Efektivita prevencie šikanovania za posledných desať rokov: naratívny prehľadový článok
Roč.30,č.1(2025)
Studia paedagogica
Hľadanie toho, čo v preventívnych programoch proti šikanovaniu funguje, nás privádza k neustálemu zlepšovaniu ich koncepcie a realizácie. Cieľom tohto článku je poskytnúť prehľad výskumov o účinnosti programov prevencie šikanovania, ktoré sa uskutočnili za posledné desaťročie, a zjednodušiť tak prístup k informáciám pre odbornú verejnosť na Slovensku a v Čechách. Na vyhľadávanie literatúry bola použitá databáza Web of Science. Zadané boli kľúčové slová "program proti šikanovaniu", "prevencia" a "účinnosť". Z 57 článkov v anglickom jazyku bolo vybraných 24 relevantných článkov, ktoré boli publikované v rokoch 2013 až 2023 v európskych krajinách. Ďalšia relevantná literatúra bola získaná zo zdrojov, ktoré boli citované vo vybraných odborných článkoch. Výsledky sú rozdelené do niekoľkých oblastí. Zložky, ktoré tvoria preventívne programy, výrazne ovplyvňujú ich účinnosť. Niektoré komponenty boli spojené s výrazným redukovaním šikanovania a viktimizácie súčasne. Preventívne programy majú veľmi malý, aj keď stále štatisticky významný vplyv na zníženie všeobecných internalizačných príznakov úzkosti a depresie.
program proti šikanovaniu; šikanovanie; kyberšikanovanie; prevencia; efektivita
[1] Ağirkan, M. (2023). Global trends in research on school bullying and its correlation with COVID-19 pandemic. Journal of Family, Counseling and Education, 8(2), 33–49. https://doi.org/10.32568/jfce.1343885
[2] Ananiadou, K., & Smith, P. K. (2002). Legal requirements and nationally circulated materials against school bullying in European countries. Criminal Justice, 2(4), 471–491. https://doi.org/10.1177/17488958020020040501
[3] Axford, N., Bjornstad, G., Clarkson, S., Ukoumunne, O. C., Wrigley, Z., Matthews, J., Berry, V., & Hutchings, J. (2020). The effectiveness of the KiVa bullying prevention program in Wales, UK: Results from a pragmatic cluster randomized controlled trial. Prevention Science: The Official Journal of the Society for Prevention Research, 21(5), 615–626. https://doi.org/10.1007/s11121-020-01103-9
[4] Babaee, E., Nojomi, M., Asadi-Aliabadi, M., & Eshrati, B. (2021). Bullying and being bullied; How much can it increase the risk of depression and anxiety in students? A multilevel fixed-effect model analysis. Iranian Journal of Psychiatry and Behavioral Sciences, 15(2). https://doi.org/10.5812/ijpbs.109730
[5] Ball, H. A., Arseneault, L., Taylor, A., Maughan, B., Caspi, A., & Moffitt, T. E. (2008). Genetic and environmental influences on victims, bullies and bully-victims in childhood. Journal of Child Psychology and Psychiatry, 49(1), 104–112. https://doi.org/10.1111/j.1469-7610.2007.01821.x
[6] Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066x.44.9.1175
[7] Barboza, G. E., Schiamberg, L. B., Oehmke, J., Korzeniewski, S. J., Post, L. A., & Heraux, C. G. (2009). Individual characteristics and the multiple contexts of adolescent bullying: an ecological perspective. Journal of Youth and Adolescence, 38(1), 101–121. https://doi.org/10.1007/s10964-008-9271-1
[8] Benítez-Sillero, J. D., Corredor-Corredor, D., Córdoba-Alcaide, F., & Calmaestra, J. (2021). Intervention programme to prevent bullying in adolescents in physical education classes (PREBULLPE): A quasi-experimental study. Physical Education and Sport Pedagogy, 26(1), 36–50. https://doi.org/10.1080/17408989.2020.1799968
[9] Bettencourt, A. F., Clary, L. K., Ialongo, N., & Musci, R. J. (2023). Long-term consequences of bullying involvement in first grade. Journal of School Psychology, 97, 63–76. https://doi.org/10.1016/j.jsp.2023.01.004
[10] Calmaestra, J., Rodríguez-Hidalgo, A. J., Córdoba-Alcaide, F., Moyano, M., Vega-Gea, E., Benítez-Sillero, J. D., Pino, J., Dios, I., & Rodríguez-León, B. (2019). The project "Bullying Prevention of Barça Foundation": Effectiveness and evaluation. In World Anti-Bullying Forum, Dublin, Ireland.
[11] Calvete, E., Orue, I., Fernández-González, L., & Prieto-Fidalgo, A. (2019). Effects of an incremental theory of personality intervention on the reciprocity between bullying and cyberbullying victimization and perpetration in adolescents. PloS One, 14(11), e0224755. https://doi.org/10.1371/journal.pone.0224755
[12] Centrum Slniečko. (2015). Kozmo a jeho dobrodružstvá. https://kozmove-dobrodruzstva.sk/preventivny-program/
[13] Clarkson, S., Charles, J. M., Saville, C. W. N., Bjornstad, G. J., & 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
[14] Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., Molcho, M., de Mato, M. G., Overpeck, M., Due, P., Pickett, W., the HBSC Violence, Injuries Prevention Focus Group, & the HBSC Bullying Writing Group. (2009). A cross-national profile of bullying and victimization among adolescents in 40 countries. International Journal of Public Health, 54 (Suppl 2), 216–224. https://doi.org/10.1007/s00038-009-5413-9
[15] Detstvo bez násilia. (2024). Národné koordinačné stredisko pre riešenie problematiky násilia na deťoch. https://detstvobeznasilia.gov.sk
[16] Druhý krok. (2023). Kde sú dobré vzťahy, tam sa deťom darí. https://druhykrok.sk
[17] EAN. (2023). European antibullying network. https://www.antibullying.eu/new?id=65
[18] Emocionálny kompas. (2023). Celoročný program emocionálny kompas. https://emocionalnykompas.sk/
[19] Flay, B. R. (1986). Efficacy and effectiveness trials (and other phases of research) in the development of health promotion programs. Preventive Medicine, 15(5), 451–474. https://doi.org/10.1016/0091-7435(86)90024-1
[20] Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G., Gottfredson, D., Kellam, S., Mościcki, E. K., Schinke, S., Valentine, J. C., & Ji, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science: The Official Journal of the Society for Prevention Research, 6(3), 151–175. https://doi.org/10.1007/s11121-005-5553-y
[21] Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021a). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143
[22] Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021b). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111–133. https://doi.org/10.1016/j.avb.2018.07.001
[23] Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021c). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56. https://doi.org/10.1016/j.jsp.2020.12.002
[24] Gaffney, H., Farrington, D. P., & Ttofi, M. M. (2019). Examining the effectiveness of school-bullying intervention programs globally: A meta-analysis. International Journal of Bullying Prevention, 1(1), 14–31. https://doi.org/10.1007/s42380-019-0007-4
[25] Gaffney, H., Ttofi, M., & Farrington, D. (2018). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111–133. https://doi.org/10.1016/j.avb.2018.07.001
[26] Garaigordobil, M., & Martínez-Valderrey, V. (2024). Cybereduca Cooperativo 2.0. Juego Para la Prevención del Bullying y Cyberbullying [Cooperative Cybereduca 2.0. A Videogame to Prevent and Reduce Bullying and Cyberbullying]. http://www.cybereduca.com
[27] Garaigordobil, M., & Martínez-Valderrey, V. (2018). Technological resources to prevent cyberbullying during adolescence: The Cyberprogram 2.0 program and the Cooperative Cybereduca 2.0 videogame. Frontiers in Psychology, 9, 745, 1–12. https://doi.org/10.3389/fpsyg.2018.00745
[28] Goldberg, J. M., Sklad, M., Elfrink, T. R., Schreurs, K. M. G., Bohlmeijer, E. T., & Clarke, A. M. (2019). Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: A meta-analysis. European Journal of Psychology of Education, 34(4), 755–782. https://doi.org/10.1007/s10212-018-0406-9
[29] Gradinger, P., Yanagida, T., Strohmeier, D., & Spiel, C. (2015). Prevention of cyberbullying and cyber victimization: Evaluation of the ViSC social competence program. Journal of School Violence, 14(1), 87–110. https://doi.org/10.1080/15388220.2014.963231
[30] Green, L. W., & Glasgow, R. E. (2006). Evaluating the relevance, generalization, and applicability of research: Issues in external validation and translation methodology. Evaluation & the Health Professions, 29(1), 126–153. https://doi.org/10.1177/0163278705284445
[31] Guzman-Holst, C., Zaneva, M., Chessell, C., Creswell, C., & Bowes, L. (2022). Research Review: Do antibullying interventions reduce internalizing symptoms? A systematic review, meta-analysis, and meta-regression exploring intervention components, moderators, and mechanisms. Journal of Child Psychology and Psychiatry, 63(12), 1454–1465. https://doi.org/10.1111/jcpp.13620
[32] Haataja, A., Ahtola, A., Poskiparta, E., & Salmivalli, C. (2015). A process view on implementing an antibullying curriculum: How teachers differ and what explains the variation. School Psychology Quarterly, 30(4), 564–576. https://doi.org/10.1037/spq0000121
[33] Haataja, A., Voeten, M., Boulton, A. J., Ahtola, A., Poskiparta, E., & Salmivalli, C. (2014). The KiVa antibullying curriculum and outcome: Does fidelity matter? Journal of School Psychology, 52(5), 479–493. https://doi.org/10.1016/j.jsp.2014.07.001
[34] Hensums, M., de Mooij, B., Kuijper, S. C., BIRC: the anti-Bullying Interventions Research Consortium & Fekkes, M., Overbeek, G. (2023). What works for whom in school-based anti-bullying interventions? An individual participant data meta-analysis. Prevention Science, 24(8), 1435–1446. https://doi.org/10.1007/s11121-022-01387-z
[35] Horner, R. H. (2011). Eric Vernberg and Bridget Biggs: Preventing and treating bullying and victimization. Journal of Child and Family Studies, 20(3), 384–386. https://doi.org/10.1007/s10826-010-9382-7
[36] Huitsing, G., Lodder, G. M. A., Browne, W. J., Oldenburg, B., Van der Ploeg, R., & Veenstra, R. (2020). A large-scale replication of the effectiveness of the KiVa antibullying program: A randomized controlled trial in the Netherlands. Prevention Science, 21(5), 627–638. https://doi.org/10.1007/s11121-020-01116-4
[37] Chalamandaris, A.-G., & Piette, D. (2015). School-based anti-bullying interventions: Systematic review of the methodology to assess their effectiveness. Aggression and Violent Behavior, 24, 131–174. https://doi.org/10.1016/j.avb.2015.04.004
[38] Johander, E., Turunen, T., Garandeau, C. F., & Salmivalli, C. (2021). Different approaches to address bullying in KiVa schools: Adherence to guidelines, strategies implemented, and outcomes obtained. Prevention Science: The Official Journal of the Society for Prevention Research, 22(3), 299–310. https://doi.org/10.1007/s11121-020-01178-4
[39] Johansson, A., Huhtamäki, A., Sainio, M., Kaljonen, A., Boivin, M., & Salmivalli, C. (2022). Heritability of bullying and victimization in children and adolescents: Moderation by the KiVa antibullying program. Journal of Clinical Child and Adolescent Psychology, 51(4), 505–514. https://doi.org/10.1080/15374416.2020.1731820
[40] Juvonen, J., Schacter, H. L., Sainio, M., & Salmivalli, C. (2016). Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects. Journal of Consulting and Clinical Psychology, 84(4), 334–344. https://doi.org/10.1037/ccp0000078
[41] Keating, S., & Baker, C. R. (2023). Gender equality matters: A precious "GEM" to tackle gender inequality through a whole-school community educational programme. Educational Review, 1–21. https://doi.org/10.1080/00131911.2023.2224939
[42] Keating, S., & Collins, B. (2024). Gender equality matters. https://sphenetwork.ie/wp-content/uploads/2021/04/GEM-Primary-School-Classroom-Materials.pdf
[43] Klocek, A., Kollerová, L., Havrdová, E., Kotrbová, M., Netík, J., & Pour, M. (2024). Effectiveness of the KiVa anti-bullying program in the Czech Republic: A cluster randomized control trial. Evaluation and Program Planning, 106, Article 102459. https://doi.org/10.1016/j.evalprogplan.2024.102459
[44] Kolář, M. (2001). Bolest šikanování. Portál.
[45] Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2008). Cyber Bullying: Bullying in the Digital Age. Wiley-Blackwell.
[46] Limber, S. P., Olweus, D., Wang, W., Masiello, M., & Breivik, K. (2018). Evaluation of the Olweus Bullying Prevention Program: A large scale study of U.S. students in grades 3–11. Journal of School Psychology, 69, 56–72. https://doi.org/10.1016/j.jsp.2018.04.004
[47] Mart, A. K., Weissberg, R. P., & Kendziora, K. (2015). Systemic support for social and emotional learning in school districts. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.), Handbook of social and emotional learning: research and practice (pp. 482–499). The Guilford Press.
[48] Menesini, E., Nocentini, A., & Palladino, B. E. (2012). Empowering students against bullying and cyberbullying: evaluation of an Italian peer-led model. International Journal of Conflict and Violence, 6(2), 313–320.
[49] Minedu.sk (2024). Prevencia a riešenie šikanovania, sprievodca pre školské prostredie. https://www.minedu.sk/data/att/d3d/24745.8cfce0.pdf
[50] Nocentini, A., Zambuto, V., & Menesini, E. (2015). Anti-bullying programs and information and communication technologies (ICTs): A systematic review. Aggression and Violent Behavior, 23, 52–60. https://doi.org/10.1016/j.avb.2015.05.012
[51] Nocentini, A., & Menesini, E. (2016). KiVa anti-bullying program in Italy: Evidence of effectiveness in a randomized control trial. Prevention Science, 17(8), 1012–1023. https://doi.org/10.1007/s11121-016-0690-z
[52] Nocentini, A., Menesini, E., & Pluess, M. (2018). The personality trait of environmental sensitivity predicts children's positive response to school-based antibullying intervention. Clinical Psychological Science, 6(6), 848–859. https://doi.org/10.1177/2167702618782194
[53] Nováková, D., & Bražinová, A. (2023). Evaluation of social and emotional learning program Zippy's Friends. Česko-slovenská Pediatrie, 78(4), 224–230. https://doi.org/10.55095/cspediatrie2023/039
[54] Oberle, E., Domitrovich, C. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education, 46(3), 277–297. https://doi.org/10.1080/0305764x.2015.1125450
[55] OECD. (2023). PISA 2022 https://www.hm.ee/sites/default/files/documents/2023-12/PISA%202022%20Insights%20and%20Interpretations_OECD.pdf
[56] Olweus, D. (2004). The Olweus Bullying Prevention Programme: Design and implementation issues and a new national initiative in Norway. Bullying in Schools, 13–36. https://doi.org/10.1017/cbo9780511584466.003
[57] Olweus, D. (2013). Bullying at school: What we know and what we can do. Wiley-Blackwell.
[58] Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program. The American Journal of Orthopsychiatry, 80(1), 124–134. https://doi.org/10.1111/j.1939-0025.2010.01015.x
[59] OZ Zippy – Zippyho kamaráti a emocionálne zdravie detí. (2023). https://www.zippy.sk/
[60] Palladino, B. E., Nocentini, A., & Menesini, E. (2016). Evidence-based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials. Aggressive Behavior, 42(2), 194–206. https://doi.org/10.1002/ab.21636
[61] Palladino, B. E., Nocentini, A., & Menesini, E. (2012). Online and offline peer led models against bullying and cyberbullying. Psicothema, 24(4), 634–639.
[62] Persson, M., Wennberg, L., Beckman, L., Salmivalli, C., & Svensson, M. (2018). The costeffectiveness of the Kiva antibullying program: Results from a decision-analytic model. Prevention Science, 19(6), 728–737. https://doi.org/10.1007/s11121-018-0893-6
[63] Rosová, D. (2018). Stratégia riešenia šikanovania v školách: Možnosti prevencie. EQUILIBRIA.
[64] Ryan, W., & Smith, J. D. (2009). Antibullying programs in schools: How effective are evaluation practices? Prevention Science, 10(3), 248–259. https://doi.org/10.1007/s11121-009-0128-y
[65] Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112–120. https://doi.org/10.1016/j.avb.2009.08.007
[66] Salmivalli, C., Garandeau, C., & Veenstra, R. (2012). KiVa antibullying program: Implications for school adjustment. In G. Ladd & A. Ryan (Eds.), Peer relationships and adjustment at school (pp. 279–307). Information Age Publishing.
[67] Salmivalli, C., Laninga-Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2021). Bullying prevention in adolescence: Solutions and new challenges from the past decade. Journal of Research on Adolescence, 31(4), 1023–1046. https://doi.org/10.1111/jora.12688
[68] Savahl, S., Adams, S., & Hoosen, P. (2023). The subjective and psychological well-being of children in South Africa: A population-based study. Applied Research in Quality of Life, 18(5), 2315–2347. https://doi.org/10.1007/s11482-023-10187-8
[69] Siddiqui, S., & Schultze-Krumbholz, A. (2023). The Sohanjana Antibullying Intervention: Pilot Results of a Peer-Training Module in Pakistan. Social Sciences, 12(7). https://doi.org/10.3390/socsci12070409
[70] Smith, P. K., Kwak, K., & Toda, Y. (Eds.). (2016). School bullying in different cultures: Eastern and western perspectives. Cambridge University Press. https://doi.org/10.1017/CBO9781139410878
[71] Sokolová L. (2022). Tvorba preventívneho programu. https://nivam.sk/wp-content/uploads/2022/10/Tvorba-preventivneho-programu.pdf
[72] Strohmeier, D., Hoffmann, C., Schiller, E.-M., Stefanek, E., & Spiel, C. (2012). ViSC Social Competence Program. New Directions for Youth Development, 2012(133), 71–84. https://doi.org/10.1002/yd.20008
[73] Trip, S., Bora, C., Sipos-Gug, S., Tocai, I., Gradinger, P., Yanagida, T., & Strohmeier, D. (2015). Bullying prevention in schools by targeting cognitions, emotions, and behavior: Evaluating the effectiveness of the REBE-ViSC program. Journal of Counseling Psychology, 62(4), 732–740. https://doi.org/10.1037/cou0000084
[74] Ttofi, M., & Farrington, D. (2009). What works in preventing bullying: Effective elements of anti-bullying programmes. Journal of Aggression, Conflict and Peace Research, 1(1), 13–24. https://doi.org/10.1108/17596599200900003
[75] Ttofi, M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56. https://doi.org/10.1007/s11292-010-9109-1
[76] UNESCO. (2024). International Conference on School Bullying: recommendations by the Scientific Committee on preventing and addressing school bullying and cyberbullying. https://unesdoc.unesco.org/ark:/48223/pf0000374794
[77] Vahedi, S., Fathi Azar, E., & Golparvar, F. (2016). The effectiveness of school-wide anti bullying programs on teachers' efficacy in dealing with students' bullying behavior. Journal of Fundamentals of Mental Health, 18(2), 68–75. https://doi.org/10.22038/jfmh.2016.6534
[78] Valenzuela, D., Turunen, T., Gana, S., Rojas-Barahona, C. A., Araya, R., Salmivalli, C., & Gaete, J. (2022). Effectiveness of the KiVa antibullying program with and without the online game in Chile: A three-arm cluster randomized controlled trial. Prevention Science, 23(8), 1470–1482. https://doi.org/10.1007/s11121-022-01379-z
[79] Vannini, N., Enz, S., Sapouna, M., Wolke, D., Watson, S., Woods, S., Dautenhahn, K., Hall, L., Paiva, A., André, E., Aylett, R., & Schneider, W., & Schneider, W. (2010). "FearNot!": A computer-based anti-bullying-programme designed to foster peer intervention. European Journal of Psychology of Education, 26(1), 21–44. https://doi.org/10.1007/s10212-010-0035-4
[80] Veldkamp, S. A. M., Boomsma, D. I., de Zeeuw, E. L., van Beijsterveldt, C. E. M., Bartels, M., Dolan, C. V., & van Bergen, E. (2019). Genetic and environmental influences on different forms of bullying perpetration, bullying victimization, and their co-occurrence. Behavior Genetics, 49(5), 432–443. https://doi.org/10.1007/s10519-019-09968-5
[81] Verseveld, M. D. A., Fekkes, M., Fukkink, R. G., & Oostdam, R. J. (2021). Effects of implementing multiple components in a school-wide antibullying program: A randomized controlled trial in elementary schools. Child Development, 92(4), 1605–1623. https://doi.org/10.1111/cdev.13529
[82] Verseveld, M. D. A., Fukkink, R. G., Fekkes, M., & Oostdam, R. J. (2019). Effects of antibullying programs on teachers' interventions in bullying situations. A meta-analysis. Psychology in the Schools, 56(9), 1522–1539. https://doi.org/10.1002/pits.22283
[83] VÚDPaP. (2022). Prevencia. https://vudpap.sk/vudpap/prevencia
[84] Yeager, D. S. (2017). Social and emotional learning programs for adolescents. The Future of Children, 27(1), 73–94. https://doi.org/10.1353/foc.2017.0004
[85] Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51. https://doi.org/10.1016/j.appdev.2014.11.005
[86] Waseem, M., & Nickerson, A. B. (2024). Identifying and addressing bullying. In StatPearls. StatPearls Publishing.
[87] Wei, M., & Graber, K. C. (2023). Bullying and physical education: A scoping review. Kinesiology Review, 12, 217–234. https://doi.org/10.1123/kr.2022-0031
[88] Yanagida, T., Strohmeier, D., & Spiel, C. (2019). Dynamic change of aggressive behavior and victimization among adolescents: Effectiveness of the ViSC program. Journal of Clinical Child and Adolescent Psychology, 48(sup1), S90–S104. https://doi.org/10.1080/15374416.2016.1233498
Copyright © 2025 Studia paedagogica