What Works for Whom in School-Based Anti-bullying Interventions? An Individual Participant Data Meta-analysis

The prevalence of bullying worldwide is high (UNESCO, 2018). Over the past decades, many anti-bullying interventions have been developed to remediate this problem. However, we lack insight into for whom these interventions work and what individual intervention components drive the total intervention effects. We conducted a large-scale individual participant data (IPD) meta-analysis using data from 39,793 children and adolescents aged five to 20 years (Mage = 12.58, SD = 2.34) who had participated in quasi-experimental or randomized controlled trials of school-based anti-bullying interventions (i.e., 10 studies testing nine interventions). Multilevel logistic regression analyses showed that anti-bullying interventions significantly reduced self-reported victimization (d =  − 0.14) and bullying perpetration (d =  − 0.07). Anti-bullying interventions more strongly reduced bullying perpetration in younger participants (i.e., under age 12) and victimization for youth who were more heavily victimized before the intervention. We did not find evidence to show that the inclusion of specific intervention components was related to higher overall intervention effects, except for an iatrogenic effect of non-punitive disciplinary methods–which was strongest for girls. Exploratory analyses suggested that school assemblies and playground supervision may have harmful effects for some, increasing bullying perpetration in youth who already bullied frequently at baseline. In conclusion, school-based anti-bullying interventions are generally effective and work especially well for younger children and youth who are most heavily victimized. Further tailoring of interventions may be necessary to more effectively meet the needs and strengths of specific subgroups of children and adolescents. </p

Evaluatie van Samen sterker Terug Op Pad (STOP4-7) : een multimodale interventie voor kinderen met gedragsproblemen

In deze studie onderzochten wij of de multimodale interventie voor kinderen met ernstige gedragsproblemen ‘Samen sterker Terug Op Pad’ (STOP4-7) zou kunnen leiden tot een afname van internaliserende en externaliserende gedragsproblemen bij kinderen, en een afname van opvoedstress bij ouders. Deze studie gebruikte een herhaalde metingen-design met een voormeting, nameting, en follow-up (6 maanden). De huidige steekproef bestond uit N = 836 kinderen van drie t/m acht jaar en maakte gebruik van zowel leerkracht- als ouderrapportage van probleemgedrag. De kinderen waren aangemeld bij entrea lindenhout in Nederland en bij verscheidene Vlaamse jeugdhulpinstellingen. Analyses toonden aan dat STOP4-7 leidde tot significante, klinisch relevante, en blijvende afnames van zowel externaliserend als internaliserend probleemgedrag, en ook leidde tot een significante afname van opvoedstress. De gerapporteerde afnames waren even sterk voor ouders van jongere en oudere kinderen, voor jongens en meisjes, en voor kinderen die bij aanvang van STOP4-7 minder of juist meer problemen hadden. Bijsluiter voor de praktijk Gedragsproblemen op jonge leeftijd zijn een risicofactor voor klinische problematiek op latere leeftijd. Wij onderzochten of het multimodale programma ‘Samen sterker Terug Op Pad’ (STOP4-7) externaliserend en internaliserend probleemgedrag van kinderen en opvoedstress van ouders vermindert. In het onderzoek werd gebruikgemaakt van data van meerdere informanten (ouders en leerkrachten), gekeken naar de klinische relevantie van de waargenomen veranderingen en naar voor wie STOP4-7 beter of minder goed werkt. Uit de resultaten blijkt dat deelname aan STOP4-7 leidde tot betekenisvolle, blijvende afnames van zowel externaliserend als internaliserend gedrag bij kinderen, en opvoedstress bij ouders. Meer dan 45% van de kinderen die voor STOP4-7 in de klinische range van probleemgedrag scoorden, keerden terug naar een “normaal”, gezond functioneren. Ook de afname van opvoedstress bij ouders was klinisch relevant. De gevonden afnames waren even sterk voor ouders van jongere en oudere kinderen, en voor jongens en meisjes. STOP4-7 lijkt verder het beste te werken voor kinderen die bij aanvang klinische gedragsproblemen vertonen. De bevindingen van dit onderzoek dragen bij aan de bewijskracht voor multimodale programma’s in het algemeen, en voor STOP4-7 in het bijzonder. Abstract This study examined whether the multimodal intervention program ‘Samen Sterker Terug Op Pad’ (STOP4-7; English translation: Together Stronger Back on Track) improved internalizing and externalizing behavior in children with severe behavioral problems. Additionally, this study assessed to what extent the intervention reduces parenting stress. We used pretest, posttest, and 6-month follow-up data from a sample of 836 children aged three to eight years old, analyzing both teacher- and parent report data on children’s problem behavior. Data were collected from children treated by mental health care organization entrea lindenhout in The Netherlands and various Flemish youth care organizations. Repated measures ANOVAs showed that STOP4-7 sorted significant, clinically relevant, and lasting improvements in externalizing and internalizing problem behavior and parenting stress. Similar improvements in children’s problem behavior were reported for older and younger children, boys and girls, and children presenting with fewer or more baseline behavioral problems

Samen sterker Terug op Pad (STOP4-7)

Syntax and output of analyses for published pape

Mircotrial Exposure and Cognitive Restructuring for Emerging Social Anxiety

This microtrial assessed the effects of exposure and cognitive restructuring as separate and combined intervention components to reduce children's emerging social anxiety. This trial was conducted in the Netherlands, with children aged 8 to 13 years

What Works for Whom in School-Based Anti-bullying Interventions? An Individual Participant Data Meta-analysis

The prevalence of bullying worldwide is high (UNESCO, 2018). Over the past decades, many anti-bullying interventions have been developed to remediate this problem. However, we lack insight into for whom these interventions work and what individual intervention components drive the total intervention effects. We conducted a large-scale individual participant data (IPD) meta-analysis using data from 39,793 children and adolescents aged five to 20 years (Mage = 12.58, SD = 2.34) who had participated in quasi-experimental or randomized controlled trials of school-based anti-bullying interventions (i.e., 10 studies testing nine interventions). Multilevel logistic regression analyses showed that anti-bullying interventions significantly reduced self-reported victimization (d = − 0.14) and bullying perpetration (d = − 0.07). Anti-bullying interventions more strongly reduced bullying perpetration in younger participants (i.e., under age 12) and victimization for youth who were more heavily victimized before the intervention. We did not find evidence to show that the inclusion of specific intervention components was related to higher overall intervention effects, except for an iatrogenic effect of non-punitive disciplinary methods–which was strongest for girls. Exploratory analyses suggested that school assemblies and playground supervision may have harmful effects for some, increasing bullying perpetration in youth who already bullied frequently at baseline. In conclusion, school-based anti-bullying interventions are generally effective and work especially well for younger children and youth who are most heavily victimized. Further tailoring of interventions may be necessary to more effectively meet the needs and strengths of specific subgroups of children and adolescents.</p

What Works for Whom in School‑Based Anti‑bullying Interventions? An Individual Participant Data Meta‑analysis

info:eu-repo/semantics/publishe