Implementing The KiVa Antibullying Program: What Does It Take?

There is variation in how teachers and schools implement bullying prevention programs. Although this variation has been discussed, there has been little empirical research concerning the relationship between implementation fidelity and program outcomes. This thesis contains three studies, each of them in the context of implementing the KiVa antibullying program, and examines teachers’ actions in preventing and intervening in school bullying. The first aim of this thesis is to examine implementation degree of the KiVa curriculum and its’ association with reductions in victimization and bullying perpetration (Study I). The second aim is to clarify why teachers displayed different degrees of adherence to the KiVa curriculum during a school year (Study II). Thirdly, it is investigated whether recognizing victimization can be difficult for school staff (Study III). In addition to these peer-reviewed studies, the thesis includes a qualitative analysis (unpublished) of the teachers’ open answers concerning their implementation experiences. The data were collected from elementary school teachers (Studies I–II; the unpublished study), elementary school students (Study I), and students on the elementary and middle school levels (Study III) during the evaluation of the effectiveness of KiVa antibullying program between 2007 and 2009. The findings demonstrate that a larger reduction in victimization can be achieved in classrooms where teachers display higher levels of adherence to the KiVa curriculum and invest more time for preparing the lessons. Bullying perpetration, however, was not equally affected by the level of curriculum implementation. With respect to the implementation process over one year, there was significant variation between individual teachers’ activity—ranging from systematic and high implementation to declining delivery from lesson to lesson. The sustained actions (high and moderate levels of implementation) were premised on principal support for antibullying work. Lesson preparation was associated with keeping implementation high throughout the school year. The findings also implied that the belief in the effectiveness of the program is important for a higher implementation degree at starting point of the process. Finally, there are severe flaws in teachers’ ability to identify students who are victimized. As it turns out, it is possible that only one-fourth of chronically victimized students are helped by the school staff. Especially when the victims are middle-school-aged girls, when they bully others themselves, or when they do not tell adults about bullying, reaching out for them is difficult. Implementation and dissemination of research-based interventions will take a good deal of time and effort. The findings demonstrate that active implementation is important for improving program outcomes. They also show how implementation can be sustained—there are both individual and interpersonal factors that facilitate or inhibit high-quality implementation. Thus, implications for future research regarding the implementation of school-based programs are suggested.

The Blame Game: Perceptions of Blame, Responsibility and Seriousness in Cyberbullying

Cyberbullying is gaining increasing media attention. Victims may be reluctant to report such bullying due to the perception by others that these victims somehow play a role in their own victimization. This perception, often referred to as victim blame, has been commonly researched in child sexual abuse, rape and hate crime cases, but it has not really been examined in cases of cyberbullying. To assess victim blame, 241 participants were recruited and asked to read a scenario of cyberbullying that involved either a 14-year-old or a 20-year old victim. Perpetrator gender and victim gender were also manipulated. It was found that perceptions regarding the scenario were influenced by the gender of the perpetrator and the age of the victim. This was particularly the case when perceptions of the seriousness of the crime and the necessity for legal action were assessed.

Minimalist Hardware Architectures for Agent Tracking and Guidance

The philosophy of minimalism in robotics promotes gaining an understanding of sensing and computational requirements for solving a task. This minimalist approach lies in contrast to the common practice of first taking an existing sensory motor system, and only afterwards determining how to apply the robotic system to the task. While it may seem convenient to simply apply existing hardware systems to the task at hand, this design philosophy often proves to be wasteful in terms of energy consumption and cost, along with unnecessary complexity and decreased reliability. While impressive in terms of their versatility, complex robots such as the PR2 (which cost hundreds of thousands of dollars) are impractical for many common applications. Instead, if a specific task is required, sensing and computational requirements can be determined specific to that task, and a clever hardware implementation can be built to accomplish the task. Since this minimalist hardware would be designed around accomplishing the specified task, significant reductions in hardware complexity can be obtained. This can lead to huge advantages in battery life, cost, and reliability. Even if cost is of no concern, battery life is often a limiting factor in many applications. Thus, a minimalist hardware system is critical in achieving the system requirements. In this thesis, we will discuss an implementation of a counting, tracking, and actuation system as it relates to ergodic bodies to illustrate a minimalist design methodology.