Speaker
Description
Background: The effectiveness of anti-bullying programs is often at risk due to low program fidelity, but evidence-based models supporting implementation do not exist. IMPRES-project addresses this gap by 1) developing a mentoring-based implementation support model, 2) assessing its impact on bullying prevalence, and 3) exploring the potential mechanisms of change involved using the Finnish KiVa program as an example.
Methodology: Using data from a cluster randomized control trial where 24 schools were randomized to either receiving implementation support or a control group, we evaluated the impact of the support on the implementation of universal actions (i.e., (1) lesson dosage, (2) wearing KiVa vests and (3) playing anti-bullying computer games; reported by students [N=2,240] and staff [N=466]) and students’ bullying perpetration and victimization prevalence.
Results: Using multi-level modeling, we found that students in the IMPRES condition reported receiving more preventive lessons and playing KiVa games more frequently at post-intervention. Additionally, staff in the IMPRES group were more likely to consistently wear KiVa vests during recess compared to staff in the control group. At the 1-year follow-up, being in the IMPRES condition was associated with lower self-reported bullying victimization (β = -0.16, p = .06), while effects on bullying perpetration were modest (β = -0.07, p = .10). Lastly, we will examine whether the impact of IMPRES on bullying outcomes is mediated by universal program components.
Conclusion: This study provides insights on whether mentoring leads to improved program fidelity, which may transfer to lower levels of bullying perpetration and victimization among students.
Keywords
implementation, implementation support, program sustainment, RCT, program effectiveness
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Quantitative method study |
