Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-23T05:02:25.714Z Has data issue: false hasContentIssue false
  • English
  • Français

Friendly schools’ bullying prevention research: Implications for school counsellors

Published online by Cambridge University Press:  07 September 2021

Donna Cross Open the ORCID record for Donna Cross [Opens in a new window] ,
Kevin C. Runions Open the ORCID record for Kevin C. Runions [Opens in a new window]  and
Natasha Pearce
Donna Cross*
Affiliation:
School of Population and Global Health, University of Western Australia, Perth, Western Australia, Australia
Kevin C. Runions
Affiliation:
Centre for Child Health Research, University of Western Australia, Perth, Western Australia, Australia
Natasha Pearce
Affiliation:
Centre for Child Health Research, University of Western Australia, Perth, Western Australia, Australia
*
*Author for correspondence: Professor Donna Cross, Telethon Kids Institute, Perth Children’s Hospital, 15 Hospital Avenue, NedlandsWA6009, Australia. Email: [email protected]
Get access

Abstract

Bullying varies in frequency, intensity, duration and hence severity, and contributes uniquely and directly to mental health problems, with severe and long-lasting consequences. Almost a half of school-age students report being bullied in the past year. All school staff, especially school counsellors, are uniquely positioned to reduce student bullying through proactive primary prevention, early intervention, and treatment. However, given the intensity of schools, and counsellors’ limited time and resources, robust evidence is needed to guide their unique contribution to a whole-school approach to reducing bullying behaviour. Since 1999, a pipeline of 18 Friendly Schools studies, including seven randomised control trials, have developed and tested ways to build all school staff’s capacity to effectively target and deliver evidence-based strategies across the prevention, early intervention and treatment continuum to reduce harm from all forms of bullying behaviour. This article describes the implications of Friendly Schools’ research findings relevant and applicable to the work of school counsellors, as part of a whole-school approach to bullying prevention. These implications demonstrate the interconnectedness of actions of all members of the school community, and the need for a whole-school commitment to preventing and reducing bullying, to realise the important synergistic contribution of school counsellors.

Keywords

School counsellorschool psychologistbullying preventionsocial and emotional learningwhole-school approach
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 31 , Special Issue 2: Actioning Research within Schools: Key Processes for Planning Successful Interventions , December 2021 , pp. 146 - 158
Check for updates
Copyright
© The Author(s) 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arseneault, L., Bowes, L., & Shakoor, S. (2010). Bullying victimization in youths and mental health problems: ‘Much ado about nothing’? Psychological Medicine, 40, 717–729.CrossRefGoogle ScholarPubMed
Baier, D., Hong, J.S., Kliem, S., & Bergmann, M.C. (2019). Consequences of bullying on adolescents’ mental health in Germany: Comparing face-to-face bullying and cyberbullying. Journal of Child and Family Studies, 28, 2347–2357. doi: 10.1007/s10826-018-1181-6 CrossRefGoogle Scholar
Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3, 193–209. https://doi.org/10.1207/s15327957pspr0303_3 CrossRefGoogle ScholarPubMed
Barnes, A., Pearce, N., Erceg, E., Runions, K., Cardoso, P., Lester, L., Coffin, J., & Cross, D. (2019). Ways to reduce offline and online bullying in schools: Interventions that work. In Smith, P. (Ed.), Making an impact on school bullying: Interventions and recommendations. Routledge.Google Scholar
Bauman, S., Meter, D.J., Nixon, C., & Davis, S. (2016). Targets of peer mistreatment: Do they tell adults? What happens when they do? Teaching and Teacher Education, 57, 118–124. doi: 10.1016/j.tate.2016.03.013 CrossRefGoogle Scholar
Blomqvist, K., Saarento-Zaprudin, S., & Salmivalli, C. (2020). Telling adults about one’s plight as a victim of bullying: Student-and context-related factors predicting disclosure. Scandinavian Journal of Psychology, 61, 151–159.CrossRefGoogle Scholar
Borg, M.G. (1998). The emotional reactions of school bullies and their victims. Educational Psychology, 18, 433–444.CrossRefGoogle Scholar
Boulton, M.J., Boulton, L., Down, J., Sanders, J., & Craddock, H. (2017). Perceived barriers that prevent high school students seeking help from teachers for bullying and their effects on disclosure intentions. Journal of Adolescence, 56, 40–51.CrossRefGoogle ScholarPubMed
Bussey, K., Fitzpatrick, S., & Raman, A. (2015). The role of moral disengagement and self-efficacy in cyberbullying. Journal of School Violence, 14, 30–46. https://doi.org/10.1080/153882200.2014.954045 CrossRefGoogle Scholar
Boulton, M.J. (2014). High school pupils’ understanding of peer counselling and willingness to use it for different types of bullying. Pastoral Care in Education, 32, 95–103.CrossRefGoogle Scholar
Bowles, R., Reyes, M.G., & Pradiptyo, R. (2005). Safer School Partnerships. http://dera.ioe.ac.uk/5927/1/Safer%20Schools%20Partnerships%20-%20Full%20Report.pdf Google Scholar
Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36, 361–382.CrossRefGoogle Scholar
Bronfenbrenner, U., & Ceci, S.J. (1994). Nature-nuture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101, 568.CrossRefGoogle ScholarPubMed
Burns, S., Cross, D., Alfonso, H., & Maycock, B. (2008). Predictors of bullying among 10–11 year old school students in Australia. Advances in School Mental Health Promotion, 1, 49–60.CrossRefGoogle Scholar
Cardoso, P., Thomas, L., Johnston, R., & Cross, D. (2012). Encouraging student access to and use of pastoral care services in schools. Australian Journal of Guidance and Counselling, 22, 227–248. doi: 10.1017/jgc.2012.28 CrossRefGoogle Scholar
Carlisle, E., Fildes, J., Hall, S., Hicking, V., Perrens, B., & Plummer, J. (2018). Youth Survey Report 2018. Mission Australia.Google Scholar
Coffin, J., Larson, A., & Cross, D. (2010). Bullying in an Aboriginal context. The Australian Journal of Indigenous Education, 39, 77–87.CrossRefGoogle Scholar
Cortes, K.I., & Kochenderfer-Ladd, B. (2014). To tell or not to tell: What influences children’s decisions to report bullying to their teachers? School Psychology Quarterly, 29, 336–348. doi: 10.1037/spq0000078 CrossRefGoogle ScholarPubMed
Crick, N.R., & Dodge, K.A. (1994). A review and reformulation of social information -processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101.CrossRefGoogle Scholar
Cross, D., & Barnes, A. (2014). Using systems theory to understand and respond to family influences on children’s bullying behavior: Friendly Schools Friendly Families Program. Theory into Practice, 53, 293–299.CrossRefGoogle Scholar
Cross, D., Barnes, A., Papageorgiou, A., Hadwen, K., Hearn, L., & Lester, L. (2015). A social–ecological framework for understanding and reducing cyberbullying behaviours. Aggression and Violent Behavior, 23, 109–117.CrossRefGoogle Scholar
Cross, D., Lester, L., Pearce, N., Barnes, A., & Beatty, S. (2018). A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying. The Journal of Educational Research, 111, 255–267.CrossRefGoogle Scholar
Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E., Hamilton, G., Roberts, C., Waters, S., & Lester, L. (2011). Three-year results of the Friendly Schools whole-of-school intervention on children’s bullying behaviour. British Educational Research Journal, 37, 105–129. doi: 10.1080/01411920903420024 CrossRefGoogle Scholar
Cross, D., Pintabona, Y., Hall, M., Hamilton, G., & Erceg, E. (2004). Validated guidelines for school-based bullying prevention and management. International Journal of Mental Health Promotion, 6, 34–42.CrossRefGoogle Scholar
Cross, D., Pintabona, Y., Hall, M., Hamilton, G., Erceg, E., & Roberts, C. (2003). The Friendly Schools project: An empirically grounded school-based bullying prevention program. Journal of Psychologists and Counsellors in Schools, 13, 36–46.Google Scholar
Cross, D., Runions, K.C., Resnicow, K.A., Britt, E.F., & Gray, C. (2018). Motivational interviewing as a positive response to high-school bullying. Psychology in the Schools, 55, 464–475. doi: 10.1002/pits.22120 CrossRefGoogle Scholar
Cross, D., Runions, K.C., Shaw, T., Wong, J.W., Campbell, M., Pearce, N., Burns, S., Lester, L., Barnes, A., & Resnicow, K. (2019). Friendly Schools universal bullying prevention intervention: Effectiveness with secondary school students. International Journal of Bullying Prevention, 1, 45–57.CrossRefGoogle Scholar
Cross, D., Shaw, T., Epstein, M., Pearce, N., Barnes, A., Burns, S., Waters, S., Lester, L., & Runions, K. (2018). Impact of the Friendly Schools whole-school intervention on transition to secondary school and adolescent bullying behaviour. European Journal of Education, 53, 495–513. doi: 10.1111/ejed.12307 CrossRefGoogle Scholar
Cross, D., Shaw, T., Hadwen, K., Cardoso, P., Slee, P., Roberts, C., Thomas, L., & Barnes, A. (2016). Longitudinal impact of the Cyber Friendly Schools program on adolescents’ cyberbullying behavior. Aggressive Behavior, 42, 166–180. doi: 10.1002/ab.21609 CrossRefGoogle ScholarPubMed
Cross, D., Waters, S., Pearce, N., Shaw, T., Hall, M., Erceg, E., Burns, S., Roberts, C., & Hamilton, G. (2012). The Friendly Schools Friendly Families programme: Three-year bullying behaviour outcomes in primary school children. International Journal of Educational Research, 53, 394–406.CrossRefGoogle Scholar
Cunningham, T., Hoy, K., & Shannon, C. (2016). Does childhood bullying lead to the development of psychotic symptoms? A meta-analysis and review of prospective studies. Psychosis, 8, 48–59.CrossRefGoogle Scholar
Delfabbro, P., Winefield, T., Trainor, S., Dollard, M., Anderson, S., Metzer, J., & Hammarstrom, A. (2006). Peer and teacher bullying/victimization of South Australian secondary school students: Prevalence and psychosocial profiles. British Journal of Psychology, 76, 71–90.Google ScholarPubMed
Dooley, J., Gradinger, P., Strohmeier, D., Cross, D., & Spiel, C. (2010). Cyber-victimisation: The association between help-seeking behaviours and self-reported emotional symptoms in Australia and Austria. Australian Journal of Guidance and Counseling, 20, 194–209.CrossRefGoogle Scholar
Dooley, J.J., Shaw, T., & Cross, D. (2012). The association between the mental health and behavioural problems of students and their reactions to cyber -victimization. European Journal of Developmental Psychology, 9, 275–289. doi: 10.1080/17405629.2011.648425 CrossRefGoogle Scholar
Eliot, M., Cornell, D., Gregory, A., & Fan, X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of School Psychology, 48, 533–553. doi: 10.1016/j.jsp.2010.07.001 CrossRefGoogle ScholarPubMed
Erickson, S.J., Gerstle, M., & Feldstein, S.W. (2005). Brief interventions and motivational interviewing with children, adolescents and their parents in pediatric health care settings: a review. Archives of Pediatrics and Adolescent Medicine, 159, 1173–1180.CrossRefGoogle ScholarPubMed
Espelage, D.L. (2014). Ecological theory: Preventing youth bullying, aggression, and victimization. Theory into Practice, 53, 257–264.CrossRefGoogle Scholar
Farrington, D.P., Gaffney, H., Lösel, F., & Ttofi, M.M. (2017, 2017/03/01/). Systematic reviews of the effectiveness of developmental prevention programs in reducing delinquency, aggression, and bullying. Aggression and Violent Behavior, 33, 91–106. https://doi.org/https://doi.org/10.1016/j.avb.2016.11.003 CrossRefGoogle Scholar
Gazelle, H., & Ladd, G.W. (2003). Anxious solitude and peer exclusion: A diathesis–stress model of internalizing trajectories in childhood. Child Development, 74, 257–278.CrossRefGoogle ScholarPubMed
Gini, G. (2006). Social cognition and moral cognition in bullying: What’s wrong? Aggressive Behavior, 32, 528–539.CrossRefGoogle Scholar
Gini, G., Card, N.A., & Pozzoli, T. (2018). A meta-analysis of the differential relations of traditional and cyber-victimization with internalizing problems. Aggressive Behavior, 44, 185–198.CrossRefGoogle ScholarPubMed
Gini, G., Pozzoli, T., & Hymel, S. (2014). Moral disengagement among children and youth: A meta-analytic review of links to aggressive behavior. Aggressive Behavior, 40, 56–68.CrossRefGoogle ScholarPubMed
Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire.Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1337–1345.CrossRefGoogle Scholar
Hanish, L.D., & Guerra, N.G. (2002). A longitudinal analysis of patterns of adjustment following peer victimization. Development and psychopathology, 14, 69–89.CrossRefGoogle ScholarPubMed
Hemphill, S.A., Kotevski, A., Herrenkohl, T.I., Bond, L., Kim, M.J., Toumbourou, J.W., & Catalano, R.F. (2011). Longitudinal consequences of adolescent bullying perpetration and victimisation: A study of students in Victoria, Australia. Criminal Behaviour and Mental Health, 21, 107–116.CrossRefGoogle ScholarPubMed
Hettema, J., Steele, J., & Miller, W.R. (2005). Motivational Interviewing. Annual Review of Clinical Psychology, 1, 91–111.CrossRefGoogle ScholarPubMed
Holt-Lunstad, J., Smith, T.B., Baker, M., Harris, T., & Stephenson, D. (2015). Loneliness and social isolation as risk factors for mortality: A meta-analytic review. Perspectives on Psychological Science, 10, 227–237.CrossRefGoogle ScholarPubMed
Khong, J.Z.N., Tan, Y.R., Elliott, J.M., Fung, D.S.S., Sourander, A., & Ong, S.H. (2020). Traditional victims and cybervictims: Prevalence, overlap, and association with mental health among adolescents in Singapore. School Mental Health, 12, 145–155. doi: 10.1007/s12310-019-09337-x CrossRefGoogle Scholar
Kishida, Y., Brennan-Jones, C., Vithiatharan, R., Hancock, K., Runions, K., Brown, M., Eikelboom, R., Coffin, J., Kickett-Tucker, C., Li, I., Epstein, M., Rahamathulla, M., Falconer, S., & Cross, D. (2021). Supporting the social-emotional wellbeing of primary school students who are deaf or hard-of-hearing. Manuscript submitted for publication.Google Scholar
Kowalski, R.M., Giumetti, G.W., Schroeder, A.N., & Lattanner, M.R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140, 1073–1137. doi: 10.1037/a0035618 CrossRefGoogle ScholarPubMed
Lawrence, D., Johnson, S., Hafekost, J., Boterhoven De Haan, K., Sawyer, M., Ainley, J., & Zubrick, S. (2015). The mental health of children and adolescents. Report on the second Australian Child and Adolescent Survey of Mental Health and Wellbeing. Canberra: Department of Health.Google ScholarPubMed
Lester, L., & Cross, D. (2014). Do emotional and behavioural difficulties in primary school predict adolescent victimisation trajectories? Emotional and Behavioural Difficulties, 19, 356–370.CrossRefGoogle Scholar
Lester, L., Cross, D., Shaw, T., & Dooley, J. (2012). Adolescent bully-victims: Social health and the transition to secondary school. Cambridge Journal of Education, 42, 213–233. doi: 10.1080/0305764X.2012.676630 CrossRefGoogle Scholar
Lester, L., Pearce, N., Waters, S., Barnes, A., Beatty, S., & Cross, D. (2017). Family involvement in a whole-school bullying intervention: Mothers’ and fathers’ communication and influence with children. Journal of Child and Family Studies, 26, 2716–2727.CrossRefGoogle Scholar
Mitsopoulou, E., & Giovazolias, T. (2015). Personality traits, empathy and bullying behavior: A meta-analytic approach. Aggression and Violent Behavior, 21, 61–72. doi: 10.1016/j.avb.2015.01.007 CrossRefGoogle Scholar
Modecki, K.L., Minchin, J., Harbaugh, A.G., Guerra, N.G., & Runions, K.C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55, 602–611.CrossRefGoogle ScholarPubMed
Oliver, C., & Candappa, M. (2007). Bullying and the politics of ‘telling’. Oxford Review of Education, 33, 71–86.CrossRefGoogle Scholar
Olweus, D. (1992). Bullying among schoolchildren: Intervention and prevention. In Peters, R.D., McMahon, R.J., & Quincy, V.L. (Eds.), Aggression and violence throughout the life span (pp. 100–125). Sage.Google Scholar
Pearce, N., Cross, D., Monks, H., Waters, S., & Falconer, S. (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, 1–21. https://doi.org/10.1375/ajgc.21.1.1 CrossRefGoogle Scholar
Pearce, N., Monks, H., Hearn, L., Burns, S., Runions, K., Francis, J., & Cross, D. (2021). ‘It’s all about context’: Building school capacity to implement a whole-school approach to bullying. Manuscript submitted for publication.Google Scholar
Patterson, L.J., Allan, A., & Cross, D. (2017). Adolescent bystander behavior in the school and online environments and the implications for interventions targeting cyberbullying. Journal of School Violence, 16, 361–375.CrossRefGoogle Scholar
Pennell, D., Campbell, M.A., Tangen, D., Runions, K., Brooks, J., & Cross, D.S. (2020). Facilitators and barriers to the implementation of motivatio nal interviewing for bullying perpetration in school settings. Scandinavian Journal of Psychology, 61, 143–150. https://doi.org/10.1111/sjop.12502 CrossRefGoogle Scholar
Perren, S., Dooley, J., Shaw, T., & Cross, D. (2010). Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents. Child and Adolescent Psychiatry and Mental Health, 4, 28. doi: 10.1186/1753-2000-4-28 CrossRefGoogle ScholarPubMed
Pikas, A. (2002). New developments of the Shared Concern Method. School Psychology International, 23, 307–326.CrossRefGoogle Scholar
Rigby, K., & Bagshaw, D. (2003). Prospects of adolescent students collaborating with teachers in addressing issues of bullying and conflict in schools. Educational Psychology, 23, 535–546.CrossRefGoogle Scholar
Rigby, K., & Griffiths, C. (2008). Applying the Method of Shared Concern in Australian schools: An evaluative study. Department of Education, Employment and Workplace Relations. www.deewr.gov.au/Schooling/NationalSafeSchools/Documents/ covertBullyReports/MethodOFSharedConcern.pdfGoogle Scholar
Robinson, G., & Maines, B. (2007). Bullying: A complete guide to the Support Group Method. Lucky Duck Publishing.Google Scholar
Runions, K.C. (2014). Reactive aggression and peer victimization from prekindergarten to first grade: Accounting for hyperactivity and teacher -child conflict. British Journal of Educational Psychology, 84, 537–555. DOI: 10.1111/bjep.12037 CrossRefGoogle Scholar
Runions, K., Graf, D., Pearce, N., & Cross, D. (2021). ‘Friendly Schools’ Bullying Prevention Program reduces revenge, rage, reward and recreation motives for aggression. Manuscript submitted for publication.Google Scholar
Runions, K.C., Salmivalli, C., Shaw, T., Burns, S., & Cross, D. (2018). Beyond the reactive- proactive dichotomy: rage, revenge, reward, and recreational aggression predict early high school bully and bully/victim status. Aggressive Behavior, 44, 501–511. https://doi.org/10.1002/ab.21770 CrossRefGoogle Scholar
Runions, K.C., & Shaw, T. (2013). Teacher–child relationship, child withdrawal and aggression in the development of peer victimization. Journal of Applied Developmental Psychology, 34, 319–327.CrossRefGoogle Scholar
Runions, K., Shaw, T., Bussey, K., Thornberg, R., Salmivalli, C., & Cross, D. (2019). Moral disengagement of pure bullies and bully/victims: Shared and distinct mechanisms. Journal of Youth & Adolescence, 48, 1835–1848. https://doi.org/10.1007/s10964-019-01067-2 CrossRefGoogle ScholarPubMed
Runions, K.C., Vitaro, F., Shaw, T., Cross, D., Hall, M., & Boivin, M. (2014). Teacher -child relationship, parenting, and growth in likelihood and severity of physical aggression in the early school years. Merrill-Palmer Quarterly, 60, 274–301.CrossRefGoogle Scholar
Shaw, T., Campbell, M.A., Eastham, J., Runions, K.C., Salmivalli, C., & Cross, D. (2019). Telling an adult at school about bullying: Subsequent victimization and internalizing problems. Journal of Child and Family Studies, 28, 2594–2605.CrossRefGoogle Scholar
Slee, P.P., Smith, P.K., Morita, Y., Catalano, R., Junger-Tas, J., & Olweus, D. (1999). The nature of school bullying: A cross-national perspective: Psychology Press.Google Scholar
Smith, P.K., & Shu, S. (2000). What good schools can do about bullying: Findings from a survey in English schools after a decade of research and action. Childhood, 7, 193–212.CrossRefGoogle Scholar
Solberg, M.E., Olweus, D., & Endresen, I.M. (2007). Bullies and victims at school: Are they the same pupils? British Journal of Educational Psychology, 77, 441–464.CrossRefGoogle ScholarPubMed
Sourander, A., Brunstein Klomek, A., Ikonen, M., Lindroos, J., Luntamo, T., Koskelainen, M., Ristkari, T., & Helenius, H. (2010). Psychosocial risk factors associated with cyberbullying among adolescents: A population-based study. Archives of General Psychiatry, 67, 720–728. doi: 10.1001/archgenpsychiatry.2010.79 CrossRefGoogle ScholarPubMed
Sutton, J., Smith, P.K., & Sweetenham, J. (1999). Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17, 435–450.CrossRefGoogle Scholar
Swearer, S.M., Espelage, D.L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying?: Linking research to educational practice. Educational Researcher, 39, 38–47.CrossRefGoogle Scholar
Thomas, H.J., Connor, J.P., Lawrence, D.M., Hafekost, J.M., Zubrick, S.R., & Scott, J.G. (2017). Prevalence and correlates of bullying victimisation and perpetration in a nationally representative sample of Australian youth. Australian & New Zealand Journal of Psychiatry, 51, 909–920.CrossRefGoogle Scholar
Ttofi, M.M., & Farrington, D.P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56.CrossRefGoogle Scholar
Ttofi, M. M., Farrington, D. P., & Lösel, F. (2012). School bullying as a predictor of violence later in life: A systematic review and meta-analysis of prospective longitudinal studies. Aggression and Violent Behavior, 17, 405–418.CrossRefGoogle Scholar
Ttofi, M. M., Farrington, D. P., Lösel, F., Crago, R. V., & Theodorakis, N. (2016). School bullying and drug use later in life: A meta-analytic investigation. School Psychology Quarterly, 31, 8.CrossRefGoogle ScholarPubMed
van Dam, D.., van der Ven, E., Velthorst, E., Selten, J.-P., Morgan, C., & de Haan, L. (2012). Childhood bullying and the association with psychosis in non-clinical and clinical samples: A review and meta-analysis. Psychological Medicine, 42, 2463–2474.CrossRefGoogle ScholarPubMed
van Geel, M., Goemans, A., & Vedder, P.H. (2016). The relation between peer victimization and sleeping problems: A meta-analysis. Sleep Medicine Reviews, 27, 89–95.CrossRefGoogle ScholarPubMed
Viding, E., Simmonds, E., Petrides, K.V., & Frederickson, N. (2009). The contribution of callous-unemotional traits and conduct problems to bullying in early adolescence. Journal of Child Psychology and Psychiatry, 50, 471–481.CrossRefGoogle ScholarPubMed
Vreeman, R., & Carroll, A. (2007). A systematic review of school -based interventions to prevent bullying. Archives of Pediatric Adolescent Medicine, 161, 78–88.CrossRefGoogle ScholarPubMed
Waters, S.K., Lester, L., & Cross, D. (2014). Transition to secondary school: Expectation versus experience. Australian Journal of Education, 58, 153–166.CrossRefGoogle Scholar
Woodin, E.M., & O’Leary, K.D. (2010). A brief motivational intervention for physically aggressive dating couples. Prevention Science, 11, 371–383.CrossRefGoogle ScholarPubMed
Yablon, Y.B. (2017). Students’ reports of severe violence in school as a tool for early detection and prevention. Child Development, 88, 55–67. doi: 10.1111/cdev.12679 CrossRefGoogle ScholarPubMed
Yeager, D.S., Fong, C.J., Lee, H.Y., & Espelage, D.L. (2015). Declines in efficacy of anti -bullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51.CrossRefGoogle Scholar
Zych, I., Baldry, A.C., Farrington, D.P., & Llorent, V.J. (2019b). Are children involved in cyberbullying low on empathy? A systematic review and meta -analysis of research on empathy versus different cyberbullying roles. Aggression and Violent Behavior, 45, 83–97. doi: 10.1016/j.avb.2018.03.004 CrossRefGoogle Scholar
Zych, I., Farrington, D.P., & Ttofi, M.M. (2019a). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45, 4–19.CrossRefGoogle Scholar