School-based anti-bullying interventions: Systematic review of the methodology to assess their effectiveness

• Literature review of the research methodology of anti-bullying interventions
• Description of research and evaluation methodologies to assess effectiveness
• Suggestion for the adoption of a research phase framework, proposed elsewhere
• Recommendations on internal and external validity of evaluation methodologies

BackgroundKnowledge and collective experience on the evaluation of anti-bullying interventions are spread across literature. Gathering it would contribute toward evidence-based anti-bullying interventions. This paper presents the results of a systematic literature review of the research methodology of school-based anti-bullying interventions (SBABIs).MethodsArticles were identified using the word “bullying” either as keyword or subject heading on MEDLINE, PSYCINFO and ERIC. Search engine limitations were also used in order to identify eligible articles evaluating SBABI in childhood and adolescents. Further selection was based on information through titles and abstracts and full text for some articles. Content analysis of words, phrases or extracts accordingly to some pre-specified criteria was used.ResultsResults present research methodologies used in terms of evaluation research designs, number of study groups, collected information and the way information was collected, methodology used for analysis and strengths and limitations identified by researchers concerning their research methodology.ConclusionA great variability of research methodologies was observed. We suggest the adoption of a framework of research phases, suggested by someone else, to frame this variability on a continuum toward building evidence. Additionally, based on recommendation suggested by others, we discuss issues of internal and external validity of the evaluation methodologies. These three suggestions help to frame and enhance evaluation practices in bullying research.