ArticlePrevention science : the official journal of the Society for Prevention Research2021
Different Approaches to Address Bullying in KiVa Schools: Adherence to Guidelines, Strategies Implemented, and Outcomes Obtained.
Article in Prevention science : the official journal of the Society for Prevention Research, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators.Journal of youth and adolescence · 2022Trial
- How Adherence to an Evidence-Based Targeted Intervention Procedure is Related to Intervention Effectiveness?Prevention science : the official journal of the Society for Prevention Research · 2026Article
- Why Do Student Perceptions of Teachers' Condemning of the Bullying and Empathy-Raising Lead to Intention to Stop Bullying? The Role of Emotions.Prevention science : the official journal of the Society for Prevention Research · 2025Article
- Do Targeted Interventions Diminish Victimization? Testing the Short- and Longer-term Effectiveness of Condemning, Empathy-Raising, and Combined Approaches.Journal of youth and adolescence · 2025Article
- Teachers' Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational Prevention.Behavioral sciences (Basel, Switzerland) · 2024Article
- Interventions That Failed: Factors Associated with the Continuation of Bullying After a Targeted Intervention.International journal of bullying prevention : an official publication of the International Bullying Prevention Association · 2024Article
- The association between self-reported psychosomatic complaints and bullying victimisation and disability among adolescents in Finland and Sweden.Scandinavian journal of public health · 2023Article
- Facilitators and Barriers to the Sustainability of a School-Based Bullying Prevention Program.Prevention science : the official journal of the Society for Prevention Research · 2022Article
- Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher - Do Students' Empathy and Callous-Unemotional Traits Matter?Journal of youth and adolescence · 2022Article
- The importance of prevention programs to reduce bullying: A comparative study.Frontiers in psychology · 2022Article
- Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2021Review
Corrections and comments
- Erratum issued
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We examined the extent to which school personnel implementing the KiVa® antibullying program in Finland during 2009-2015 systematically employed the program-recommended approaches (confronting or non-confronting), used one or the other depending on the bullying case (case-specific approach), or used their own adaptation when talking to perpetrators of bullying, and whether they organized follow-up meetings after such discussions. In addition to investigating adherence to program guidelines, we tested how effective these different approaches were in stopping bullying. Finally, we tested the contribution of follow-up meetings and the number of years KiVa had been implemented in a school to the effectiveness of the interventions, using reports from both school personnel and victimized students. The data were collected annually across 6 years via online questionnaires and included responses from 1221 primary and secondary schools. The school personnel were more likely to use the confronting approach than the non-confronting approach. Over time, rather than sticking to the two program-recommended approaches, they made adaptations (e.g., combining the two; using their own approach). Two-level regression analyses indicated that the discussions were equally effective, according to both personnel and victimized students, when the confronting, non-confronting, or a case-specific approach had been used. The discussions were less effective when the personnel used their own adaptation or could not specify the method used. Perceived effectiveness was higher in primary school and when follow-up meetings were organized systematically after each intervention, but unrelated to the number of years KiVa had been implemented.
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