The California School Psychologist

, Volume 14, Issue 1, pp 47–57 | Cite as

Prevailing Interventions to Address Peer Victimization at school: A Study of California School Psychologists

  • Meagan D. O’Malley


In an effort to understand how schools are coping with incidents of peer victimization, this study explored the types of related interventions currently being offered by public schools in Northern California. School psychologists’ perceptions of the importance of the available interventions were also examined (N = 96). The interventions reported to be the most widely available were a) whole-school no tolerance policies and b) school to home communication. Generally, the endorsed availability of interventions decreased as the intensity level of intervention increased. Interventions endorsed as most important were a) the whole-school no tolerance policy; b) general school climate interventions; c) school to home communication; and d) education of school personnel about bullying. Analyses examining the relative use of primary, secondary, and tertiary interventions revealed that school psychologists report primary intervention as most important for reducing levels of bullying at their schools. Analyses also revealed that the differences between psychologists’ ratings on each of the levels of the intervention hierarchy were significant. Implications for further scholarship and practice are discussed.


School Climate Parent Training School Staff Behavioral Parent Training School Violence 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© California Association of School Psychologists 2009

Authors and Affiliations

  1. 1.GGSE, CCSPUniversity of California, Santa BarbaraSanta BarbaraUSA

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