How Effective are Bullying Interventions in Reducing Perpetration and Victimization Among School-Aged Children? A Systematic Meta-Analysis

Abstract

Education administrators, policy makers, and community workers need clarifications of school-based bullying interventions when making informed decisions concerning bullying prevention resources and funding. In the past decade, bullying strategies and intervention programs have increased significantly from the original strategies and interventions of Olweus Bullying Prevention Program. The purpose of this systematic meta-analysis is to contribute to the knowledge base of effective bullying interventions expanding on Merrell, Gueldner, Ross, and Isava’s (2008) research of behavior intervention studies. Searches were conducted through electronic databases, journals, and article references from 2005 through 2012. Search inclusion and exclusion criteria checklists guided the study selection process. Lipsey and Wilson’s (2001) meta-analysis techniques were used to measure standardized mean difference effect size. Results from effect size determined anti-bullying program effectiveness. Implications for future meta-analysis research of anti-bullying effectiveness are discussed.



Author Information
Ann Marie Hornack, Nova Southeastern University, Abraham S. Fischler School of Education, USA

Paper Information
Conference: NACSS2014
Stream: Education and Social Welfare

This paper is part of the NACSS2014 Conference Proceedings (View)
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