Maria Sapouna

Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial

BACKGROUND Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized. METHODS One thousand, one hundred twenty-nine children (mean age 8.9 years) in 27 primary schools across the UK and Germany were assigned to the FearNot! intervention or the waiting control condition. The program consisted of three sessions, each lasting approximately 30 minutes over a three-week period. The participants were assessed on self-report measures of victimization before and one and four weeks after the intervention or the normal curriculum period. RESULTS In the combined sample, baseline victims in the intervention group were more likely to escape victimization at the first follow-up compared with baseline victims in the control group (adjusted RR, 1.41; 95% CI, 1.02-1.81). A dose-response relationship between the amount of active interaction with the virtual victims and escaping victimization was found (adjusted OR, 1.09; 95% CI, 1.003-1.18). Subsample analyses found a significant effect on escaping victimization only to hold for UK children (adjusted RR, 1.90; CI, 1.23-2.57). UK children in the intervention group experienced decreased victimization rates at the first follow-up compared with controls, even after adjusting for baseline victimization, gender and age (adjusted RR, .60; 95% CI, .36-.93). CONCLUSIONS A virtual learning intervention designed to help children experience effective strategies for dealing with bullying had a short-term effect on escaping victimization for a priori identified victims, and a short-term overall prevention effect for UK children.

Collective Efficacy in the School Context: Does It Help Explain Victimization and Bullying Among Greek Primary and Secondary School Students?

Collective efficacy, defined as informal social controls that operate under social norms of trust, is an emerging theoretical concept that has been applied to explain violence rates in neighborhoods, affiliation with deviant peers, partner violence, and adolescent delinquency. This study employed a multilevel design to examine the association between collective efficacy at the class-level and individual-level bullying perpetration and victimization using survey data from 1,729 Greek students, aged 11 to 14 years. School class collective efficacy was defined as cohesion and trust among class members combined with their willingness to intervene in the case of aggressive or bullying incidents. Our findings indicate that individual-level victimization is more frequent in classes with lower levels of collective efficacy. We conclude that the notion of collective efficacy might also prove useful in explaining bullying involvement.

Individual and social network predictors of the short-term stability of bullying victimization in the United Kingdom and Germany

BACKGROUND There is still relatively little research on the social context within which bullying develops and remains stable. AIM This study examined the short-term stability of bullying victimization among primary school students in the United Kingdom and Germany (mean age, 8.9 years) and the individual and social network factors that contributed to remaining a victim of bullying. SAMPLE The sample consisted of 454 children (247 males and 207 females). METHODS Participants completed questionnaires on bullying victimization at three assessment points over a 9-week period. Other measures consisted of self-reported demographic, peer, and family relationship characteristics. Social network indices of density, reciprocity, and hierarchy were constructed using friendship and peer acceptance nominations. RESULTS Relative risk analyses indicated a six-fold increased risk of remaining a victim at consequent follow-ups, compared to a child not victimized at baseline becoming a victim over the follow-up period. Individual characteristics explained substantially more variance in the stability of bullying victimization than class-level factors. Hierarchical logistic regression analyses revealed that being victimized by siblings and being rejected by peers predicted remaining a victim over a 9-week period. CONCLUSIONS Bullying victimization among primary school students proved moderately stable over a 9-week period. Individual characteristics were more influential in predicting the stable victim role than class-level factors. Our findings have implications for the identification of stable victims in primary school and early preventative bullying programs.

Inter-cultural differences in response to a computer-based anti-bullying intervention

Background and purpose: Many holistic anti-bullying interventions have been attempted, with mixed success, while little work has been done to promote a ‘self-help’ approach to victimisation. The rise of the ICT curriculum and computer support in schools now allows for approaches that benefit from technology to be implemented. This study evaluates the cross-cultural effects of a computer-based anti-bullying intervention on primary school-aged childrens knowledge about bullying and relevant coping strategies. Programme description: FearNot! is an interactive computer-based virtual learning environment designed for use as an anti-bullying intervention. It includes interactive virtual agents who assume the most common participant roles found in episodes of bullying. FearNot! was used by children over three consecutive weeks to allow its effectiveness to be evaluated in a longitudinal in situ programme. Sample: Two comparable samples were drawn from the UK and Germany. In the UK, 651 participants (aged 8–11) were recruited from primary schools in Hertfordshire, Coventry and Warwickshire, whereas the 535 German participants (aged 7–10) were sourced from Grundschulen in the Bayern and Hessen regions. Because of lack of parental consent, late joiners and absences/missing responses, data from 908 participants (UK 493; Germany 415) were analysed. Design and methods: A quasi-experimental, pre/post-tests control group design employed pre-published and bespoke questionnaires to collect data. Descriptive and inferential analyses were conducted. Results: UK students possessed higher coping strategy knowledge scores than German participants, but German childrens scores improved over time and as a result of the FearNot! intervention. Conclusions: Overall, while not effective at increasing childrens coping strategy knowledge in this study, the FearNot! intervention could prove a useful classroom tool to approach the issue of bullying as part of a wider initiative. Cultural differences at baseline and reactions to the intervention are discussed.

‘It’s harder to go to court yourself because you don’t really know what to expect’: Reducing the negative effects of court exposure on young people – Findings from an Evaluation in Scotland

In Scotland, the Whole System Approach to preventing and reducing offending includes the provision of court support for young people under 18 years. This article outlines the insights from an evaluation of one Scottish local authority’s support service. Semi-structured interviews conducted with 26 participants were combined with observation of interactions between support workers and young people, with some additional follow-up statistical analysis of key outcomes. The insights suggest that the court support helped to reassure young people and make them more aware of their rights. It helped many young people to avoid receiving custodial sentences, meet bail conditions, reflect upon their offending behaviour and begin to make alternative choices.

Evaluating the impact of the patchwork text process in criminal justice education

Abstract The patchwork text is an assessment method whereby students produce and share short pieces of writing over the course of a module that are subsequently integrated in a final summative piece. This paper reports on the experience of using this method of assessment in a criminal justice module. The objective behind introducing this form of assessment was to address students’ complaints about the quality and promptness of feedback they had received previously in the course. The results from the evaluation suggested that students had a very positive experience as the patchwork text had helped them manage their time more effectively, develop an integrated understanding of the topic and self-reflection skills and achieve the best possible result. A crucial element of the success of the patchwork text assessment proved to be the opportunity to receive formative feedback from the tutor.

Adult-Onset Offending A Neglected Reality? Findings From a Contemporary British General Population Cohort

There is disagreement in the literature as to whether there are any true adult-onset offenders. The aim of this study is to investigate the prevalence and correlates of adult-onset offenders in a contemporary British general population cohort consisting of 739 individuals aged between 18 and 25 years. Sixteen percent of participants reported offending for the first time after the age of 18. It is concluded that adult-onset exists and deserves to be studied further. Adult-onset offenders were more likely to report using drugs, associating with deviant peers, and having mental health problems in adulthood than non-offenders. Compared with early-onset offenders, the adult-onset offenders were people with a stronger attachment to school, which may have protected them from the risk of offending in adolescence. It is possible that when that protection was removed in adulthood and they were exposed to negative life events, such as drug use and mental illness, they became involved in crime for the first time.