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NCJ Number: NCJ 242176    
Title: Reducing School Bullying: Evidence-Based Implications for Policy (From Crime and Justice: A Review of Research, Volume 38, P 281-345, 2009, Michael Tonry, ed., - See NCJ-242171)
Author(s): David P. Farrington ; Maria M. Ttofi
Date Published: 2009
Page Count: 65
Sale Source: University of Chicago Press
1427 East 60th Street
Chicago, IL 60637
United States of America
Publisher: http://www.press.uchicago.edu 
Type: Issue Overview
Language: English
Country: United States of America
Annotation: This essay examines the results of evaluations of anti-bullying programs.
Abstract: School bullying is an important social problem with serious short-term and long-term implications for physical and mental health. Bullies tend to be aggressive and delinquent, whereas victims tend to be anxious and depressed. School-based antibullying programs are effective in reducing bullying and being bullied. On average, bullying was reduced by 20-30 percent in experimental schools compared with control schools. The most important program components associated with a decrease in bullying are parent training, improved playground supervision, disciplinary methods, school conferences, videos, information for parents, classroom rules, and classroom management. The most important program elements associated with a decrease in being bullied are videos, disciplinary methods, work with peers, parent training, and cooperative group work. New antibullying programs should be designed, tested, and accredited on the basis of the most effective intervention components. (Published Abstract)
Main Term(s): Bullying
Index Term(s): School security ; Crime in schools ; Schools ; Aggression ; Peer influences on behavior ; School influences on crime
   
  To cite this abstract, use the following link:
https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=264338

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