Periodic Reporting for period 2 - CHALLENGE (Persistent bullying cases: towards tailored intervention approaches to maximize efficiency)
Período documentado: 2022-04-01 hasta 2023-09-30
•WP1 uncovers the key features of persistent bullying, such as the extent to which it is due to school-level factors or rather varies across bullying cases (within schools).
•WP2 elucidates the plight of persistent victims by testing why victimized youth are most maladjusted in contexts where the overall level of victimization is decreasing (healthy context paradox, Garandeau & Salmivalli, 2019).
•WP3 tests the student perceptions of, and the effectiveness of different targeted interventions in 1) real-life conditions and 2) in an experimental study utilizing video vignettes, uncovering challenge factors that increase the risk of a bullying case remaining unresolved. Moreover, it tests how youth characteristics affect their cognitive, emotional and motivational responses to different interventions.
•WP4 utilizes molecular genetics to test genetic susceptibility to intervention effects at the individual level.
CHALLENGE uses quantitative, qualitative, and DNA analyses, combines longitudinal and experimental designs, and harnesses novel tools to collect real-time intervention data and to register children’s responses to interventions. It bridges the perspectives of developmental and social psychology, child psychiatry, and genetics, builds theory on persistent bullying and enables the development of tailored measures for specific target groups where available interventions have failed
WP1 is based on existing data, and some publications have came out from this WP.
WP1:
Johander, E., Turunen, T., Garandeau, C., & Salmivalli, C. (2020). Different approaches to address bullying in KiVa Schools: adherence to guidelines, strategies implemented, and outcomes obtained. Prevention Science, 22, 299–310.
Salmivalli, C., Malamut, S., Laninga-Wijnen, L., & Garandeau, C. (2021). Bullying prevention in adolescence: solutions and new challenges from the past decade. Journal of Research on Adolescence. 31, 1023-1046.
Salmivalli, C. (i2023): Prevention of scool bullying: From celebrating succes to analyzing failure. European Journal of Developmental Psychology.
Johander, Turunen, Garandeau, & Salmivalli (2023). Interventions that failed: Factors associated with the continuation of bullying after a targeted intervention. International Journal of Bullying Prevention.
Herkama, S., Kontio, M., Sainio, M., Turunen, T., Poskiparta, E., & Salmivalli, C. (2022). Facilitators and barriers to the sustainability of a school-based bullying prevention program. Prevention Science
WP2:
Pan, B., Tengfei, L., Linqin, J., Malamut, S., Zhang, W., & Salmivalli, C. (2021). Why does classroom-level victimization moderate the victimization-depression association? The “healthy context paradox” and two explanations. Child Development, 92,1836-1854.
Laninga-Wijnen, L., Yanagida, T., Garandeau, C. F., Malamut, S.T. Veenstra, R., & Salmivalli, C. (submitted, 2022). Further unraveling the healthy context paradox:classroom victimization moderates the between and within-person effect of victimization on psychological problems, but not vice versa. Child Development
WP3:
Experimental vignette study:
Johander, Trach, Turunen, Garandeau, & Salmivalli (2022). Intention to stop bullying following condemning, empathy-raising, or combined message from teacher – do students’ empathy and callous-unemotional traits matter? Journal of Research on Adolescence.
Tracking real-life interventions:
Salmivalli, C., Graf, D., & Laninga-Wijnen, L. (in press). Ecological momentary assessment of targeted interventions addressing bullying: What are the benefits?
WP4:
Data collection soon completed (DNA samples)