{"id":{"repo_id":"cambridge","oai_identifier":"oai:www.repository.cam.ac.uk:1810/316597"},"canonical_url":"https://search.dev.ndltd.org/etd/cambridge/oai:www.repository.cam.ac.uk:1810/316597","repository":{"repo_id":"cambridge","name":"Cambridge University","base_url":"https://api.repository.cam.ac.uk/server/oai/request"},"display":{"title":"Evaluating the effectiveness of school- and cyber-bullying intervention and prevention programmes: Two systematic and meta-analytical reviews","abstract":"This thesis examines the effectiveness of interventions to reduce school- and cyberbullying in two meta-analytical reviews. Bullying is defined as repetitive and intentional behaviours that involve children and adolescents between whom there is a distinct power imbalance. Cyberbullying is the manifestation of these behaviours through information and communications technologies (e.g., mobile phones, social media, online environments). Evaluations of school-based anti-bullying programmes designed to reduce offline and online bullying were reviewed. The school-bullying meta-analysis included 100 evaluations of anti-bullying programmes and found that overall, interventions to reduce and prevent bullying were effective. Included programmes significantly reduced school-bullying perpetration by approximately 19-20% and school-bullying victimisation by approximately 15-16%. Several intervention components (e.g., whole-school approach, anti-bullying policies, classroom rules, and informal peer involvement) were associated with greater reductions in school-bullying perpetration. Interventions that included informal peer involvement (e.g., group discussion, role play, class exercises) and information for parents (e.g., leaflets or letters) were associated with greater reductions in school-bullying victimisation. The cyberbullying meta-analysis found that interventions significantly reduced cyberbullying perpetration by approximately 10-15% and cyberbullying victimisation by approximately 14%. This thesis also provides support for a new method of assigning weight to primary studies in a meta-analysis, the Multiplicative Variance Adjustment model, and explores many avenues for future research on 'what works' in bullying intervention and prevention.","abstract_html":"This thesis examines the effectiveness of interventions to reduce school- and cyberbullying in two meta-analytical reviews. Bullying is defined as repetitive and intentional behaviours that involve children and adolescents between whom there is a distinct power imbalance. Cyberbullying is the manifestation of these behaviours through information and communications technologies (e.g., mobile phones, social media, online environments). Evaluations of school-based anti-bullying programmes designed to reduce offline and online bullying were reviewed. The school-bullying meta-analysis included 100 evaluations of anti-bullying programmes and found that overall, interventions to reduce and prevent bullying were effective. Included programmes significantly reduced school-bullying perpetration by approximately 19-20% and school-bullying victimisation by approximately 15-16%. Several intervention components (e.g., whole-school approach, anti-bullying policies, classroom rules, and informal peer involvement) were associated with greater reductions in school-bullying perpetration. Interventions that included informal peer involvement (e.g., group discussion, role play, class exercises) and information for parents (e.g., leaflets or letters) were associated with greater reductions in school-bullying victimisation. 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This thesis also provides support for a new method of assigning weight to primary studies in a meta-analysis, the Multiplicative Variance Adjustment model, and explores many avenues for future research on 'what works' in bullying intervention and prevention.","abstract_has_math":false,"creators":["Gaffney, Hannah"],"institution":"University of Cambridge","degree_name":null,"degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Ttofi, Maria","Farrington, David"],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-02-27","date_published":"2020-02-27","updated_at":"2026-07-22T22:23:54Z","subjects":["bullying","cyberbullying","meta-analysis","what works","evaluation","anti-bullying"],"languages":["eng"],"rights":[],"rights_urls":["https://www.repository.cam.ac.uk/bitstreams/134dc54c-6ca3-4a3e-8810-52de6b418317/download","https://www.rioxx.net/licenses/all-rights-reserved/"],"identifier_entries":[{"key":"dc:creator.authoridentifier","label":"Author Identifier","values":["0000000196770218"],"render_values":[{"text":"0000-0001-9677-0218","href":"https://orcid.org/0000-0001-9677-0218","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.17863/CAM.63710","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Ttofi, Maria","Farrington, David"]},{"key":"dc:contributor.sponsor","label":"Sponsor","values":["ESRC studentship Cambridge Trust (Vice Chancellor's scholarship) Newnham College"]},{"key":"dc:creator","label":"Author","values":["Gaffney, Hannah"]},{"key":"dc:creator.authoridentifier","label":"Author Identifier","values":["0000000196770218"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2020-02-27"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cambridge"]},{"key":"dc:relation.isreferencedby.uri","label":"Dc Relation Isreferencedby URI","values":["https://www.repository.cam.ac.uk/handle/1810/316597"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["bullying","cyberbullying","meta-analysis","what works","evaluation","anti-bullying"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["https://www.repository.cam.ac.uk/bitstreams/134dc54c-6ca3-4a3e-8810-52de6b418317/download","https://www.rioxx.net/licenses/all-rights-reserved/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.17863/CAM.63710"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://www.repository.cam.ac.uk/bitstreams/64a58da4-72ec-4dc9-a124-7ed6398b3c5a/download"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis examines the effectiveness of interventions to reduce school- and cyberbullying in two meta-analytical reviews. 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Interventions that included informal peer involvement (e.g., group discussion, role play, class exercises) and information for parents (e.g., leaflets or letters) were associated with greater reductions in school-bullying victimisation. The cyberbullying meta-analysis found that interventions significantly reduced cyberbullying perpetration by approximately 10-15% and cyberbullying victimisation by approximately 14%. 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