Department of Psychology, Centre for Emotional Health, Macquarie University, Sydney, Australia.
Telethon Kids Institute, Perth, Australia.
Aggress Behav. 2020 May;46(3):193-209. doi: 10.1002/ab.21881. Epub 2020 Feb 17.
Despite the extensive evaluation of school-based interventions for bullying, victimization remains a significant problem in schools. Bullying victimization is significantly predicted by contextual (school-related) factors. As a consequence whole-school programs have been commonly used to prevent and reduce bullying victimization. Evidence also points to individual risk factors (such as emotional distress) in predicting victimization, yet programs to prevent bullying victimization by changing these individual risks are far less developed. Few studies have approximated "real-world" implementation conditions in their trials. The current effectiveness trial evaluated the combination of a whole-school program designed to prevent bullying perpetration and victimization together with a targeted intervention for at-risk students, teaching them individual and dyadic strategies to reduce their anxiety and manage victimization, allowing schools some latitude to implement programs as they typically would. Students from Grades 3 and 4 (N = 8,732) across 135 schools were randomly assigned to one of four conditions: combined intervention; whole-school intervention only; individual intervention only; and care as usual. Victimization decreased significantly and similarly across all four conditions at 12 and 24 months following baseline. Similar reductions and failure to discriminate conditions were found on other key constructs: anxiety; bullying perpetration; and depression. Possible reasons for the failure to demonstrate victimization prevention differences and lessons learned from this large, effectiveness trial are considered.
尽管对基于学校的干预措施进行了广泛的评估，但欺凌行为仍然是学校中的一个重大问题。欺凌行为受背景（与学校相关）因素的显著预测。因此，已广泛采用全校范围的计划来预防和减少欺凌行为。有证据表明，个体风险因素（如情绪困扰）也可预测受害情况，但通过改变这些个体风险来预防欺凌受害的计划则远未得到充分发展。很少有研究在试验中近似“现实世界”的实施条件。当前的有效性试验评估了旨在预防欺凌行为和受害行为的全校范围计划与针对高危学生的针对性干预措施的结合，向他们传授个人和对偶策略，以减少他们的焦虑并处理受害情况，使学校在实施计划时有一定的灵活性，就像他们通常那样。来自 135 所学校的 3 年级和 4 年级的学生（N=8732）被随机分配到以下四种条件之一：综合干预；仅全校范围干预；仅个体干预；和常规护理。在基线后 12 个月和 24 个月，所有四个条件下的受害情况均显著且相似地减少。在其他关键结构上也发现了类似的减少和无法区分条件：焦虑；欺凌行为；和抑郁。考虑了未能证明受害预防差异的可能原因以及从这次大型有效性试验中吸取的经验教训。
