Anti-Bullying Interventions with an Emphasis on Bystanders: A Scoping Review

Autor/inn/en	Bezerra, Luiza Luana de Araújo Lira; Alves, Dayse Lorrane Gonçalves; Nunes, Bruna Rodrigues; Stelko-Pereira, Ana Carina; Florêncio, Raquel Sampaio; Gomes, Ilvana Lima Verde
Titel	Anti-Bullying Interventions with an Emphasis on Bystanders: A Scoping Review
Quelle	In: Journal of School Health, 93 (2023) 11, S.1036-1044 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bezerra, Luiza Luana de Araújo Lira) ORCID (Alves, Dayse Lorrane Gonçalves) ORCID (Nunes, Bruna Rodrigues) ORCID (Stelko-Pereira, Ana Carina) ORCID (Florêncio, Raquel Sampaio) ORCID (Gomes, Ilvana Lima Verde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13349
Schlagwörter	Bullying; Audiences; Program Effectiveness; Intervention; Children; Adolescents; Behavior Change; Teacher Role; Parent Role + Suchen Sie Ihr Suchwort? Mobbing; Spectator; Zuschauer; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrerrolle; Parental role; Elternrolle
Abstract	Background: Bystanders' role in bullying situations is important, and may exacerbate or minimize the problem. Thus, this article aims to identify the characteristics of anti-bullying programs with an emphasis on bystanders. Methods: This is a scoping review. We included studies that addressed interventions with an emphasis on bystanders, carried out with school children and adolescents, aimed at reducing bullying/cyberbullying and/or increasing defending behavior. Fifteen portals/databases were searched. The selection and extraction processes were carried out through the blind review strategy. The synthesis took place descriptively. Results: We found 12 interventions. The most investigated were KiVa (n = 9), STAC (n = 3), and Curriculum-Based Anti-Bullying (n = 2). Conclusions: There are few anti-bullying programs with an emphasis on bystanders, and the majority are universal programs with strategies applied by teachers, giving little attention to parents. Moreover, most of these programs lack a broader mix of anti-bullying strategies. Therefore, we suggest developing anti-bullying programs with multiple components that contain universal, selective, and indicated strategies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01