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Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions

Published online by Cambridge University Press:  23 February 2012

Natasha Pearce*
Affiliation:
Child Health Promotion Research Centre, Edith Cowan University, Western Australia. n.pearce@ecu.edu.au
Donna Cross
Affiliation:
Child Health Promotion Research Centre, Edith Cowan University, Western Australia.
Helen Monks
Affiliation:
Child Health Promotion Research Centre, Edith Cowan University, Western Australia.
Stacey Waters
Affiliation:
Child Health Promotion Research Centre, Edith Cowan University, Western Australia.
Sarah Falconer
Affiliation:
Child Health Promotion Research Centre, Edith Cowan University, Western Australia.
*
*Address for Correspondence: Dr Natasha Pearce, Child Health Promotion Research Centre, Edith Cowan University, 2 Bradford Ave, Mt Lawley, Western Australia

Abstract

In 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.

Type
Articles
Copyright
Copyright © Cambridge University Press 2011

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