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      The Zero Violence Brave Club: A Successful Intervention to Prevent and Address Bullying in Schools

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          Abstract

          Bullying among peers in schools is a growing problem affecting children and adolescents from an early age worldwide. The consequences of bullying victimization in the emotional development of children and youth and their academic achievement are adverse for them and the rest of the school community, with its negative impact extending into the mid and long run. The Zero Violence Brave Club is implemented in schools in the framework of the Dialogic Model of Violence Prevention, a successful educational action according to the INCLUD-ED project [Strategies for inclusion and social cohesion in Europe from Education] (6th Framework Program of Research of the European Commission). The Zero Violence Brave Club has decreased peer bullying in schools by establishing and cultivating a culture of zero tolerance to violence in educational centers located in diverse socioeconomic and cultural contexts. This evidence-based intervention is grounded in the principle that only the person who denounces violence suffered by a peer and takes a stand always on the victim's side—and those who support her or him—against the aggressor can be considered brave. This article reports a qualitative study of the Zero Violence Brave Club as a successful intervention in seven schools in Spain. The schools are diverse in terms of public or private ownership, religious or lay background, and population served (different proportions of cultural minorities and students with special needs), challenging the misconception that the impact of educational interventions depends on the context. Interviews were conducted with teachers in the schools implementing the Zero Violence Brave Club in their class, using the communicative methodology of research. The results shed light on specific mechanisms through which the Zero Violence Brave Club prevents and responds to bullying in schools, such as emptying of social attractiveness any aggressive behaviors or attitudes. Benefits on mental health and psychological wellbeing are also reported.

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          The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions.

          This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
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            A Review of School Climate Research

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              Bullying in school: evaluation and dissemination of the Olweus Bullying Prevention Program.

              The nature and extent of bullying among school children is discussed, and recent attention to the phenomenon by researchers, the media, and policy makers is noted. The Olweus Bullying Prevention Program (OBPP) is a comprehensive, school-wide program that was designed to reduce bullying and achieve better peer relations among students in elementary, middle, and junior high school grades. Several large-scale studies from Norway are reviewed, which provide compelling evidence of the program's effectiveness in Norwegian schools. Studies that have evaluated the OBPP in diverse settings in the United States have not been uniformly consistent, but they have shown that the OBPP has had a positive impact on students' self-reported involvement in bullying and antisocial behavior. Efforts to disseminate the OBPP in Norway and the United States are discussed.
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                Author and article information

                Contributors
                Journal
                Front Psychiatry
                Front Psychiatry
                Front. Psychiatry
                Frontiers in Psychiatry
                Frontiers Media S.A.
                1664-0640
                07 July 2021
                2021
                : 12
                : 601424
                Affiliations
                [1] 1Departament of Comparative Education and Education History, University of Valencia , Valencia, Spain
                [2] 2Department of Theory and History of Education, University of Barcelona , Barcelona, Spain
                [3] 3Department of Pedagogy, Faculty of Psychology and Educational Sciences, Universitat Rovira i Virgili , Tarragona, Spain
                [4] 4Department of Sociology, Faculty of Economics and Business, University of Barcelona , Barcelona, Spain
                Author notes

                Edited by: Megan Stubbs-Richardson, Mississippi State University, United States

                Reviewed by: Melanie Walsh, Mississippi State University, United States; Wendy Arhuis-Inca, Catholic University Los Angeles of Chimbote, Peru

                *Correspondence: Mimar Ramis-Salas mimarramis@ 123456ub.edu

                This article was submitted to Public Mental Health, a section of the journal Frontiers in Psychiatry

                Article
                10.3389/fpsyt.2021.601424
                8292679
                61c76fa6-33c7-40e9-954f-4fdc604f6fef
                Copyright © 2021 Roca-Campos, Duque, Ríos and Ramis-Salas.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 31 August 2020
                : 10 May 2021
                Page count
                Figures: 2, Tables: 2, Equations: 0, References: 61, Pages: 15, Words: 12987
                Categories
                Psychiatry
                Original Research

                Clinical Psychology & Psychiatry
                zero violence brave club,bullying prevention,successful educational action,friendship,mental health,bystander,break the silence

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