TY - JOUR
T1 - Empowering the Peer Group to Prevent School Bullying in Kosovo: Effectiveness of a Short and Ultra-Short Version of the ViSC Social Competence Program
AU - Arënliu, Aliriza
AU - Strohmeier, Dagmar
AU - Konjufca, Jon
AU - Yanagida, Takuya
AU - Burger, Christoph
N1 - Funding Information:
Open access funding provided by University of Applied Sciences Upper Austria. The implementation and evaluation of the ViSC program was possible through funding from the Erasmus+ KA1, Learning Mobility of Individuals, Higher Education Student and Staff Mobility between Programme and Partner Countries (Call 2016). Project number: 2016-1-AT01-KA107-016530.
Publisher Copyright:
© 2019, The Author(s).
PY - 2020/3
Y1 - 2020/3
N2 - Evidence-based anti-bullying programs are predominantly implemented in high-income countries, although there is a clear need for bullying prevention also in low- and middle-income countries. The present study reports the effectiveness of a short and ultra-short version of the ViSC Social Competence Program that was implemented in nine Kosovar schools. The ViSC program aims to empower adolescents to recognize bullying and to intervene in bullying situations. A quasi-experimental longitudinal control group design was realized to examine the effectiveness of the two program versions regarding different forms of self-reported perpetration and victimization. The short program version was implemented in 10 classes (N = 282, 52% girls, M
age = 13.45), the ultra-short program version was implemented in 13 classes (N = 354, 46% girls, M
age = 13.28), and 23 classes (N = 613, 50% girls, M
age = 13.31) served as control group. Multilevel growth models revealed intervention effects in favor of the ultra-short version when compared to the control group regarding physical victimization. All other effects were not significant. To conclude, educational and social policies supporting the implementation of evidence-based anti-bullying programs need to be issued in low- and middle-income countries, as even ultra-short versions might be effective in contexts with limited available resources.
AB - Evidence-based anti-bullying programs are predominantly implemented in high-income countries, although there is a clear need for bullying prevention also in low- and middle-income countries. The present study reports the effectiveness of a short and ultra-short version of the ViSC Social Competence Program that was implemented in nine Kosovar schools. The ViSC program aims to empower adolescents to recognize bullying and to intervene in bullying situations. A quasi-experimental longitudinal control group design was realized to examine the effectiveness of the two program versions regarding different forms of self-reported perpetration and victimization. The short program version was implemented in 10 classes (N = 282, 52% girls, M
age = 13.45), the ultra-short program version was implemented in 13 classes (N = 354, 46% girls, M
age = 13.28), and 23 classes (N = 613, 50% girls, M
age = 13.31) served as control group. Multilevel growth models revealed intervention effects in favor of the ultra-short version when compared to the control group regarding physical victimization. All other effects were not significant. To conclude, educational and social policies supporting the implementation of evidence-based anti-bullying programs need to be issued in low- and middle-income countries, as even ultra-short versions might be effective in contexts with limited available resources.
KW - Anti-bullying program
KW - Bullying
KW - Intervention
KW - Low- and middle-income countries
KW - Prevention
KW - Victimization
UR - http://www.scopus.com/inward/record.url?scp=85112705232&partnerID=8YFLogxK
U2 - 10.1007/s42380-019-00052-4
DO - 10.1007/s42380-019-00052-4
M3 - Article
VL - 2
SP - 65
EP - 78
JO - International Journal of Bullying Prevention
JF - International Journal of Bullying Prevention
IS - 1
ER -