1 / 10

KiVa Anti-bullying programme

KiVa Anti-bullying programme. Developed by Prof Christina Salmivalli University of Turku, Finland Funded by Finnish Government RCT trial 2006-2009 National roll out since 2009 Approved for WG funding. Background of KiVa: The social architecture of bullying.

zalika
Download Presentation

KiVa Anti-bullying programme

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. KiVa Anti-bullying programme Developed by Prof Christina Salmivalli University of Turku, Finland Funded by Finnish Government RCT trial 2006-2009 National roll out since 2009 Approved for WG funding

  2. Background of KiVa: The social architecture of bullying • Participant roles in bullying (Salmivalli et al., 1996) 20% reinforcers of the bully 24% 8% bully outsiders 12% victim 17% assistants of the bully defenders of the victim 7% 2 2

  3. In order to reduce bullying... • Wedonotnecessarilyneed to change the victims, makingthem”lessvulnerable” UNIVERSAL • Influencing the behavior ofclassmatescanreduce the rewardsgainedby the bullies and consequently, theirmotivation to bully in the firstplace However, the victims need to feel that they are heard and helped by the adults at school The bullies need to be confronted for their unacceptable behavior INDICATED 3

  4. KiVa games and KiVa Street are closely connected to student lessons • Repeating & testing of whathasbeenlearnt – ”I KNOW” • Learning to take action – ”I CAN” • Motivation – ”I DO” 4

  5. RCT: Success of the indicated actions • The proportion of cases handled by the school team in which bullying... • Stopped completely 79.4% • Decreased 18.5% • Remained the same 1.9% • Increased 0.3% • Garandeau et al., Tackling acute cases of bullying: Comparison of two methods in the context of the KiVa antibullying program. 5

  6. Scaling up • 2009: 1450 schools • 2010: + 810 schools • 2011: + 200 schools + Åland Island • 82% of comprehensiveschools in the country haveadoptedKIVa • About 7500-8000 teachers and otherschoolpersonneltrainedface-to-face 6

  7. Main conclusions (broad rollout) • Effects weaker than in RCT, but still significant (for victimization, OR= 1.21, 95% CI=1.12-1.31), with much variation across grade levels • Again, strongest effects in grade 4 and weakest in secondary school (grades 7-9) • Generalized to Finnish population of 500,000 students, the effects of this size would mean a reduction of 12000 victims and 8000 bullies after nine months of KiVa implementation 7

  8. Currentpilot in Wales • Small scale KESS fundedevaluation, CEBEI – SuzyClarksonMres • 7schools in North Wales, 3 schools in Cheshire, 7 schools in South Wales • Trainedby Christina in May 2012, Unit 2 curriculum in English 9 – 11 yos • The 17 schoolscompletedbaselinepupilsurvey and areimplementingprogramme, and veryenthusiasticabout the lessons • Onlyonebullyingincidentaddressedsofar 8

  9. RCT fundingfromMarch 2013 • Welsh Big Lottery Funding 2013 - 2015 • Project Partners, Dartington Social Research Unit, CEBEI and CEIT • 20 primary schools (from across Wales) • To implement and evaluate the entire KiVa primary school curriculum (Units 1 and 2) (all of KS2, years 3 - 6) • Randomised allocation of schools • 10 schools to implement 2013 and 20 schools to implement in 2014 • Meetings with Christina in March to identify interested schools 9

  10. Aims and outcomes • Reduce bullying, measured by pupil self-report – online survey • Reduce victimisation, measured by pupil self-report – online survey • Improved mental well-being, measured by Child and Teacher Strengths and Difficulties Questionnaire • Improved school attendance, measured in terms of half day sessions missed 10

More Related