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Implementing and Evaluating KiVa in the UK

Implementing and Evaluating KiVa in the UK. 7 th February 2018 Bangor 8th February 2018 Cardiff Suzy Clarkson & Prof. Judy Hutchings Centre for Evidence Based Early Intervention Bangor University. Contents. Bullying definition Development of KiVa What is KiVa?

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Implementing and Evaluating KiVa in the UK

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  1. Implementing and Evaluating KiVa in the UK 7th February 2018 Bangor 8th February 2018 Cardiff Suzy Clarkson & Prof. Judy Hutchings Centre for Evidence Based Early Intervention Bangor University

  2. Contents • Bullying definition • Development of KiVa • What is KiVa? • Finnish results and roll out • Pilot results and follow up • One year follow-up on 41 schools • The Centre • Conclusion • Short video

  3. Definition: Bullying Systematicaggressive behaviour against a person whofinds it difficult to defendhim/herselfagainsttheperpetrator(s) Central features: • Repeated • intentional • powerdifferential

  4. KiVa in Finland • In Finland having an anti-bullying policy was a requirement on schools but monitored over 10 years it produced no change • In 2006 • The Ministry of Education and Culture funded the development of a bullying prevention programme to be implemented widely in Finnish schools KiVa – Against bullying, Nice

  5. Christina Salmivalli had already conducted 15 years of social psychological research on bullying Participant roles in bullying (Salmivalli et al., 1996) Background to KiVa assistants of the bully 8% 7% bully 24% Victim Outsiders/silent approvers 12% 17% 20% defenders of the victim reinforcers of the bully 5

  6. KiVa principles - in order to reduce bullying... • We do not necessarily need to change the victims, making them ”less vulnerable” • Influencing the behaviour of bystanders can reduce the rewards gained by the bullies and consequently, their motivation to bully in the first place • 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 and engaged in a plan to resolve the problem UNIVERSAL

  7. In order to reduce bullying... • We do not necessarily need to change the victims, making them ”less vulnerable” • Influencing the behaviour of bystanders can reduce the rewards gained by the bullies and consequently, their motivation to bully in the first place • However, 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 INDICATED

  8. KiVa™ universal and indicated actions Parent materials Online antibullying games Pupil lessons and materials involved (teacher manuals, short films) Visible vests for persons supervising recess time Online surveys with feedback of progress Monitoring implementation and long-term effects KiVa™ team Clear guidelines for tackling bullying

  9. Evidence of effectiveness In Finland • Randomised controlled trial 2007-2009 • 117 intervention and 117 control schools • >30,000 pupils (grades 1–9, 7–15 year old) • First year of nationwide implementation (2009-2010) • 880 Finnish schools (cohort longitudinal design) • ~150,000 pupils (grades 1–9)

  10. Changes in being bullied by different forms during one school year relative to control children: RCT, grades 4 to 6

  11. KiVa Indicated actions are effective • The proportion of cases handled by the school team in which bullying… • Stopped completely 78.2% • Decreased 19.5% • Remained the same 2.0% • Increased 0.3% Garandeau et al. (2014). Tackling acute cases of bullying: Comparison of two methods in the context of the KiVa antibullying program

  12. Long-term effects from broad roll out: Proportion of pupils who have been bullied / who are bullying others repeatedly in KiVa schools, 2009-2015

  13. The current situation in the UK • Since 2006, schools in the UK must have an anti-bullying policy, however, there is no set standard • There is no specific advice or guidance on recommended evidence based strategies that could make the policies work • Rates of bullying and victimisation have remained stable

  14. Welsh Pilot study • A small-scale pilot study involving 17 schools 14 in Wales and 3 in Cheshire (2012/2013) • Welsh schools used the Welsh Government school improvement grant • Unit 2 curriculum for 9-11 year olds • Termly support meetings • Data collected - Pre-post online pupil self-report survey - Teacher mid- and end-point survey

  15. Pilot pupil self-report results Victimisation: t(12) =2.15, p =.027 Bullying: t(12) =2.79, p =.008 Final: Pupil sample n=472 School sample n=13

  16. Pilot Teacher Feedback • Teachers: enthusiastic and positive about the lesson content and structure • Teachers reported that pupils were engaged and enthusiastic about the lessons • The majority of teachers reported that KiVa had a positive impact on: child well-being, pro-social behaviour, and class and playground atmosphere

  17. Second year follow-up of Pilot School pupils 2013/4Mean percentage of self-reported victims and bullies from pupils in year five that received the intervention in 2012/3 and the same groups of children at the end of year 6 in schools where the programme has been continued.Data collected in year 5 in September 2012 and July 2013, and in year 6 in July 2014. The error bars represent the standard error.

  18. UK pre-test and post-test

  19. KiVa UK – Present situation - Bangor Centre • Licensed as UK Hub for KiVa • Centre funded training for two staff in Finland • Accredited to train schools and trainers • Centre has funded an administrative assistant to support the development of KiVa 19

  20. KiVa UK – Present situation - Bangor Centre • Over 150 schools trained • Developing a network of UK trainers coordinated from the Centre • Eight trainers in Wales, covering North Wales, Powys, Cardiff and Torfaen, Pembrokeshire, Rhondda Cynon Taf, and Swansea and Bridgend. • Four in England, Cheshire, Staffordshire, London, and Solihull • Piloting KiVa 2 in secondary schools (Year 7) • Collaborating with other universities for further grants to research KiVa 20

  21. Conclusion • Bullying is widespread in the UK • Children need evidence based education • KiVa has good evidence • Teachers in UK primary schools like the programme and report positive responses from children • We are working with schools and trainers to support the development of KiVa in the UK and to evaluate what is needed to deliver it effectively

  22. KiVa Video

  23. Thank you for listening! For more information: Suzy Clarkson, Judy Hutchings or Natalie Williams Centre for Evidence Based Early Intervention, School of Psychology, Bangor University,
Wales http://www.centreforearlyinterventionwales.co.uk j.hutchings@bangor.ac.uk s.clarkson@bangor.ac.uk natalie.williams@bangor.ac.uk 23

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