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Effects of the KiVa Anti-bullying Program on Adolescents’ Depression, Anxiety, and Perception of Peers
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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“Several studies have demonstrated favourable results for the programme in terms of reducing the psychological impact of traditional bullying experiences on students (e.g., Williford et al., 2012).”
From A review of cyberbullying and suggestions for online psychological therapy (2015) · cites this paper as Williford et al., 2012
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“Longitudinal studies also show that reducing negative emotions like anxiety and depression and fostering positive peer perceptions can predict a reduction in victimization [50].”
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“Research evaluating bullying prevention programs that include bystander training has demonstrated significant reductions in internalizing symptoms among middle school students trained in the program (Midgett & Doumas, 2020; Midgett et al., 2016, 2020; Williford et al., 2012).”
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“This is consistent with previous studies that also found students who intervene as defenders experience positive emotional outcomes (Midgett et al., 2016; Williford et al., 2012), which can potentially serve as a buffer against witnessing bullying.”
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“However, there is little empirical support for the effectiveness of victim support groups at mitigating the adverse effects of victimization (Ttofi and Farrington 2011; Varjas et al. 2006; Williford et al. 2012).”
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“The over-reliance on self-reports of victimisation can be problematic; children who are bullied are also more likely to display hostile attributional biases that may lead them to misinterpret subsequent peer interactions as bullying (Williford et al. 2012).”
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“, low acceptance, or low friendship stability) preceded depressive symptoms (Prinstein et al., 2005; Lansford et al., 2007; Williford et al., 2012).”
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“…on 30 July 2018 supports the effectiveness of school-based intervention programs, which target both sides of aggressor–victim interactions by not only reducing aggressive behavior, but also increasing helpful bystanding and decreasing victimization (Fonagy et al, 2009; Williford et al., 2012).”
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“Research indicates that such services can improve social function, quality of life, and self-efficacy in individuals with severe mental illness [25], with peer education enhancing patient compliance and self-awareness in depression treatments specifically [26,27].”
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“Different abbreviated versions of the BDI have shown good psychometric properties (e.g., Aunola et al., 2020; Williford et al., 2012).”
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Le Programme Anti-Harcèlement KiVa
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“…and psychosomatic problems, which persist for years after the bullying occurred (Arseneault, 2018; Olweus & Breivik, 2014; Ttofi et al., 2011b), and there is some evidence that bullying prevention efforts may reduce internalizing problems (Palladino et al., 2019; Williford et al., 2012).”
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“Se trata de un método de gran reconocimiento, ya que sus resultados (Williford et al., 2012) muestran evidencias significativas en la reducción de casos de acoso escolar en aquellos países donde se ha implantado el programa.”
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The KiVa Anti‐Bullying Program
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“Although there are some anti-bullying programmes with cyberbullying elements concentrated on lower primary school students (Villarejo-Carballido et al., 2019; Williford et al., 2012), anti-cyberbullying programmes target mainly upper primary and secondary school age-groups (Cantone et al.”
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Sterzing, P. R. (2012) · Open Scholarship Institutional Repository (Washington University in St. Louis) · doi:10.7936/k7765cg6 · Cited by 4
“For example, KiVa is an evidence-based, anti-bullying intervention that has been widely adopted in Finland and shown to be effective in a large randomized controlled trial in reducing self- and peer-reported bullying victimization and mental health problems of victims (anxiety and depression; Hahn et al., 2007; Kärnä…”
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Cyberbullying: Common Predictors to Cyber-Victimisation and Bystanding
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“Addressing this overlapping of roles would add a better understanding of the phenomenon and allow for fine-tuning preventive interventions aimed at large groups of minors, recognising the commonality of risk factors and helping to get bystanders to act towards stopping the episode and providing support for the victims…”
BackgroundTo Intervene or Not Intervene? That Is the Question: Bystanders in the Bullying Dynamic
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“Research (Williford et al., 2012) examined the effects of the KiVa anti-bullying program on anxiety, depression, and peer perception.”
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“There was also a significant decrease in anxiety among students in intervention schools as compared to control schools in the KiVa intervention (net mean change, − 0.13; p < 0.01) (Juvonen et al., 2016; Williford et al., 2012).”
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“It has been shown to significantly decrease both self- and peer-reported bullying and victimization in a large randomized controlled trial,(34) and also to reduce anxiety and depression.(35) Another applicable approach to intervene bullying and to prevent its unfavorable consequences is the Collective Impact (CI) appr…”
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Metadata
- 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
- Venue
- Journal of Abnormal Child Psychology
- Published
- 2011-08-06
- Volume
- 40
- Issue
- 2
- Pages
- 289-300
- ISSN
- 0091-0627 (ISSN-L)
- 1573-2835
- 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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