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dc.contributor.authorSainio, Miia
dc.contributor.authorHerkama, Sanna
dc.contributor.authorTurunen, Tiina
dc.contributor.authorRönkkö, Mikko
dc.contributor.authorKontio, Mari
dc.contributor.authorPoskiparta, Elisa
dc.contributor.authorSalmivalli, Christina
dc.date.accessioned2020-01-16T12:25:36Z
dc.date.available2020-01-16T12:25:36Z
dc.date.issued2020
dc.identifier.citationSainio, M., Herkama, S., Turunen, T., Rönkkö, M., Kontio, M., Poskiparta, E., & Salmivalli, C. (2020). Sustainable antibullying program implementation : School profiles and predictors. <i>Scandinavian Journal of Psychology</i>, <i>61</i>(1), 132-142. <a href="https://doi.org/10.1111/sjop.12487" target="_blank">https://doi.org/10.1111/sjop.12487</a>
dc.identifier.otherCONVID_28275565
dc.identifier.otherTUTKAID_78912
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67336
dc.description.abstractWe examined the sustainability of the KiVa antibullying program in Finland from its nationwide roll‐out in 2009 to 2016. Using latent class analyses, we identified four different patterns of implementation. The persistent schools (43%) maintained a high likelihood of participation throughout the study period. The awakened (14%) had a decreasing trend during the first years, but then increased the likelihood of program participation. The tail‐offs (20%) decreased in the likelihood of participating after the third year, and the drop‐offs (23%) already after the first year. The findings suggest that many schools need support during the initial years to launch and maintain the implementation of evidence‐based programs; yet a large proportion of schools manage to sustain the program implementation for several years. The logistic regression analyses showed that large schools persisted more likely than small schools. Lower initial level of victimization was also related to the sustainability of the program. Finally, persistent program participation was predicted by several school‐level actions during the initial years of implementing the program. These results imply that the sustainability of evidence‐based programs could be enhanced by supporting and guiding schools when setting up the program during the initial implementation.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing Ltd.
dc.relation.ispartofseriesScandinavian Journal of Psychology
dc.rightsCC BY 4.0
dc.subject.otherschool-based intervention
dc.subject.otherantibullying program
dc.subject.othersustainable implementation
dc.subject.otherevidence-based program
dc.subject.othervictimization
dc.titleSustainable antibullying program implementation : School profiles and predictors
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001151271
dc.contributor.laitosInformaatioteknologian tiedekuntafi
dc.contributor.laitosFaculty of Information Technologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2020-01-15T13:15:09Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange132-142
dc.relation.issn0036-5564
dc.relation.numberinseries1
dc.relation.volume61
dc.type.versionpublishedVersion
dc.rights.copyright© 2018 The Authors.
dc.rights.accesslevelopenAccessfi
dc.subject.ysokiusaaminen
dc.subject.ysointerventio
dc.subject.ysokoulukiusaaminen
dc.subject.ysoohjelmat (suunnitelmat)
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p71
jyx.subject.urihttp://www.yso.fi/onto/yso/p41
jyx.subject.urihttp://www.yso.fi/onto/yso/p70
jyx.subject.urihttp://www.yso.fi/onto/yso/p8021
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1111/sjop.12487


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