TY - JOUR
T1 - Resistance to violence prevention interventions in schools
T2 - Barriers and solutions
AU - Vernbrg, Eric M.
AU - Gamm, Bridget K.
PY - 2003/4
Y1 - 2003/4
N2 - Studies of the prevalence and impact of aggression among school-age children and adolescents document the pervasiveness of bully-victim problems and indicate clear linkages between bully-victim problems, psychological distress, and, in rare instances, lethal attacks on perceived tormentors or towards the self. Evidence is slowly accumulating to show how well-conceived school-based strategies can be effective in addressing bully-victim problems - if implemented and sustained. However, anecdotal evidence suggests many comprehensive school-based initiatives suffer from incomplete implementation, resulting in limited effectiveness. We propose that multiple factors nested within different levels of social ecological complexity (e.g., individual, school, community, and culture) limit the widespread use ofschoolwide approaches to reducing bully-victim-bystander problems. Challenges arise at each of these levels and can potentially thwart efforts to produce meaningful changes in the problems of peer victimization in and around school. Drawing from efforts to implement and evaluate bully-victim-bystander programs, we describe a core set of potential barriers at each ecological level and offer possible strategies for action.
AB - Studies of the prevalence and impact of aggression among school-age children and adolescents document the pervasiveness of bully-victim problems and indicate clear linkages between bully-victim problems, psychological distress, and, in rare instances, lethal attacks on perceived tormentors or towards the self. Evidence is slowly accumulating to show how well-conceived school-based strategies can be effective in addressing bully-victim problems - if implemented and sustained. However, anecdotal evidence suggests many comprehensive school-based initiatives suffer from incomplete implementation, resulting in limited effectiveness. We propose that multiple factors nested within different levels of social ecological complexity (e.g., individual, school, community, and culture) limit the widespread use ofschoolwide approaches to reducing bully-victim-bystander problems. Challenges arise at each of these levels and can potentially thwart efforts to produce meaningful changes in the problems of peer victimization in and around school. Drawing from efforts to implement and evaluate bully-victim-bystander programs, we describe a core set of potential barriers at each ecological level and offer possible strategies for action.
KW - School Consultation
KW - Treatment acceptability
KW - Violence prevention
UR - http://www.scopus.com/inward/record.url?scp=0037687891&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0037687891&partnerID=8YFLogxK
U2 - 10.1023/A:1022983502393
DO - 10.1023/A:1022983502393
M3 - Review article
AN - SCOPUS:0037687891
SN - 1521-1401
VL - 5
SP - 125
EP - 138
JO - Journal of Applied Psychoanalytic Studies
JF - Journal of Applied Psychoanalytic Studies
IS - 2
ER -