Facilitators and Barriers to the Sustainability of a School-Based Bullying Prevention Program.

The long-term sustainment of bullying prevention programs has rarely been investigated. This study addresses this gap by identifying facilitators and barriers to the systematic implementation of KiVa antibullying program in real-life conditions, after an evaluation trial. The study is based on focus group interviews with teachers from 15 Finnish primary schools implementing the KiVa program. The schools were selected based on the annual KiVa survey data, with the criteria of long-term involvement in delivering the program and reaching successful outcomes in terms of decreasing trends in bullying and victimization. By utilizing thematic analysis, we identified program-related, organizational, and contextual facilitators and barriers to sustainability. The results stress the importance of organizational factors in promoting program sustainability.

Heritability of Bullying and Victimization in Children and Adolescents: Moderation by the KiVa Antibullying Program.

OBJECTIVE: Bullying affects approximately a quarter of schoolchildren and is associated with numerous adverse outcomes. Although distinct risk factors for bullying and victimization have been identified, few studies have investigated the genetic and environmental underpinnings of bullying and victimization. The aims of this study were twofold: first, to examine the contributions of genetic and environmental factors to bullying and victimization, and second, to analyze whether the KiVa antibullying program moderated the magnitude of these contributions by comparing estimates derived from the KiVa versus control groups. METHOD: The sample comprised students from schools that participated in the evaluation of the KiVa antibullying program in Finland during 2007-2009. Bullying and victimization were measured using peer nominations by classmates. The sample for the twin analyses comprised of 447 twins (107 monozygotic and 340 dizygotic twins) aged 7-15. RESULTS: Genetic contributions accounted for 62% and 77% of the variance in bullying and in victimization at pre-intervention, respectively. There was a post-intervention difference in the overall role of genetic and environmental contributions between the intervention and the control group for bullying and victimization, with non-shared environmental effects playing a lesser role (and genes a larger role) in the intervention than in the control group context. CONCLUSIONS: This study replicates previous findings on the genetic underpinnings of both bullying and victimization, and indicates that a school-based antibullying program reduces the role of non-shared environmental factors in bullying and victimization. The results indicate that prevention and intervention efforts need to target both environmental and (heritable) individual level factors to maximize effectiveness.

Sustainable antibullying program implementation: School profiles and predictors.

We examined the sustainability of the KiVa antibullying program in Finland from its nationwide roll-out in 2009 to 2016. Using latent class analyses, we identified four different patterns of implementation. The persistent schools (43%) maintained a high likelihood of participation throughout the study period. The awakened (14%) had a decreasing trend during the first years, but then increased the likelihood of program participation. The tail-offs (20%) decreased in the likelihood of participating after the third year, and the drop-offs (23%) already after the first year. The findings suggest that many schools need support during the initial years to launch and maintain the implementation of evidence-based programs; yet a large proportion of schools manage to sustain the program implementation for several years. The logistic regression analyses showed that large schools persisted more likely than small schools. Lower initial level of victimization was also related to the sustainability of the program. Finally, persistent program participation was predicted by several school-level actions during the initial years of implementing the program. These results imply that the sustainability of evidence-based programs could be enhanced by supporting and guiding schools when setting up the program during the initial implementation.

Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects.

OBJECTIVE: This study was designed to examine whether a school-wide antibullying program, effective in reducing incidents of bullying, can also reduce the harm associated with victimization. Specifically, we test whether baseline victimization moderates the KiVa program intervention effects on school perceptions, depression, and self-esteem. METHOD: Relying on a randomized control sample consisting of 7,010 fourth to sixth grade Finnish elementary school students, self-report data were examined using multilevel modeling across 39 intervention and 38 control schools over a 12-month period. RESULTS: The KiVa program was particularly effective in facilitating perceptions of a caring school climate among students who were most victimized before the intervention, while program benefits on attitudes toward school did not vary by level of victimization. The intervention effects on depression and self-esteem were strongest only among the most victimized sixth graders. CONCLUSIONS: The results suggest that antibullying programs designed to improve the school ecology can alleviate the plight of the victimized and underscore that harm reduction should be assessed by testing risk × intervention effects when evaluating effectiveness of such programs.

Being bullied by same- versus other-sex peers: does it matter for adolescent victims?

The negative consequences of peer victimization on psychosocial adjustment are well documented. The consequences, however, may depend on who the bullies are. In this study, we examined the consequences of same- versus other-sex victimization. The sample consisted of 4,941 Finnish adolescents (ages 14-15; 47.7% boys). We used structural equation modeling to examine both concurrent and longitudinal associations of same- and other-sex victimization with depression, negative perception of peers, and social self-esteem. Both same- and other-sex victimization were related to psychosocial adjustment. Concurrently, the victimization experiences with same-sex peers in particular were associated with generalized cognitions about peers, whereas being bullied by other-sex peers was related to adolescents' social self-esteem more strongly than victimization by same-sex peers. The longitudinal associations, in turn, showed that only being bullied by boys had carry-over effects on girls' adjustment. Other-sex victimization can have serious consequences especially on girls' psychosocial adjustment.

Electronic victimization: correlates, antecedents, and consequences among elementary and middle school students.

We examined the occurrence of electronic-only, traditional-only, and traditional and electronic bullying, and the antecedents and consequences of electronic versus traditional victimization. A large data set including 17,625 students from elementary (Grades 3-5) and middle school (Grades 7-8) was utilized to examine the prevalence of students with diverse victimization profiles. A longitudinal subsample of 7,850 students was used to test hypotheses regarding the antecedents and consequences of electronic victimization when occurring in isolation from traditional forms versus accompanied by them. According to the main findings, (a) the victims of electronic bullying were in most cases bullied in traditional ways as well; (b) being a target of electronic-only victimization was not predicted by either intrapersonal (depression) or interpersonal (low social acceptance) risk factors; and (c) electronic victimization, when occurring in isolation from traditional victimization, did not contribute to increases in depression over time. Electronic victimization is rare, and is almost always accompanied by traditional victimization. It leads to increases in depression only when combined with traditional victimization. Rather than shifting attention from traditional to electronic victimization, educators should continue their efforts on reducing victimization in general.

Same- and other-sex victimization: are the risk factors similar?

Risk factors for same- and other-sex victimization were examined in a longitudinal data set involving 9- to 14-year-old students. The findings regarding same-sex victimization supported the view that bullies select personally and interpersonally vulnerable targets in order to maximize their gains in status while minimizing loss of affection within their same-sex peer group. Although low self-esteem was a joint predictor of same- and other-sex victimization, rejection and lack of friends among other-sex peers failed to predict victimization by other-sex bullies, and being perceived as popular among other-sex peers increased the risk. Although the findings suggests that interpersonal risk factors for other-sex victimization differ from those found for same-sex victimization, they do not provide strong support for heterosexual interest being the basis for other-sex target selection, as suggested by some previous literature. As about half of the study participants were involved in the KiVa antibullying program, we had the possibility to examine whether the program effects were similar for same- and other-sex victimization. It turned out that in middle schools the program decreased only same-sex victimization, whereas in elementary school the decrease was observed regardless of the sex composition of bully-victim dyads.

The role of interword spacing in reading Japanese: an eye movement study.

The present study investigated the role of interword spacing in a naturally unspaced language, Japanese. Eye movements were registered of native Japanese readers reading pure Hiragana (syllabic) and mixed Kanji-Hiragana (ideographic and syllabic) text in spaced and unspaced conditions. Interword spacing facilitated both word identification and eye guidance when reading syllabic script, but not when the script contained ideographic characters. We conclude that in reading Hiragana interword spacing serves as an effective segmentation cue. In contrast, spacing information in mixed Kanji-Hiragana text is redundant, since the visually salient Kanji characters serve as effective segmentation cues by themselves.