Lee Sunhee, Kim Chun-Ja, Kim Dong Hee
Catholic University, Republic of Korea.
Ajou University, Republic of Korea.
J Child Health Care. 2015 Jun;19(2):136-53. doi: 10.1177/1367493513503581. Epub 2013 Oct 3.
Bullying is a serious public health problem, and many studies have examined the effect of school-based anti-bullying programs. However, these programs and those outcomes are complex, broad, and diverse. Research is needed into the optimal strategies for these comprehensive programs, which consider both the effectiveness and cost of programs. We performed a meta-analysis of 13 studies using the Comprehensive Meta-Analysis software package to calculate effect size (ES) and the Q statistic. We conducted subgroup analyses to examine the differences based on student grade level, program duration, and program strategy. The pooled ES calculation indicated that school-based anti-bullying programs have a small to moderate effect on victimization. The results of the Q test indicated significant heterogeneity across studies of victimization (Q = 39.625; I (2) = 69.7%; p < .001). Studies involving training in emotional control (p < .01), peer counseling (p < .05), or the establishment of a school policy on bullying (p < .05) showed significantly larger ESs on victimization than did studies that did not involve these strategies. Effective school-based anti-bullying programs should include training in emotional control, peer counseling, and the establishment of a school policy on bullying.
欺凌是一个严重的公共卫生问题，许多研究已经考察了校内反欺凌项目的效果。然而，这些项目及其结果复杂、广泛且多样。需要对这些综合项目的最佳策略进行研究，要同时考虑项目的有效性和成本。我们使用综合元分析软件包对13项研究进行了元分析，以计算效应量（ES）和Q统计量。我们进行了亚组分析，以考察基于学生年级水平、项目持续时间和项目策略的差异。合并效应量计算表明，校内反欺凌项目对受欺凌情况有小到中等程度的影响。Q检验结果表明，在受欺凌情况的研究中存在显著异质性（Q = 39.625；I² = 69.7%；p < .001）。涉及情绪控制培训（p < .01）、同伴辅导（p < .05）或制定学校欺凌政策（p < .05）的研究，在受欺凌情况方面的效应量显著大于未涉及这些策略的研究。有效的校内反欺凌项目应包括情绪控制培训、同伴辅导以及制定学校欺凌政策。
