Effectiveness of Programs to Prevent School Bullying
By A. Baldry, David P. Farrington. 2007
115 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/77f6abd6946bc498e185b95fc54758343c15bbb9
Citations in the corpus
- Bullying in schools: the power of bullies and the plight of victims. (2014, unknown): “The database of empirical studies is sufficiently large to have prompted at least three research syntheses within the past decade (Baldry & Farrington 2007, Smith et al. 2004, Vreeman & Carroll 2007).”
- A large-scale evaluation of the KiVa antibullying program: grades 4-6. (2011, unknown): “To make the results comparable with previous studies (e.g., Baldry & Farrington, 2007), we investigated how much the KiVa program reduced the prevalence of bullying and victimization and the odds for these problems.”
- Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review (2011, unknown): “Baldry and Farrington (2007) reviewed 16 major evaluations in 11 different countries, of which five involved an uncontrolled methodological design.”
- Bullying: Short-Term and Long-Term Effects, and the Importance of Defiance Theory in Explanation and Prevention (2008, unknown): “Interventions to reduce bullying should be theoretically grounded ( Baldry & Farrington, 2007 ).”
- School-Based Programs to Reduce Bullying and Victimization: A Systematic Review (2009, unknown): “With age-cohort designs, the before assessment was regarded as the control condition and the after assessment was regarded as the experimental condition. In general, only one short and one long follow-up assessment were analyzed. For Ertesvag and Vaaland (2007), the shortest (A1) and longest (A3) fo”
- School-Based Programs to Reduce Bullying and Victimization (2012, unknown): “With age-cohort designs, the before assessment was regarded as the control condition and the after assessment was regarded as the experimental condition. In general, only one short and one long follow-up assessment were analyzed. For Ertesvag and Vaaland (2007), the shortest (A1) and longest (A3) fo”
- Conduct Disorder, Aggression and Delinquency (2009, unknown): “Baldry and Farrington (2007) reviewed 16 major evaluations of programs to prevent school bullying, conducted in II different Successful Interventions 711 countries.”