Integrative Overview of a Peer Victimization Research Program: Measurement, Cross-National Generalizability, and Intervention

• In Event: Navigating Professional Issues in Counseling and Education

Abstract

School Bullying is a significant worldwide problem, but 50 years of antibullying interventions have been largely disappointing. In addressing this problem, we summarize our recent and ongoing research demonstrating:
•Stronger measures of multiple components of bullying and Victimization (six factors: physical, verbal, and relational components of bullying and Victimization),
•Cross-national generalizability over 77 countries differentiating multiple components of Victimization and relations with key correlates;
•Why interventions based on individual students are largely unsuccessful.

We based our classroom-climate antibullying intervention based on Self-Determination Theory, Autonomy-Supportive Teaching, and our ongoing research. A random control trial with appropriate doubly-latent multilevel models resulted in larger reductions in bullying than previously published research (ES=-.40). Consistent with theory, the classroom climate largely mediated the intervention effects.

Authors

• Herbert W. Marsh, Australian Catholic University

• Johnmarshall Reeve, Australian Catholic University

• Sung Hyeon Cheon, Korea University

• Hye-Ryen Jang, Australian Catholic University

• Jiesi Guo, Australian Catholic University

• Roberto Parada, University of Western Sydney

• Philip D Parker, Australian Catholic University

• Reinhard Pekrun, University of Essex

• Geetanjali Basarkod, Australian Catholic University

• Joseph Ciarrochi, Australian Catholic University

• Baljinder K. Sahdra, Australian Catholic University