Study Examines Bullying

This paper outlines theoretical considerations for bullying, including developmental changes in (a) the manifestation of bullying, (b) the underlying causes of bullying, and (c) the efficacy of domain-general behavior-change tactics. Results were consistent with theory in that whereas bullying appears to be effectively prevented in 7th grade and below, in 8th grade and beyond there is a sharp drop to an average of zero. This paper provides a basis for a theory of age-related moderation of program effects that may generalize to other domains. The findings also suggest the more general need for caution when interpreting between-study meta-analytic moderation results. Key findings include:

-       Bullying appears to be effectively prevented in 7^th grade and below.

-       In 8^th grade there is a sharp drop to an average of zero.

-       There was a seeming reversal in efficacy through the high school years, such that programs, if anything, cause harm.

-       Developmental theory suggests why this may be the case and provides opportunities for future improved interventions.

Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36-51. https://dx.doi.org/10.1016/j.appdev.2014.11.005