@article{ref1,
title="Anti-bullying interventions with an emphasis on bystanders: a scoping review",
journal="Journal of school health",
year="2023",
author="Bezerra, Luiza Luana de Araújo Lira and Alves, Dayse Lorrane Gonçalves and Nunes, Bruna Rodrigues and Stelko-Pereira, Ana Carina and Florêncio, Raquel Sampaio and Gomes, Ilvana Lima Verde",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="BACKGROUND: Bystanders' role in bullying situations is important, and may exacerbate or minimize the problem. Thus, this article aims to identify the characteristics of anti-bullying programs with an emphasis on bystanders. <br><br>METHODS: This is a scoping review. We included studies that addressed interventions with an emphasis on bystanders, carried out with school children and adolescents, aimed at reducing bullying/cyberbullying and/or increasing defending behavior. Fifteen portals/databases were searched. The selection and extraction processes were carried out through the blind review strategy. The synthesis took place descriptively. <br><br>RESULTS: We found 12 interventions. The most investigated were KiVa (n = 9), STAC (n = 3), and Curriculum-Based Anti-Bullying (n = 2). <br><br>CONCLUSIONS: There are few anti-bullying programs with an emphasis on bystanders, and the majority are universal programs with strategies applied by teachers, giving little attention to parents. Moreover, most of these programs lack a broader mix of anti-bullying strategies. Therefore, we suggest developing anti-bullying programs with multiple components that contain universal, selective, and indicated strategies.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.13349",
url="http://dx.doi.org/10.1111/josh.13349"
}