@article{ref1,
title="Effects of antibullying programs on teachers' interventions in bullying situations. A meta-analysis",
journal="Psychology in the schools",
year="2019",
author="Verseveld, Marloes D. A. van and Fukkink, Ruben G. and Fekkes, Minne and Oostdam, Ron J.",
volume="56",
number="9",
pages="1522-1539",
abstract="Even though teachers are key figures of a program's effectiveness, most intervention studies have not focused explicitly on the effects of antibullying programs at teacher level. We conducted a meta-analysis into the effects of school-based antibullying programs on determinants of teacher intervention, including teachers' attitudes towards bullying, their self-efficacy and knowledge regarding intervention strategies, and the effects on teachers' bullying intervention itself. Following the PRISMA guidelines, 13 peer-reviewed papers were retrieved that reported outcomes on teachers, staff, and students (N = 948, 2,471, and 138,311, respectively). Antibullying programs had a significant moderate effect on determinants of teacher intervention (g = 0.531) and a significant small to moderate effect on teacher intervention in bullying situations (g = 0.390). <br><br>RESULTS of the meta-analysis indicate that the effectiveness of antibullying programs may increase when components are included to reinforce teachers' attitudes, subjective norms, self-efficacy, knowledge, and skills towards reducing bullying in the school.<p /> <p>Language: en</p>",
language="en",
issn="0033-3085",
doi="10.1002/pits.22283",
url="http://dx.doi.org/10.1002/pits.22283"
}