TY  - JOUR
PY  - 2008//
TI  - How effective are school bullying intervention programs? A meta-analysis of intervention research
JO  - School psychology quarterly
A1  - Isava, Duane M.
A1  - Ross, Scott W.
A1  - Gueldner, Barbara A.
A1  - Merrell, Kenneth W.
SP  - 26
EP  - 42
VL  - 23
IS  - 1
N2  - Research on effectiveness of school bullying interventions has lagged behind descriptive studies on this topic. The literature on bullying intervention research has only recently expanded to a point that allows for synthesis of findings across studies. The authors conducted a meta-analytic study of school bullying intervention research across the 25-year period from 1980 through 2004, identifying 16 studies that met our inclusion criteria. These studies included 15,386 K through 12 student participants from European nations and the United States. Applying standard meta-analysis techniques to obtain averaged effect size estimates across similar outcomes, the authors found that the intervention studies produced meaningful and clinically important positive effects for about one-third of the variables. The majority of outcomes evidenced no meaningful change, positive or negative. The authors conclude that school bullying interventions may produce modest positive outcomes; that they are more likely to influence knowledge, attitudes, and self-perceptions rather than actual bullying behaviors; and that the majority of outcome variables in intervention studies are not meaningfully impacted.<p />
LA  - 
SN  - 1045-3830
UR  - http://dx.doi.org/10.1037/1045-3830.23.1.26
ID  - ref1
ER  -