Akran Zorbalığını Önlemede Okul Tabanlı Müdahale Programları: Sistematik Derleme

Year 2021, , 359 - 399, 21.06.2021

Aynur Uysal Toraman , Şafak Dağhan , Ökkeş Kısa

https://doi.org/10.47793/hp.936791

Cited By: 2

Abstract

Bu sistematik derlemede, öğrencilerin akran zorbalığı davranışını önlemeye yönelik okul temelli eğitim programlarının etkililiğini değerlendirmek üzere yapılmış randomize kontrollü ve yarı deneysel araştırmaların sonuçları doğrultusunda elde edilen kanıtlar incelenmiştir. Derlemede “Pubmed, Wiley Interscience, Sciencedirect ve Academic Search Complete (EBSCOHOST) veri tabanından erişilen toplam dört veri tabanından ulaşılabilen, Ocak 2016- Ocak 2021 yılları arasında yapılan araştırmalar incelenmiştir. Bu veri tabanlarında İngilizce olarak “bullying, violence, school health, nursing, children, training, intervention, prevention” anahtar kelimeleri ile tarama yapılmıştır. Bu bağlamda; araştırmaya dahil edilme kriterlerine uyan 51 çalışma sistematik derleme kapsamında değerlendirilmiştir. Dahil edilen araştırmaların 36’sı yarı deneysel, 15’i randomize kontrollü deneysel araştırma tasarımına sahiptir. Bu müdahale araştırmalarında, akran eğitimi, iletişimi güçlendirmek, ebeveyni eğitime dahil etme, öğretmenleri eğitim sürecine katmak, oyun temelli programlar, modele dayalı programlar yer almıştır. Elde edilen araştırma sonuçlarına göre farklı kültürlerde ve eğitim sistemlerinde yapılmış okul temelli uygulanan eğitim programlarının zorbalık davranışını önlemede etkili olduğu saptanmıştır. Özellikle İlkokul, ortaokul ve liseler, çalışmaların etkili olduğu alanlardır. Bu sistematik derlemede incelenen çalışmalar okul rehberlik ve psikolojik danışmanları, psikologlar, sosyal hizmet uzmanları, halk sağlığı hemşirelerine ve okul hemşirelerine rehberlik edebilir. Bununla birlikte okullarda zorbalık davranışını önleme programlarının etkisini değerlendirmek için modellere dayalı, ebeveyn, okul görevlilerinin dahil edildiği ve disiplinlerarası kanıta dayalı çalışmalara ihtiyaç bulunmaktadır.

Keywords

zorbalık, şiddet, okul sağlığı, hemşirelik, çocuk, eğitim, müdahale

School-Based Intervention Programs in Preventing Peer Bullying: A Systematic Review

Abstract

This systematic review was conducted to evaluate the efficiency of school-based education programs to prevent the peer bullying behaviors of students, and the results and evidence obtained from randomized controlled and quasi-experimental studies were examined in this respect. In the review, the studies that were conducted between January 2016 and January 2021, which could be accessed from a total of four databases at Pubmed, Wiley Interscience, Sciencedirect, and Academic Search Complete (EBSCOHOST) database, were examined. These databases were searched in English with the keywords “bullying, violence, school health, nursing, children, training, intervention, prevention”. In this context, a total of 51 studies that met the inclusion criteria were evaluated in the scope of this systematic review. A total of 36 of these studies were conducted in quasi-experimental design, and 15 were in randomized controlled research design. There were peer education intervention studies along with strengthening communication studies, intended to include parents in education, including teachers in the education process with game-based programs and model-based programs. According to the results of the study, it was determined that school-based training programs applied in different cultures and education systems were effective in preventing bullying behaviors. Especially primary, secondary, and high schools are the areas where studies were effective. The studies that were reviewed in this systematic review can guide school psychological consultants, psychologists, social workers, public healthcare nurses and school nurses. However, there is a need for model-based, interdisciplinary evidence-based studies including parents and school staff to evaluate the effects of bullying behavior prevention programs in schools.

Keywords

bullying, violence, school health, nursing, children, intervention, prevention

References

• Akcan, A., ve Ergun, A. (2019). The effect of an aggressive behavior prevention program on kindergarten students. Public Health Nursing, 36(3), 330-340. https://doi.org/10.1111/phn.12575
• Akyüz, A., ve Koç, Z. (2020). Empati yönelimli siber zorbalık psiko-eğitim programının lise 9. ve 10. sınıf öğrencilerinin siber zorbalık ve empati düzeylerine etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 40 (1), 75-111. https://doi.org/10.17152/gefad.695923
• Albayrak, S., Yıldız, A., ve Erol, S. (2016). Assessing the effect of school bullying prevention programs on reducing bullying. Children And Youth Services Review, 63, 1-9. https://doi.org/10.1016/j.childyouth.2016.02.005
• Allen, J.P., Hafen, C.A., Gregory, A.C., Mikami., A.Y., ve Pianta, R. (2015). Enhancing secondary school ınstruction and student achievement: Replication and extension of the my teaching partner-secondary ıntervention. Journal of Research on Educational Effectiveness, 8(4),475-489. https://doi.org/10.1080/19345747.2015.1017680
• Anticich, S. A. J., Barrett, P. M., Silverman, W., Lacherez, P., ve Gillies, R. (2013). The prevention of childhood anxiety and promotion of resilience among preschool-aged children: A universal school based trial. Advances in School Mental Health Promotion, 6(2), 93-121. https://doi.org/10.1080/1754730X.2013.784616
• Arslan, N., ve Akın, A. (2016). Çözüm Odaklı Kısa Süreli Grupla Psikolojik Danışmanın Lise Öğrencilerinin Akran Zorbalığına Etkisi. Sakarya University Journal of Education, 6(1), 72-84. http://dx.doi.org/10.19126/suje.62580
• Avşar, F., ve Ayaz Alkaya, S. (2017). The effectiveness of assertiveness training for school-aged children on bullying and assertiveness level. Journal of Pediatric Nursing, 36, 186-190.  https://doi.org/10.1016/j.pedn.2017.06.020
• Avşar, F., ve Ayaz Alkaya, S. 2018). Akran zorbalığının önlenmesinde okul sağlığı hemşiresinin rolü. Journal of Hacettepe University Faculty of Nursing, 5(1), 78-84. https://doi.org/10.31125/hunhemsire.431134
• Banks, R. (1997). Bullying in school. ERİC Diges. https://www.ericdigests.org/1997-4/bullying.htm.
• Barkoukis, V., Lazuras, L., Ourda, D., ve Tsorbatzoudis, H. (2016). Tackling psychosocial risk factors for adolescent cyberbullying: Evidence from a school-based ıntervention. Aggressıve Behavıor, 42(2), 114-22 . https://doi.org/10.1002/ab.21625
• Barzilay, S., Brunstein Klomek, A., Apter, A., Carli, V., Wasserman, C., Hadlaczky, G., Hoven, C.W., Sarchiapone, M., Balazs, J., Kereszteny, A., Brunner, R., Kaess, M., Bobes, J., Saiz, P., Cosman, D., Haring, C., Banzer, R., Corcoran, P., Kahn, J.P., Postuvan, V., Podlogar, T., Sisask, M., Varnik, A., ve Wasserman, D. (2017). Bullying victimization and suicide ıdeation and behavior among adolescents in europe: a 10-country study. Journal of Adolescent Health, 61(2), 179-186. http://dx.doi.org/10.1016/j.jadohealth.2017.02.002
• Biswas, T., Scott, J.G., Munir, K., Thomas, H.J., Huda, M.M., Hasan, M.M., David de Vries, T., Baxter, J., ve Mamun, A.A. (2020). Global variation in the prevalence of bullying victimisation amongst adolescents: role of peer and parental supports. EClinicalMedicine, 20, Article 100276. https://doi.org/10.1016/j.eclinm.2020.100276
• Bonell, C., Allen, E., Warren, E., McGowan, J., Bevilacqua, L., Jamal, F., Legood, R., Wiggins, M., Opondo, C., Mathiot, A., Sturgess, J., Fletcher, A., Sadique, Z., Elbourne, D., Christie, D., Bond, L., Scott, S., ve Viner, R.M. (2018). Effects of the learning together intervention on bullying and aggression in english secondary schools (INCLUSIVE): a cluster randomised controlled trial. Lancet, 392(10163), 2452-2464. https://doi.org/10.1016/S0140-6736(18)31782-3
• Bonell, C., Mathiot, A., Allen, E., Bevilacqua, L., Christie, D., Elbourne, D., Fletcher, A., Grieve, R., Legood, R., Scott, S., Warren, E., Wiggins, M., ve Viner, R.M. (2017). Initiating change locally in bullying and aggression through the school environment (INCLUSIVE) trial: update to cluster randomised controlled trial protocol. Trials, 18(1), 238.  https://doi.org/10.1186/s13063-017-1984-6
• Bowes, L., Aryani, F., Ohan, F., Haryanti, R. H., Winarna, S., Arsianto, Y., Budiyawati, H., Widowati, E., Saraswati, R., Kristianto, Y., Suryani, Y. E., Ulum, D. F., ve Minnick, E. (2019). The development and pilot testing of an adolescent bullying intervention in Indonesia the ROOTS Indonesia program. Global health action, 12(1), Article 1656905. https://doi.org/10.1080/16549716.2019.1656905
• Centers For Disease Control And Prevention. (2014). Bullyıng surveıllance among youths: unıform defınıtıons for publıc health and recommended data elements. National Center for Injury Prevention and Control Https://www.cdc.gov/Violenceprevention/Youthviolence/Bullyingresearch/Fastfact.Html
• Centers For Disease Control And Prevention. (2020, 21 October). Preventing bullying. https://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/fastfact.html
• Christian Elledge, L., Williford, A., Boulton, A.J., Depaolis, K.J., Little, T.D., ve Salmivalli, C. (2013). Individual and contextual predictors of cyberbullying: the influence of children's provictim attitudes and teachers' ability to intervene. Journal of Youth and Adolescence, 42(5), 698-710. https://doi.org/10.1007/s10964-013-9920-x
• Cipra, A., ve Hall, L. (2019). COREMatters: a bullying ıntervention pilot study. Research in Middle Level Education, 42(6), 1-14. https://doi.org/10.1080/19404476.2019.1599244
• Clarkson, S., Axford, N., Berry, V., Edwards, R.T., Bjornstad, G., Wrigley, Z., Charles, J., Hoare, Z., Ukoumunne, O.C., Matthews, J., ve Hutchings, J. (2016). Effectiveness and micro-costing of the KiVa school-based bullying prevention programme in Wales: study protocol for a pragmatic definitive parallel group cluster randomised controlled trial. BMC Public Health, 1(16), 104. https://doi.org/10.1186/s12889-016-2746-1
• Clarkson, S., Charles, J.M., Saville, C.W.N., Bjornstad, G.J., ve Hutchings, J. (2019). Introducing KiVa school-based antibullying programme to the UK: A preliminary examination of effectiveness and programme cost. School Psychology International, 40(4), 347-365. https://doi.org/10.1177/0143034319841099
• Costantino, C., Casuccio, A., Marotta, C., Bono, S. E., Ventura, G., Mazzucco, W., Vitale, F., ve Restivo, V. (2019). Effects of an intervention to prevent the bullying in first-grade secondary schools of palermo, Italy: The BIAS Study. Italian Journal of Pediatrics, 45(1). https://doi.org/10.1186/s13052-019-0649-3
• Cross, D., Shaw, T., Hadwen, K., Cardoso, P., Slee, P., Roberts, C., Thomas, L., ve Barnes, A. (2016). Longitudinal ımpact of the cyber friendly schools program on adolescents’ cyberbullying behavior. Aggressıve Behavıor, 42(2), 166-180. https://doi.org/10.1002/ab.21609
• Dağhan, Ş. (2017). “Halk Sağlığı Hemşireliği Felsefesiyle Hemşire Olmak” Anlamı Nedir?. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 10(2), 107-112. https://dergipark.org.tr/tr/pub/deuhfed/issue/46791/586752
• Day, J.K., Fish, J.N., Grossman, A.H., ve Russell, S.T. (2020). Gay-Straight alliances, ınclusive policy, and school climate: LGBTQ youths' experiences of social support and bullying. Journal of Research on Adolescence, 30(52), 418-430. https://doi.org/10.1111/jora.12487
• Diamond, A., Lee, C., Senften, P., Lam, A., ve Abbott, D. (2019). Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers. PLoS ONE, 14(9), 1-27. https://doi.org/10.1371/journal.pone.0222447
• Doane, N.A., Kelley, L.M., ve Pearson, R.M. (2016). Reducing cyberbullying: a theory of reasoned action-based video prevention program for college students. Aggressıve Behavıor, 42(2), 136-146. https://doi.org/10.1002/ab.21610
• Doğan, A., Keser, E., Şen, Z., Yanagida, T., Gradinger, P., ve Strohmeier, D. (2017). Evidence based bullying prevention in Turkey: ımplementation of the ViSC social competence program. International Journal of Developmental Science, 11(3-4), 93-108.  https://doi.org/10.3233/DEV-170223
• Doumas, D.M., Midgett, A., ve Watts, A.D. (2019). A pilot evaluation of the social validity of a bullying bystander program adapted for high school students. Psychology in the Schools, 56(7), 1101-1116. https://doi.org/10.1002/pits.22249
• Espelage, D.L., Low, S., Polanin, J.R., ve Brown, E.C. (2013). The impact of a middle school program to reduce aggression, victimization, and sexual violence. Journal of Adolescent Health, 53(2), 180-6. https://doi.org/10.1016/j.jadohealth.2013.02.021
• Evgin, D., ve Bayat, M. (2020). The Effect of Behavioral System Model Based Nursing Intervention on Adolescent Bullying. Florence Nightingale journal of nursing (Online), 28(1), 71-82. https://doi.org/10.5152/FNJN.2020.18061
• Farmer, V.L., Williams, S.M., Mann, J.I., Schofield, G., McPhee, J.C., ve Taylor, R.W. (2017). Change of school playground environment on bullying: a randomized controlled trial. Pediatrics, 139(5), Article e20163072. https://doi.org/10.1542/peds.2016-3072
• Farrell, A.D., Sullivan, T.N., Sutherland, K.S., Corona, R., ve Masho, S. (2018). Evaluation of the Olweus bully prevention program in an urban school system in the USA. Prevention Science, 19(6), 833-847. https://doi.org/10.1007/s11121-018-0923-4
• Federici, R.A. Flato, M. Bru, L.E. Midthassel, U.V. Helleve, A., ve Ronsen, E. (2019). Can school nurses improve the school environment in Norwegian primary schools? A protocol for a randomized controlled trial. International Journal of Educational Research, 96, 63-80. https://doi.org/10.1016/j.ijer.2019.05.008
• Fischer, S.M., ve Bilz, L. (2019). Teachers’ self‐efficacy in bullying interventions and their probability of intervention. Psychology in the Schools, 56(5) 1086-1097. https://doi.org/10.1002/pits.22229
• Fisher, K., Cassidy, B., Ren, D., ve Mitchell, A.M. (2018). Implementation of a school-based bullying program. Journal of Community Health Nursing, 35(2), 41-48. https://doi.org/10.1080/07370016.2018.1446631
• Gaete, J., Valenzuela, D., Rojas-Barahona, C., Valenzuela, E., Araya, R., ve Salmivalli., C. (2017). The KiVa antibullying program in primary schools in Chile, with and without the digital game component: study protocol for a randomized controlled trial. Trials, 18(1), 75. https://doi.org/10.1186/s13063-017-1810-1
• Gouveia, P., Leal, I., ve Cardoso, J. (2019). Preventing and reducing school violence: development of a Student and Family office a pilot study. Educational Psychology in Practice, 35,(1) 67-81. https://doi.org/10.1080/02667363.2018.1532875
• Gradinger, P., Yanagida, T., Strohmeier, D., ve Spiel, C. (2016). Effectiveness and sustainability of the ViSC social competence program to prevent cyberbullying and cyber-victimization: class and individual level moderators. Aggressıve Behavıor, 42(2), 181-93. https://doi.org/10.1002/ab.21631
• Grassetti, S. N., Hubbard, J. A., Smith, M. A., Bookhout, M. K., Swift, L. E., ve Gawrysiak, M.J. (2018). Caregivers’ advice and children’s bystander behaviors during bullying incidents. Journal of Clinical Child and Adolescent Psychology, 47(Suppl 1), S329-S340.  https://doi.org/10.1080/15374416.2017.1295381
• Gregory, A., Hafen, C.A., Ruzek, E. Mikami, A.Y. Allen, C.P., ve Pianta, R.C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45(2), 171-191. https://doi.org/10.17105/SPR45-2.171-191
• Healy, K,L., ve Sanders, M.R. (2017). Antecedents of treatment resistant depression in children victimized by peers. Child Psychiatry & Human Development, 48(1), 107-119. https://doi.org/10.1007/s10578-016-0658-z
• Hoover, D.W., ve Kaufman, J. (2018). Adverse childhood experiences in children with autism spectrum disorder. Current Opinion in Psychiatry, 31(2), 128-132. https://doi.org/10.1097/YCO.0000000000000390
• Hormazábal-Aguayo, I., Fernández-Vergara, O., González-Calderón, N., Vicencio-Rojas, F., Russell-Guzmán, J., Chacana-Cañas, C., Del Pozo-Cruz, B., ve García-Hermoso, A. (2019). Can a before-school physical activity program decrease bullying victimization in disadvantaged children? The active-start study. International Journal of Clinical and Health Psychology, 19(3), 237-242. https://doi.org/10.1016/j.ijchp.2019.05.001
• Huitsing, G., Lodder, G. M. A., Oldenburg, B., Schacter, H. L., Salmivalli, C., Juvonen, J., ve Veenstra, R. (2019). The healthy context paradox: victims' adjustment during an anti-bullying intervention. Journal of Child and Family Studies, 28(9), 2499-2509. https://doi.org/10.1007/s10826-018-1194-1
• Hutson, E., Kelly, S., ve Militello, L.K. (2018). Systematic review of cyberbullying ınterventions for youth and parents with ımplications for evidence-based practice. Worldviews on Evidence-Based Nursing, 15(1),72-79. https://doi.org/10.1111/wvn.12257
• Karaçam, Z. (2013). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi, 6(1), 26- 33. https://dergipark.org.tr/tr/pub/deuhfed/issue/46815/587078
• Karataş, H. (2011). İlköğretim okullarında zorbalığa yönelik geliştirilen programın etkisinin incelenmesi [Yayınlanmamış Doktora Tezi]. Dokuz Eylül Üniversitesi.
• Karataş, H., ve Öztürk, C. (2020). Examining the effect of a program developed to address bullying in primary schools. The Journal Of Pediatric Research, 7(3), 243-9. https://doi.org/10.4274/jpr.galenos.2019.37929
• Klippel, A., Reininghaus, U., Viechtbauer, W., Decoster, J., Delespaul, P., Derom, C., de Hert, M., Jacobs, N., Menne-Lothmann, C., Rutten, B., Thiery, E., van Os, J., van Winkel, R., Myin-Germeys, I., ve Wichers, M. (2018). Sensitivity to peer evaluation and ıts genetic and environmental determinants: findings from a population-based twin study. Child Psychiatry & Human Development, 49(5), 766-778. https://doi.org/10.1007/s10578-018-0792-x
• Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, C. M., ve Truong, N. L. (2018). The 2017 national school climate survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York, NY: GLSEN. https://eric.ed.gov/?id=ED590243
• Mann, M.J., Kristjansson, A.L., Sigfusdottir, I.D., ve Smith, M.L. (2015). The role of community, family, peer, and school factors in group bullying: implications for school-based intervention. Journal of School Health, 85(7), 477-86. https://doi.org/10.1111/josh.12270
• McFarlane, J., Karmaliani, R., Maqbool Ahmed Khuwaja, H., Gulzar, S., Somani, R., Saeed Ali, T., Somani, Y.H., Shehzad Bhamani, S., Krone, R.D., Paulson, R.M., Muhammad, A., ve Jewkes, R. (2017). Preventing peer violence against children: methods and baseline data of a cluster randomized controlled trial in Pakistan. Global Health: Science and Practice, 5(1), 115-137. https://doi.org/10.9745/GHSP-D-16-00215
• Midgett, A., Doumas, D. M., ve Johnston, A. D. (2018). Establishing school counselors as leaders in bullying curriculum delivery. Professional School Counseling, 21(1), 1-9. https://doi.org/10.1177/2156759X18778781
• Midgett, A., Doumas, D.M., Myers, V.H., Moody, S., ve Doud, A. (2021). Technology-based bullying ıntervention for rural schools: perspectives on needs, challenges, and design. Journal of Rural Mental Health, 45(1), 14-30. https://doi.org/10.1037/rmh0000151
• Midgett, A., ve Doumas, D.M. (2016). Training elementary school students to ıntervene as peer-advocates to stop bullying at school: a pilot study. Journal of Creativity in Mental Health, 11(3), 353-365. https://doi.org/10.1080/15401383.2016.1164645
• Miyazaki, S., Abe, T., Iimura, K., Waki, H., Okuma, K., ve Mukainov, Y. (2016). Graded meridian test program to prevent bullying: preliminary study. Traditional & Kampo Medicine, 3(1), 50-58. https://doi.org/10.1002/tkm2.1038
• Muratori, P., Giuli, C., Bertacchi, I., Orsolini, L., Ruglioni, L., ve Lochman, J.E. (2017). Coping power for preschool-aged children: a pilot randomized control trial study. Early Intervention in Psychiatry, 11(6), 532-538. https://doi.org/10.1111/eip.12346
• Naidoo, S. Satorius, B.K., De Vreis, H., ve Taylor, M. (2016). Verbal bullying changes among students following an educational ıntervention using the ıntegrated model for behavior change. Journal Of School Health, 86(11), 813-22. https://doi.org/10.1111/josh.12439
• Nedim Bal, P., ve Kahraman, S. (2015). The effect of cyber bullying sensibility improvement group training program on gifted students. Journal of Gifted Education Research, 3(2), 48-5. https://www.researchgate.net/publication/331319083_The_Effect_of_Cyber_Bullyin Sensibility_Improvement_Group_Training_Program_on_Gifted_Students
• Newgent, R. A., Beck, M. J., Kress, V. E., ve Watkins, M. C. (2016). Social and relational aspects of bullying and victimization in elementary school: strength-based strategies for prevention. Journal of Creativity in Mental Health, 11(3-4), 285-297. https://doi.org/10.1080/15401383.2016.1222921
• Olatunbosun, I. (2016). Efficacy of cognitive behaviour therapy on reducing bullying behaviour among secondary school students in ıkwerre local government area. Academia Journal of Educational Research, 4(1), 001-007. https://doi.org/10.15413/ajer.2015.0125
• Olweus, D. (1994). Bullying at school: basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35(7), 1171-90.  https://doi.org/10.1111/j.1469-7610.1994.tb01229.x.
• Olweus, D. (2003). A profile of bullying at school. Educational Leaderships, 60(6), 12-17. http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/A- Profile-of-Bullying-at-School.aspx
• Olweus, D., Solberg, M.E., ve Breivik, K. (2020). Long-term school-level effects of the Olweus Bullying Prevention Program (OBPP). Scandinavian Journal of Psychology, 1(1), 108-116. https://doi.org/10.1111/sjop.12486
• Organisation for Economic Co-operation and Development. (2017). PISA 2015 results (volume ııı): students’well-being. PISA, OECD Publishing, Paris.  https://doi.org/10.1787/9789264273856-en
• Ortiz-Bush, Y., ve Schultz, R. (2016). A collaborative bullying prevention project. Journal of Creativity in Mental Health, 11(3-4), 343-352. https://doi.org/10.1080/15401383.2016.1244500
• Özbay, A. (2017). Sanal Zorbalığa Maruz Kalan Ergenlerin Çözüm Odaklı Kısa Süreli Terapi Yönelimli Psikoeğitim Programının Psikolojik Belirtiler ve Sanal Mağduriyete Etkisi [Yayınlanmamış Doktora Tezi]. Sakarya Üniversitesi.
• Özbey, H., ve Başdaş, Ö. (2020). Ergenlerde zorbalık ve hemşirelik yaklaşımı. ERÜ Sağlık Bilimleri Fakültesi Dergisi, 7(1), 46-50. https://dergipark.org.tr/tr/pub/erusaglik/issue/55114/706420
• Palladino, B.E., Nocentini, A., ve Menesini, E. (2016). Evidence-based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials. Aggressıve Behavıor, 42(2), 194-206. https://doi.org/10.1002/ab.21636
• Pişkin, M. (2002). Okul zorbalığı: tanımı, türleri, ilişkili olduğu faktörler ve alınabilecek önlemler. Kuram ve Uygulamada Eğitim Bilimleri, 2(2), 531-562. https://app.trdizin.gov.tr/makale/TWpFME1qST0/okul-zorbaligi-tanimi-turleri-iliskili-oldugu-faktorler-ve-alinabilecek-onlemler
• Rana, M., Gupta, M., Malhi, P., Grover, S., ve Kaur, M. (2018). Effectiveness of a multicomponent school based intervention to reduce bullying among adolescents in chandigarh, North India: a quasi-experimental study protocol. Journal of public health research, 7(1), 1304. https://doi.org/10.4081/jphr.2018.1304
• Rex, C., Charlop, M.H., ve Spector, V. (2018). Using video modeling as an anti-bullying ıntervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(8), 2701-2713. https://doi.org/10.1007/s10803-018-3527-8
• Saarento, S., Boulton, A.J., ve Salmivalli, C. (2015). Reducing bullying and victimization: student -and classroom- level mechanisms of change. Journal of Abnormal Child Psychology, 43(1), 61-76. https://doi.org/10.1007/s10802-013-9841-x
• Saınıo, M., Herkama, S., Turunen, T., Rönkkö, M., Kontio, M., Poskiparta, E., ve Salmivalli, C. (2020). Sustainable antibullying program implementation: school profiles and predictors. Scandinavian Journal of Psychology, 61(1), 32-142. https://doi.org/10.1111/sjop.12487
• Salmeron, P.A., ve Christian, J.C. (2016). Evaluation of an educational program to ımprove school nursing staff perceptions of bullying ın pinellas county, Florida. Pedıatrıc Nursıng, 42(6), 283-93. http://web.b.ebscohost.com/ehost/results?vid=2&sid=a2d0bf2f-422c-497b-81fc-b66aac245143%40pdc-v-sessmgr02&bquery=Evaluation+of+an+Educational+Program+To+Improve+School+Nursing+Staff+Perceptions+of+Bullying+In+Pinellas+County%2c+Florida&bdata=JmRiPWFzbiZ0eXBlPTAmc2VhcmNoTW9kZT1TdGFuZGFyZCZzaXRlPWVob3N0LWxpdmU%3d
• Santos, R.G., Chartier, M.J., ve Whalen, J.C. (2011). Chateau D, Boyd L. Effectiveness of school-based violence prevention for children and youth: a research report. Healthcare Quarterly, 14(2), 80-91. https://doi.org/10.12927/hcq.2011.22367
• Shinde S., Weiss, H.A., Khandeparkar, P., Pereira, B., Sharma, A., Gupta, R., Ross, D.A., Patton, G., ve Patel, V.A. (2020). Multicomponent secondary school health promotion intervention and adolescent health: an extension of the SEHER cluster randomised controlled trial in Bihar, India. PLOS Medicine, 17(2), Article e1003021. https://doi.org/10.1371/journal.pmed.1003021
• Shinde, S., Weiss H.A., Varghese, B., Khandeparkar, P., Pereira, B., Sharma, A., Gupta, R., Ross, D.A., Patton, G., ve Patel, V. (2018). Promoting school climate and health outcomes with the SEHER multi-component secondary school intervention in Bihar, India: a cluster-randomised controlled trial. Lancet, 392(10163), 2465-2477. https://doi.org/10.1016/S0140-6736(18)31615-5
• Smith, A.U., ve Norris, A.E. (2018). Parent communication and bullying among hispanic adolescent girls. The Journal of School Nursing, 36(3), 222-232. https://doi.org/10.1177/1059840518808013
• Song, K., Lee, S., ve Park, S. (2018). How individual and environmental factors influence teachers’ bullying intervention. Psychology in the Schools, 55(9) 1086-1097. https://doi.org/10.1002/pits.22151
• Srabstein, J.C., ve Leventha, B.L. (2010). Prevention of bullying-related morbidity and mortality: a call for public health policies. Bull World Health Organ, 88, 403-404. https://doi.org/10.2471/BLT.10.077123
• The PRISMA Statement. (2021, February 4). PRISMA Statement. http://www.prisma-statement.org/PRISMAStatement/
• Timmons-Mitchell, J. Levesque, D.A. Harris III, L.A. Flannery, D.J., ve Falcone, T. (2016). Pilot test of StandUp, an online school-based bullying prevention program. Children & Schools, 38(2), 71-80. https://doi.org/10.1093/cs/cdw010
• United Nations Children’s Fund. (2018, 6 September). An everyday lesson #endviolence in schools. United Nations Children’s Fund (UNICEF). https://www.unicef.org/turkey/raporlar/everyday-lesson-endviolence-schools-2018
• Van Niejenhuis, C., Huitsing, G., ve Veenstra, R. (2020). Working with parents to counteract bullying: A randomized controlled trial of an intervention to improve parent-school cooperation. Scandinavian Journal of Psychology, 61(1), 117-131. https://doi.org/10.1111/sjop.12522
• Van Ryzin, M.J., ve Roseth, C.J. (2019). Effects of cooperative learning on peer relations, empathy, and bullying in middle school. Aggressive behavior, 45(6), 643‐651. https://doi.org/10.1002/ab.21858
• Vives-Cases, C., Davo-Blanes, M.C., Ferrer-Cascales, R., Sanz-Barbero, B., Albaladejo-Blázquez, N., Sánchez-San Segundo, M., Lillo-Crespo, M., Bowes, N., Neves, S., Mocanu, V., Carausu, E.M., Pyżalski, J., Forjaz, M.J., Chmura-Rutkowska, I., Vieira, C.P., ve Corradi, C. (2019) Lights4Violence: A Quasi-Experimental Educational İntervention İn Six European Countries To Promote Positive Relationships Among Adolescents. BMC Public Health, 19(1), 389. https://doi.org/10.1186/s12889-019-6726-0
• Wang, C., ve Goldberg, T. S. (2017). Using children's literature to decrease moral disengagement and victimization among elementary school students. Psychology in the Schools, 54(9), 918-931. https://doi.org/10.1002/pits.22042
• Willging, C.E., Green, A.E., ve Ramos, M.M. (2016). Implementing school nursing strategies to reduce LGBTQ adolescent suicide: a randomized cluster trial study protocol. Implementation Science, 11(1), 145. https://doi.org/10.1186/s13012-016-0507-2
• Wójcik, M., ve Hełka, A.M. (2019). Meeting the Needs of Young Adolescents: ABBL Anti-Bullying Program During Middle School Transition. Psychological Reports, 122(3), 1043-1067. https://doi.org/10.1177/0033294118768671
• World Health Organization. (2019). School-based violence prevention: a practical handbook. World Health Organization. https://apps.who.int/iris/handle/10665/324930
• Ye, L., Wang, L., Ferdinando, H., Seppänen, T., ve Alasaarela, E. (2020). A Video-Based DT-SVM School Violence Detecting Algorithm, Sensors (Basel), 20(7), 1-18. https://doi.org/10.3390/s20072018
• Yelboğa, N., ve Koçak, O.(2019). Ergenlerde Akran Zorbalığını Yordayan Bazı Faktörlerin Zorba ve Mağdur Bireyler Açısından Değerlendirilmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 13(19), 2286-2320. https://doi.org/10.26466/opus.543567
• Yıldırım, J., Ardahan, M., ve Kurt, A. (2021). Ebeveynlerin Okul Sağlığı Hemşiresinin Rollerini Algılamaları. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 6(2), 85-91. https://dergipark.org.tr/en/pub/ikcusbfd/issue/62599/892916
• Yokoo, M., Wakuta, M., ve Shimizu, E. (2018). Educational Effectiveness of a Video Lesson for Bullying Prevention. Children & Schools, 40(2), 71-80. https://doi.org/10.1093/cs/cdy001
• Yurdakul, Y. (2020). Siber zorbalık farkındalık programının ergenlerin siber zorbalığa ilişkin farkındalıklarına ve siber zorbalıkla baş etme becerilerine etkisinin incelenmesi [Yayınlanmamış Doktora Tezi]. Ankara Üniversitesi.
• Zambuto, V., Palladino, B.E., Nocentini., A., ve Menesini, E. (2019). Why do some students want to be actively involved as peer educators, while others do not? Findings from NoTrap! anti-bullying and anti-cyberbullying program. European Journal of Developmental psychology, 16(4), 3734-386. https://doi.org/10.1080/17405629.2017.1419954