What do we know about preventing school violence? A systematic review of systematic reviews

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dc.contributorScheepers, Amy
dc.contributorBarnes, Christina
dc.contributorHammerschlag, Dina
dc.contributorNestadt, Ashleigh
dc.contributorNaylor, Tamsyn
dc.contributorBerlein, Alexa
dc.contributorAbrahams, Nina
dc.contributorGuattari-Stafford, Thomas
dc.contributor.authorLester, Soraya
dc.contributor.authorLawrence, Cayleigh
dc.contributor.authorWard, Catherine L
dc.coverage.spatialGlobalen_ZA
dc.date.accessioned2017-03-22T07:56:04Z
dc.date.available2017-03-22T07:56:04Z
dc.date.issued2017-01-30
dc.description.abstractMany children across the world are exposed to school violence, which undermines their right to education and adversely affects their development. Studies of interventions for school violence suggest that it can be prevented. However, this evidence base is challenging to navigate. We completed a systematic review of interventions to reduce four types of school violence: (a) peer violence; (b) corporal punishment; (c) student-on-teacher violence and (d) teacher-on-student violence. Reviewers independently searched databases and journals. Included studies were published between 2005 and 2015; in English; considered school-based interventions for children and measured violence as an outcome. Many systematic reviews were found, thus we completed a systematic review of systematic reviews. Only systematic reviews on interventions for intimate partner violence (IPV) and peer aggression were found. These reviews were generally of moderate quality. Research on both types of violence was largely completed in North America. Only a handful of programmes demonstrate promise in preventing IPV. Cognitive behavioral, social-emotional and peer mentoring/mediation programmes showed promise in reducing the levels of perpetration of peer aggression. Further research needs to determine the long-term effects of interventions, potential moderators and mediators of program effects, program effects across different contexts and key intervention components.en_ZA
dc.identifier.apacitationLester, S., Lawrence, C., & Ward, C. L. (2017). What do we know about preventing school violence? A systematic review of systematic reviews. <i>Psychology, Health & Medicine</i>, http://hdl.handle.net/11427/24066en_ZA
dc.identifier.chicagocitationLester, Soraya, Cayleigh Lawrence, and Catherine L Ward "What do we know about preventing school violence? A systematic review of systematic reviews." <i>Psychology, Health & Medicine</i> (2017) http://hdl.handle.net/11427/24066en_ZA
dc.identifier.citationSoraya Lester, Cayleigh Lawrence & Catherine L. Ward (2017) What do we know about preventing school violence? A systematic review of systematic reviews, Psychology,Health & Medicine, 22:sup1, 187-223, DOI: 10.1080/13548506.2017.1282616en_ZA
dc.identifier.issn1354-8506en_ZA
dc.identifier.ris TY - Journal Article AU - Lester, Soraya AU - Lawrence, Cayleigh AU - Ward, Catherine L AB - Many children across the world are exposed to school violence, which undermines their right to education and adversely affects their development. Studies of interventions for school violence suggest that it can be prevented. However, this evidence base is challenging to navigate. We completed a systematic review of interventions to reduce four types of school violence: (a) peer violence; (b) corporal punishment; (c) student-on-teacher violence and (d) teacher-on-student violence. Reviewers independently searched databases and journals. Included studies were published between 2005 and 2015; in English; considered school-based interventions for children and measured violence as an outcome. Many systematic reviews were found, thus we completed a systematic review of systematic reviews. Only systematic reviews on interventions for intimate partner violence (IPV) and peer aggression were found. These reviews were generally of moderate quality. Research on both types of violence was largely completed in North America. Only a handful of programmes demonstrate promise in preventing IPV. Cognitive behavioral, social-emotional and peer mentoring/mediation programmes showed promise in reducing the levels of perpetration of peer aggression. Further research needs to determine the long-term effects of interventions, potential moderators and mediators of program effects, program effects across different contexts and key intervention components. DA - 2017-01-30 DB - OpenUCT DO - 10.1080/13548506.2017.1282616 DP - University of Cape Town J1 - Psychology, Health & Medicine LK - https://open.uct.ac.za PB - University of Cape Town PY - 2017 SM - 1354-8506 T1 - What do we know about preventing school violence? A systematic review of systematic reviews TI - What do we know about preventing school violence? A systematic review of systematic reviews UR - http://hdl.handle.net/11427/24066 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/24066
dc.identifier.urihttp://dx.doi.org/10.1080/13548506.2017.1282616
dc.identifier.vancouvercitationLester S, Lawrence C, Ward CL. What do we know about preventing school violence? A systematic review of systematic reviews. Psychology, Health & Medicine. 2017; http://hdl.handle.net/11427/24066.en_ZA
dc.languageengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentDepartment of Psychologyen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_ZA
dc.sourcePsychology, Health & Medicineen_ZA
dc.source.urihttp://www.tandfonline.com/loi/cphm20
dc.subject.othersystematic review
dc.subject.otherschool violence
dc.subject.otherschool-based
dc.subject.otherpeer aggression
dc.subject.otherintimate partner violence
dc.titleWhat do we know about preventing school violence? A systematic review of systematic reviewsen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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