Wójcik Małgorzata, Hełka Anna M
Katowice Faculty of Psychology, Research Centre for Trauma & Dissociation, SWPS University of Social Sciences and Humanities, Poland.
Psychol Rep. 2019 Jun;122(3):1043-1067. doi: 10.1177/0033294118768671. Epub 2018 Apr 13.
This article introduces ABBL, the anti-bullying program for the transition to middle school, which was designed as a free, feasible, and easily applicable solution for teachers who, for any reason, cannot take advantage of comprehensive anti-bullying school-based programs. The ABBL, based on the identification of the causal risk factors and mechanisms that lead to bullying, aims to influence the peer group in such a way that students do not reward antisocial behaviors and are, instead, able to create supportive class atmospheres and strong networks of personal attachments. The evaluation of the program effectiveness showed that it reduced bullying in the classroom. Indications for wider implementations are presented together with the ready-to-use ABBL anti-bullying program (see http://blizej.org/abbl-antibullying-program/ ).
本文介绍了“初中过渡阶段反欺凌项目”（ABBL），该项目是为那些因任何原因无法采用全面的校内反欺凌项目的教师设计的一种免费、可行且易于应用的解决方案。ABBL基于对导致欺凌行为的因果风险因素和机制的识别，旨在以这样一种方式影响同伴群体，即学生不会对反社会行为给予认可，而是能够营造支持性的课堂氛围并建立强大的个人依恋网络。对该项目效果的评估表明，它减少了课堂上的欺凌行为。文中还给出了更广泛实施该项目的建议，并附上了现成可用的ABBL反欺凌项目（见http://blizej.org/abbl-antibullying-program/ ）。
