Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-05T08:12:36.846Z Has data issue: false hasContentIssue false
  • English
  • Français

Using participatory design to inform cyber/bullying prevention and intervention practices: Evidence-Informed insights and strategies

Published online by Cambridge University Press:  15 September 2021

Barbara A. Spears ,
Carmel Taddeo  and
Lesley-Anne Ey
Barbara A. Spears*
Affiliation:
UniSA Education Futures, University of South Australia, Adelaide, South Australia, Australia
Carmel Taddeo
Affiliation:
UniSA Education Futures, University of South Australia, Adelaide, South Australia, Australia
Lesley-Anne Ey
Affiliation:
UniSA Education Futures, University of South Australia, Adelaide, South Australia, Australia
*
*Address for correspondence: Barbara Spears, UniSA Education Futures, Level 1 De Lissa building, Magill Campus, St Bernards Rd, Magill SA 5072, Australia. Email: Barbara.Spears@unisa.edu.au
Get access

Abstract

Bullying and cyberbullying are global phenomena negatively impacting on children’s and young people’s (CYP’s) mental health and wellbeing and affecting their school social experiences and learning outcomes. Many interventions and prevention approaches have been employed over the decades, most impacting differentially, with some success in certain contexts and situations but not universally, suggesting the need for more contextualised, nuanced approaches at the whole school, community, individual and peer-group levels. The recognition of the importance of student and teacher voice in recent years has heralded interest in co-design practices to deliver more context-relevant interventions and prevention strategies. This article considers how participatory design and co-design practices can form part of the prevention and intervention repertoire for schools, teachers, counsellors and psychologists in their quest to understand and reduce cyberbullying and/or bullying (C/B) behaviours. Two case-study exemplars are provided that reflect the importance of context and student-centred relevancy to inform practice.

Keywords

Participatory designbullyingpreventioninterventionpractice
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 31 , Special Issue 2: Actioning Research within Schools: Key Processes for Planning Successful Interventions , December 2021 , pp. 159 - 171
Check for updates
Copyright
© The Author(s) 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Batsche, G. (2014). Multi-tiered system of supports for inclusive schools. In J. McLeskey, N.L. Waldron, F.Spooner, & B. Algozzin. (Eds.) Handbook of effective inclusive schools: Research and practice (pp 193–206). Routledge. https://doi.org/10.4324/9780203102930.ch14 CrossRefGoogle Scholar
Brown, S.R. (1996). Q methodology and qualitative research. Qualitative Health Research, 6, 561–567. https://doi.org/10.1177/104973239600600408 CrossRefGoogle Scholar
Campbell, M., & Bauman, S. (2018). Cyberbullying: Definition, consequences, prevalence. In Campbell, M. & Bauman, S. (Eds.), Reducing cyberbullying in schools: International evidence-based best practices (pp. 3–16). Elsevier. https://doi.org/10.1016/B978-0-12-811423-0.00001-8 CrossRefGoogle Scholar
Campbell, M., & Third, A. (2021). No, education minister, we don’t have enough evidence to support banning mobile phones in schools. Parenting for a Digital Future. http://eprints.lse.ac.uk/110651/1/parenting4digitalfuture_2021_04_21_banning_mobile.pdf Google Scholar
Cook, C.R., Williams, K.R., Guerra, N.G., Kim, T.E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65. https://doi.org/10.1037/a0020149 CrossRefGoogle Scholar
Downes, P., & Cefai, C. (2016). How to prevent and tackle bullying and school violence: Evidence and practices for strategies for inclusive and safe schools (NESET II report). Publications Office of the European Union. https://www.um.mt/library/oar/handle/123456789/31615 Google Scholar
Espelage, D.L., & Hong, J. (2019). School safety and violence prevention: Science, practice, policy. In Mayer, M.J. & Jimerson, S.R. (Eds.), School climate, bullying, and school violence (pp. 45–69). American Psychological Association. https://doi.org/10.1016/j.avb.2012.03.003 Google Scholar
Evans, C.B., Fraser, M.W., & Cotter, K.L. (2014). The effectiveness of school-based bullying prevention programs: A systematic review. Aggression and Violent Behavior, 19, 532–544. https://doi.org/10.1016/j.avb.2014.07.004.CrossRefGoogle Scholar
Ey, L.-A., & Spears, B. (2017). Supporting early childhood educators to address bullying in junior primary classes: Co-creating anti-bullying interventions with early childhood educators. Organisation Mondiale pour l’Education Préscolaire (OMEP) (World Organisation for Early Childhood Education). https://ap01-a.alma.exlibrisgroup.com/view/delivery/61USOUTHAUS_INST/12167407680001831 h ttps://doi.org/10.1080/02643944.2020.1788129 Google Scholar
Ey, L., & Spears, B.A. (2018). Early childhood knowledge and understanding of bullying: An approach to early childhood prevention. In Slee, P., Skrzypiec, G., & Cefai, C. (Eds.), Enhancing child and adolescent well-being and preventing violence in school (pp. 109–117). Routledge.Google Scholar
Ey, L.A., & Spears, B. (2020). Engaging early childhood teachers in participatory co-design workshops to educate young children about bullying. Pastoral Care in Education, 38, 230–253.CrossRefGoogle Scholar
Ey, L., Taddeo, C., & Spears, B. (2015). Cyberbullying and primary-school aged children: The psychological literature and the challenge for sociology. Societies, 5, 492–514. https://doi.org/10.3390/soc5020492 CrossRefGoogle Scholar
Fletcher, A. (2015). Ladder of meaningful student involvement. Soundout. https://soundout.org/2015/02/02/ladder-of-student-involvement/ Google Scholar
Gaffney, H., Farrington, D.P., Espelage, D.L., & Ttofi, M.M. (2019). Are cyberbullying intervention and prevention programs effective? A systematic and meta-analytical review. Aggression and Violent Behavior, 45, 134–153 https://doi.org/10.1016/j.avb.2018.07.002 CrossRefGoogle Scholar
Gaffney, H., Farrington, D.P., & White, H. (2021). Anti-bullying programmes. The Youth Endowment Fund. https://youthendowmentfund.org.uk/wp-content/uploads/2021/06/Anti-bullying-programmes-Technical-Report.pdf Google Scholar
Gaffney, H., Ttofi, M.M., & Farrington, D.P. (2021a). 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 CrossRefGoogle ScholarPubMed
Gaffney, H., Ttofi, M.M., & Farrington, D.P. (2021b). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. Campbell Systematic Reviews, 17, e1143 https://doi.org/10.1002/cl2.1143 CrossRefGoogle Scholar
Gaffney, H., Ttofi, M.M., & Farrington, D.P. (2019). 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 CrossRefGoogle Scholar
Gomez, K., Kyza, E.A., & Mancevice, N. (2018). Participatory design and the learning sciences. In Fischer, F., Hmelo-Silver, C.E., Goldman, S.R., & Reimann, P. (Eds.), International handbook of the learning sciences (pp. 433–442). Routledge. https://doi.org/org/10.4324/9781315617572 Google Scholar
Government of South Australia. (2019). Connected a community approach to bullying prevention within the school gates and beyond. Government of South Australia. https://www.education.sa.gov.au/sites/default/files/connected-community-approach-bullying-prevention.pdf Google Scholar
Hagen, P., Collin, P., Metcalf, A., Nicholas, M., Rahilly, K., & Swainston, N. (2012). Participatory design of evidence-based online youth mental health promotion, prevention, early intervention and treatment. Young and Well Cooperative Research Centre. https://researchdirect.westernsydney.edu.au/islandora/object/uws:18814/datastream/PDF/view Google Scholar
Hart, R.A. (1992). Children’s participation: From tokenism to citizenship, Innocenti Essay. 4, International Child Development Centre. https://www.unicef-irc.org/publications/100-childrens-participation-from-tokenism-to-citizenship.html Google Scholar
House of Representatives. Standing Committee on Employment Education and Training. (1994). Sticks and stones: Report on violence in Australian schools. Australian Government Publishing Service. https://catalogue.nla.gov.au/Record/143978 Google Scholar
Jimenez-Barbero, J.A., Ruiz-Hernandez, J.A., Llor-Zaragoza, L., Perez-Garcia, M., & Llor-Esteban, B. (2016). Effectiveness of anti-bullying school programs: A meta-analysis. Children and Youth Services Review, 61, 165–175. https://doi.org/10.1016/j.childyouth.2015.12.015 CrossRefGoogle Scholar
Greenbaum, J., & Kyng, M. (Eds.). (1991). Design at work: Cooperative design of computer systems. Lawrence Erlbaum Associates.Google Scholar
Lester, L., Waters, S., Pearce, N., Spears, B., & Falconer, S. (2018). Pre-service teachers: Knowledge, attitudes and their perceived skills in addressing student bullying. Australian Journal of Teacher Education, 43, 30–45. http://doi.org/10.14221/ajte.2018v43n8.3 CrossRefGoogle Scholar
Lundy, L. (2007). ‘Voice’ is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33, 927–942. http://doi.org/10.1080/01411920701657033 CrossRefGoogle Scholar
Merrell, K.W., Gueldner, B.A., Ross, S.W., & Isava, D.M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23, 26–42. https://doi.org/10.1037/1045-3830.23.1.26.CrossRefGoogle Scholar
Monks, C.P., & O’Toole, S. (2021). Bullying in preschool and infant school. In Smith, P.K. & O’Higgins Norman, J. (Eds.), Wiley Blackwell handbook of bullying: A comprehensive and international review of research and intervention. (pp. 3–19). Wiley Blackwell.Google Scholar
Monks, C., & Smith, P.K. (2006). Definitions of bullying: Age differences in understanding of the term, and the role of experience. The British Psychological Society, 24, 801–821. https://doi.org/10.1348/026151005X82352 Google Scholar
Newman, I., & Ramio, S. (2010). Using q methodology and q factor analysis in mixed methods research. In Tashakkori, A. & Teddlie, C. (Eds.), SAGE handbook of mixed methods in social & behavioral research (pp. 505–530). Sage Publishing. https://doi.org/10.4135/9781506335193.n20 CrossRefGoogle Scholar
Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Hemisphere. https://psycnet.apa.org/record/1979-32242-000 Google Scholar
Pepler, D.J. (2006). Bullying interventions: A binocular perspective. Canadian Journal of Child Adolescent Psychiatry, 15, 16–20.Google ScholarPubMed
Perugini, M., & Bagozzi, R.P. (2001). The role of desires and anticipated emotions in goal-directed behaviours: Broadening and deepening the theory of planned behaviour. British Journal of Social Psychology, 40, 79–98. https://doi.org/10.1348/014466601164704 CrossRefGoogle ScholarPubMed
Polanin, J.R., Espelage, D.L., & Pigott, T.D. (2012). A meta-analysis of school-based bullying prevention programs’ effects on bystander intervention behavior. School Psychology Review, 41, 47–65. https://doi.org/10.1080/02796015.2012.12087375 CrossRefGoogle Scholar
Purdy, N. & Spears, B. (2020). Co-participatory approaches to research with children and young people. Pastoral Care in Education, 38, 187–190. https://doi.org/10.1080/02643944.2020.1788816 CrossRefGoogle Scholar
Rigby, K., & Johnson, K. (2016). The prevalence and effectiveness of anti-bullying strategies employed in Australian schools. University of South Australia. https://www.unisa.edu.au/siteassets/episerver-6-files/global/eass/eds/184856-anti-bullying-report-final-3large.pdf Google Scholar
Schuler, D., & Namioka, A. (1993). Participatory design: Principles and practices. Lawrence Erlbaum Associates.Google Scholar
Simonsen, J., & Robertson, T. (Eds.). (2012). Routledge international handbook of participatory design. Routledge. doi:10.4324/9780203108543CrossRefGoogle Scholar
Slee, P.T., Campbell, M. & Spears, B. (2012). Concepts of development. In P.T. Slee, M. Campbell, & B. Spears. Child, adolescent and family development (3rd ed., pp. 32–53). Cambridge University Press.CrossRefGoogle Scholar
Smith, P.K. (2014). Understanding school bullying: Its nature and prevention strategies. SAGE Publications.CrossRefGoogle Scholar
Smith, P.K. & O’Higgins Norman, J. (2021). (Eds). Wiley Blackwell handbook of bullying: A comprehensive international review of research and intervention (vols. 1 & 2). Wiley-Blackwell.Google Scholar
Smith, P.K., & Steffgen, G. (Eds.). (2013). Cyberbullying through the new media: Findings from an international network. Psychology Press.CrossRefGoogle Scholar
Smith, P.K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49, 376–385. https://doi.org/10.1111/j.1469-7610.2007.01846.x CrossRefGoogle ScholarPubMed
Spears, B., & Kofoed, J. (2013). Transgressing research binaries: Youth as knowledge brokers in cyberbullying research. In Smith, P. & Steffgen, G. (Eds.), Cyberbullying through the new media: Findings from an international network (pp. 201–221). Psychology Press.Google Scholar
Spears, B.A., Taddeo, C.M., Barnes, A., Collin, P., Swist, T., Webb-Williams, J., Brock, C., Kavanagh, P., Drennan, J., Razzell, M., & Borbone, V. (2016). Something haunting you? Reframing and promoting help-seeking for young men: The co-creation and evaluation of a social marketing campaign. Young and Well Cooperative Research Centre. https://researchdirect.westernsydney.edu.au/islandora/object/uws:36368/datastream/PDF/view Google Scholar
Spears, B.A., Taddeo, C.M., Barnes, A., Collin, P., Swist, T., Webb-Williams, J., Kavanagh, P., Drennan, J., Razzell, M., & Borbone, V. (2016). Connect. Challenge. Do. Design and evaluation of Goalzie: A goalsetting campaign to promote positive attitudes towards help-seeking for wellbeing. Young and Well Cooperative Research Centre. https://researchdirect.westernsydney.edu.au/islandora/object/uws:36404/datastream/PDF/view Google Scholar
Spears, B., Taddeo, C., Collin, P., Swist, T., Razzell, M., Borbone, V., & Drennan, J. (2016). Safe and well online: Learnings from four social marketing campaigns for youth wellbeing. Young and Well Co-operative Research Centre. https://researchdirect.westernsydney.edu.au/islandora/object/uws:36405/datastream/PDF/view Google Scholar
Spears, B., Taddeo, C.M., Barnes, A., Scrimgeour, M., Collin, P., Drennan, J., & Razzell, M. (2015). Keep It Tame: Promoting respect online. Evaluating the design, engagement and impact of a social marketing approach aimed at 12 to 18 year olds. Young and Well Cooperative Research Centre. https://researchdirect.westernsydney.edu.au/islandora/object/uws:30860/datastream/PDF/view Google Scholar
Spears, B., Taddeo, C.M., Barnes, A., Collin, P., Swist, T., Drennan, J., Scrimgeour, M., & Razzell, M. (2015). ‘Appreciate a mate’: Helping others to feel good about themselves. Safe and Well Online: A report on the development and evaluation of a positive messaging social marketing campaign for young people. Young and Well Cooperative Research Centre. https://apo.org.au/sites/default/files/resource-files/2015-06/apo-nid73489.pdf Google Scholar
Spinuzzi, C. (2005). The methodology of participatory design. Technical Communication, 52, 163–174.Google Scholar
Thaler, R.H., & Sunstein, C.R. (2008). Nudge: Improving decisions about health, wealth and happiness. Yale University Press.Google Scholar
Ttofi, M.M., & Farrington, D.P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. https://doi.org/10.1007/s11292-010-9109-1 CrossRefGoogle Scholar
United Nations. (1989). United Nations Convention on the Rights of the Child (UNCRC). https://www.refworld.org/docid/3b00f03d30.html Google Scholar
Vaillancourt, T., Brittain, H., Krygsman, A., Farrell, A.H., Landon, S., & Pepler, D. (2021). School bullying before and during COVID-19: Results from a population-based randomized design. Aggressive Behavior, 1, 1–13. https://doi.org/10.1002/ab.21986 Google Scholar
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 CrossRefGoogle Scholar
Supplementary material: File

Spears et al. supplementary material

Spears et al. supplementary material

Download Spears et al. supplementary material(File)
File 89 KB