Flood
- Metro Theater Company, St. Louis, MO 63103, USA
| | - John Wolbers
- Prison Performing Arts, St. Louis, MO 63103, USA
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Shkalim Zemer V, Cohen HA, Richenberg Y, Gerstein M, Atias I, Gur S, Laks Y, Levinsky Y, Dvir O, Brown I, Cohen M, Ben Meir D. Personal hygiene, environmental conditions, and toilet use of children in primary schools: A cohort study. J Pediatr Urol 2023; 19:721-727. [PMID: 37357079 DOI: 10.1016/j.jpurol.2023.06.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 05/07/2023] [Accepted: 06/06/2023] [Indexed: 06/27/2023]
Abstract
BACKGROUND Many primary school children withhold urine and stool whilst at school for various reasons. Limited toilet access and the failure to provide safe, sanitary toilets are putting children at risk for toilet avoidance behavior. OBJECTIVE We aimed to examine personal hygiene, environmental conditions, the perception of these on children, and their toilet use in primary schools. STUDY DESIGN Children aged 6-12 and their parents were asked to complete a self-report questionnaire regarding toilet behavior and the perception of school toilet standards. RESULTS The main findings are listed below using the data from the questionnaire. DISCUSSION We found that 9% and 63% of the children avoided urination and defecating at school, respectively. Similar results were reported previously. The participants' perceptions regarding the environmental conditions of school toilets and conditions revealed that 34% of the children felt that the toilets were dirty or very dirty. Around one-third of them reported a lack of toilet paper sometimes or most of the time. These unsatisfying hygienic conditions of school toilets can be easily solved. Unfortunately, 46% of the children in our study experienced bullying in school toilets. These worrisome data are seldom reported in other studies. The urination habits of the girls, who mostly preferred to partially squat or stand may lead to dysfunctional voiding and incomplete bladder emptying. Our study was limited by the relatively small population, the subjectiveness of the self-reporting questionnaire, and the voiding and defecation habits of the investigated children during school hours. These hours do not necessarily reflect the children's habits after school hours and during the weekends. Despite these limitations, the discussed issues regarding personal hygiene and the environmental conditions in the sampled primary schools are extremely important. CONCLUSION Nearly half of the school children had negative perceptions of school toilets. This should raise awareness and concern for school staff to consider and investigate potential facilities improvement in light of the impact observed here. Implementation of appropriate education and a better environment of toilet facilities and security is important for the children's well-being.
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Affiliation(s)
- Vered Shkalim Zemer
- Clalit Health Services, Dan-Petach-Tikva District, Israel; Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv 6997801, Israel.
| | - Herman Avner Cohen
- Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv 6997801, Israel; Pediatric Ambulatory Community Clinic, Petach Tikva, Israel.
| | | | - Maya Gerstein
- Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv 6997801, Israel; Pediatric Ambulatory Community Clinic, Petach Tikva, Israel.
| | - Ifat Atias
- Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv 6997801, Israel; Neve Gan Clinic, Petach Tikva 4926040, Israel.
| | - Shmuel Gur
- Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv 6997801, Israel; Pediatric Ambulatory Community Clinic, Kfar Saba 4422941, Israel.
| | - Yoseph Laks
- Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv 6997801, Israel; Pediatric Ambulatory Community Clinic, Ramat Aviv, Tel Aviv 6905234, Israel.
| | - Yoel Levinsky
- Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv 6997801, Israel; Schneider Children's Medical Center of Israel, Petach Tikva 49420235, Israel.
| | - Or Dvir
- Pediatric Urology Unit, Schneider Children's Medical Center of Israel, Petach Tikva 49420235, Israel.
| | - Iris Brown
- Pediatric Urology Unit, Schneider Children's Medical Center of Israel, Petach Tikva 49420235, Israel.
| | - Moriya Cohen
- Microbiology Unit, Ariel University, Ariel 98603, Israel.
| | - David Ben Meir
- Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv 6997801, Israel; Pediatric Urology Unit, Schneider Children's Medical Center of Israel, Petach Tikva 49420235, Israel.
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Wang L, Jiang S. Effectiveness of Parent-Related Interventions on Cyberbullying Among Adolescents: A Systematic Review and Meta-Analysis. TRAUMA, VIOLENCE & ABUSE 2023; 24:3678-3696. [PMID: 36458864 DOI: 10.1177/15248380221137065] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Given the high prevalence of cyberbullying and its negative physical and psychological effects on the development of adolescents, numerous studies have attempted its reduction by developing anti-cyberbullying interventions. In the present study, we investigated the effectiveness of parent-related programs in reducing the frequency of cyberbullying perpetration and victimization among adolescents. A thorough search was carried out on seven electronic databases: EBSCO, ERIC, PubMed, PsycINFO, Scopus, Web of Science, and ProQuest Dissertations and Theses. Only quantitative studies that reported the effectiveness of parent-related programs in reducing the frequency of cyberbullying perpetration or victimization were included in the review. Eleven studies were finalized, and meta-analyses were performed using a random effect model on RevMan v5.4 software developed by Cochrane. Findings reveal that existing parent-related programs have very small effect sizes on cyberbullying perpetration (standardized mean differences [SMDs] = -0.17, 95% confidence interval [CI] [-0.26, -0.09]) and victimization (SMD = -0.17, 95% CI [-0.24, -0.10]). The modes of parental involvement and intervention do not moderate the program effectiveness, but those with shorter durations are more effective than longer ones in reducing the frequency of cyberbullying victimization. Furthermore, findings indicate that interventions with a theoretical foundation are more effective than those without one. This review provides evidence to improve anti-cyberbullying interventions by effectively enabling parent involvement, as well as increasing parenting skills, parent-child interactions, and communication. Given the limited effectiveness of parent-related interventions, future research is needed to identify key moderators to improve such programs or to develop school-family patterns to reduce cyberbullying.
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Affiliation(s)
- Lin Wang
- Fudan University, Shanghai, China
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12
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Useche SA, Valle-Escolano R, Valle E, Colomer-Pérez N. Gender differences in teenager bullying dynamics and predictors of peer-to-peer intimidation. Heliyon 2023; 9:e20243. [PMID: 37809814 PMCID: PMC10560019 DOI: 10.1016/j.heliyon.2023.e20243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Revised: 08/31/2023] [Accepted: 09/14/2023] [Indexed: 10/10/2023] Open
Abstract
Thanks to several previous efforts, school peer-to-peer bullying is nowadays considered a major issue for educational dynamics, research, and policy. Specifically in the field of research, bullying assessment tools have been gaining ground in recent years. Among them, the School Bullying Questionnaire (CIE-A) stands out. This is a teenager-targeted scale assessing bullying dynamics from a three-factor approach (i.e., victimization, symptomatology, and intimidation). However, to date, no previous study using similar tools has followed a gender perspective, and this shortcoming may hinder the effectiveness of policies and actions to face school bullying. The core aim of this study was to examine the effect of gender on teenagers' bullying-related factors and intimidation outcomes. This cross-sectional study analyzed the data provided by a gender-weighted sample of 770 Spanish teenagers with a mean age of M = 14.25 (SD = 1.53) years. They responded to a questionnaire that included the CIE-A together with other variables theoretically related to bullying dynamics, such as risk perception, sensation seeking, life satisfaction, and family conflict. Apart from typical inter-group comparisons, data were analyzed through a multi-group structural equation modeling (MGSEM) approach. Regarding bullying experiences, male teenagers have shown greater involvement in both victimization (passive bullying) and intimidation (active harassment) behaviors. On the other hand, females self-reported greater symptomatology in passive bullying scenarios, despite being less frequently involved in them. Further, the MGSEM showed good fit values (RMSEA <.08; all incremental coefficients >0.90) and theoretical plausibility, also depicting a set of structural mechanisms differentially explaining active peer-to-peer intimidation behaviors across genders. For instance, while risk perception is a significant predictor of intimidation only among females, sensation seeking plays a predictive role among male teenagers, but not for their female counterparts. The results of this study suggest that teenagers' engagement in active bullying may be substantially different when approached from a gender perspective, finding key divergences in the variables that predict bullying-related behavioral outcomes. The outcomes of this research highlight the need to take into account gender differences, as well as extracurricular issues that influence intimidation dynamics, in potential bullying-related interventions.
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Affiliation(s)
| | - Raquel Valle-Escolano
- Department of Constitutional Law, Political and Administrative Sciences, University of Valencia, Spain
| | - Eliseo Valle
- Department of Education and School Management, University of Valencia, Spain
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13
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Ferraz De Camargo L, Rice K, Thorsteinsson EB. Bullying victimization CBT: a proposed psychological intervention for adolescent bullying victims. Front Psychol 2023; 14:1122843. [PMID: 37674744 PMCID: PMC10478092 DOI: 10.3389/fpsyg.2023.1122843] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Accepted: 08/09/2023] [Indexed: 09/08/2023] Open
Affiliation(s)
| | - Kylie Rice
- School of Psychology, University of New England, Armidale, NSW, Australia
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14
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Madsen KM, Holstein BE, Madsen KR. Recurrent headache, stomachache, and backpain among adolescents: association with exposure to bullying and parents' socioeconomic status. Scand J Pain 2023; 23:563-570. [PMID: 37277906 DOI: 10.1515/sjpain-2022-0144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2022] [Accepted: 05/09/2023] [Indexed: 06/07/2023]
Abstract
OBJECTIVES Recurrent pain is a prevalent and severe public health problem among adolescents and is associated with several negative health outcomes. In a representative sample of adolescents this study examined 1) whether exposure to bullying and low socioeconomic status (SES) were associated with recurrent headache, stomachache and backpain, 2) the combined effect of exposure to bullying and low SES on recurrent pain and 3) whether SES modified the association between bullying and recurrent pain. METHODS Data derived from the Danish contribution to the international collaborative study Health Behaviour in School-aged Children (HBSC). The study population was students in three age groups, 11-, 13- and 15-year-olds from nationally representative samples of schools. We pooled participants from the surveys in 2010, 2014 and 2018, n=10,738. RESULTS The prevalence of recurrent pain defined as pain 'more than once a week' was high: 11.7 % reported recurrent headache, 6.1 % stomachache, and 12.1 % backpain. The proportion who reported at least one of these pains 'almost every day' was 9.8 %. Pain was significantly associated with exposure to bullying at school and low parental SES. The adjusted odds ratio (AOR, 95 % CI) for recurrent headache when exposed to both bullying and low SES was 2.69 (1.75-4.10). Equivalent estimates for recurrent stomachache were 5.80 (3.69-9.12), for backpain 3.79 (2.58-5.55), and for any recurrent pain 4.81 (3.25-7.11). CONCLUSIONS Recurrent pain increased with exposure to bullying in all socioeconomic strata. Students with double exposure, i.e., to bullying and low SES, had the highest OR for recurrent pain. SES did not modify the association between bullying and recurrent pain.
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Affiliation(s)
- Klara Merrild Madsen
- University of Southern Denmark, National Institute of Public Health, Copenhagen, Denmark
| | - Bjørn E Holstein
- University of Southern Denmark, National Institute of Public Health, Copenhagen, Denmark
| | - Katrine Rich Madsen
- University of Southern Denmark, National Institute of Public Health, Copenhagen, Denmark
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15
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Badger JR, Rovira A, Freeman D, Bowes L. Developing a virtual reality environment for educational and therapeutic application to investigate psychological reactivity to bullying. VIRTUAL REALITY 2023; 27:2623-2632. [PMID: 37614717 PMCID: PMC10442262 DOI: 10.1007/s10055-023-00829-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Accepted: 06/21/2023] [Indexed: 08/25/2023]
Abstract
Understanding how bullying victimisation influences cognitive and emotional processes may help to direct early intervention to prevent the development of psychopathology. In a convenience sample of 67 female adolescents, we assessed the potential of a newly developed classroom-set bullying experience in virtual reality (VR) to evoke psychological reactions. Two VR experiences were co-developed with young people, one neutral and one hostile (bullying). Participants were matched and assigned to a condition based on measures of anxiety, depression, paranoia, and previous bullying, before experiencing either the neutral or hostile scenario. Before and after the VR session, participants completed measures of negative affect and levels of distress. All participants remained immersed for the whole duration, which supports the acceptability of using these VR experiences with more vulnerable participants. Those experiencing the hostile version reported greater negative affect post-immersion compared to those experiencing the neutral version (p = .018; d = 0.61). Although non-significant, a similar outcome was found regarding distress (p = .071; d = 0.37). Whilst we did not find a significant relationship between pre-existing internalisation on negative affect and distress, our sample was limited by containing adolescents with relatively low levels of previous bullying experience. Yet we still found evidence that the VR scenario evoked bullying-related psychological reactions. Further testing with a more representative groups of adolescents, especially those with more experience of bullying, would be advised. The VR scenario could potentially be used in educational and therapeutic settings to enhance empathy towards victimised children or enhance resilience following victimisation.
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Affiliation(s)
- Julia R. Badger
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Aitor Rovira
- Department of Experimental Psychology, University of Oxford, Oxford, UK
- Oxford Health NHS Foundation Trust, Oxford, UK
| | - Daniel Freeman
- Department of Experimental Psychology, University of Oxford, Oxford, UK
- Oxford Health NHS Foundation Trust, Oxford, UK
| | - Lucy Bowes
- Department of Experimental Psychology, University of Oxford, Oxford, UK
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16
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Yokoji K, Hammami N, Elgar FJ. Socioeconomic Differences in the Association Between Bullying Behaviors and Mental Health in Canadian Adolescents. THE JOURNAL OF SCHOOL HEALTH 2023; 93:420-427. [PMID: 36843441 DOI: 10.1111/josh.13300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Revised: 12/18/2022] [Accepted: 02/05/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Bullying and poverty are each associated with poor health in adolescents. We examined socioeconomic differences in the association of bullying and health. METHODS The 2017/2018 Canadian Health Behaviour of School-aged Children study surveyed 21,750 youth (9-18 years). We used linear regression models to investigate interactive effects of bullying involvement (traditional and cyberbullying) and socioeconomic position (SEP) on self-reported life satisfaction, psychological symptoms, and physical symptoms. RESULTS Involvement in either form of bullying, as a perpetrator or a target, was associated with worse health and well-being compared to uninvolved youths. Associations of victimization via conventional bullying with low life satisfaction (b = -.33 [-.61, .05]), more psychological symptoms (b = .83 [.27, 1.38]), and more somatic symptoms (b = .56 [.14, .98]) were stronger at lower SEP. CONCLUSION Socioeconomic disadvantage intensifies the association between bullying victimization and poor health. The intersections of victimization and poverty pose a significant health risk to adolescents.
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Affiliation(s)
- Kana Yokoji
- Department of Epidemiology, Biostatistics, and Occupational Health, McGill University, Montreal, Canada
| | - Nour Hammami
- Child and Youth Studies, Trent University Durham, Oshawa, Canada
| | - Frank J Elgar
- School of Population and Global Health, McGill University, Montreal, Canada
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17
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Fine SL, Pinandari AW, Muzir SM, Agnesia L, Novitasari PI, Bass JK, Blum RW, van Reeuwijk M, Wilopo SA, Mmari K. "If it's really excessive, it can enter your heart": A Mixed Methods Investigation of Bullying Among Early Adolescents in Semarang, Indonesia. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:4088-4113. [PMID: 35942934 PMCID: PMC9852103 DOI: 10.1177/08862605221111422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Bullying is a major public health concern for Indonesian adolescents, with well-documented links to a range of emotional and behavioral problems. Despite such evidence, few investigations have employed qualitative methods to illuminate youth's own perceptions of bullying and its psychosocial correlates in this context. The current study aimed to address this gap through an exploration of Indonesian adolescents' motivations, perceptions, and beliefs regarding bullying. Building on prior quantitative findings, an explanatory sequential mixed methods approach was used to better understand the myriad ways in which bullying ties into other psychosocial challenges. Qualitative interviews were conducted with a total of 45 adolescents ages 13 to 14 (25 girls and 20 boys) in two junior high schools in Semarang between October and December 2019. Interviews were audio-recorded, transcribed verbatim, and translated into English for analysis. Qualitative data were then coded using an inductive thematic analysis approach. Interviews yielded contextual insights into adolescents' definitions of bullying including the distinction between "normal" and "serious" bullying; related risk behaviors; key drivers; social and emotional consequences; and coping strategies. Across these thematic categories, a number of noteworthy gender differences emerged, highlighting the role that underlying gender norms can play in driving bullying involvement. Further, findings emphasize the need to develop a locally valid definition of bullying which takes into account the ways in which emotional distress may be both a criterion and a consequence of bullying. Findings can be used to inform bullying prevention programs targeting Indonesian youth.
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Affiliation(s)
| | | | | | - Lina Agnesia
- University of Gadjah Mada, Yogyakarta, Indonesia
| | | | - Judith K. Bass
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Robert W. Blum
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | | | | | - Kristin Mmari
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
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18
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Kovalenko AG, Abraham C, Graham-Rowe E, Levine M, O’Dwyer S. What Works in Violence Prevention Among Young People?: A Systematic Review of Reviews. TRAUMA, VIOLENCE & ABUSE 2022; 23:1388-1404. [PMID: 32677554 PMCID: PMC9606003 DOI: 10.1177/1524838020939130] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Violence prevention programs aim to raise awareness, change attitudes, normative beliefs, motivation, and behavioral responses. Many programs have been developed and evaluated, and optimistic claims about effectiveness made. Yet comprehensive guidance on program design, implementation, and evaluation is limited. The aim of this study was to provide an up-to-date review of evidence on what works for whom. A systematic search of PsycINFO, MEDLINE, ERIC, and Sociology Collection ProQuest identified 40 reviews and meta-analyses reporting on the effectiveness of violence prevention programs among young people (age 15-30) in educational institutions, published before October 2018. These included reviews of programs designed to reduce (i) bullying, (ii) dating and relationship violence, (iii) sexual assault, and (iv) antisocial behavior. Only evaluations that reported on behavioral outcomes such as perpetration, victimization, and bystander behavior were included. The reviewed evaluations reported on programs that were mainly implemented in high-income countries in Europe and North America. The majority found small effects on violence reduction and victimization and increases in self-reported bystander behavior. Our findings expose critical gaps in evaluation research in this area and provide recommendations on how to optimize the effectiveness of future programs.
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Subramaniam M, Shahwan S, Abdin E, Verma S, Gupta B, Chua BY, Zhang Y, Sambasivam R, Chong SA. Prevalence and impact of peer victimisation among youth seeking treatment at a tertiary psychiatric institution in Singapore: a cross-sectional study. Ann Gen Psychiatry 2022; 21:47. [PMID: 36434714 PMCID: PMC9694546 DOI: 10.1186/s12991-022-00424-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 11/15/2022] [Indexed: 11/26/2022] Open
Abstract
BACKGROUND Peer victimization is common among adolescents and leads to negative consequences. However, few studies have examined the extent of peer-victimization and its correlates among adolescent patients in a psychiatric setting. The current study aimed to examine the prevalence and correlates of peer victimisation among youth with mental illness and to examine its association with depressive symptoms and health-related quality of life (HRQOL). METHODS A sample of 239 youths aged 15-24 years were recruited from the outpatient clinics of a tertiary psychiatric hospital in Singapore using convenience sampling. All participants were administered the Multidimensional Peer Victimisation Scale (MPVS), Short Form 12 (SF-12) questionnaire and the Patient Health Questionnaire-8 (PHQ-8). The effect of MPVS total and subscores on depression scores, quality of life subscores and quality of life total scores were examined using multiple linear regression analyses. RESULTS The majority of the patients reported that they had experienced at least one form of peer victimisation (95.8%, n = 229) during their school years. Higher levels of 'verbal victimisation', 'attacks on property' and higher total MPVS scores were significantly associated with lower social functioning; additionally, higher levels of 'verbal victimisation' were significantly associated with lower mental component summary scores in the quality of life assessment. Higher scores on all four subscales as well as higher total scores on the MPVS were significantly associated with more severe depressive symptoms. CONCLUSIONS Given the high prevalence of peer victimisation in our sample and its associations with more severe depressive symptoms and lower quality of life, it is vital to implement interventions that prevent peer victimisation in educational and other social settings and to provide youth with strategies to more effectively manage instances of peer victimisation.
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Affiliation(s)
- Mythily Subramaniam
- Research Division, Institute of Mental Health, Buangkok Green Medical Park, 10 Buangkok View, Singapore, 539747, Singapore. .,Saw Swee Hock School of Public Health, National University of Singapore, Singapore, Singapore.
| | - Shazana Shahwan
- Research Division, Institute of Mental Health, Buangkok Green Medical Park, 10 Buangkok View, Singapore, 539747, Singapore
| | - Edimansyah Abdin
- Research Division, Institute of Mental Health, Buangkok Green Medical Park, 10 Buangkok View, Singapore, 539747, Singapore
| | - Swapna Verma
- Medical Board, Institute of Mental Health, Singapore, Singapore
| | - Bhanu Gupta
- South Region, Institute of Mental Health, Singapore, Singapore
| | - Boon Yiang Chua
- Research Division, Institute of Mental Health, Buangkok Green Medical Park, 10 Buangkok View, Singapore, 539747, Singapore
| | - Yunjue Zhang
- Research Division, Institute of Mental Health, Buangkok Green Medical Park, 10 Buangkok View, Singapore, 539747, Singapore
| | - Rajeswari Sambasivam
- Research Division, Institute of Mental Health, Buangkok Green Medical Park, 10 Buangkok View, Singapore, 539747, Singapore
| | - Siow Ann Chong
- Research Division, Institute of Mental Health, Buangkok Green Medical Park, 10 Buangkok View, Singapore, 539747, Singapore
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20
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Sood S, Kostizak K, Mertz N, Stevens S, Rodrigues F, Hauer M. What Works to Address Violence Against Children (VAC) in and Around Schools. TRAUMA, VIOLENCE & ABUSE 2022; 23:1317-1329. [PMID: 33655786 DOI: 10.1177/1524838021998309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Violence against children (VAC) is a pervasive, global issue with both short- and long-term health, social, and economic consequences. This systematic review sought to identify best practices for designing and implementing social and behavior change communication (SBCC) programs targeting VAC in and around schools. Combinations of key search terms within five domains were entered into four databases: PubMed Central, Google Scholar, Sociological Abstracts, and EBSCOhost. Results were screened according to the inclusion and exclusion criteria. Namely, articles had to be published in English, be published after March 2014, focus on VAC in and around schools, focus on children, and use SBCC approaches. The searches produced 892,271 results. Of these, 63,183 were screened and 54 articles were selected. These articles were combined with 16 articles, gathered from a previous systematic review using the same databases and search domains conducted by the same research team, for a total of 70 articles. Articles were quantitatively analyzed using a coding guide in STATA and qualitatively analyzed using Nvivo. Results showed that most programs addressed bullying, were implemented in high-income countries, and included children aged 10 and older. Best practices in program design were using theory, conducting formative research, and involving program beneficiaries. Best practices in implementation were combining whole-school and targeted approaches, including special and hidden populations, involving secondary and tertiary audiences, using nonclassroom settings, using peer leader/mentor and cascade training models, and conducting process monitoring. Implications and avenues for future planning and implementation of SBCC interventions to address VAC in and around schools are discussed.
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Affiliation(s)
- Suruchi Sood
- Dornsife School of Public Health, Drexel University, Philadelphia, PA, USA
| | - Kelli Kostizak
- Dornsife School of Public Health, Drexel University, Philadelphia, PA, USA
| | - Nicole Mertz
- Dornsife School of Public Health, Drexel University, Philadelphia, PA, USA
| | - Sarah Stevens
- Dornsife School of Public Health, Drexel University, Philadelphia, PA, USA
| | - Farren Rodrigues
- Dornsife School of Public Health, Drexel University, Philadelphia, PA, USA
| | - Michael Hauer
- Dornsife School of Public Health, Drexel University, Philadelphia, PA, USA
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21
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Fine SL, Musci RJ, Bass JK, Chipeta E, Mafuta EM, Pinandari AW, Wilopo SA, Zuo X, Blum RW. A Multi-Country Study of Risk and Protective Factors for Emotional and Behavioral Problems Among Early Adolescents. J Adolesc Health 2022; 71:480-487. [PMID: 35710891 PMCID: PMC9477503 DOI: 10.1016/j.jadohealth.2022.05.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Revised: 02/23/2022] [Accepted: 05/02/2022] [Indexed: 01/27/2023]
Abstract
PURPOSE Early adolescence (ages 10-14) is a critical period for psychosocial development, but few studies have focused on risk and protective factors for emergent psychosocial challenges among youth living in low- and middle-income countries. This study explored the contribution of social environmental factors to patterns of emotional and behavioral problems among early adolescents across four low- and middle-income countries. METHODS Participants were drawn from the Global Early Adolescent Study, and included 10,437 early adolescents from six low-resource urban settings in the Democratic Republic of Congo, Malawi, Indonesia, and China. Multivariate latent class regression was used to examine the associations between distinct patterns of emotional and behavioral problems and risk and protective factors across the family, peer, school, and neighborhood levels. RESULTS Across countries, childhood adversity, peer bullying behaviors, and a perceived lack of school safety were consistently associated with emotional and behavioral problems. With some contextual variability, peer substance use and a perceived lack of neighborhood safety also emerged as significant risk factors. The magnitude of these associations was generally greatest among a subgroup of early adolescents with co-occurring emotional and behavioral problems. DISCUSSION The overall consistency of findings across countries is suggestive of the generalizability of risk factors in early adolescence and indicates that interventions bolstering psychosocial adjustment among this age group may have applicability in diverse cross-national settings. Given the significance of peer bullying behaviors and school safety, multicomponent school-based interventions may be an especially applicable approach.
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Affiliation(s)
- Shoshanna L. Fine
- Department of Population, Family and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland,Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland,Address correspondence to: Shoshanna L. Fine, Ph.D., M.P.H., Department of Population, Family and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, 2013 E. Monument St. Baltimore, MD 21205.
| | - Rashelle J. Musci
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland
| | - Judith K. Bass
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland
| | - Effie Chipeta
- Center for Reproductive Health, College of Medicine, University of Malawi, Blantyre, Malawi
| | - Eric M. Mafuta
- Department of Epidemiology and Biostatistics, Faculty of Medicine, Kinshasa School of Public Health, University of Kinshasa, Kinshasa, Democratic Republic of Congo
| | - Anggriyani W. Pinandari
- Center for Reproductive Health, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia,Department of Biostatistics, Epidemiology, and Population Health, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Siswanto A. Wilopo
- Center for Reproductive Health, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia,Department of Biostatistics, Epidemiology, and Population Health, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Xiayun Zuo
- NHC Key Lab of Reproduction Regulation (Shanghai Institute for Biomedical and Pharmaceutical Technologies), Fudan University, Shanghai, China
| | - Robert W. Blum
- Department of Population, Family and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland
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22
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Li J, Timpe Z, Suarez NA, Phillips E, Kaczkowski W, Cooper AC, Dittus PJ, Robin L, Barrios LC, Ethier KA. Dosage in Implementation of an Effective School-Based Health Program Impacts Youth Health Risk Behaviors and Experiences. J Adolesc Health 2022; 71:334-343. [PMID: 35660127 PMCID: PMC9947940 DOI: 10.1016/j.jadohealth.2022.04.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Revised: 03/19/2022] [Accepted: 04/11/2022] [Indexed: 11/21/2022]
Abstract
PURPOSE This study is part of a larger evaluation of a multilevel, multistrategy federal program to reduce high school students' risk for HIV/sexually transmitted infection and unintended pregnancy. Local education agencies supported schools in implementing three strategies: delivering exemplary sexual health education, increasing student access to quality sexual health services, and enhancing safe and supportive school environments (SSE). We examined how levels of school implementation of these strategies moderated program effects on targeted student outcomes. METHODS The Youth Risk Behavior Survey was implemented in participating local education agencies in 2015 and 2017 to assess student behaviors and experiences, whereas the School Health Profiles surveys assessed school policies and practices in 2014 and 2016. We used these surveys to measure student-level outcomes and school-level program delivery, respectively, which were analyzed using multilevel modeling in a difference-in-differences framework. RESULTS Levels of SSE implementation significantly moderated program effects on multiple student outcomes, including ever having sex, having four or more lifetime sexual partners, being sexually active, using hormonal birth control, dual use of a condom and hormonal birth control, ever being forced to have sex, missing school because of safety concerns, and lifetime and current marijuana use. However, we found few moderating effects of exemplary sexual health education and sexual health services dosage. DISCUSSION We found a significant relationship between incremental increases in implementation of activities to increase the safety and supportiveness of school environments and enhanced program effects in improving multiple student health outcomes. These findings suggest that school implementation of SSE activities contributed to intended program effects.
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Affiliation(s)
- Jingjing Li
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia.
| | | | - Nicolas A Suarez
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia
| | | | - Wojciech Kaczkowski
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia
| | - Adina C Cooper
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia
| | - Patricia J Dittus
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia
| | - Leah Robin
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia
| | - Lisa C Barrios
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia
| | - Kathleen A Ethier
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia
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23
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de Oliveira Ramos D, Goes EF, Ferreira AJF. Intersection of Race and Gender in Self-Reports of Violent Experiences and Polyvictimization by Young Girls in Brazil. J Racial Ethn Health Disparities 2022; 9:1506-1516. [PMID: 34173224 PMCID: PMC8231082 DOI: 10.1007/s40615-021-01089-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Revised: 06/10/2021] [Accepted: 06/14/2021] [Indexed: 11/02/2022]
Abstract
OBJECTIVE To explore racial disparities in self-reports of violent victimization and polyvictimization among young girls in Brazil and to analyze the distribution of prevalence rates across race groups and the estimated odds of exposure. DESIGN Data from girls ages 15 and above (N=14,809) from the 2015 edition of PeNSE (National Adolescent School-based Health Survey) were analyzed. Survey weighted proportions and bivariate and multivariate logistic regressions were used to address the objectives. RESULTS Independent of the girls' age, socioeconomic status, and region of residence, black, indigenous, mixed, and Asian descendant girls (relative to Whites) were more likely to report past experiences of being bullied, suffering physical violence, forced sexual intercourse, and polyvictimization (reporting all three events). Blacks had the highest rates of reporting being bullied and polyvictimization. Asian descendants had the highest reports of physical violence. Indigenous girls had the highest reports of forced sexual intercourse. CONCLUSIONS This study documented disproportionate risks of violent victimization for young women of color among Brazilian students. The risks were significantly greater for those of darker skin tones and from ethnic minorities. IMPLICATIONS These findings can inform the development of programs to protect young women from violence in Brazil and highlight the importance of including anti-racism strategies in such programs.
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Affiliation(s)
- Dandara de Oliveira Ramos
- Institute of Collective Health, Federal University of Bahia, Salvador, Brazil
- Center for Data and Knowledge Integration (CIDACS-Fiocruz Bahia), Salvador, Brazil
| | | | - Andrêa Jacqueline Fortes Ferreira
- Institute of Collective Health, Federal University of Bahia, Salvador, Brazil
- Center for Data and Knowledge Integration (CIDACS-Fiocruz Bahia), Salvador, Brazil
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Dragone M, Esposito C, De Angelis G, Bacchini D. Equipping Youth to Think and Act Responsibly: The Effectiveness of the "EQUIP for Educators" Program on Youths' Self-Serving Cognitive Distortions and School Bullying Perpetration. Eur J Investig Health Psychol Educ 2022; 12:814-834. [PMID: 35877460 PMCID: PMC9318402 DOI: 10.3390/ejihpe12070060] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Revised: 07/05/2022] [Accepted: 07/13/2022] [Indexed: 11/17/2022] Open
Abstract
School bullying is a serious public health concern in many countries worldwide. Over recent decades, several effective anti-bullying prevention programs have been developed. This study aimed to evaluate the effectiveness of an adapted version of the "Equipping Youth to Help One Another (EQUIP) for Educators" (EfE) program in reducing adolescents' engagement in school bullying perpetration by correcting their use of self-serving cognitive distortions (CDs). Furthermore, guided by the vantage sensitivity framework, we investigated whether the intervention effects varied depending on the adolescents' gender and environmental sensitivity. A quasi-experimental pre-test/post-test with a control group design involved 354 Italian middle and high school adolescents (51.7% males; Mage = 14.86, SD = 2.54). Both the control (n = 187) and experimental group (n = 167) completed self-report questionnaires, before and after the intervention. Structural equation modeling revealed a significant moderated mediation effect: highly sensitive males participating in the EfE program decreased their engagement in bullying by reducing CDs, compared to females and those with low- and medium- sensitivity. These findings support the effectiveness of the EfE program in equipping youth to think and act more responsible and shed light on "why" and "for whom" the intervention might work better to counteract school bullying during adolescence.
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Affiliation(s)
| | | | | | - Dario Bacchini
- Department of Humanistic Studies, University of Naples “Federico II”, 80133 Napoli, Italy; (M.D.); (C.E.); (G.D.A.)
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Bruefach T, Reynolds JR. Social isolation and achievement of students with learning disabilities. SOCIAL SCIENCE RESEARCH 2022; 104:102667. [PMID: 35400383 DOI: 10.1016/j.ssresearch.2021.102667] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 08/09/2021] [Accepted: 10/14/2021] [Indexed: 06/14/2023]
Abstract
Students with learning disabilities (LDs) experience heightened levels of social isolation, but researchers have not fully explored its various dimensions at school or determined which aspects contribute to educational gaps associated with LDs. Using the National Longitudinal Study of Adolescent to Adult Health, we find that middle and high school students with LDs are more likely to experience most types of isolation. Student with LDs have fewer friends, their friends are less educationally ambitious, they feel more detached and disliked at school, and they are more likely to avoid friendships, though surprisingly not more likely to be actively rejected. Mediation analyses indicate that the aspect of social isolation that contributes most to the LD-gap in high school graduation is one's number of school friends and their educational expectations. Perceptions of social isolation are also consequential, and together these account for nearly one-quarter of the LD-gap in high school graduation, net of past grades.
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Affiliation(s)
- Tyler Bruefach
- Department of Sociology, Florida State University, United States.
| | - John R Reynolds
- Department of Sociology, Florida State University, United States
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Harrison L, Sharma N, Irfan O, Zaman M, Vaivada T, Bhutta ZA. Mental Health and Positive Development Prevention Interventions: Overview of Systematic Reviews. Pediatrics 2022; 149:186940. [PMID: 35503329 DOI: 10.1542/peds.2021-053852g] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/03/2023] Open
Abstract
CONTEXT Previous reviews of mental health interventions have focused on adolescents (10-19 years), with a paucity of comprehensive evidence syntheses on preventive interventions for school-aged children (5-10 years). OBJECTIVE To summarize and synthesize the available evidence from systematic reviews of mental health and positive development interventions for children aged 5-14.9 years in both high-income (HIC) and low- and middle-income countries (LMIC), with a focus on preventive and promotive strategies. DATA SOURCES This overview includes all relevant reviews from OVID Medline, The Cochrane Library, and Campbell Systematic Reviews through December 2020. STUDY SELECTION We included systematic reviews that synthesized empirical studies using experimental or quasi-experimental designs to evaluate the effectiveness of interventions in children aged 5-14.9 years. DATA EXTRACTION Data extraction and quality assessment were completed independently and in duplicate by two review authors. The AMSTAR2 tool was used to assess methodological quality. RESULTS We included 162 reviews. The greatest evidence was found in support of school-based universal and anti-bullying interventions in predominantly HIC. Moderate evidence was found for the use of substance abuse prevention, and early learning and positive development interventions in mixed settings. In LMIC-only contexts, the most promising evidence was found for positive youth development programs. LIMITATIONS The review was primarily limited by paucity of high-quality research due to methodological issues and high heterogeneity. CONCLUSIONS This overview of reviews highlights the need for further research to consolidate findings and understand the specific criteria involved in creating positive mental health and development outcomes from the various interventions considered.
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Affiliation(s)
- Leila Harrison
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Naeha Sharma
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Omar Irfan
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Michele Zaman
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Tyler Vaivada
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Zulfiqar A Bhutta
- Centre for Global Child Health, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada.,Department of Nutritional Sciences, University of Toronto, Toronto, Ontario, Canada.,Center of Excellence in Women and Child Health, Institute for Global Health & Development, Aga Khan University Hospital, Karachi, Pakistan
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Evaluation of Happy Sport, an Emotional Education Program for Assertive Conflict Resolution in Sports. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19052596. [PMID: 35270288 PMCID: PMC8909401 DOI: 10.3390/ijerph19052596] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Revised: 02/14/2022] [Accepted: 02/17/2022] [Indexed: 01/25/2023]
Abstract
Background: Interpersonal conflicts occur in any kind of social relation, including the field of sports. Proper emotional management can improve athletes’ well-being, coexistence, and performance. This study presents the initial results of the gamified emotional education program Happy Sport in a sample of athletes in the field of non-formal education. Methods: The study sample consists of 194 athletes from the benjamín and alevín categories (3rd- to 6th-grade primary school children). A quasi-experimental pre-intervention and post-intervention design with a control group is followed using the Games and Emotions Scale (GES), Social Support Scale, Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), and Bullying in Sports Questionnaire. Results: Statistically significant differences were found across participants in the experimental group between the pre- and post-intervention evaluations for the variables satisfaction and bullying. An analysis of the competencies related to emotion regulation revealed significant results for the experimental group for both scales (cognitive reappraisal and expressive suppression). Conclusions: The results show that after a training session with the gamified software Happy Sport, children’s satisfaction increased and bullying levels decreased. Changes in cognitive reappraisal and expressive suppression may also be explained by the training received.
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Robin L, Timpe Z, Suarez NA, Li J, Barrios L, Ethier KA. Local Education Agency Impact on School Environments to Reduce Health Risk Behaviors and Experiences Among High School Students. J Adolesc Health 2022; 70:313-321. [PMID: 34531096 PMCID: PMC8792165 DOI: 10.1016/j.jadohealth.2021.08.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Revised: 08/03/2021] [Accepted: 08/04/2021] [Indexed: 10/20/2022]
Abstract
PURPOSE The purpose of the study is to assess associations between exposure to a multilevel, socio-ecological health program administered by local education agencies and changes in health behaviors among high school students. METHODS This analysis used a multilevel difference-in-differences approach to compare student health experiences and outcomes between schools selected by local education agencies nationwide to implement the program (exposed schools) and schools that were not (unexposed schools). We measured repeated cross-sectional outcomes using the 2015 and 2017 Youth Risk Behaviors Surveys. The final analytic sample comprised 638 schools in total (N = 64,838 students), with 237 exposed schools (n = 30,336 students) and 401 unexposed schools (n = 34,502 students). RESULTS Students in exposed schools demonstrated significant reduction in odds compared with those in unexposed schools in ever having sex (adjusted odds ratio [aOR] = .88, 95% confidence interval [CI]: .81-.96), having four or more lifetime sexual partners (aOR = .84, 95% CI: .72-.97), being currently sexually active (aOR = .78, 95% CI: .78-.96), and using effective hormonal birth control (aOR = .7, 95% CI: .56-.88). Exposure to the program was associated with significant reduction in odds of not going to school because of safety concerns (aOR = .87, 95% CI: .78-.97), having experienced forced sex (aOR = .76, 95% CI: .68-.86), ever used marijuana (aOR = .89, 95% CI: .81-.98), and currently using marijuana (aOR = .77, 95% CI: .64-.93). CONCLUSIONS Exposure to the program was associated with significant decreases in sexual risk behaviors, experience of violence, and substance use.
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Affiliation(s)
- Leah Robin
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, Georgia.
| | - Zachary Timpe
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, Georgia
| | - Nicolas A Suarez
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, Georgia
| | - Jingjing Li
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, Georgia
| | - Lisa Barrios
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, Georgia
| | - Kathleen A Ethier
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, Georgia
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Sadjadi M, Blanchard L, Brülle R, Bonell C. Barriers and facilitators to the implementation of Health-Promoting School programmes targeting bullying and violence: a systematic review. HEALTH EDUCATION RESEARCH 2022; 36:581-599. [PMID: 34312670 DOI: 10.1093/her/cyab029] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 05/20/2021] [Accepted: 06/24/2021] [Indexed: 06/13/2023]
Abstract
Health-Promoting School (HPS) interventions aim to reduce bullying and violence via curriculum, environmental and family/community-engagement components. Despite evidence of their effectiveness, factors influencing the implementation of such interventions are poorly understood. This systematic review aims to examine such factors by assessing qualitative process evaluations of HPS interventions aiming to reduce bullying, aggression or violence. A comprehensive systematic search of 12 databases was carried out, and 20 reports from 17 studies were included. Thematic synthesis was used to identify factors affecting implementation. Factors that enable implementation were related to programme characteristics and stakeholder buy-in, including support from leadership, teachers, students and parents. Good communication and staff climate were important. Interventions were better implemented when they framed health promotion as a core school business, were supported by a national policy, used local data to show need and effectiveness and provided high-quality, pragmatic and accessible staff training. The results of this review can serve to guide and facilitate the design and implementation of future bullying and violence prevention programmes. Since there is significant overlap in terms of the important pillars and guiding principles for all interventions guided by the HPS framework, the findings may apply to outcomes beyond bullying and violence.
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30
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Ng ED, Chua JYX, Shorey S. The Effectiveness of Educational Interventions on Traditional Bullying and Cyberbullying Among Adolescents: A Systematic Review and Meta-Analysis. TRAUMA, VIOLENCE & ABUSE 2022; 23:132-151. [PMID: 32588769 DOI: 10.1177/1524838020933867] [Citation(s) in RCA: 51] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
In consideration of the adverse societal, physical, and psychological impacts of bullying on a child's development and future, many studies have developed anti-bullying programs and educational interventions to curb bullying occurrences. Therefore, this systematic review aimed to examine the effectiveness of such educational interventions at reducing the frequencies of traditional bullying or cyberbullying and cybervictimization among adolescents. A comprehensive search was conducted using PubMed, Embase, PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Google Scholar, and ProQuest Dissertations and Theses. Only quantitative studies that reported the effects of educational interventions on reducing the frequencies of traditional bullying or cyberbullying victimization and perpetration were included. Seventeen studies (Ntotal = 35,694 adolescents, Rangechild age = 10-18 years) were finalized, and meta-analyses were conducted using a random effect model. Overall, the existing educational interventions had very small to small effect sizes on traditional bullying and cyberbullying perpetration (traditional: standardized mean differences [SMD] = -.30 and cyber: SMD = -.16) and victimization (traditional: SMD = -18 and cyber: SMD = -.13) among adolescents. Type of intervention (i.e., whole school-based or classroom-based), program duration, and presence of parental involvement did not moderate program effectiveness, but cyberbullying programs were more effective when delivered by technology-savvy content experts compared to teachers. Since existing educational interventions were marginally effective in reducing bullying frequencies, further research is needed to identify key moderators that enhance educational programs or develop alternative forms of anti-bullying interventions.
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Affiliation(s)
- Esperanza Debby Ng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | | | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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School Interventions for Bullying-Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111697. [PMID: 34770212 PMCID: PMC8583537 DOI: 10.3390/ijerph182111697] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 11/02/2021] [Accepted: 11/05/2021] [Indexed: 11/19/2022]
Abstract
Background: Several challenges and emotional demands characterize adolescence, affecting the mental well-being of youths. Among these, bullying and cyberbullying are recognized nowadays as a major social problem, affecting more than one-third of adolescents, with extensive negative consequences for the victims involved, such as lower self-esteem, increased loneliness, depression, and anxiety. School programs and interventions that foster resilience, coping, and well-being are particularly important during adolescence as protective and preventive factors against the consequences of (cyber)bullying. The paper presents two recent co-designed interventions for (cyber)bullying prevention deployed in Europe, targeting early adolescents and their school communities. Methods: The UPRIGHT project developed an evidence-based, whole-school intervention to train resilience as a protective factor to promote mental well-being in adolescents, in a cross-national perspective. The CREEP project designed and implemented digital interventions to support schools in (i) early detection of cyberbullying events on social media and (ii) coaching adolescents (victims, bullies, bystanders) on how to cope with (cyber)bullying behaviors. Results: The main challenges and insights collected during the design and implementation of both interventions are discussed to inform future research and practice. Conclusion: The feasibility and acceptance of prevention programs are key to the reducing risk of (cyber)bullying and improving the psychological well-being of early adolescents.
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Oliveira WAD, Silva MAI, Silva JLD, Carlos DM, Pereira B, Santos MAD. Implications of School Bullying Victimization in Mental Health: Qualitative Evidence. PSICO-USF 2021. [DOI: 10.1590/1413-82712021260406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract This study aimed to understand the impact of victimization caused by bullying on the mental health of adolescents. It is a qualitative investigation conducted with 55 students from 11 public schools in a city of Minas Gerais State, Brazil. The data were collected through semi-structured interviews and reviewed according to content analysis using Atlas TI software. A total of 19 students participating in the study reported having already suffered bullying at school. It was verified in the narratives that the victimization by bullying represents a threat to the health and mental well-being of the students, characterizing itself as a painful, daily and lasting experience in the school trajectory. Four thematic categories were identified: 1) Mental illness attributed to the aggressions suffered; 2) Negative emotions associated with school and peer relationships; 3) Impotence and passivity; and 4) distrust of weak institutional responses. The results can support interventions to promote mental health at school with victimized students.
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Ong SH, Tan YR, Khong JZN, Elliott JM, Sourander A, Fung DSS. Psychosocial Difficulties and Help-Seeking Behaviors in Singapore Adolescents Involved in Cyberbullying. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2021; 24:737-744. [PMID: 34161149 DOI: 10.1089/cyber.2020.0630] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Bullying through online medium has afflicted many adolescents to cause severe mental health concerns, including self-harm and suicide. The aims of this study are to examine the prevalence of cyberbullying in Singapore adolescents, its associations with psychosocial difficulties, and how do the adolescents seek help after being cybervictimized. A representative sample of 3,319 school students aged between 12 and 17 years responded to a survey with scales measuring cyberbullying, psychosocial difficulties, and help-seeking behaviors. In the present study, 7.3 percent of adolescents reported being cybervictims only, 1.8 percent were cyberbullies only, and 4.8 percent were cyberbully-victims. Compared with the non-involved group, both cybervictim and cyberbully-victim groups were associated with more internalizing problems, but all the three cyberbullying-involved groups were associated with higher externalizing problems. Approximately half of the cybervictimized participants reported that they have sought help, with most of them (81.7 percent) choosing to tell their friends. Our findings are consistent with previous overseas studies showing increased associations of psychosocial difficulties among adolescents who are involved in cyberbullying. Public awareness of the consequences of unhealthy cyber-usage could be raised to aid in the early detection of cyberbullying among school children and adolescents. Moreover, cyberwellness programs should be considered as a component of larger anti-bullying programs in schools and in the community.
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Affiliation(s)
- Say How Ong
- Department of Developmental Psychiatry, Institute of Mental Health, Singapore, Singapore
| | - Yi Ren Tan
- Department of Developmental Psychiatry, Institute of Mental Health, Singapore, Singapore
| | - Jerrine Z N Khong
- Research and Advocacy Department, Singapore Children's Society, Singapore, Singapore
| | - John M Elliott
- Department of Psychology, National University of Singapore, Singapore, Singapore
| | - Andre Sourander
- Department of Child Psychiatry, University of Turku and Turku University Hospital, Turku, Finland
| | - Daniel S S Fung
- Department of Developmental Psychiatry, Institute of Mental Health, Singapore, Singapore
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Babik I, Gardner ES. Factors Affecting the Perception of Disability: A Developmental Perspective. Front Psychol 2021; 12:702166. [PMID: 34234730 PMCID: PMC8255380 DOI: 10.3389/fpsyg.2021.702166] [Citation(s) in RCA: 39] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Accepted: 05/31/2021] [Indexed: 11/22/2022] Open
Abstract
Perception of disability is an important construct affecting not only the well-being of individuals with disabilities, but also the moral compass of the society. Negative attitudes toward disability disempower individuals with disabilities and lead to their social exclusion and isolation. By contrast, a healthy society encourages positive attitudes toward individuals with disabilities and promotes social inclusion. The current review explored disability perception in the light of the in-group vs. out-group dichotomy, since individuals with disabilities may be perceived as a special case of out-group. We implemented a developmental approach to study perception of disability from early age into adolescence while exploring cognitive, affective, and behavioral components of children’s attitudes. Potential factors influencing perception of disability were considered at the level of society, family and school environment, and the individual. Better understanding of factors influencing the development of disability perception would allow the design of effective interventions to improve children’s attitudes toward peers with disabilities, reduce intergroup biases, and promote social inclusion. Based on previous research in social and developmental psychology, education, and anthropology, we proposed an integrative model that provides a conceptual framework for understanding the development of disability perception.
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Affiliation(s)
- Iryna Babik
- Department of Psychological Science, Boise State University, Boise, ID, United States
| | - Elena S Gardner
- Department of Psychological Science, Boise State University, Boise, ID, United States
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Gaffney H, Ttofi MM, Farrington DP. Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. CAMPBELL SYSTEMATIC REVIEWS 2021; 17:e1143. [PMID: 37131921 PMCID: PMC8356322 DOI: 10.1002/cl2.1143] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Background Bullying first emerged as an important topic of research in the 1980s in Norway (Olweus), and a recent meta-analysis shows that these forms of aggression remain prevalent among young people globally (Modecki et al.). Prominent researchers in the field have defined bullying as any aggressive behavior that incorporates three key elements, namely: (1) an intention to harm, (2) repetitive in nature, and (3) a clear power imbalance between perpetrator and victim (Centers for Disease Control and Prevention; Farrington). There are many negative outcomes associated with bullying perpetration, such as: suicidal ideation (Holt et al.), weapon carrying (Valdebenito et al.), drug use (Ttofi et al.), and violence and offending in later life (Ttofi et al.). Bullying victimization too is associated with negative outcomes such as: suicidal ideation (Holt et al.), anxiety, low self-esteem and loneliness (Hawker& Boulton). Therefore, school bullying is an important target for effective intervention, and should be considered a matter of public health concern. Objectives The objective of this review is to establish whether or not existing school-based antibullying programs are effective in reducing school-bullyng behaviors. This report also updates a previous meta-analysis conducted by Farrington and Ttofi. This earlier review found that antibullying programs are effective in reducing bullying perpetration and victimization and a primary objective of the current report is to update the earlier analysis of 53 evaluations by conducting new searches for evaluations conducted and published since 2009. Search Methods Systematic searches were conducted using Boolean combinations of the following keywords: bully*; victim*; bully-victim; school; intervention; prevention; program*; evaluation; effect*; and anti-bullying. Searches were conducted on several online databases including, Web of Science, PscyhINFO, EMBASE, EMBASE, DARE, ERIC, Google Scholar, and Scopus. Databases of unpublished reports, such as masters' and doctoral theses (e.g., Proquest) were also searched. Selection Criteria Results from systematic searches were screened thoroughly against the following inclusion criteria. To be included in this review, a study must have: (1) described an evaluation of a school-based antibullying program implemented with school-age participants; (2) utilized an operational definition of school-bullying that coincides with existing definitions; (3) measured school-bullying perpetration and/or victimization using quantitative measures, such as, self-, peer-, or teacher-report questionnaires; and (4) used an experimental or quasi-experimental design, with one group receiving the intervention and another not receiving the intervention. Data Collection and Analysis Of the 19,877 search results, 474 were retained for further screening. The majority of these were excluded, and after multiple waves of screening, 100 evaluations were included in our meta-analysis. A total of 103 independent effect sizes were estimated and each effect size was corrected for the impact of including clusters in evaluation designs. Included evaluations were conducted using both randomized (n = 45; i.e., randomized controlled trials/RCTs) and nonrandomized (n = 44; i.e., quasi-experimental designs with before/after measures; BA/EC) methodologies. All of these studies included measures of bullying outcomes before and after implementation of an intervention. The remaining 14 effect sizes were estimated from evaluations that used age cohort designs. Two models of meta-analysis are used to report results in our report. All mean effects computed are presented using both the multivariance adjustment model (MVA) and random effects model (RE). The MVA model assigns weights to primary studies in direct proportion to study level sampling error as with the fixed effects model but adjusts the meta-analytic standard error and confidence intervals for study heterogeneity. The RE model incorporates between-study heterogeneity into the formula for assigning weights to primary studies. The differences and strengths/limitations of both approaches are discussed in the context of the present data. Results Our meta-analysis identified that bullying programs significantly reduce bullying perpetration (RE: odds ratio [OR] = 1.309; 95% confidence interval [CI]: 1.24-1.38; z = 9.88; p < .001) and bullying victimization (RE: OR = 1.244; 95% CI: 1.19-1.31; z = 8.92; p < .001), under a random effects model of meta-analysis. Mean effects were similar across both models of meta-analysis for bullying perpetration (i.e., MVA: OR = 1,324; 95% CI: 1.27-1.38; z = 13.4; p < .001) and bullying victimization (i.e., MVA: OR = 1.248; 95% CI: 1.21-1.29; z = 12.06; p < .001). Under both computational models, primary studies were more effective in reducing bullying perpetration than victimization overall. Effect sizes varied across studies, with significant heterogeneity between studies for both bullying perpetration (Q = 323.392; df = 85; p < .001; I 2 = 73.716) and bullying victimization (Q = 387.255; df = 87; p < .001; I 2 = 77.534) outcomes. Analyses suggest that publication bias is unlikely. Between-study heterogeneity was expected, given the large number of studies included, and thus, the number of different programs, methods, measures and samples used. Authors' Conclusions We conclude that overall, school-based antibullying programs are effective in reducing bullying perpetration and bullying victimization, although effect sizes are modest. The impact of evaluation methodology on effect size appears to be weak and does not adequately explain the significant heterogeneity between primary studies. Moreover, the issue of the under-/over-estimation of the true treatment effect by different experimental designs and use of self-reported measures is reviewed. The potential explanations for this are discussed, along with recommendations for future primary evaluations. Avenues for future research are discussed, including the need further explain differences across programs by correlating individual effect sizes with varying program components and varying methodological elements available across these 100 evaluations. Initial findings in the variability of effect sizes across different methodological moderators provide some understanding on the issue of heterogeneity, but future analyses based on further moderator variables are needed.
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Affiliation(s)
- Hannah Gaffney
- Institute of CriminologyUniversity of CambridgeCambridgeUK
| | - Maria M. Ttofi
- Institute of CriminologyUniversity of CambridgeCambridgeUK
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Naturalistic development of trait mindfulness: A longitudinal examination of victimization and supportive relationships in early adolescence. PLoS One 2021; 16:e0250960. [PMID: 33961643 PMCID: PMC8104379 DOI: 10.1371/journal.pone.0250960] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Accepted: 04/19/2021] [Indexed: 11/19/2022] Open
Abstract
Scholars have only just begun to examine elements of young adolescents' social ecologies that explain naturalistic variation in trait mindfulness and its development over time. We argue that trait mindfulness develops as a function of chronically encountered ecologies that are likely to foster or thwart the repeated enactment of mindful states over time. Using data from 4,593 fourth and seventh grade students (50% female; MageG4 = 9.02; 71% English first language) from 32 public school districts in British Columbia (BC), Canada, we examined links from peer belonging, connectedness with adults at home, and peer victimization to mindfulness over time. Variable-centered analyses indicated that young adolescents with lower victimization in fourth grade reported higher mindfulness in seventh grade, and that cross-sectionally within seventh grade victimization, peer belonging, and connectedness with adults at home were each associated with mindfulness. Contrary to our hypothesis, connectedness with adults at home moderated the longitudinal association between victimization and mindfulness such that the negative association was stronger among young adolescents with high (vs. low) levels of connectedness with adults at home. Person-centered analysis of the fourth graders' data confirmed our variable-centered findings, yielding four latent classes of social ecology whose mindfulness levels in seventh grade largely tracked with their victimization levels (from highest to lowest mindfulness): (1) flourishing relationships, (2) unvictimized but weak relationships with adults, (3) moderately victimized but strong relationships, and (4) victimized but strong relationships. Overall, our findings contribute to a growing body of evidence indicating that trait mindfulness may develop as a function of ecologically normative experiences in young adolescents' everyday lives.
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Melendez-Torres GJ, Warren E, Viner R, Allen E, Bonell C. Moderated mediation analyses to assess intervention mechanisms for impacts on victimisation, psycho-social problems and mental wellbeing: Evidence from the INCLUSIVE realist randomized trial. Soc Sci Med 2021; 279:113984. [PMID: 33975053 DOI: 10.1016/j.socscimed.2021.113984] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Revised: 04/05/2021] [Accepted: 04/29/2021] [Indexed: 11/28/2022]
Abstract
Realist evaluations aim to evaluate interventions by understanding the mechanisms they trigger, assessing not merely what works but what works for whom, under what conditions, and how. Significant disagreement in the literature exists as to whether randomized trials can be used as a tool for realist evaluation. INCLUSIVE, which was the first realist randomized trial explicitly designed as such, evaluated the impact of Learning Together, a school-based intervention for students aged 12-15 that included restorative practice, on bullying victimisation, mental wellbeing and psychological problems. Drawing on hypotheses generated through qualitative research, this analysis tested if school belonging was a mediator of intervention effects, and in which contexts. We estimated a series of fully longitudinal multilevel moderated mediation models including intervention allocation, student reports of school belonging at 24 months and victimisation and wellbeing outcomes at 36 months, and stratified on the basis of whether, at baseline, schools were: a) rated 'outstanding' for leadership, b) below the median for average levels of victimisation, and c) above the median on school inclusivity. Findings suggested that in unstratified models, belonging was not a mediator for any outcome; but in each of the strata defined above, belonging was a significant mediator at the student level. However, in the strata where belonging was not a mediator, the intervention still had a significant effect on each outcome. Analyses point to a strong but conditional role for belonging as a mediator of intervention pathways; in schools where belonging was not a mediator (e.g. above-median victimisation levels), other mechanisms may have been activated. This is consistent with a realist understanding of context-mechanism linkages generating outcomes. Our analyses suggest that realist evaluations can be pursued within randomized trials and that such analyses can offer more nuanced evidence regarding in which contexts interventions might effectively be implemented.
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Affiliation(s)
- G J Melendez-Torres
- Peninsula Technology Assessment Group, College of Medicine and Health, University of Exeter, Exeter, UK.
| | - Emily Warren
- Department of Public Health, Environments and Society, London School of Hygiene and Tropical Medicine, London, UK.
| | - Russell Viner
- Department of Social Science, UCL Institute of Child Health, London, UK.
| | - Elizabeth Allen
- Department of Medical Statistics, London School of Hygiene and Tropical Medicine, London, UK.
| | - Chris Bonell
- Department of Public Health, Environments and Society, London School of Hygiene and Tropical Medicine, London, UK.
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Effects of a Whole-School Health Intervention on Clustered Adolescent Health Risks: Latent Transition Analysis of Data from the INCLUSIVE Trial. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 23:1-9. [PMID: 33880692 PMCID: PMC8783900 DOI: 10.1007/s11121-021-01237-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/01/2021] [Indexed: 11/29/2022]
Abstract
Whole-school interventions are a promising approach to preventing bullying and aggression while promoting broader health. The main analyses from a trial of the INCLUSIVE whole-school intervention reported reductions in bullying victimisation but not aggression and improved mental well-being. Latent transition analysis can examine how interventions ‘move’ people between classes defined by multiple outcomes over time. We examined at baseline what classes best defined individuals’ bullying, aggression and mental well-being and what effects did the intervention have on movement between classes over time? INCLUSIVE was a two-arm cluster-randomised trial with 20 high schools per arm, with 24-month and 36-month follow-ups. We estimated sequential latent class solutions on baseline data. We then estimated a latent transition model including baseline, 24-month and 36-month follow-up measurements. Our sample comprised 8179 students (4082 control, 4097 intervention arms). At baseline, classes were (1) bullying victims, (2) aggression perpetrators, (3) extreme perpetrators and (4) neither victims nor perpetrators. Control students who were extreme perpetrators were equally likely to stay in this class (27.0% probability) or move to aggression perpetrators (25.0% probability) at 24 months. In the intervention group, fewer extreme perpetrators students remained (5.4%), with more moving to aggression perpetrators (65.1%). More control than intervention extreme perpetrators moved to neither victims nor perpetrators (35.2% vs 17.8%). Between 24 and 36 months, more intervention students moved from aggression perpetrators to neither victims nor perpetrators than controls (30.1% vs 22.3%). Our findings suggest that the intervention had important effects in transitioning students to lower-risk classes.
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Brown JR, Karikari I, Abraham S, Akakpo T. Left Off the Route: A Qualitative Examination of Urban Bus Drivers Wanting to be Players in the Bully Prevention Solution. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:NP4271-NP4295. [PMID: 29991322 DOI: 10.1177/0886260518787204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Every school day millions of children board the bus from home and school oftentimes with 90 others including a bus driver. Perhaps not found in a bus drivers' job description are the details to monitor and respond to all suspected bullying behaviors. Being bullied can have long-term negative consequences for both bullies and victims. The school bus has been identified as a potential hot spot for student bullying, wherein bus drivers may see, hear, and respond to several types of bullying on a daily basis that often require support from school officials. However, a bus driver's ability to intercede effectively in cases of school bus bullying may be limited. This qualitative study used a nonprobability, purposeful sample to examine 18 urban African American school bus drivers' and bus attendants'experiences in addressing school bus bullying within the context of their riders and school officials. Using focus groups, a definition of school bullying was read aloud to provide context to six questions from a semistructured interview guide that related bus drivers' experiences in responding to acts of bullying. An interpretive phenomenology method was used throughout the data analysis process. Several key themes and practices emerged. Results suggest bus drivers' reports were mostly passified and not taken seriously. Furthermore, these bus drivers' experiences overwhelmingly reflected a lack of both being taken seriously and being included in decision making. This led to a key stakeholder: bus drivers, being left out of the process. From these drivers' interviews, a model was developed to illustrate their lived experiences from behind the wheel to working with the school in responding to bullying.
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Noboru T, Amalia E, Hernandez PMR, Nurbaiti L, Affarah WS, Nonaka D, Takeuchi R, Kadriyan H, Kobayashi J. School-based education to prevent bullying in high schools in Indonesia. Pediatr Int 2021; 63:459-468. [PMID: 32964568 PMCID: PMC8251718 DOI: 10.1111/ped.14475] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Revised: 09/07/2020] [Accepted: 09/10/2020] [Indexed: 11/25/2022]
Abstract
BACKGROUND The Global School-based Health Survey showed that 20.6% of Indonesian students aged 13-17 years old were bullied. The proportion was lower than those reported from Southeast Asian countries (28.3-51.0%). School education was reported to contribute to the reduction of bullying, but no similar study has been done in Indonesia. This study aimed to explore the role of school-based education in preventing bullying in high schools in Indonesia. METHODS In-depth interviews with principals and focus group discussions with teachers from five schools in Mataram City were conducted in 2018. Data were transcribed and analyzed using thematic analysis. Participant observations and document reviews were conducted to verify the data. RESULTS Seven themes emerged: (i) Bullying as a problem; (ii) Causes of bullying; (iii) Effects of bullying; (iv) Curricular interventions; (v) Cultural interventions; (vi) Institutional interventions; and (vii) Challenges and recommendations regarding current interventions. Curricular interventions include Pancasila (state ideology or principles of the state's philosophy) and civic education, and religious education, while cultural interventions include cultural practices and extracurricular activities. The schools provide an enabling environment by maintaining a good physical environment and implementing policies to prevent bullying. These activities promote the prevention of school bullying. CONCLUSIONS This study demonstrated that moral education in curriculum and cultural activities are avenues for the prevention of school bullying. The implementation of both religious education and civic education encouraged the creation of values among students. In Indonesia, current interventions should be continued and must be modified to respond with societal changes.
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Affiliation(s)
- Tamaki Noboru
- Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, Okinawa, Japan
| | - Emmy Amalia
- Faculty of Medicine, Mataram University, Mataram, Indonesia
| | | | - Lina Nurbaiti
- Faculty of Medicine, Mataram University, Mataram, Indonesia
| | | | - Daisuke Nonaka
- Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, Okinawa, Japan
| | - Rie Takeuchi
- Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, Okinawa, Japan.,Japanese Consortium for Global school Health and Research, Okinawa, Japan
| | - Hamsu Kadriyan
- Faculty of Medicine, Mataram University, Mataram, Indonesia
| | - Jun Kobayashi
- Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, Okinawa, Japan.,Japanese Consortium for Global school Health and Research, Okinawa, Japan
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Casale M, Cluver L, Boyes M, Toska E, Gulaid L, Armstrong A, Shenderovich Y, Rudgard WE, Zhou S, Langwenya N. Bullying and ART Nonadherence Among South African ALHIV: Effects, Risks, and Protective Factors. J Acquir Immune Defic Syndr 2021; 86:436-444. [PMID: 33196550 DOI: 10.1097/qai.0000000000002574] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2020] [Accepted: 10/20/2020] [Indexed: 10/23/2022]
Abstract
BACKGROUND Identifying risk and protective factors for adolescent antiretroviral therapy (ART) adherence is a public health priority, given high HIV-related mortality in this population. An area that merits further investigation is the relationship between bullying victimization, mental health problems, and ART nonadherence among adolescents living with HIV (ALHIV). However, no known studies assess effects of bullying on adolescent nonadherence or risk and protective factors that could moderate this relationship. SETTING This study investigates (1) the direct longitudinal relationship between bullying exposure and ART nonadherence, and the indirect relationship via psychological distress, and (2) potential risk and modifiable protective factors moderating these pathways, among vertically and horizontally infected ALHIV who initiated treatment across 53 public health care facilities in a South African health district. METHODS Survey data were collected at 2 time points, between 2014 and 2017, with 1046 ALHIV (94% retention). Various mediation and moderated mediation models were run as part of a staged analysis approach. RESULTS A significant longitudinal relationship was found between bullying victimization and nonadherence, operating indirectly through psychological distress [B = 0.07; 95% confidence interval (CI): (0.03 to 0.13)]. Moderation analyses indicated that older adolescents exposed to bullying are more at risk of nonadherence [B = 0.52; 95% CI: (0.07 to 0.97) P < 0.05], and parental monitoring is a potential protective factor buffering indirect effects of bullying on nonadherence [B = -0.22; 95% CI: (-0.42 to -0.02) P < 0.05]. CONCLUSIONS These findings underscore the importance of interventions that address bullying and psychological distress, and strengthen parental monitoring, particularly among older ALHIV.
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Affiliation(s)
- Marisa Casale
- Department of Social Policy and Intervention, University of Oxford, Oxford, United Kingdom
- School of Public Health, University of the Western Cape, Cape Town, South Africa
| | - Lucie Cluver
- Department of Social Policy and Intervention, University of Oxford, Oxford, United Kingdom
- Department of Psychiatry and Mental Health, University of Cape Town, Cape Town, South Africa
| | - Mark Boyes
- School of Public Health and School of Psychology, Curtin University, Australia
| | - Elona Toska
- Department of Social Policy and Intervention, University of Oxford, Oxford, United Kingdom
- Centre for Social Science Research, University of Cape Town, Cape Town, South Africa
- Department of Sociology, University of Cape Town, Cape Town, South Africa
| | - Laurie Gulaid
- UNICEF Eastern and Southern Africa Regional Office, Kenya; and
| | - Alice Armstrong
- UNICEF Eastern and Southern Africa Regional Office, Kenya; and
| | - Yulia Shenderovich
- Department of Social Policy and Intervention, University of Oxford, Oxford, United Kingdom
| | - William E Rudgard
- Department of Social Policy and Intervention, University of Oxford, Oxford, United Kingdom
| | - Siyanai Zhou
- Centre for Social Science Research, University of Cape Town, Cape Town, South Africa
| | - Nontokozo Langwenya
- Centre for Social Science Research, University of Cape Town, Cape Town, South Africa
- Oxford Research South Africa, East London, South Africa
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Ellyson AM, Adhia A, Lyons VH, Rivara FP. Prevalence, age of initiation, and patterns of co-occurrence of digital dating abuse behaviors nationwide. CHILDREN AND YOUTH SERVICES REVIEW 2021; 122:105921. [PMID: 33776176 PMCID: PMC7993642 DOI: 10.1016/j.childyouth.2020.105921] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Little is known about the patterns of adolescent and young adult digital dating abuse (DDA) nationwide. This study characterizes (1) the lifetime prevalence, (2) the age of initiation, and (3) the patterns of co-occurrence of both using and experiencing DDA behaviors in dating relationships. METHODS A cross-sectional online survey was conducted among a sample of 696 U.S. young adults recruited from Prolific, an online research platform. The sample was 50.7% female, 43.7% male, and 5.6% gender non-binary or transgender. The average age was 18.7 years (SD = 0.63, range: 16-22). RESULTS & CONCLUSIONS Among those with dating experience, 76.1% (n = 530) reported either using or experiencing at least one DDA behavior in their lifetime. Overall, 42.9% of respondents reported using and 58.3% experiencing digital monitoring and control behaviors, 25.0% reported using and 49.2% experiencing digital direct aggression, and 12.4% reported using and 36.4% experiencing digital sexual coercion. The average age of initiation for most DDA behaviors was 16 years with respondents reporting experiencing these behaviors at 11 years of age at the earliest. Of those with any involvement with DDA, 59.2% report both using at least one DDA behavior and experiencing at least one DDA behavior (n = 314), 32.5% report experiencing at least one DDA behavior but not using any (n = 172), and 8.3% report using at least one DDA behavior but not experiencing any (n = 44). DDA behaviors are common, can occur at young ages. Our findings highlight crossover between those who use and those who experience DDA behaviors and suggest prevention should focus on underlying issues that drive both the use and experience of these behaviors.
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Affiliation(s)
- Alice M. Ellyson
- Center for Child Health, Behavior, and Development, Seattle Children’s Research Institute M/S CW8-5, PO BOX 5371, Seattle, WA 98145-5005, United States
- Firearm Injury and Policy Research Program, Harborview Injury Prevention and Research Center, University of Washington 401 Broadway, 4th Floor, Seattle, WA 98122, United States
| | - Avanti Adhia
- Firearm Injury and Policy Research Program, Harborview Injury Prevention and Research Center, University of Washington 401 Broadway, 4th Floor, Seattle, WA 98122, United States
- Department of Pediatrics, University of Washington 1959 NE Pacific St. Box 356320, Seattle, WA 98195-6320, United States
| | - Vivian H. Lyons
- Firearm Injury and Policy Research Program, Harborview Injury Prevention and Research Center, University of Washington 401 Broadway, 4th Floor, Seattle, WA 98122, United States
- Department of Health Behavior and Health Education, University of Michigan 1415 Washington Heights, Ann Arbor, MI 48109-2029, United States
| | - Frederick P. Rivara
- Center for Child Health, Behavior, and Development, Seattle Children’s Research Institute M/S CW8-5, PO BOX 5371, Seattle, WA 98145-5005, United States
- Firearm Injury and Policy Research Program, Harborview Injury Prevention and Research Center, University of Washington 401 Broadway, 4th Floor, Seattle, WA 98122, United States
- Department of Pediatrics, University of Washington 1959 NE Pacific St. Box 356320, Seattle, WA 98195-6320, United States
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Bohnenkamp JH, Schaeffer CM, Siegal R, Beason T, Smith-Millman M, Hoover S. Impact of a School-Based, Multi-Tiered Emotional and Behavioral Health Crisis Intervention on School Safety and Discipline. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 22:492-503. [PMID: 33453044 DOI: 10.1007/s11121-020-01195-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/10/2020] [Indexed: 12/01/2022]
Abstract
Schools across the United States are struggling with how to formulate comprehensive and effective programs to address the mental health needs of students and to promote school safety. This study, funded as part of the National Institute of Justice Comprehensive School Safety Initiative, employed a randomized controlled study design to evaluate the impact of a multi-component package of crisis prevention and response interventions on school safety and discipline outcomes, including suspensions, office discipline referrals, bullying reports, juvenile justice referrals, threat assessments, and follow-up procedures. Forty schools participated, all in a culturally diverse Mid-Atlantic, US school system spanning urban, suburban, and rural areas. The Emotional and Behavioral Health-Crisis Response and Prevention (EBH-CRP) intervention is a comprehensive training, organizational, and support protocol for school and community stakeholders aimed at increasing competence in preventing and responding to student EBH crises using multiple evidence-informed strategies that address emotional and behavioral health concerns across the continuum of supports. Results indicate that the EBH-CRP intervention had a significant positive effect on suspensions, office discipline referrals, and juvenile justice referrals for secondary schools. In addition, the intervention had positive effects on the number of bullying reports overall, with a particularly strong impact on primary schools. The intervention also had positive effects in maintaining more use of threat assessment and follow-up procedures. Although the intervention had a significant positive effect on secondary school-level suspensions, there was no impact on racial/ethnic disproportionality rates for this outcome. Implications for school safety prevention are discussed.
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Affiliation(s)
- Jill H Bohnenkamp
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA.
| | - Cindy M Schaeffer
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Rachel Siegal
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Tiffany Beason
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Mills Smith-Millman
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Sharon Hoover
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
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Koller D, Stoddart K. Approaches that Address Social Inclusion for Children with Disabilities: A Critical Review. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-020-09589-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Armitage R. Bullying in children: impact on child health. BMJ Paediatr Open 2021; 5:e000939. [PMID: 33782656 PMCID: PMC7957129 DOI: 10.1136/bmjpo-2020-000939] [Citation(s) in RCA: 90] [Impact Index Per Article: 22.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/04/2020] [Revised: 02/24/2021] [Accepted: 03/02/2021] [Indexed: 11/19/2022] Open
Abstract
Bullying in childhood is a major public health problem that increases the risk of poor health, social and educational outcomes in childhood and adolescence. These consequences are felt by all those involved in bullying (bullies, victims and bully-victims) and are now recognised to propagate deep into adulthood. Cyberbullying is a relatively new type of bullying in addition to the traditional forms of direct physical, direct verbal and indirect bullying. Children who are perceived as being 'different' in any way are at greater risk of victimisation, with physical appearance being the most frequent trigger of childhood bullying. Globally, one in three children have been bullied in the past 30 days, although there is substantial regional variation in the prevalence and type of bullying experienced. The consequences of childhood bullying can be categorised into three broad categories: educational consequences during childhood, health consequences during childhood and all consequences during adulthood. Many dose-response relationships exist between the frequency and intensity of bullying experienced and the severity of negative health consequence reported. The majority of victims of cyberbullying are also victims of traditional bullying, meaning cyberbullying creates very few additional victims. Overall, adverse mental health outcomes due to bullying in childhood most severely impact on bully-victims. Bullying prevention is vital for the achievement of the Sustainable Development Goals, with whole-school cooperative learning interventions having the strongest evidence base for successful outcomes. Clear management and referral pathways for health professionals dealing with childhood bullying are lacking in both primary and secondary care, although specialist services are available locally and online.
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Affiliation(s)
- Richard Armitage
- Division of Epidemiology and Public Health, University of Nottingham, Nottingham, UK
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Boyes ME, Leitão S, Claessen M, Badcock NA, Nayton M. Correlates of externalising and internalising problems in children with dyslexia: An analysis of data from clinical casefiles. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12409] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Mark E. Boyes
- School of Psychology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia,
| | - Suze Leitão
- School of Occupational Therapy Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia,
| | - Mary Claessen
- School of Occupational Therapy Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia,
| | - Nicholas A. Badcock
- ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia,
| | - Mandy Nayton
- The Dyslexia‐SPELD Foundation, Perth, Western Australia, Australia,
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Boyes ME, Pantelic M, Casale M, Toska E, Newnham E, Cluver LD. Prospective associations between bullying victimisation, internalised stigma, and mental health in South African adolescents living with HIV. J Affect Disord 2020; 276:418-423. [PMID: 32871672 DOI: 10.1016/j.jad.2020.07.101] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/03/2020] [Revised: 05/26/2020] [Accepted: 07/05/2020] [Indexed: 11/26/2022]
Abstract
BACKGROUND Adolescents living with HIV may be at elevated risk of psychological problems, which are correlated with negative health outcomes. In cross-sectional research with HIV-affected adolescents, bullying victimisation and internalised HIV stigma have been associated with poorer psychological health. We extended these findings and tested longitudinal associations between bullying victimisation, internalised stigma, and mental health among adolescents living with HIV. We also tested whether relationships between bullying victimisation and psychological symptoms were mediated by internalised stigma. METHOD Adolescents living with HIV (n = 1060, 10-19 years, 55% female), who had ever initiated HIV treatment in 53 public health facilities in the Eastern Cape, South Africa, were interviewed and followed up 18 months later (n = 995, 94% retention). Participants completed well-validated measures of depression, anxiety, posttraumatic stress, bullying victimisation, and internalised stigma. RESULTS After adjusting for baseline mental health and sociodemographic characteristics, baseline internalised stigma prospectively predicted poorer outcomes on all psychological measures. Bullying victimisation at baseline was not directly associated with any psychological measures at follow up; however, it was indirectly associated with all psychological measures via internalised stigma. LIMITATIONS Reliance on self-report measures and poor reliability of the depression scale. CONCLUSIONS Bullying victimisation is associated with internalised stigma, which in turn predicts psychological symptoms over time. Interventions reducing internalised stigma and associated psychological distress are needed, and these should be integrated into HIV care to ensure optimal HIV management. The implementation of bullying prevention programs may reduce internalised stigma and promote mental health among adolescents living with HIV.
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Affiliation(s)
- Mark E Boyes
- School of Psychology, Faculty of Health Sciences, Curtin University, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Marija Pantelic
- Department of Social Policy and Intervention, University of Oxford, Oxford, United Kingdom; Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Marisa Casale
- Department of Social Policy and Intervention, University of Oxford, Oxford, United Kingdom; School of Public Health, University of the Western Cape, Cape Town, South Africa
| | - Elona Toska
- Department of Social Policy and Intervention, University of Oxford, Oxford, United Kingdom; Centre for Social Science Research, University of Cape Town, Cape Town, South Africa; Department of Sociology, University of Cape Town, Cape Town, South Africa
| | - Elizabeth Newnham
- School of Psychology, Faculty of Health Sciences, Curtin University, GPO Box U1987, Perth, Western Australia 6845, Australia; FXB Center for Health and Human Rights, Harvard T.H. Chan School of Public Health, Boston, United States
| | - Lucie D Cluver
- Department of Social Policy and Intervention, University of Oxford, Oxford, United Kingdom; Department of Psychiatry and Mental Health, University of Cape Town, Cape Town, South Africa
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Cohen Hubal EA, Frank JJ, Nachman R, Angrish M, Deziel NC, Fry M, Tornero-Velez R, Kraft A, Lavoie E. Advancing systematic-review methodology in exposure science for environmental health decision making. JOURNAL OF EXPOSURE SCIENCE & ENVIRONMENTAL EPIDEMIOLOGY 2020; 30:906-916. [PMID: 32467626 PMCID: PMC8215717 DOI: 10.1038/s41370-020-0236-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Revised: 05/06/2020] [Accepted: 05/15/2020] [Indexed: 05/12/2023]
Abstract
Systematic review (SR) is a rigorous methodology applied to synthesize and evaluate a body of scientific evidence to answer a research or policy question. Effective use of systematic-review methodology enables use of research evidence by decision makers. In addition, as reliance on systematic reviews increases, the required standards for quality of evidence enhances the policy relevance of research. Authoritative guidance has been developed for use of SR to evaluate evidence in the fields of medicine, social science, environmental epidemiology, toxicology, as well as ecology and evolutionary biology. In these fields, SR is typically used to evaluate a cause-effect relationship, such as the effect of an intervention, procedure, therapy, or exposure on an outcome. However, SR is emerging to be a useful methodology to transparently review and integrate evidence for a wider range of scientifically informed decisions and actions across disciplines. As SR is being used more broadly, there is growing consensus for developing resources, guidelines, ontologies, and technology to make SR more efficient and transparent, especially for handling large amounts of diverse data being generated across multiple scientific disciplines. In this article, we advocate for advancing SR methodology as a best practice in the field of exposure science to synthesize exposure evidence and enhance the value of exposure studies. We discuss available standards and tools that can be applied and extended by exposure scientists and highlight early examples of SRs being developed to address exposure research questions. Finally, we invite the exposure science community to engage in further development of standards and guidance to grow application of SR in this field and expand the opportunities for exposure science to inform environment and public health decision making.
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Affiliation(s)
- Elaine A Cohen Hubal
- Office of Research and Development, US Environmental Protection Agency, Durham, NC, USA.
| | | | - Rebecca Nachman
- Office of Research and Development, US Environmental Protection Agency, Durham, NC, USA
| | - Michelle Angrish
- Office of Research and Development, US Environmental Protection Agency, Durham, NC, USA
| | - Nicole C Deziel
- Environmental Health Sciences, Yale University School of Public Health, New Haven, CT, USA
| | - Meridith Fry
- Office of Research and Development, US Environmental Protection Agency, Durham, NC, USA
| | - Rogelio Tornero-Velez
- Office of Research and Development, US Environmental Protection Agency, Durham, NC, USA
| | - Andrew Kraft
- Office of Research and Development, US Environmental Protection Agency, Durham, NC, USA
| | - Emma Lavoie
- Office of Research and Development, US Environmental Protection Agency, Durham, NC, USA
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Sanborn-Overby UA, Powlishta KK. Differential Reactions to Male and Female Gender-Role Violations: Testing the Sexual Orientation Hypothesis. ARCHIVES OF SEXUAL BEHAVIOR 2020; 49:2531-2546. [PMID: 32869157 DOI: 10.1007/s10508-020-01803-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2018] [Revised: 07/14/2020] [Accepted: 07/16/2020] [Indexed: 06/11/2023]
Abstract
Previous research has found that gender-atypical males are evaluated more negatively than gender-atypical females. According to the sexual orientation hypothesis, this asymmetry in evaluations occurs because the feminine characteristics taken on by males when they violate gender roles are more closely tied to perceived sexual orientation than are the masculine characteristics of gender-atypical females. The current series of studies were designed to confirm the existence and generality of the asymmetry phenomenon (Study 1), the preconditions for testing the sexual orientation hypothesis (Study 2), and then to test the hypothesis itself (Study 3). Study 1 found that, as predicted, adults (N = 195, females = 97) displayed more intolerance of males than of females committing gender-role violations across a wide variety of characteristics within multiple domains, although the existence of asymmetry varied somewhat depending on the domain. Study 2 revealed that, as predicted, adults (N = 196, females = 117) believed that gender-role violations indicate homosexuality more so for males than for females overall and across all four domains studied (occupation, activity, trait, and appearance). Study 3 directly tested the sexual orientation hypotheses by examining the relationship between intolerance of specific gender-role violations (scores from Study 1) and the perceived homosexuality associated with those violations (scores from Study 2). Overall, there was a positive relationship between intolerance and perceived homosexuality, indicating that the more a given gender-role violation is thought to implicate homosexuality, the more negatively/less positively people tend to react to the violation, consistent with the sexual orientation hypothesis.
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Warren E, Melendez-Torres GJ, Viner R, Bonell C. Using qualitative research to explore intervention mechanisms: findings from the trial of the Learning Together whole-school health intervention. Trials 2020; 21:774. [PMID: 32912308 PMCID: PMC7488057 DOI: 10.1186/s13063-020-04688-2] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2020] [Accepted: 08/14/2020] [Indexed: 12/31/2022] Open
Abstract
Background This study reports on qualitative research conducted within a randomised controlled trial to explore possible intervention mechanisms. It focuses on the ‘Learning Together’ whole-school intervention delivered in secondary schools in England from 2014 to 2017 aiming to prevent bullying and aggression and improve student health. Intervention schools received staff training in restorative practice, a social and emotional learning curriculum, and an external facilitator and manual to convene and run a student/staff action group tasked with coordinating the intervention, focusing this on local needs. Methods Informed by realist approaches to evaluation, we analysed qualitative data to explore intervention mechanisms and how these might interact with school contexts to generate outcomes. Qualitative analysis drew on 45 interviews and 21 focus groups across three case-study schools and employed thematic content analysis to explore how intervention resources were taken up and used by local actors, how participants described the intervention mechanisms that then ensued, and how these might have generated beneficial outcomes. Results The thematic content analysis identified three social mechanisms that recurred in participant accounts: (1) building student commitment to the school community, (2) building healthy relationships by modelling and teaching pro-social skills, and (3) de-escalating bullying and aggression and enabling re-integration within the school community. Conclusions Our analysis provides in-depth exploration of possible mechanisms and the contextual contingencies associated with these, allowing refinement of the initial intervention theory of change. Trial registration ISRCTN registry 10751359. Registered on 11 March 2014
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Affiliation(s)
- Emily Warren
- Faculty of Public Health and Policy, London School of Hygiene & Tropical Medicine, London, UK.
| | | | | | - Chris Bonell
- Faculty of Public Health and Policy, London School of Hygiene & Tropical Medicine, London, UK
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