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• W2786963309 abstract "Bullying occurs when there is an imbalance of power between the bully and the victim, there are repeated negative actions against the victim, and there is a deliberate intention on the part of the bully to cause harm (Olweus, 1997; Slee, 1995). In recent years, there has been a surge in interest, publicity, and research in the area of bullying (Cook, Williams, Guerra, Kim and Sadek, 2010). Recent prevalence rates of bullying within Australia indicate that it is a significant problem, with 27% of children reporting being the victim of frequent bullying (Cross et al., 2009). Research has shown that being victimised is associated with low self-esteem, anxiety, depression, poor school achievement, loneliness and increased chance of further victimisation (Arseneault et al., 2008; Cassidy, 2009; Fisher et al., 2012; Gini & Pozzoli, 2009; Lereya et al., 2013; Zwierzynska, Wolke, & Lereya, 2013), while perpetrating bullying in childhood has been associated with an increased risk of later anti-social acts such as aggression, substance use and delinquency in addition to increased risk of depression and self-harm (Kaltiala-Heino, Frojd & Marttunen, 2010; Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000; Olweus, 1991; Winsper, Lereya, Zanarini & Wolke, 2012). The current research project aimed to develop and evaluate the efficacy of a brief anti-bullying school-based program utilising cognitive-behavioural principles and including skills of problem solving, perspective taking, help seeking and emotion regulation; the ThinkSMART program. This was achieved through three interconnected studies. Study 1 involved running a series of discussion groups with 45 students from grades 5 to 7 and 26 teaching staff drawn from two different primary schools. The discussion groups were asked a series of targeted questions to explore students’ and teachers’ understanding of bullying, to determine their experiences with bullying and anti-bullying initiatives, and their preferences for dealing with bullying problems. The feedback from this process was to be used to supplement the existing literature base and theory and to be incorporated in decisions regarding the development of the intervention program. Study 2 included the development of the intervention program, the ThinkSMART program using cognitive-behavioural principles and incorporating problem solving, perspective taking, help seeking and emotion regulation. The program was designed to be delivered within the classroom with grades 5 to 7 over six weekly sessions. Study 2 also evaluated the efficacy of the ThinkSMART program. Six primary schools within the Brisbane region in Australia participated in the evaluation of the program, with all students in grades 5 to 7 completing the program within their regular class curriculum at three of the schools, and the remaining three schools participated as control schools. A total of 166 students from the intervention schools and 120 students from the control schools participated in the evaluation of the program by completing a comprehensive assessment booklet examining a number of demographic, psychological and social variables as well as rates of bullying, victimisation and help seeking at four time points over a one-year period (Time 1 to Time 4). Contrary to expectations, compared to students in the control condition, students who participated in the ThinkSMART program did not show significant changes on any of the expected variables over the assessed time period. Study 3 aimed to assess the underlying pathways between victimisation and subsequent mental health difficulties. Data collected from Study 2 were used for this evaluation (N = 286). A proposed model for the effect of victimisation on mental health outcomes was examined using structural equation modelling. Support was found for a model in which higher instances of bully victimisation at Time 1 predicted more Time 2 (12 weeks post baseline assessment) mental health issues, which subsequently lead to increased experience of bully victimisation again at Time 3 (24 weeks post baseline assessment). This model indicated partial, not full mediation, such that past experiences of bully victimisation remained a significant predictor of future likelihood of victimisation even after controlling for the effects of mental wellbeing. Next, problem solving ability was investigated as a possible moderator of this relationship, specifically if effective problem solving strategies attenuated the unfavourable impact of being bullied on the subsequent mental health functioning of victims. A series of moderated multiple regressions were performed on the entire sample of participants. Results indicated that higher problem solving ability buffered against the negative consequences that bully victimisation carried for long-term mental health adjustment on a number of variables. Findings are discussed in relation to the literature and future research." @default.
• W2786963309 created "2018-02-23" @default.
• W2786963309 creator A5064540512 @default.
• W2786963309 date "2017-09-26" @default.
• W2786963309 modified "2023-09-23" @default.
• W2786963309 title "Bullying and mental health in children: development and evaluation of the ThinkSMART program, and an exploration of the pathways from victimisation to mental health difficulties" @default.
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