Title

Current evidence of best practice in whole-school bullying intervention and its potential to inform cyberbullying interventions

Document Type

Journal Article

Publisher

Cambridge University Press

Editor(s)

Marilyn Campbell

Faculty

Faculty of Computing, Health and Science

School

School of Exercise and Health Sciences / Child Health Promotion Research Centre

RAS ID

12332

Comments

This article was originally published as: Pearce, N. L., Cross, D. S., Monks, H. E., Waters, S. K., & Falconer, S. E. (2011). Current evidence of best practice in whole-school bullying intervention and its potential to inform cyberbullying interventions. Australian Journal of Guidance and Counselling, 21(1), 1-21. Original article available here

Abstract

In 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools’ action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.

 

Link to publisher version (DOI)

10.1375/ajgc.21.1.1