Evaluating the effectiveness of a social skills training (SST) programme for victims of bullying

By Claire Fox, M. Boulton. 2003

143 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/316cd4c4bdcc3d4fb4c7e5af0453876173ea44e9

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In Clinical Psychology

In Safety Research

In Social Psychology

Citations in the corpus

School-Based Programs to Reduce Bullying and Victimization: A Systematic Review (2009, methodology): “, & Broderick, C.J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program.”
Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts (2016, background): “Fox and Boulton (2003) evaluated the effectiveness of an 8-week intervention to provide social skills training to victims of bullying, and no significant improvement in victims’ social skills or social status was observed in the experimental group at posttreatment.”
Peer victimization trajectories and their association with children’s affect in late elementary school (2010, background): “A few interventions have been developed with some or all of these components, including the Social Skills Group Intervention (S.S.Grin; DeRosier, 2004) and the Social Skills Training Programme (Fox & Boulton, 2003).”
The Role of Teachers in Bullying: The Relation between Antibullying Attitudes, Efficacy, and Efforts to Reduce Bullying. (2014, background): “Alternatively, one may focus on empowering the victim (Fox & Boulton, 2003) or on mediation between bullies and victims (Pikas, 2002).”
Bullying and victimisation in school children: the role of social identity, problem-solving style, and family and school context (2009, background): “Intervention programmes to reduce bullying and victimisation have tended to focus on social skills training (SST) with elements of interpersonal problem-solving (Fox and Boulton 2003).”
Middle School Students’ Preferences for Anti-Bullying Interventions (2006, unknown): “The results would also suggest that students do not favour the type of anti-bullying strategies that comprise peer support models (e.g. Menesini et al., 2003) and programs that focus primarily on increasing the cognitive and behavioural skill repertoire of victims (e.g. Fox and Boulton, 2003).”
Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review (2011, background): “Program elements .”
Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School (2011, background): “…children who witness or experience the perpetration of violence in the home may identify with the perpetrator and may learn that violent and aggressive acts are appropriate behaviors, especially when the behavior goes unpunished (Baldry and Farrington 1998; Espelage and Low, under review).”