Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation.

By Karin S. Frey, Miriam K. Hirschstein, Leihua Edstrom, J. Snell. 2009

190 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1f4dccdd4d0fc947099146c19c308edb70d6dab8

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The effectiveness of school-based bullying prevention programs: A systematic review (2014, unknown): “…either providing a de ﬁ nition or including the word bullying in items (i.e., Battey, 2009; Domino, 2011; Elledge, Cavell, Ogle, & Newgent, 2010; Frey et al., 2009; Giesbrecht, Leadbeater, & Macdonald, 2011; Hoglund et al., 2012; Leadbeater & Sukhawathanakul, 2011; Li et al., 2011; Waasdorp,…”
Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour (2011, background): “( 2009 ) found that the Steps to Respect school‐wide intervention produced around a 31% reduction in bullying, and a reduction in bystander support for aggression; however, a decrease in bystanders’ willingness to report bullying was also observed.”
Bullying in schools: the power of bullies and the plight of victims. (2014, background): “A third noteworthy recent program, and one that did originate in the United States, is Steps to Respect (Frey et al. 2009).”
Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms (2011, background): “There is already evidence that reinforcing behavior can be reduced, and children’s empathy toward victims as well as their self-efficacy to defend can be positively influenced by school-based interventions where whole classrooms are targeted (Frey et al., 2009; Kärnä et al., 2011).”
A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior (2012, background): “, 1999), and therefore some research has focused on a social-ecological model of bullying prevention and intervention (Frey et al., 2009; Swearer & Espelage, 2004).”
The Relationship Between School Connectedness and Mental Health During the Transition to Secondary School: A Path Analysis (2013, background): “…as they adapt to new organisational and social structures within their school environment, while having mixed feelings of fear and anticipation about the social relationships that dominate the school transition experience (Frey, Hirschstein, Edstrom, & Snell, 2009; Pereira & Pooley, 2007).”
Bystanders Are the Key to Stopping Bullying. (2013, background): “In a study completed by Frey, Hirschstein, Snell, van Schoiack, Mackenzie, and Broderick [30] the findings indicated those in the intervention group reported enhanced bystander responsibility, greater perceived adult responsiveness, and less acceptance of bullying/aggression than those in the contro”
What Can Be Done About School Bullying? (2010, methodology): “Although some research has demonstrated significant and positive outcomes for school-based anti-bullying intervention and prevention efforts (e.g., Cross, Hall, Hamilton, Pintabona, & Erceg, 2004; Frey et al., 2009; Olweus, 1993a, 2004; Salmivalli, Kaukiainen, Voeten, & Sinisammal, 2004), not all ef”