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Advances in Psychological Science    2018, Vol. 26 Issue (12) : 2113-2128     DOI: 10.3724/SP.J.1042.2018.02113
Meta-Analysis |
The effect and moderators of school-based anti-bullying programs: Meta-analysis and GRADE evidence
Lingbo ZHAO1,Lizu LAI2,Yuzhong LIN1,Chunxiao ZHAO2,Zhihong REN2()
1. School of Humanities and Social Sciences, Fuzhou University, Fuzhou 350108, China
2. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education; School of Psychology, Central China Normal University; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
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Abstract  

School bullying has become a public health issue in the past several decades which caused physical and psychological harm on bullies, victims as well as bystanders. Therefore, a series of anti-bullying programs were designed to reduce the bullying or the harmfulness of bullying, but the effectiveness of these programs was inconsistent. Forty-three pre-post randomized controlled trail studies were selected to examine the effect of school-based anti-bullying programs. The evidence quality was screened under the GRADE protocol. Results suggested a significant effect for anti-bullying programs which targets bullies (g = 0.57, p< 0.05), while those who target victims, victimization decreased (g = 0.40, p< 0.05), and overall metal health improved (g = 0.40, p< 0.01). The pooled effect size indicated that school-based anti-bullying programs have a small effect on bullying and victimization (g = 0.17, p< 0.001) and influenced by publication bias. Attitude changed moderately (g = 0.19, p< 0.001). The evidence of attitude change was moderate, other outcome variables have a very low or low evidence quality according to GRADE protocol. For the programs targeting universal students, programs which was less than one semester performed better, and the global intervention showed more effective than education. The effect size of anti-bullying programs targeting bullies or victims was moderate, but more research is needed. Though school-based anti-bullying programs which target universal students have a relatively small effect size, however, they are practical for real-world applications. The dose of intervention and the feature of programs have influence on the effect of anti-bullying programs.

Keywords school anti-bullying      intervention effect      meta-analysis      GRADE     
ZTFLH:  B844  
Corresponding Authors: Zhihong REN     E-mail: ren@mail.ccnu.edu.cn
Issue Date: 30 October 2018
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Lingbo ZHAO
Lizu LAI
Yuzhong LIN
Chunxiao ZHAO
Zhihong REN
Cite this article:   
Lingbo ZHAO,Lizu LAI,Yuzhong LIN, et al. The effect and moderators of school-based anti-bullying programs: Meta-analysis and GRADE evidence[J]. Advances in Psychological Science, 2018, 26(12): 2113-2128.
URL:  
http://journal.psych.ac.cn/xlkxjz/EN/10.3724/SP.J.1042.2018.02113     OR     http://journal.psych.ac.cn/xlkxjz/EN/Y2018/V26/I12/2113
  
  
干预对象 结果 N G 95%CI Z Q I2
欺凌者 欺凌行为 4 0.57 0.08, 1.05 2.30* 48.23*** 93.79
欺凌受害者 受欺凌行为 6 0.42 0.10, 0.74 2.60** 18.55** 73.04
心理健康 5 0.40 0.14, 0.65 3.04** 7.95 49.66
  
结果 N G 95%CI Z Q I2
态度 11 0.40 0.19, 0.61 3.79*** 131.79*** 94.41
行为 42 0.21 0.15, 0.26 7.09*** 330.23*** 87.58
欺凌 38 0.17 0.12, 0.22 6.91*** 123.96*** 70.15
受欺凌 38 0.19 0.12, 0.26 5.27*** 354.73*** 89.57
  
亚组变量 N G 95%CI Z Q I2 p
年级 0.228
小学 17 0.14 0.09, 0.18 6.18*** 21.37 25.14
初高中 21 0.20 0.11, 0.29 4.27*** 100.77*** 80.15
干预周期 0.004
<=1学期 20 0.26 0.18, 0.35 5.96*** 64.08*** 70.35
>1学期 18 0.11 0.05, 0.17 3.69*** 45.60*** 62.72
干预特征 0.001
多水平 22 0.30 0.20, 0.40 5.97*** 26.89* 44.22
个体水平 16 0.10 0.07, 0.17 4.73*** 62.90*** 66.61
实验设计 0.016
随机 19 0.12 0.08, 0.17 5.08*** 47.99*** 62.49
非随机 19 0.28 0.16, 0.39 4.67** 60.86** 70.43
  
  
  
  
亚组变量 N G 95%CI Z Q I2 p
年级 0.457
小学 18 0.21 0.14, 0.28 5.93*** 63.73*** 73.33
初高中 20 0.16 0.04, 0.28 2.72* 234.53*** 91.90
干预周期 0.003
<=1学期 17 0.31 0.20, 0.42 5.59*** 98.35*** 83.73
>1学期 21 0.10 0.02, 0.18 2.38* 170.90*** 88.30
干预特征 0.001
多水平 24 0.39 0.24, 0.55 4.88*** 52.19*** 77.09
个体水平 14 0.10 0.03, 0.18 2.78* 232.15*** 90.12
实验设计 0.042
非随机 20 0.28 0.15, 0.41 4.29*** 130.97*** 85.49
随机 18 0.12 0.04, 0.21 2.77** 198.72** 91.45
  
干预
对象
结局
指标
实验
设计
纳入
研究
结果的
不一致
间接
证据
结果
不精确
发表
偏倚
实验组 对照组 相对效应 证据
质量
结果
变量
重要性
欺凌者 欺凌行为 RCT1 2 严重2 严重3-4 24 24 0.96(-1.04, 2.95) ?OOO 关键
受凌者 受欺凌行为 RCT1 2 严重2 209 216 0.79(-0.56, 2.14) ??OO 关键
非RCT 3 104 63 0.33(0.07, 0.59) ??OO 关键
心理健康 RCT1 2 严重2 209 216 0.57(-0.13, 1.27) ??OO 关键
非RCT 2 93 49 0.49(0.15, 0.84) ??OO 关键
所有
学生
欺凌行为 RCT1 14 严重2 严重3 1110 1101 0.12(0.08, 0.17) ??OO 关键
非RCT 10 严重2 严重3 严重 1505 1776 0.28(0.20, 0.40) ?OOO 关键
受欺凌行为 RCT1 13 严重2 严重3 12630 10731 0.12(0.04, 0.21) ??OO 关键
非RCT 12 严重2 严重3 严重 7697 3791 0.28(0.15, 0.41) ?OOO 关键
态度 RCT1 6 1479 1589 0.34(0.06, 0.61) ???O 重要
  
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