Characteristics of anti-bullying interventions developed with teachers: an integrative review

• Grant number: 24/08805-2
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: September 01, 2024
• End date: August 31, 2025
• Field of knowledge: Humanities - Psychology - Psychological Treatment and Prevention
• Principal Investigator: Wanderlei Abadio de Oliveira
• Grantee: Helena Hornburg Nicioli
• Host Institution: Pró-Reitoria de Pesquisa, Pós-Graduação e Extensão. Pontifícia Universidade Católica de Campinas (PUC-CAMP). Campinas , SP, Brazil

Abstract

The presence and actions of adults in schools play a crucial role in preventing and inhibiting bullying behaviors among students. Teachers, in particular, have the responsibility not only to impart academic knowledge but also to create safe and inclusive school environments. By establishing positive relationships with students, these professionals can cultivate a sense of belonging and mutual respect, which are fundamental to discouraging aggressive practices. Furthermore, attentive supervision in school spaces, both physical and virtual, allows for the early identification of bullying signs, enabling more effective interventions. In this context, this study aims to identify and characterize anti-bullying interventions developed by teachers. It proposes an integrative literature review following these steps: 1) selecting a concept/theme of interest; 2) determining objectives and guiding questions; 3) conducting searches; 4) organizing and evaluating data; 5) analyzing and synthesizing results; 6) summarizing, integrating, and drawing conclusions from the results; and 7) disseminating the review. Five databases will be consulted (Web of Science, PsycINFO, PubMed, Scopus, and SciELO). The results identified in the searches will be exported and selected on the Rayyan platform. The methodological quality of the included studies will be assessed jointly with the researcher responsible for the proposal using tools developed by the National Heart, Lung, and Blood Institute (NHLBI) for this purpose, depending on the type of investigation of each selected article (cross-sectional studies, longitudinal studies, etc.). The results will be analyzed descriptively to integrate and formulate conclusions in narrative syntheses. It is assumed that few studies focusing on interventions developed by teachers will be found and that, in general, the interventions will be based on psychoeducational principles regarding the phenomenon. The evidence synthesized in this study may be used to support other research and intervention proposals with teachers, considering their central role in the school context for resolving conflicts between students and promoting a culture of non-violence in schools.