1 kiva: an evidence-based bullying prevention / intervention progamme children in wales, preventing...
TRANSCRIPT
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KiVa: an evidence-based bullying prevention / intervention progamme
Children in Wales,
Preventing Bullying Behaviour Event
Wednesday 15th October 2014
Suzy Clarkson
Centre for Evidence Based Early Intervention, Bangor University
Presentation outline
• History of KiVa
• KiVa – the programme
• Evidence from Finland
• Wales pilot evidence and current trial
• A school’s experience
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History of KiVa in Finland
• In 1990s, bullying was a concern (only average)
• Changes in legislation
• No changes in ten years in the annual prevalence survey (School Health Promotion Study)
• The Finnish government contracted the University of Turku to develop, and evaluate an antibullying programme
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defenders of the victim
outsiders
assistants of the bully
victim
reinforcers of the bully
12%
8%
20%
7%
17%
24%bully
• Participant roles in bullying (Salmivalli et al., 1996)
Background of KiVa: The social architecture of bullying
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In order to reduce bullying...
• We do not necessarily need to change the victims, making them ”less vulnerable”
• Influencing the behaviour of classmates can reduce the rewards gained by the bullies and consequently, their motivation to bully in the first place
• 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 behaviour
UNIVERSAL
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In order to reduce bullying...
• We do not necessarily need to change the victims, making them ”less vulnerable”
• Influencing the behaviour of classmates can reduce the rewards gained by the bullies and consequently, their motivation to bully in the first place
• 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 behaviour
INDICATED
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KiVa antibullying programme
• Special characteristics:
– Both universal and indicated actions
– A large amount of materials & concrete tools
(not merely a ”philosophy”)
– Utilising ICT: virtual learning environments
• KiVa is more systematic and structured than most existing anti-bullying programmes
Universal actions
• Class lessons and activities
• Signaling “We are a KiVa school”
– visible vests for supervising break times
– posters
– Parent website
• Pupil online survey
– Survey repeated annually
(Automatic feedback to schools)
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Evidence: Finland Randomised Controlled Trial
•234 schools (117 intervention, 117 control)
•> 30 000 students
•Exceptionally wide age range (Grades 1-9, pupils with 7-15 years of age)
•Numerous outcome variables
RCT: examples of outcome variables• Bullying and victimisation (self-reports, peer-reports, and
dyadic reports)• Bystander behaviours (reinforcing the bully, defending the
victim, ...)• Bullying-related attitudes, empathy, self-efficacy and
outcome expectations regarding defending behaviour• Internalising problems (depression, anxiety, self-esteem,
and peer perceptions)• Peer status and loneliness• Academic adjustment (school liking, academic motivation,
and academic performance)
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RCT: Changes in being bullied by different forms (9 months of implementation, Grades 4 to 6)
Prevalence of students bullying others repeatedly, 2009-2012
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Welsh Pilot study• A small-scale pilot study involving 17 schools
- 14 in Wales and 3 in Cheshire
• Unit 2 curriculum for 9-11 year olds - only Unit translated at that time
• Training for schools
• Termly support meetings held with teachers - three locations across Wales
• Data collected - Pre-post online pupil self-report survey
- Teacher mid- and end-point survey
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Feedback and results
• Pupils: significantly reduced self-reported victimisation and bullying
• Teachers: enthusiastic and positive about the lesson content and structure
• Teachers: reported that 75-100% of pupils were engaged and enthusiastic about the lessons
• The majority of teachers reported a positive impact on: child well-being, behaviour, pro-social behaviour, and class and playground atmosphere
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Pupil self-report results
Victimisation: t(13) =2.52, p =.025, r =.64 Bullying: t(13) =2.75, p =.016, r =.69Final: Pupil sample n=529 School sample n=14
Current trial: our RCT trial
• The pilot trial led to BIG Lottery innovation funding in Wales for an RCT in 20 schools from across Wales covering all children aged 7 – 11 years
• This has funded a partnership between the Social Research Unit Dartington and Bangor University
• All KiVa child and parent material is bilingual English/Welsh
• Phase 1 schools started the programme in 2013/4 Phase 2 schools were trained in June 2014 and have commenced the programme now
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Malborough Primary School Feedback
(Estyn case study included in packs)
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Marlborough Primary School Feedback
•Pupil numbers - 534•Pupils on school free meals 11%.•Pupils on SEN register 12%.•Foundation Phase has 8 classes.•KS2 has 8 classes.•2 Special Resource Base Units for children who have a statement of educational needs.
KiVa Team Class Teacher, Teaching Assistant and
Educational Psychologist
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Teacher feedbackKiVa lessons
• Enthusiastic pupils.• Fun lessons with a variety of activities and teaching
approaches that enable pupils to engage with topics on a personal level.
• Excellent resources.• Pupils understand the definition of bullying.• Pupils feel supported and develop their own
strategies to cope with bullying and a class contract.• Pupils are more aware of the impact and
consequences of their own behaviour.• Accessible to all.• IT games are relevant and enjoyable.• Cross-Curricular.
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Experience of teachers in Marlborough
• A fantastic resource! The manuals are easy to follow and the L.O.s for each unit are clear and focused. The folder contains all the supplementary materials needed to teach the lessons and everything else you need such as presentation slides, short films and computer games are easy to access online. (Y4 teacher)
• The children enjoy KiVa lessons and join in the activities with great enthusiasm. (Y3 teacher)
• The resources promote interesting and high quality discussions in the classroom. The children are keen to voice their opinions and know they are valued.(Y6 teachers)
• It’s had a huge impact on the pupils’ understanding of bullying. (Y5 teacher)
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Resources –Marlborough feedback
• Detailed lesson plans• Games• Internet resources- video clips, slides• Posters• Kiva vests• Supplementary material (pictures, cards)• Information for parents• Obvious links with PSE
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Impact on Marlborough school environment
• A positive school environment where pupils feel happy, safe and secure.
• KiVa reinforces and compliments the ethos promoted by our Playground PALS and Peace Makers.
• KiVa rules are respected because the pupils establish them.
• Pupils understand the definition of bullying.• Pupils understand how to deal with incidents of
bullying.• KiVa referral system – procedures are set in place
and followed step by step to ensure continuity and objectivity.
• A whole school approach to bullying.
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Potential Issues with implementing KiVa –Marlborough feedback
• ICT problems
• Parents/community understanding of bullying may be different to the KiVa definition.
KiVa Training Opportunities
Training on two levels
•Training for schools 3rd - 4th March 2015Two day training for school staff (ideally two staff per school)
•Training for trainers 26th - 28th January 2015Three day certified training – will license participants to train school-based staff
Details and costs are enclosed in the CEBEI pack
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Thank you
Suzy ClarksonCentre for Evidence Based Early Intervention,
School of Psychology, Bangor University,Wales
http://www.centreforearlyinterventionwales.co.uk
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