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dc.contributor.authorSapouna, Maria
dc.contributor.authorWolke, Dieter
dc.contributor.authorVannini, Natalie
dc.contributor.authorWatson, Scott
dc.contributor.authorWoods, Sarah
dc.contributor.authorSchneider, Wolfgang
dc.contributor.authorEnz, Sibylle
dc.contributor.authorHall, Lynne
dc.contributor.authorPaiva, Ana
dc.contributor.authorAndre, Elizabeth
dc.contributor.authorDautenhahn, K.
dc.contributor.authorAylett, Ruth
dc.date.accessioned2012-12-10T18:29:47Z
dc.date.available2012-12-10T18:29:47Z
dc.date.issued2010-01
dc.identifier.citationSapouna , M , Wolke , D , Vannini , N , Watson , S , Woods , S , Schneider , W , Enz , S , Hall , L , Paiva , A , Andre , E , Dautenhahn , K & Aylett , R 2010 , ' Virtual learning intervention to reduce bullying victimization in primary school : a controlled trial ' , Journal of Child Psychology & Psychiatry , vol. 51 , no. 1 , pp. 104-112 . https://doi.org/10.1111/j.1469-7610.2009.02137.x
dc.identifier.issn0021-9630
dc.identifier.otherPURE: 397637
dc.identifier.otherPURE UUID: dde84e9a-72a1-4bf9-a044-00f8d1353606
dc.identifier.otherWOS: 000272575500012
dc.identifier.otherScopus: 71949096542
dc.identifier.urihttp://hdl.handle.net/2299/9347
dc.descriptionThe definitive version can be found at: http://onlinelibrary.wiley.com/ Copyright ACAMH
dc.description.abstractBackground: Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized. Methods: One thousand, one hundred twenty-nine children (mean age 8.9 years) in 27 primary schools across the UK and Germany were assigned to the FearNot! intervention or the waiting control condition. The program consisted of three sessions, each lasting approximately 30 minutes over a three-week period. The participants were assessed on self-report measures of victimization before and one and four weeks after the intervention or the normal curriculum period. Results: In the combined sample, baseline victims in the intervention group were more likely to escape victimization at the first follow-up compared with baseline victims in the control group (adjusted RR, 1.41; 95% CI, 1.02-1.81). A dose-response relationship between the amount of active interaction with the virtual victims and escaping victimization was found (adjusted OR, 1.09; 95% CI, 1.003-1.18). Subsample analyses found a significant effect on escaping victimization only to hold for UK children (adjusted RR, 1.90; CI, 1.23-2.57). UK children in the intervention group experienced decreased victimization rates at the first follow-up compared with controls, even after adjusting for baseline victimization, gender and age (adjusted RR, .60; 95% CI, .36-.93). Conclusions: A virtual learning intervention designed to help children experience effective strategies for dealing with bullying had a short-term effect on escaping victimization for a priori identified victims, and a short-term overall prevention effect for UK children.en
dc.format.extent9
dc.language.isoeng
dc.relation.ispartofJournal of Child Psychology & Psychiatry
dc.rightsOpen
dc.subjectAnti-bullying intervention
dc.subjectvictimization
dc.subjectvirtual learning
dc.subjectcontrolled trial
dc.titleVirtual learning intervention to reduce bullying victimization in primary school : a controlled trialen
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionSchool of Computer Science
dc.contributor.institutionScience & Technology Research Institute
dc.description.statusPeer reviewed
dc.description.versiontypeSubmitted Version
dcterms.dateAccepted2010-01
rioxxterms.versionSMUR
rioxxterms.versionofrecordhttps://doi.org/10.1111/j.1469-7610.2009.02137.x
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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