Creating a Peaceful School Learning Environment: The Impact of an Anti-Bullying Program on Educational Attainment in Elementary Schools

University College London, England.
Medical science monitor: international medical journal of experimental and clinical research (Impact Factor: 1.43). 07/2005; 11(7):CR317-25.
Source: PubMed


The impact of a bullying and violence prevention program on education attainment was studied in five elementary schools (K-5), over a 5-year period.
A multiple baseline design was used and academic attainment test scores of 1,106 students were monitored before and after the introduction of the program across the school district. This sample was contrasted with an equivalent control sample of 1,100 students from the school district who attended schools that did not join the program.
Program participation was associated with pronounced improvements in the students' achievement test scores. Notable reductions in the scores of those students who left schools with active programs were also observed.
This simple, low-cost anti-violence intervention, involves all those who work in schools, not just students. It appears to significantly benefit educational performance of children in the participating elementary schools. The program focuses attention on the interaction between the bully, victim and audience of bystanders who are seen as pivotal in either promoting or ameliorating violence. Buy in to the philosophy by teachers & administration is high, because the format allows each school to create materials with its own personal stamp, and since there is no classroom curriculum add on, the burden to teachers is vastly reduced. Psychiatrists who work with schools could easily assist a school to put the program in place as part of their consultation work.

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Available from: Todd D. Little, Dec 25, 2013
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    • "There is a certain amount of evidence to indicate that effective psychotherapeutic treatment is associated with improvements in mentalisation (Target 2003; Levy 2006a,b). In randomised controlled trials, mentalisation­focused treatments have been shown to be effective for disorders such as borderline personality disorder (Bateman 2008) and preventive interventions for violence (Fonagy 2005, 2009). Even in severe mental illnesses, such as schizophrenia, psychological therapies that improve basic reflective function lead to improved social performance (Lysaker 2010). "
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    Advances in Psychiatric Treatment 09/2012; 18(5):353-362. DOI:10.1192/apt.bp.108.005876
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    • "The pro-bullying roles and those of the bystander were reduced or remained stable steady in the IG. Fonagy et al. (2005) USA "
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    ABSTRACT: Increasingly more educational centres are, therefore, carrying out programmes aimed at preventing or reducing violence in schools. This study seeks to examine the efficiency of such programmes in Primary and Secondary schools. The methodology used is the systematic search of electronic databases (Medline, Trip Database, Cochrane, Academy Search Premier, PsycINFO, ERIC and PsycARTICLES) for studies published after January 1, 2000, on the assessment of the effectiveness of school interventions to prevent or reduce violence and bullying. The study population comprises school-age (6–16 years) children and adolescents of both sexes. Initially, 299 articles were detected that met the inclusion criteria and that had been independently peer-reviewed. For the final evaluation, 32 studies were selected which met the previously established selection and quality criteria, and analysed by level of evidence. The review finds evidence of the efficiency of the programmes assessed, although serious limitations are also detected, which should be taken into consideration when designing future interventions. The likelihood of success is enhanced when all the disciplines of a centre are involved, and also the parents. It is also essential to adapt the diverse programmes to the social and cultural characteristics of the school population in which the programme is to be carried out. Finally, the findings indicate the need for continuity in the programmes if their long-term efficiency is to be guaranteed.
    Children and Youth Services Review 09/2012; 34(9):1646–1658. DOI:10.1016/j.childyouth.2012.04.025, · 1.27 Impact Factor
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    • "3 was excluded since the intervention aimed to reduce peer victimization in general and not bullying perpetration or victimization (being bullied). Other reports were excluded from the present review because they were focused on the impact of an anti-bullying program on other outcome measures such as educational attainment (e.g., Fonagy et al. 2005), knowledge about and attitudes towards bullying (e.g., Meraviglia et al. 2003), or children's safety awareness with regard to different types of potentially unsafe situations, including being bullied (e.g., Warden et al. 1997). (b) A clearly stated definition of bullying was included in the evaluation report and bullying was specified as the outcome measure of interest. "
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