Cited by 219Bullying, Victimization, and AggressionChild and Adolescent Psychosocial and Emotional DevelopmentWorkplace Violence and Bullying

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Effects of the KiVa Anti-bullying Program on Adolescents’ Depression, Anxiety, and Perception of Peers

Williford, Anne, Boulton, Aaron, Noland, Brian, Little, Todd D., Kärnä, Antti, Salmivalli, Christina·2012·Journal of Abnormal Child Psychology

DOI 10.1007/s10802-011-9551-1

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Abstract

The present study investigated the effects of the KiVa antibullying program on students' anxiety, depression, and perception of peers in Grades 4-6. Furthermore, it was investigated whether reductions in peer-reported victimization predicted changes in these outcome variables. The study participants included 7,741 students from 78 schools who were randomly assigned to either intervention or control condition, and the program effects were tested with structural equation modeling. A cross-lagged panel model suggested that the KiVa program is effective for reducing students' internalizing problems and improving their peer-group perceptions. Finally, changes in anxiety, depression, and positive peer perceptions were found to be predicted by reductions in victimization. Implications of the findings and future directions for research are discussed.

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BackgroundResultInfluential
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Investigation of the bystander effect in school bullying: Comparison of experiential, psychological and situational factors
Song, J., & Oh, I. (2017) · School Psychology International · doi:10.1177/0143034317699997 · Cited by 42
“In fact, selected studies have demonstrated the effectiveness of an anti-bullying peer support group approach to reducing school bullying (Choi & Cho, 2013; Lee, 2013; Williford et al., 2012).”
Background
Children's peer violence perpetration and victimization: Prevalence and associated factors among school children in Afghanistan
Corboz, J., Hemat, O., Siddiq, W., & Jewkes, R. K. (2018) · PLoS ONE · doi:10.1371/journal.pone.0192768 · Cited by 42
Promoting adolescents’ mental health and wellbeing: evidence synthesis
Kuosmanen, T., Clarke, A. M., & Barry, M. M. (2019) · Journal of Public Mental Health · doi:10.1108/jpmh-07-2018-0036 · Cited by 44
Confronting School Violence
Turanovic, J. J., Pratt, T. C., Kulig, T. C., & Cullen, F. T. (2022) · Cambridge University Press eBooks · doi:10.1017/9781108891998 · Cited by 48
What is the impact of structural and cultural factors and interventions within educational settings on promoting positive mental health and preventing poor mental health: a systematic review
Troy, D., Anderson, J. K., Jessiman, P., Albers, P., Williams, J. G., Sheard, S., Geijer-Simpson, E., Spencer, L., Kaner, E., Limmer, M., et al. (2022) · BMC Public Health · doi:10.1186/s12889-022-12894-7 · Cited by 39
“School ethos Poor school ethos (defined as poor quality pupilteacher relationships, poor quality physical environment, and pupils feeling disengaged and not part of the school) as assessed by a research nurse, was associated with risk of self-harm at 19 but not once adjusted for confounders [41] and a whole-school ant…”
Background
Bullying in German boarding schools: A pilot study
Pfeiffer, J. P., & Pinquart, M. (2014) · School Psychology International · doi:10.1177/0143034314525513 · Cited by 41
“Problem behaviours lead to important social and clinical problems such as anxiety and depression (Williford et al., 2012).”
Background
The Impact of a Brief Bullying Bystander Intervention on Depressive Symptoms
Midgett, A., & Doumas, D. M. (2019) · Journal of Counseling & Development · doi:10.1002/jcad.12267 · Cited by 41
Participant roles of peer bystanders in school bullying situations: Evidence from Wuhan, China
Xie, H., & Ngai, S. S. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.104762 · Cited by 52
You've got a friend(ly school): Can school prosocial norms and friends similarly protect victims from distress?
Schacter, H. L., & Juvonen, J. (2018) · Social Development · doi:10.1111/sode.12281 · Cited by 38
“, defending and supporting victims) and increase social-emotional learning (see Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011 for meta-analysis) reduce rates of bullying incidents, alleviate students’ internalizing symptoms, and increase prosocial behavior (Durlak et al., 2011; Kärnä et al., 2011; Williford…”
Background
The assessment of bystander intervention in bullying: Examining measurement invariance across gender
Jenkins, L. N., Fredrick, S. S., & Nickerson, A. B. (2018) · Journal of School Psychology · doi:10.1016/j.jsp.2018.05.008 · Cited by 35
A Mixed Method Evaluation of a Culturally Adapted, Brief, Bullying Bystander Intervention for Middle School Students
Moran, M., Midgett, A., Doumas, D. M., Porchia, S., & Moody, S. (2019) · Journal of Child and Adolescent Counseling · doi:10.1080/23727810.2019.1669372 · Cited by 32
“At schools in which comprehensive, school-wide programs with a bystander component are implemented, students report a decrease in victimization and anxiety relative to students at control schools (Williford et al., 2012).”
Background
Trajectories of Victimization and Bullying at University: Prevention for a Healthy and Sustainable Educational Environment
Galán, J. G., Lázaro-Pérez, C., & López, J. Á. M. (2021) · Sustainability · doi:10.3390/su13063426 · Cited by 34
Informe mundial sobre la salud mental: Transformar la salud mental para todos
de la Salud, O. P. (2023) · Pan American Health Organization eBooks · doi:10.37774/9789275327715 · Cited by 70
The Effectiveness of Cyberprogram 2.0 on Conflict Resolution Strategies and Self-Esteem
Garaigordobil, M., & Martínez-Valderrey, V. (2015) · Journal of Adolescent Health · doi:10.1016/j.jadohealth.2015.04.007 · Cited by 44
“Some show evidence of positive effects [9,36], others fail to confirm significant changes [37], and still others, contrary to expectations, show increases in bullying [see review 38].”
Result
An Evaluation of the KiVa Anti-bullying Program in New Zealand
Green, V. A., Woods, L., Wegerhoff, D., Harcourt, S., & Tannahill, S. (2020) · International Journal of Bullying Prevention · doi:10.1007/s42380-019-00034-6 · Cited by 31
Prospective associations between bullying victimisation, internalised stigma, and mental health in South African adolescents living with HIV
Boyes, M. E., Pantelic, M., Casale, M., Toska, E., Newnham, E. A., & Cluver, L. D. (2020) · Journal of Affective Disorders · doi:10.1016/j.jad.2020.07.101 · Cited by 37
“There is also evidence that reductions in bullying victimisation are associated with improvements in child mental health (Williford et al., 2012).”
Background
Cyberbullying: Is Federal Criminal Legislation the Solution?
Coburn, P. I., Connolly, D. A., & Roesch, R. G. (2015) · Canadian Journal of Criminology and Criminal Justice/La Revue canadienne de criminologie et de justice pénale · doi:10.3138/cjccj.2014.e43 · Cited by 31
The Potential of Anti-Bullying Efforts to Prevent Academic Failure and Youth Crime. A Case Using the Olweus Bullying Prevention Program (OBPP)
Borgen, N. T., Olweus, D., Kirkebøen, L. J., Breivik, K., Solberg, M. E., Frønes, I., CROSS, D. S., & Raaum, O. (2021) · Prevention Science · doi:10.1007/s11121-021-01254-3 · Cited by 30
“Some exceptions include studies of the KiVa program in Finland that found some secondary effects on depression, self-esteem, and anxiety (Juvonen et al., 2016; Williford et al., 2012).”
A process view on implementing an antibullying curriculum: How teachers differ and what explains the variation.
Haataja, A., Ahtola, A., Poskiparta, E., & Salmivalli, C. (2015) · School Psychology Quarterly · doi:10.1037/spq0000121 · Cited by 30
“In addition, KiVa was found to reduce students’ internalizing problems and improve their peer group perceptions (Williford et al., 2012) as well as academic adjustment (Salmivalli, Garandeau, & Veenstra, 2012).”
Background
Promoting Criticality with Design Futuring with Young Children
Sharma, S., Howell, N., Ventä-Olkkonen, L., Iivari, N., Eden, G., Hartikainen, H., Kinnula, M., Durall, E., Nitsche, M., Okkonen, J., et al. (2024) · Nordic Conference on Human-Computer Interaction · doi:10.1145/3679318.3685335 · Cited by 29
“Furthermore, this approach towards bullying also resonates with Finnish nationwide Kiva Koulu anti-bullying program that children were familiar with [43] [98].”
Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence: A Pre-Test–Post-Test Study with a Control-Experimental Group
Alonso, F. G., Guillén‐Gámez, F. D., & de Castro-Hernández, R. M. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17093047 · Cited by 29
“A number of authors have carried out multiple studies based on the effect of intervention programmes to reduce bullying prevalence with students [40,41], with students and teachers [42,43], and with family intervention [39,44,45].”
Background
Does defending victimized peers put youth at risk of being victimized?
Malamut, S. T., Trach, J., Garandeau, C. F., & Salmivalli, C. (2022) · Child Development · doi:10.1111/cdev.13866 · Cited by 28
Meta-analysis and systematic review of teacher-delivered mental health interventions for internalizing disorders in adolescents
Shelemy, L., Harvey, K., & Waite, P. (2020) · Mental Health & Prevention · doi:10.1016/j.mhp.2020.200182 · Cited by 31
“The sample size in each study varied from 36 (Baker & Butler, 1984) to 7,741 participants (Williford et al., 2012).”
Background
Introducing KiVa school-based antibullying programme to the UK: A preliminary examination of effectiveness and programme cost
Clarkson, S., Charles, J. M., Saville, C. W. N., Bjornstad, G. J., & Hutchings, J. (2019) · School Psychology International · doi:10.1177/0143034319841099 · Cited by 32
Why do young adolescents bully? Experience in Malaysian schools
Ismail, W. S. W., Jaafar, N. R. N., Sidi, H., Midin, M., & Shah, S. A. (2013) · Comprehensive Psychiatry · doi:10.1016/j.comppsych.2013.05.002 · Cited by 27
“Internalizing behavior such as depression, anxiety and somatic complaints characterized victims and commonly seen as a consequence of being bullied [21,37,38].”
Background
A cross‐lagged twin study of emotional symptoms, social isolation and peer victimisation from early adolescence to emerging adulthood
Morneau‐Vaillancourt, G., Oginni, O., Assary, E., Krebs, G., Thompson, E. J., Palaiologou, E., Lockhart, C., Arseneault, L., & Eley, T. C. (2023) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.13847 · Cited by 26
“There is also evidence supporting an interpersonal risk model, where peer victimisation predicts later emotional symptoms (Williford et al., 2012).”
Background
Examining the Potential Mental Health Costs of Defending Victims of Bullying: a Longitudinal Analysis
Malamut, S. T., Trach, J., Garandeau, C. F., & Salmivalli, C. (2021) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-021-00822-z · Cited by 27
The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects?
Doumas, D. M., Midgett, A., & Watts, A. D. (2019) · School Psychology International · doi:10.1177/0143034319830149 · Cited by 26
“Research from Finland also demonstrates the efficacy of a school-wide anti-bullying programs that includes a bystander component in reducing internalizing problems among students (Williford et al., 2012).”
BackgroundResult
How to Stop Victims’ Suffering? Indirect Effects of an Anti-Bullying Program on Internalizing Symptoms
Palladino, B. E., Nocentini, A., & Menesini, E. (2019) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph16142631 · Cited by 26
“For example, the KiVa program in Finland has a significant impact in reducing students’ anxiety but not their depression, and the change in anxiety was found to be predicted by a reduction of victimization [18].”
Method
Bullying fosters interpersonal distrust and degrades adolescent mental health as predicted by Social Safety Theory
Tsomokos, D. I., & Slavich, G. M. (2024) · Nature Mental Health · doi:10.1038/s44220-024-00203-7 · Cited by 29
Bullying and Lower Urinary Tract Symptoms: Why the Pediatric Urologist Should Care about School Bullying
Ching, C. B., Lee, H., Mason, M. D., Clayton, D. B., Thomas, J. C., POPE, J. C. I., Adams, M. C., Brock, J. W. I., & Tanaka, S. T. (2014) · The Journal of Urology · doi:10.1016/j.juro.2014.08.103 · Cited by 25
“Bullies themselves are at greater risk for antisocial behavior such as substance abuse, violence, vandalism and truancy.(1,12,13) Victimization negatively affects self-esteem, with resulting depression, anxiety, fatigue, sleep disturbance, and poor concentration and learning, and has even been found to be an independe…”
Background
Promoting upstander behavior to address bullying in schools
Barnett, J. E. H., Fisher, K. W., O’Connell, N., & Franco, K. (2019) · Middle School Journal · doi:10.1080/00940771.2018.1550377 · Cited by 24
PREVENTION AND EDUCATIONAL INTERVENTION ON BULLYING: PHYSICAL EDUCATION AS AN OPPORTUNITY
Sillero, J. D. D. B., Alcaide, F. C., Moyano, M., Hidalgo, A. J. R., & Villén, J. C. (2020) · Movimento (Porto Alegre) · doi:10.22456/1982-8918.105169 · Cited by 35
Rumination Mediates the Longitudinal Associations Between Elementary-School Victimization and Adolescents’ Internalizing Problems
Peets, K., Turunen, T., & Salmivalli, C. (2021) · Journal of Interpersonal Violence · doi:10.1177/08862605211025020 · Cited by 24
“Symptoms of depression were measured with a seven-item scale derived from the Beck Depression Inventory (BDI; Beck et al., 1996; see also Williford et al., 2012).”
Method
Under the skin: does psychiatric outcome of bullying victimization in school persist over time? A prospective intervention study
Jantzer, V., Ossa, F. C., Eppelmann, L., Parzer, P., Resch, F., & Kaess, M. (2021) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.13502 · Cited by 30
Acceptability and Short-Term Outcomes of a Brief, Bystander Intervention Program to Decrease Bullying in an Ethnically Blended School in Low-Income Community
Midgett, A., & Doumas, D. M. (2020) · Contemporary School Psychology · doi:10.1007/s40688-020-00321-w · Cited by 20
“Following procedures described by Williford et al. (2012), we combined the two scales to form a single measure of social anxiety (α = 0.88).”
Influential
A Co-Twin Control Study of the Association Between Bullying Victimization and Self-Harm and Suicide Attempt in Adolescence
O’Reilly, L. M., Pettersson, E., Quinn, P. D., Klonsky, E. D., Baldwin, J. R., Lundström, S., Larsson, H., Lichtenstein, P., & D'Onofrio, B. M. (2021) · Journal of Adolescent Health · doi:10.1016/j.jadohealth.2020.11.018 · Cited by 27
“In addition, given the small-to-moderate magnitudes of the present associations, bullying intervention programs alone may be of limited clinical utility on the reduction in suicidalitywithout additionalmental health interventions [42].”
Background
Development of a Teacher Module for a Brief, Bystander Bullying Intervention for Middle Schools: Perspectives from School Personnel
Midgett, A., Doumas, D. M., & Hausheer, R. (2022) · Contemporary School Psychology · doi:10.1007/s40688-022-00413-9 · Cited by 24
“, 2020) and bystanders experience reductions in internalizing symptoms (Williford et al., 2012).”
Background
The UK stand together trial: protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools
Clarkson, S., Bowes, L., Coulman, E., Broome, M. R., Cannings-John, R. L., Charles, J. M., Edwards, R. T., Ford, T. J., Hastings, R. P., Hayes, R. A., et al. (2022) · BMC Public Health · doi:10.1186/s12889-022-12642-x · Cited by 20

Authors: Williford, A., Boulton, A., Noland, B., Little, T. D., Kärnä, A., & Salmivalli, C.
Affiliations: University of Kansas (US)
University of Turku (FI)
Corresponding author: Williford, Anne
ORCID: Williford, Anne
Boulton, Aaron
Little, Todd D.
Salmivalli, Christina
Venue: Journal of Abnormal Child Psychology
Publisher: Springer Science and Business Media LLC
Published: 2011-08-06
Volume: 40
Issue: 2
Pages: 289-300
ISSN: 0091-0627 (ISSN-L)
1573-2835
DOI: 10.1007/s10802-011-9551-1
OpenAlex: W2165867703
Cited by: 219
References: 85
Citations by year: 2026: 5 · 2025: 8 · 2024: 17 · 2023: 13 · 2022: 21 · 2021: 21 · 2020: 18 · 2019: 25 · 2018: 19 · 2017: 14 · 2016: 12 · 2015: 12 · 2014: 17 · 2013: 10 · 2012: 6
FWCI: 14.32
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Research on Child and Adolescent Psychopathology (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Workplace Violence and Bullying
Keywords: KiVa program, bullying prevention, peer victimization, depression, anxiety, internalizing problems, peer perception, adolescents, school-based intervention, primary and lower secondary school students
MeSH terms: Adolescent, Anxiety, Child, Child Behavior Disorders, Psychology, Child, Depressive Disorder, Female, Finland, Humans, Interpersonal Relations, Male, Peer Group, Social Perception, Program Evaluation, Bullying

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Effects of the KiVa Anti-bullying Program on Adolescents’ Depression, Anxiety, and Perception of Peers

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