Abstract：
OBJECTIVE: One of the most widely used evidence-based anti-bullying programs, KiVa, originates from Finland and aims to change students\' peer context, activate teachers, and inform parents with two main components (universal preventive actions and indicated actions when bullying occurs), complemented by monitoring. Because research documented somewhat varied KiVa outcomes in different countries and because there is a lack of research focusing solely on the effectiveness of the universal and indicated actions, this study aimed to evaluate the effectiveness of KiVa main components when implemented in a new country. This two-arm parallel cluster randomized control trial (RCT) evaluated the effectiveness of the KiVa anti-bullying program in elementary schools in the Czech Republic. It examined the effects of the universal and indicated actions on self-reported bullying and victimization as primary outcomes and well-being as a secondary outcome, while keeping monitoring constant across the intervention and control schools. The study also examined the role of implementation fidelity on the proposed outcomes.
METHODS: Schools were allocated via stratified randomization into a KiVa intervention group (12 schools, 35 classes, N = 407 students) or a wait-list control group (12 schools, 32 classes, N = 400 students). The study employed data from baseline and post-measurement waves, which were 10 months apart.
RESULTS: The data were analyzed using linear mixed effects models, which showed no significant intervention or fidelity effects for bullying, victimization, and well-being. However, promising trends (at α < .10) were revealed, such as lower levels of bullying observed in the intervention group and in schools with high implementation fidelity. Additional analysis using Bayes factors supported these promising trends and provided moderate support for lower levels of victimization in the intervention group compared to the control schools.
CONCLUSIONS: Evaluation of effectiveness of anti-bullying programs could benefit from a more targeted fidelity assessment at the classroom or individual level and from distinguishing between the effects of the main components of the programs and the effects of monitoring. The promising yet non-significant intervention and fidelity effects suggest that schools may require enhanced support and longer implementation time frames than a single school year, especially when implementation faces structural obstacles, such as the Covid-19 pandemic.
METHODS: Schools were allocated via stratified randomization into a KiVa intervention group (12 schools, 35 classes, N = 407 students) or a wait-list control group (12 schools, 32 classes, N = 400 students). The study employed data from baseline and post-measurement waves, which were 10 months apart.
RESULTS: The data were analyzed using linear mixed effects models, which showed no significant intervention or fidelity effects for bullying, victimization, and well-being. However, promising trends (at α < .10) were revealed, such as lower levels of bullying observed in the intervention group and in schools with high implementation fidelity. Additional analysis using Bayes factors supported these promising trends and provided moderate support for lower levels of victimization in the intervention group compared to the control schools.
CONCLUSIONS: Evaluation of effectiveness of anti-bullying programs could benefit from a more targeted fidelity assessment at the classroom or individual level and from distinguishing between the effects of the main components of the programs and the effects of monitoring. The promising yet non-significant intervention and fidelity effects suggest that schools may require enhanced support and longer implementation time frames than a single school year, especially when implementation faces structural obstacles, such as the Covid-19 pandemic.
摘要：
目标：最广泛使用的基于证据的反欺凌计划之一，Kiva,起源于芬兰，旨在改变学生的同伴环境，激活教师,并告知父母两个主要组成部分（普遍的预防措施和欺凌发生时的指示行动），辅以监测。由于研究记录了不同国家的KIVa结果有些不同，并且由于缺乏仅关注普遍和指定行动的有效性的研究，本研究旨在评估Kiva主要组件在新国家实施时的有效性.这项双臂平行集群随机对照试验（RCT）评估了Kiva反欺凌计划在捷克共和国小学的有效性。它审查了普遍的影响，并指出了将自我报告的欺凌和受害作为主要结果的行动，将福祉作为次要结果，同时在干预和控制学校保持监控不变。该研究还研究了实施保真度对拟议成果的作用。
方法：通过分层随机将学校分为KIVa干预组（12所学校，35班,N=407名学生)或等待名单控制组(12所学校，32个班级，N=400名学生）。这项研究采用了基线和测量后波的数据，相隔10个月。
结果：使用线性混合效应模型分析数据，对欺凌没有显著的干预或忠诚效应，受害,和幸福。然而,揭示了有希望的趋势(在α<.10时)，例如，在干预组和实施保真度高的学校中观察到较低的欺凌水平。使用贝叶斯因素进行的其他分析支持了这些有希望的趋势，并为干预组的受害程度低于对照组提供了适度的支持。
结论：反欺凌计划的有效性评估可以受益于在课堂或个人层面进行更有针对性的保真度评估，以及区分计划主要组成部分的影响和监测的影响。有希望但不重要的干预和忠诚效应表明，学校可能需要比单一学年更多的支持和更长的实施时间框架，特别是当实施面临结构性障碍时，例如Covid-19大流行。
方法：通过分层随机将学校分为KIVa干预组（12所学校，35班,N=407名学生)或等待名单控制组(12所学校，32个班级，N=400名学生）。这项研究采用了基线和测量后波的数据，相隔10个月。
结果：使用线性混合效应模型分析数据，对欺凌没有显著的干预或忠诚效应，受害,和幸福。然而,揭示了有希望的趋势(在α<.10时)，例如，在干预组和实施保真度高的学校中观察到较低的欺凌水平。使用贝叶斯因素进行的其他分析支持了这些有希望的趋势，并为干预组的受害程度低于对照组提供了适度的支持。
结论：反欺凌计划的有效性评估可以受益于在课堂或个人层面进行更有针对性的保真度评估，以及区分计划主要组成部分的影响和监测的影响。有希望但不重要的干预和忠诚效应表明，学校可能需要比单一学年更多的支持和更长的实施时间框架，特别是当实施面临结构性障碍时，例如Covid-19大流行。
