KiVa: an evidence-based bullying
prevention / intervention progamme
Children in Wales,
Preventing Bullying Behaviour Event
Wednesday 15th October 2014
Suzy Clarkson
Centre for Evidence Based Early Intervention,
Bangor University
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Presentation outline
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History of KiVa
KiVa – the programme
Evidence from Finland
Wales pilot evidence and current trial
A school’s experience
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History of KiVa in Finland
• In 1990s, bullying was a concern (only average)
• Changes in legislation
• No changes in ten years in the annual
prevalence survey (School Health Promotion
Study)
• The Finnish government contracted the
University of Turku to develop, and evaluate an
antibullying programme
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Background of KiVa: The social
architecture of bullying
• Participant roles in bullying (Salmivalli et al.,
1996)
20%
reinforcers of the bully
24%
8% bully
outsiders
12% victim
assistants of the bully
7%
17%
defenders of the victim
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In order to reduce bullying...
• We do not necessarily need to change the victims,
making them ”less vulnerable”
• Influencing the behaviour of classmates can reduce the
rewards gained by the bullies and consequently, their
motivation to bully in the first place
UNIVERSAL
• However, the victims need to feel that they are heard and
helped by the adults at school
• The bullies need to be confronted for their unacceptable
behaviour
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In order to reduce bullying...
• We do not necessarily need to change the victims,
making them ”less vulnerable”
• Influencing the behaviour of classmates can reduce the
rewards gained by the bullies and consequently, their
motivation to bully in the first place
INDICATED
• However, the victims need to feel that they are heard and
helped by the adults at school
• The bullies need to be confronted for their unacceptable
behaviour
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KiVa antibullying programme
• Special characteristics:
– Both universal and indicated actions
– A large amount of materials & concrete tools
(not merely a ”philosophy”)
– Utilising ICT: virtual learning environments
• KiVa is more systematic and structured than
most existing anti-bullying programmes
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Universal actions
• Class lessons and activities
• Signaling “We are a KiVa school”
– visible vests for supervising break times
– posters
– Parent website
• Pupil online survey
– Survey repeated annually
(Automatic feedback to schools)
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Evidence: Finland
Randomised Controlled Trial
• 234 schools (117 intervention, 117 control)
• > 30 000 students
• Exceptionally wide age range (Grades 1-9,
pupils with 7-15 years of age)
• Numerous outcome variables
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RCT: examples of outcome variables
• Bullying and victimisation (self-reports, peer-reports,
and dyadic reports)
• Bystander behaviours (reinforcing the bully,
defending the victim, ...)
• Bullying-related attitudes, empathy, self-efficacy and
outcome expectations regarding defending
behaviour
• Internalising problems (depression, anxiety, selfesteem, and peer perceptions)
• Peer status and loneliness
• Academic adjustment (school liking, academic
motivation, and academic performance)
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RCT: Changes in being bullied by different forms
(9 months of implementation, Grades 4 to 6)
Prevalence of students bullying others
repeatedly, 2009-2012
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Welsh Pilot study
• A small-scale pilot study involving 17 schools
- 14 in Wales and 3 in Cheshire
• Unit 2 curriculum for 9-11 year olds
- only Unit translated at that time
• Training for schools
• Termly support meetings held with teachers
- three locations across Wales
• Data collected
- Pre-post online pupil self-report survey
- Teacher mid- and end-point survey
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Feedback and results
• Pupils: significantly reduced self-reported
victimisation and bullying
• Teachers: enthusiastic and positive about the
lesson content and structure
• Teachers: reported that 75-100% of pupils were
engaged and enthusiastic about the lessons
• The majority of teachers reported a positive
impact on: child well-being, behaviour, pro-social
behaviour, and class and playground atmosphere
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Pupil self-report results
Mean percentage of pupils
20
18
Pre-test
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Post-test
14
12
10
8
6
4
2
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Victim
Bully
Pupil self-report status
Victimisation: t(13) =2.52, p =.025, r =.64
Bullying: t(13) =2.75, p =.016, r =.69
Final: Pupil sample n=529 School sample n=14
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Current trial: our RCT trial
• The pilot trial led to BIG Lottery innovation funding in Wales
for an RCT in 20 schools from across Wales covering all
children aged 7 – 11 years
• This has funded a partnership between the Social Research
Unit Dartington and Bangor University
• All KiVa child and parent material is bilingual English/Welsh
• Phase 1 schools started the programme in 2013/4 Phase 2
schools were trained in June 2014 and have commenced
the programme now
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Malborough Primary School
Feedback
(Estyn case study included in packs)
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Marlborough Primary School
Feedback
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Pupil numbers - 534
Pupils on school free meals 11%.
Pupils on SEN register 12%.
Foundation Phase has 8 classes.
KS2 has 8 classes.
2 Special Resource Base Units for children
who have a statement of educational needs.
KiVa Team
Class Teacher, Teaching Assistant and
Educational Psychologist
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Teacher feedback
KiVa lessons
• Enthusiastic pupils.
• Fun lessons with a variety of activities and teaching
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approaches that enable pupils to engage with topics on
a personal level.
Excellent resources.
Pupils understand the definition of bullying.
Pupils feel supported and develop their own strategies
to cope with bullying and a class contract.
Pupils are more aware of the impact and consequences
of their own behaviour.
Accessible to all.
IT games are relevant and enjoyable.
Cross-Curricular.
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Experience of teachers in
Marlborough
• A fantastic resource! The manuals are easy to follow
and the L.O.s for each unit are clear and focused. The
folder contains all the supplementary materials needed
to teach the lessons and everything else you need such
as presentation slides, short films and computer games
are easy to access online. (Y4 teacher)
• The children enjoy KiVa lessons and join in the
activities with great enthusiasm. (Y3 teacher)
• The resources promote interesting and high quality
discussions in the classroom. The children are keen to
voice their opinions and know they are valued.(Y6
teachers)
• It’s had a huge impact on the pupils’ understanding of
bullying. (Y5 teacher)
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Resources –Marlborough feedback
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Detailed lesson plans
Games
Internet resources- video clips, slides
Posters
Kiva vests
Supplementary material (pictures, cards)
Information for parents
Obvious links with PSE
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Impact on Marlborough school
environment
• A positive school environment where pupils feel happy,
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safe and secure.
KiVa reinforces and compliments the ethos promoted by
our Playground PALS and Peace Makers.
KiVa rules are respected because the pupils establish
them.
Pupils understand the definition of bullying.
Pupils understand how to deal with incidents of bullying.
KiVa referral system – procedures are set in place and
followed step by step to ensure continuity and
objectivity.
A whole school approach to bullying.
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Potential Issues with implementing
KiVa –Marlborough feedback
• ICT problems
• Parents/community understanding of
bullying may be different to the KiVa
definition.
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KiVa Training Opportunities
Training on two levels
•Training for schools 3rd - 4th March 2015
Two day training for school staff (ideally two staff
per school)
•Training for trainers 26th - 28th January 2015
Three day certified training – will license
participants to train school-based staff
Details and costs are enclosed in the CEBEI pack
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Thank you
Suzy Clarkson
Centre for Evidence Based Early Intervention,
School of Psychology, Bangor University, Wales
http://www.centreforearlyinterventionwales.co.uk
s.clarkson@bangor.ac.uk
e.f.williams@bangor.ac.uk
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