Develop customized anti-bullying intervention strategies according to the neurocognitive profile of students in each school¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that neurocognitive assessment of bullying roles can inform tailored responses: "This type of study may lead to the development of customized intervention strategies according to the profile of students in each school." Because bullies showed hot executive function impairment and victims showed comparatively lower cold executive function performance, interventions matched to each group's profile may be more appropriate than uniform approaches. The authors ground this in the observation that not all behavioral issues share the same cause and not every victim responds to aggression in the same manner.

Design Implications¶

Context¶

Requirements¶

• Assessment of students' bullying roles and executive function profiles before selecting intervention components.

Constraints¶

• The article states its transversal methodology does not permit causal inferences, and suggests future studies with larger samples, longitudinal designs, and different cultures.

Target Learners¶

• elementary school students involved in bullying situations as bullies, victims, or bully-victims

Target Learning Goals¶

• reducing bullying behavior and supporting students' behavioral regulation and resilience

Affordances¶

• Hot Cold Executive Functions Bullying Roles

Related Strategies¶

• Tailor anti-bullying programs to cultural differences in how bullying manifests
• Mount a new program of research on anti-bullying program effectiveness building on meta-analytic findings

Examples¶

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Key Sources¶

• Medeiros W, Torro-Alves N, Malloy-Diniz LF and Minervino CM (2016) Executive Functions in Children Who Experience Bullying Situations. Front. Psychol. 7:1197. https://doi.org/10.3389/fpsyg.2016.01197