Location of Repository

Virtual learning intervention to reduce bullying victimization in Primary School: a controlled trial

By Maria Sapouna, Dieter Wolke, Natalie Vannini, Scott Watson, Sarah Woods, Wolfgang Schneider, Sibylle Enz, Lynne Hall, Ana Paiva, Elisabeth André, Kerstin Dautenhahn and Ruth Aylett

Abstract

Background: Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot anti-bullying virtual learning intervention on escaping, and reducing\ud overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized.\ud Methods: One thousand one hundred twenty-nine children (mean age, 8.9 years) in twentyseven primary schools across the UK and Germany were assigned to the FearNot intervention or the waiting control condition. The program consisted of three sessions each lasting approximately 30 minutes over a three-week period. The participants were assessed on selfreport measures of victimization before and one and four weeks after the intervention or the\ud normal curriculum period.\ud Results: In the combined sample, baseline victims in the intervention group were more likely to escape victimization at the first follow-up compared with baseline victims in the control group (adjusted RR, 1.41; 95% CI, 1.02-1.81). A dose-response relationship between the amount of\ud active interaction with the virtual victims and escaping victimization was found (adjusted OR, 1.09; 95% CI, 1.003-1.18). Subsample analyses found a significant effect on escaping victimization only to hold for UK children (adjusted RR, 1.90; CI, 1.23-2.57). UK children in the\ud intervention group experienced decreased victimization rates at the first follow-up compared with controls, even after adjusting for baseline victimization, gender and age (adjusted RR, 0.60; 95% CI, 0.36-0.93).\ud Conclusions: A virtual learning intervention designed to help children experience effective strategies for dealing with bullying had a short-term effect on escaping victimization for a priori identified victims, and a short-term overall prevention effect for UK children.\ud Keywords: anti-bullying intervention, victimization, virtual learning, controlled trial\ud Abbreviation: FearNot: Fun with Empathic Agents to achieve Novel Outcomes in Teaching \ud Trial Registration: Clinical Trials Registry, NCT0059733

Topics: LB1501, BF
Publisher: Wiley-Blackwell Publishing Ltd.
Year: 2010
OAI identifier: oai:wrap.warwick.ac.uk:718

Suggested articles

Preview

Citations

  1. (2007). A systematic review of school-based interventions to prevent bullying. doi
  2. (1996). Association of common health symptoms with bullying in primary school children. doi
  3. (2001). Bullying and victimization of primary school children in England and Germany: Prevalence and school factors. doi
  4. (1993). Bullying at school: What we know and what we can do. doi
  5. (2006). Bullying victimization uniquely contributes to adjustment problems in young children: A nationally representative cohort study. doi
  6. (2000). Bystanding or standing by: Gender issues in coping with bullying in English schools. doi
  7. (2007). Childrens emotional interpretation of synthetic character interactions. doi
  8. (2008). Cracking the walnut: Using a computer game to impact cognition, emotion, and behavior of highly aggressive fifth grade students. doi
  9. Do bullied children get Ill, or do Ill children get bullied? A prospective cohort study on the relationship between bullying and health-related symptoms. doi
  10. (2001). Does bullying cause emotional problems? A prospective study of young teenagers. doi
  11. (2003). Does the content of anti-bullying policies inform us about the prevalence of direct and relational bullying behaviour in primary schools? doi
  12. (2007). Effectiveness of programs to prevent school bullying. doi
  13. (2000). Emotional regulation and display in classroom victims of bullying: Characteristic expressions of affect, coping styles and relevant contextual factors. doi
  14. (1984). Experiential learning: Experience as the source of learning and development. doi
  15. (2005). From presence to consciousness through virtual reality. doi
  16. (1996). HLM Hierarchical linear and non-linear modeling with HLM/2L and HLM/3L programs. doi
  17. (1996). How do the victims respond to bullying? doi
  18. (2003). Interventions to reduce school bullying.
  19. (2003). Nonbullying victims of bullies: Aggression, social skills, and friendship characteristics. doi
  20. (1999). Participant role approach to school bullying: Implications for interventions. doi
  21. (1999). Peer involvement in bullying: insights and challenges for intervention. doi
  22. (2000). Preliminary evaluation of a multimedia violence prevention program for adolescents. doi
  23. (1997). PS: power and sample size program available for free on the Internet. Controlled Clinical Trials, doi
  24. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs,
  25. (1984). Stress, appraisal, and coping. doi
  26. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research.
  27. (2006). Unscripted narrative for affectively driven characters. doi
  28. (2000). Victimized children's responses to peers' aggression: Behaviors associated with reduced versus continued victimization. Development and Psychopathology, doi
  29. (2004). Virtual reality exposure therapy of anxiety disorders: A review. doi
  30. (1998). What's the relative risk?: A method of correcting the odds ratio in cohort studies of common outcomes, doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.