The DOI matches its Crossref record; 87 of the 87 references it cites were found in a registry or an index.
A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior
Abstract
.This meta-analysis synthesized bullying prevention programs' effectiveness at increasing bystander intervention in bullying situations. Evidence from 12 school-based programs, involving 12,874 students, indicated that overall the programs were successful (Hedges's g = .20, 95% confidence interval [CI] = .11 to .29, p < .001), with larger effects for high school (HS) samples compared to kindergarten through eighth-grade (K-8) student samples (HS effect size [ES] = 0.43, K-8 ES = 0.14; p < .05). A secondary synthesis from eight of the studies that reported empathy for the victim revealed treatment effectiveness that was positive but not significantly different from zero (g = .05, 95% CI = −.07 to .17, p = .45). Nevertheless, this meta-analysis indicated that programs increased bystander intervention both on a practical and statistically significant level. These results suggest that researchers and school administrators should consider implementing programs that focus on bystander intervention behavior supplementary to bullying prevention programs.
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Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2014.11.005 · Cited by 472
Self-citationZych, I., Ortega-Ruiz, R., & Del Rey, R. (2015) · Aggression and Violent Behavior · doi:10.1016/j.avb.2015.10.001 · Cited by 439
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Jones, L. M., & Mitchell, K. J. (2016) · New Media & Society · doi:10.1177/1461444815577797 · Cited by 397
Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization
Espelage, D. L. (2014) · Theory Into Practice · doi:10.1080/00405841.2014.947216 · Cited by 332
Self-citationViolence in the United States: Status, Challenges, and Opportunities
Sumner, S. A., Mercy, J. A., Dahlberg, L. L., Hillis, S. D., Klevens, J., & Houry, D. (2015) · JAMA · doi:10.1001/jama.2015.8371 · Cited by 291
Metadata
- Authors
- Polanin, J. R., Espelage, D. L., & Pigott, T. D.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2012-03
- Volume
- 41
- Issue
- 1
- Pages
- 47-65
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W2118199364
- Cited by
- 655
- References
- 87
- FWCI
- 6.39
- Type
- journal article
- Language
- en
- Open access
- closed
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