Cited by 1,624Bullying, Victimization, and AggressionWorkplace Violence and BullyingEducation for Peace and Conflict Resolution

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Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review

Ttofi, Maria M., Farrington, David P.·2011·Journal of Experimental Criminology

DOI 10.1007/s11292-010-9109-1

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* Ciucci, E., & Smorti, A. (1998). Il fenomeno delle pretonenze nella scuola: problemi e prospettive di intervento [The phenomenon of bullying in school: problems and prospects for intervention]. Psichiatria dell’infanzia e dell’adolescenza, 65, 147–157.
* Frey, K.S., Edstrom, L.V.S., & Hirschstein, M. K. (2005). The Steps to Respect program uses a multi-level approach to reduce playground bullying and destructive playground behaviours. In D.L. White, M.K. Faber, & B.C. Glenn (Eds.), Proceedings of Persistently Safe Schools 2005, (pp. 47–55). Washington, DC: Hamilton Fish Institute, George Washington University.
* Gini, G., Belli, B., & Casagrande, M. (2003). Le prepotenze a scuola: una esperienza di ricerca-intervento antibullismo [Bullying at school: an experience of research-intervention against bullying], Eta Evolutiva, 76, 33–45.
* Kaiser-Ulrey, C. (2003). Bullying in middle schools: A study of B.E.S.T. ––Bullying Eliminated from Schools Together–– an anti-bullying programme for seventh grade students. PhD Thesis. Tallahassee: Florida State University, College of Education.
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* Menesini, E., & Benelli, B. (1999). Enhancing children's responsibility against bullying: Evaluation of a befriending intervention in Middle School Children, Paper presented at the IXth European Conference on Developmental Psychology, Spetses, Greece, September, 1999.
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* Olweus, D. (2004b). Bullying at school: Prevalence estimation, a useful evaluation design, and a new national initiative in Norway. Association for Child Psychology and Psychiatry Occasional Papers, 23, 5–17.
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* Raskauskas, J. (2007). Evaluation of the Kia Kaha anti-bullying programme for students in years 5-8. Wellington: New Zealand Police.
* Spröber, N. (2006). Entwicklung und Evaluation eines Mehrebenen-Programms zur Prävention von „Bullying“ an weiterführenden Schulen und zur Förderung der positiven Entwicklung von Schülern. Dissertation der Fakultät für Informations- und Kognitionswissenschaften der Eberhard-Karls-Universität Tübingen zur Erlangung des akademischen Grades eines Doktors der Naturwissenschaften.
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Authors: Ttofi, M. M., & Farrington, D. P.
Affiliations: University of Cambridge (GB)
Corresponding author: Farrington, David P.
ORCID: Ttofi, Maria M.
Farrington, David P.
Venue: Journal of Experimental Criminology
Publisher: Springer Science and Business Media LLC
Published: 2010-09-16
Volume: 7
Issue: 1
Pages: 27-56
ISSN: 1572-8315 (ISSN-L)
1573-3750
DOI: 10.1007/s11292-010-9109-1
OpenAlex: W2115726033
Cited by: 1,624
References: 131
Citations by year: 2026: 56 · 2025: 81 · 2024: 69 · 2023: 87 · 2022: 114 · 2021: 133 · 2020: 174 · 2019: 131 · 2018: 163 · 2017: 125 · 2016: 139 · 2015: 138 · 2014: 99 · 2013: 64 · 2012: 40
FWCI: 49.41
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Journal of Experimental Criminology (publishedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Workplace Violence and Bullying
Social Sciences › Sociology and Political Science › Education for Peace and Conflict Resolution
Keywords: bullying prevention, bullying prevention programs, school-based intervention, bullying victimization, program effectiveness, intervention components, parental involvement, student discipline, playground supervision, peer work, effect size

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Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review

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