School-based interventions to address bullying
DOI:
https://doi.org/10.12697/eha.2016.4.2.06aKeywords:
bully, victim, intervention, cyberbullying, evaluation, teachersAbstract
Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical underpinnings to interventions, and in tackling cyberbullying.
Downloads
Download data is not yet available.
References
<p>Ang, R. P. (2015). Adolescent cyberbullying: A review of characteristics, prevention and intervention strategies. <em>Aggression and Violent Behavior, 25</em>(A), 35-42.</p>doi: <a href="http://dx.doi.org/10.1016/j.avb.2015.07.011">http://dx.doi.org/10.1016/j.avb.2015.07.011</a><p>Axford, N., Farrington, D. P., Clarkson, S., Bjornstad, G. J., Wrigley, Z., & Hutchings, J. (2015). Involving parents in school-based programmes to prevent and reduce bullying: What effect does it have? <em>Journal of Children’s Services, 10</em>(3), 242-251. doi: <a href="http://dx.doi.org/10.1108/JCS-05-2015-0019">http://dx.doi.org/10.1108/JCS-05-2015-0019</a></p><p>Beckman, L., & Svensson, M. (2015). The cost-effectiveness of the Olweus Bullying Prevention Program: Results from a modelling study. <em>Journal of Adolescence, 45, </em>127-137. doi: <a href="http://dx.doi.org/10.1016/j.adolescence.2015.07.020">http://dx.doi.org/10.1016/j.adolescence.2015.07.020</a></p><p>Brown, E. C., Low, S., Smith, B. H., & Haggerty, K. P. (2011). Outcomes from a school-randomized controlled trial of Steps to Respect: A bullying prevention program. <em>School Psychology Review, 40</em>(3), 423-443.</p><p>Burger, C., Strohmeier, D., Spröber, N., Bauman, S., & Rigby, K. (2015). How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. <em>Teaching and Teacher Education, 51, </em>191-202. doi: <a href="http://dx.doi.org/10.1016/j.tate.2015.07.004">http://dx.doi.org/10.1016/j.tate.2015.07.004</a></p><p>Cantone, E., Piras, A. P., Vellante, M., Preti, A., Daníelsdóttir, S., D’Ajola, E., ... Bhugra, D. (2015). Interventions on bullying and cyberbullying in schools: A systematic review. <em>Clinical Practice & Epidemiology in Mental Health, 11</em>(1, M4), 58-76. doi: <a href="http://dx.doi.org/10.2174/1745017901511010058">http://dx.doi.org/10.2174%2F1745017901511010058</a></p><p>Chalamandaris, A.-G., & Piette, D. (2015). School-based anti-bullying interventions: Systematic review of the methodology to assess their effectiveness. <em>Aggression and Violent Behavior, 24, </em>131-174. doi: <a href="http://dx.doi.org/10.1016/j.avb.2015.04.004">http://dx.doi.org/10.1016/j.avb.2015.04.004</a></p><p>Chester, K. L., Callaghan, M., Cosma, A., Donnelly, P., Craig, W., Walsh, S., & Molcho, M. (2015). Cross-national time trends in bullying victimisation in 33 countries among children aged 11, 13 and 15 from 2002 to 2010. <em>The European Journal of Public Health, 25</em>(2), 61-64. doi: <a href="http://dx.doi.org/10.1093/eurpub/ckv029">http://dx.doi.org/10.1093/eurpub/ckv029</a></p><p>Cornell, D. G., & Brockenbrough, K. (2004). Identification of bullies and victims: A comparison of methods. <em>Journal of School Violence, 3</em>(2/3), 63-87. doi: <a href="http://dx.doi.org/10.1300/J202v03n02_05">http://dx.doi.org/10.1300/J202v03n02_05</a></p><p>Cowie, H., & Smith, P. K. (2010). Peer support as a means of improving school safety and reducing bullying and violence. In B. Doll, W. Pfohl, & J. Yoon (Eds.), <em>Handbook of prevention research </em>(pp. 177-193). New York: Routledge.</p><p>Cross, D., Barnes, A., Papageorgiou, A., Hadwen, K., Hearn, L., & Lester, L. (2015). A socio-ecological framework for understanding and reducing cyberbullying behaviours. <em>Aggression and Violent Behavior, 23, </em>109-117. doi: <a href="http://dx.doi.org/10.1016/j.avb.2015.05.016">http://dx.doi.org/10.1016/j.avb.2015.05.016</a></p><p>Cross, D., Epstein, M., Hearn, L., Slee, P., Shaw, T., & Monks, H. (2011a). National Safe Schools Framework: Policy and practice to reduce bullying in Australian schools. <em>International Journal of Behavioral Development, 35</em>(5), 398-404. doi: <a href="http://dx.doi.org/10.1177/0165025411407456">http://dx.doi.org/10.1177/0165025411407456</a></p><p>Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E. … Lester, L. (2011b). Three year results of the Friendly Schools whole-of-school intervention on children’s bullying behaviour. <em>British Educational Research Journal, 37</em>(1), 105-129. doi: <a href="http://dx.doi.org/10.1080/01411920903420024">http://dx.doi.org/10.1080/01411920903420024</a></p><p>Elgar, F. J., Craig, W., Boyce, W., Morgan, A., & Vella-Zarb, R. (2009). Income inequality and school bullying: Multilevel study of adolescents in 37 countries. <em>Journal of Adolescent Health, 45</em>(4), 351-359. doi: <a href="http://dx.doi.org/10.1016/j.jadohealth.2009.04.004">http://dx.doi.org/10.1016/j.jadohealth.2009.04.004</a></p><p>Evans, C. B. R., Fraser, M. W., & Cotter, K. L. (2014). The effectiveness of school-based bullying prevention programs: A systematic review. <em>Aggression and Violent Behavior, 19</em>(5), 532-544. doi: <a href="http://dx.doi.org/10.1016/j.avb.2014.07.004">http://dx.doi.org/10.1016/j.avb.2014.07.004</a></p><p>Flygare, E., Frånberg, G.-M., Gill, P., Johansson, B., Lindberg, O., Osbeck, C., & Söderström, Å. (2011). <em>Evaluation of anti-bullying methods </em>(Report No. 353). Stockholm: National Agency for Education.</p><p>Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program. <em>Developmental Psychology, 41</em>(3), 479-491. doi: <a href="http://dx.doi.org/10.1037/0012-1649.41.3.479">http://dx.doi.org/10.1037/0012-1649.41.3.479</a></p><p>Garandeau, C. F., Poskiparta, E., & Salmivalli, C. (2014). Tackling acute cases of school bullying in the KiVa anti-bullying program: A comparison of two approaches. <em>Journal of Abnormal Child Psychology, 42</em>(6), 981-991. doi: <a href="http://dx.doi.org/10.1007/s10802-014-9861-1">http://dx.doi.org/10.1007/s10802-014-9861-1</a></p><p>Gómez-Ortiz, O., Romera, E. M., & Ortega-Ruiz, R. (2016). Parenting styles and bullying: The mediating role of parental psychological aggression and physical punishment. <em>Child Abuse & Neglect, 51, </em>132-143. doi: <a href="http://dx.doi.org/10.1016/j.chiabu.2015.10.025">http://dx.doi.org/10.1016/j.chiabu.2015.10.025</a></p><p>Greene, M. B. (2006). Bullying in schools: A plea for a measure of human rights. <em>Journal of Social Issues, 62</em>(1), 63-79. doi: <a href="http://dx.doi.org/10.1111/j.1540-4560.2006.00439.x">http://dx.doi.org/10.1111/j.1540-4560.2006.00439.x</a></p><p>Hasebrink, U. (2014). <em>Children’s changing online experiences in a longitudinal perspective. </em>London: EU Kids Online. Retrieved from <a href="http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20III/Reports/LongitudinalReport.pdf">http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20III/Reports/LongitudinalReport.pdf</a>.</p><p>Hawley, P. H., & Williford, A. (2015). Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science. <em>Journal of Applied Developmental Psychology, 37</em>, 3-15. doi: <a href="http://dx.doi.org/10.1016/j.appdev.2014.11.006">http://dx.doi.org/10.1016/j.appdev.2014.11.006</a></p><p>Houlston, C., Smith, P. K., & Jessel, J. (2009). Investigating the extent and use of peer support initiatives in English schools. <em>Educational Psychology, 29</em>(3), 325-344. doi: <a href="http://dx.doi.org/10.1080/01443410902926751">http://dx.doi.org/10.1080/01443410902926751</a></p><p>Jacobs, N. C. L., Völlink, T., Dehue, F., & Lechner, L. (2014). Online Pestkoppenstoppen: Systematic and theory-based development of a web-based tailored intervention for adolescent cyberbully victims to combat and prevent cyberbullying. <em>BMC Public Health, 14, </em>396. doi: <a href="http://dx.doi.org/10.1186/1471-2458-14-396">http://dx.doi.org/10.1186/1471-2458-14-396</a></p><p>Jang, H., Song, J., & Kim, R. (2014). Does the offline bully-victimisation influence cyberbullying behavior among youths? Application of General Strain Theory. <em>Computers in Human Behaviour, 31</em>, 85-93. doi: <a href="http://dx.doi.org/10.1016/j.chb.2013.10.007">http://dx.doi.org/10.1016/j.chb.2013.10.007</a></p><p>Jiménez-Barbero, J. A., Ruiz-Hernández, J. A., Llor-Zaragoza, L., Pérez-Garćia, M., & Llor-Esteban, B. (2016). Effectiveness of anti-bullying school programs: A meta-analysis. <em>Children and Youth Services Review, 61</em>, 165-175. doi: <a href="http://dx.doi.org/10.1016/j.childyouth.2015.12.015">http://dx.doi.org/10.1016/j.childyouth.2015.12.015</a></p><p>Kanetsuna, T., & Toda, Y. (2016). Actions against ijime and net-ijime in Japan. In P. K. Smith, K. Kwak, & Y. Toda (Eds.), <em>School bullying in different cultures: Eastern and western perspectives </em>(pp. 334−349). Cambridge: Cambridge University Press. doi: <a href="http://dx.doi.org/10.1017/CBO9781139410878.019">http://dx.doi.org/10.1017/CBO9781139410878.019</a></p><p>Koo, H., Kwak, K., & Smith, P. K. (2008). Victimization in Korean schools: The nature, incidence, and distinctive features of Korean bullying or wang-ta. <em>Journal of School Violence, 7</em>(4), 119-139. doi:<a href="http://dx.doi.org/10.1080/15388220801974084">http://dx.doi.org/10.1080/15388220801974084</a></p><p>Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. <em>Psychological Bulletin, 140</em>(4), 1073-1137. doi: <a href="http://dx.doi.org/10.1037/a0035618">http://dx.doi.org/10.1037/a0035618</a></p><p>Kwak, K. (2016). Intervention programs in South Korea. In P. K. Smith, K. Kwak, & Y. Toda (Eds.), <em>School bullying in different cultures: Eastern and western perspectives </em>(pp. 350−364). Cambridge: Cambridge University Press. doi: <a href="http://dx.doi.org/10.1017/CBO9781139410878.020">http://dx.doi.org/10.1017/CBO9781139410878.020</a></p><p>Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Alanen, E., & Salmivalli, C. (2011). Going to scale: A nonrandomized nationwide trial of the KiVa anti-bullying program for grades 1−9. <em>Journal of Consulting and Clinical Psychology, 79</em>(6), 796-805. doi: <a href="http://dx.doi.org/10.1037/a0025740">http://dx.doi.org/10.1037/a0025740</a></p><p>Lin, S.-F., & Lai, C. L. (2016). Interventions against bullying in Hong Kong. In P. K. Smith, K. Kwak, & Y. Toda (Eds.), <em>School bullying in different cultures: Eastern and western perspectives </em>(pp. 376−395). Cambridge: Cambridge University Press. doi: <a href="http://dx.doi.org/10.1017/CBO9781139410878.022">http://dx.doi.org/10.1017/CBO9781139410878.022</a></p><p>Menesini, E., Nocentini, A., & Palladino, B. E. (2012). Empowering students against bullying and cyberbullying: Evaluation of an Italian peer-led model.<em> International Journal of Conflict and Violence, 6</em>(2), 313-320.</p><p>Monks, C. P., & Coyne, I. (Eds.) (2011). <em>Bullying in different contexts. </em>Cambridge: Cambridge University Press. doi: <a href="http://dx.doi.org/10.1017/CBO9780511921018">http://dx.doi.org/10.1017/CBO9780511921018</a></p><p>Nocentini, A., Zambuto, V., & Menesini, E. (2015). Anti-bullying programs and Information and Communication Technologies (ICTs): A systematic review. <em>Aggression and Violent Behavior, 23</em>, 52-60. doi: <a href="http://dx.doi.org/10.1016/j.avb.2015.05.012">http://dx.doi.org/10.1016/j.avb.2015.05.012</a></p><p>Notar, C. E., Padgett, S., & Roden, J. (2013). Cyberbullying: Resources for intervention and prevention. <em>Universal Journal of Educational Research, 1</em>(3), 133-145.</p><p>Olweus, D. (1978). <em>Aggression in schools: Bullies and whipping boys. </em>Washington: Hemisphere.</p><p>Olweus, D. (2004). The Olweus Bullying Prevention Programme: Design and implementation issues and a new national initiative in Norway. In P. K. Smith, D. Pepler, & K. Rigby (Eds.), <em>Bullying in schools: How successful can interventions be? </em>(pp. 13-36). Cambridge: Cambridge University Press. doi: <a href="http://dx.doi.org/10.1017/CBO9780511584466.003">http://dx.doi.org/10.1017/CBO9780511584466.003</a></p><p>Olweus, D., & Limber, S. P. (2010). The Olweus Bullying Prevention Program: Implementation and evaluation over two decades. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), <em>Handbook of bullying in schools: An international perspective </em>(pp. 377−401). New York: Routledge.</p><p>Paul, S., Smith, P. K., & Blumberg, H. H. (2012). Revisiting cyberbullying in schools using the quality circle approach. <em>School Psychology International, 33</em>(5), 492-504. doi: <a href="http://dx.doi.org/10.1177/0143034312445243">http://dx.doi.org/10.1177/0143034312445243</a></p><p>Pepler, D., & Craig, W. (2011). Promoting relationships and eliminating violence in Canada. <em>International Journal of Behavioral Development, 35</em>(5), 389-397. doi: <a href="http://dx.doi.org/10.1177/0165025411407455">http://dx.doi.org/10.1177/0165025411407455</a></p><p>Rigby, K. (1997). Attitudes and beliefs about bullying among Australian school children. <em>Irish Journal of Psychology, 18</em>(2), 202-220. doi: <a href="http://dx.doi.org/10.1080/03033910.1997.10558140">http://dx.doi.org/10.1080/03033910.1997.10558140</a></p><p>Rigby, K. (2010). <em>Bullying interventions in schools: Six basic approaches. </em>Camberwell: ACER Press.</p><p>Rigby, K., & Smith, P. K. (2011). Is school bullying really on the rise? <em>Social Psychology of Education, 14</em>(4), 441-455. doi: <a href="http://dx.doi.org/10.1007/s11218-011-9158-y">http://dx.doi.org/10.1007/s11218-011-9158-y</a></p><p>Ryan, W., & Smith, J. D. (2009). Antibullying programs in schools: How effective are evaluation practices?<em> Prevention Science, 10</em>(3), 248-259. doi: <a href="http://dx.doi.org/10.1007/s11121-009-0128-y">http://dx.doi.org/10.1007/s11121-009-0128-y</a></p><p>Saarento, S., Kärnä, A., Hodges, E. V. E., & Salmivalli, C. (2013). Student-, classroom-, and school-level risk factors for victimization. <em>Journal of School Psychology, 51</em>(3), 421-434. doi: <a href="http://dx.doi.org/10.1016/j.jsp.2013.02.002">http://dx.doi.org/10.1016/j.jsp.2013.02.002</a></p><p>Salmivalli, C. (2010). Bullying and the peer group: A review. <em>Aggression and Violent Behavior, 15</em>(2), 112-120. doi: <a href="http://dx.doi.org/10.1016/j.avb.2009.08.007">http://dx.doi.org/10.1016/j.avb.2009.08.007</a></p><p>Salmivalli, C., Kärnä, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied.<em> International Journal of Behavioural Development, 35</em>(5), 405-411. doi: <a href="http://dx.doi.org/10.1177/0165025411407457">http://dx.doi.org/10.1177/0165025411407457</a></p><p>Salmivalli, C., & Poskiparta, E. (2012). KiVa antibullying program: Overview of evaluation studies based on a randomized controlled trial and national rollout in Finland. <em>International Journal of Conflict and Violence, 6</em>(2), 294-302.</p><p>Sasson, H., & Mesch, G. S. (2014). Parental mediation, peer norms and risky online behaviours among adolescents. <em>Computers in Human Behavior, 33</em>, 32-38. doi: <a href="http://dx.doi.org/10.1016/j.chb.2013.12.025">http://dx.doi.org/10.1016/j.chb.2013.12.025</a></p><p>Schultze-Krumbholz, A., Schultze, M., Zagorscak, P., Wölfer, R., & Scheithauer, H. (2015). Feeling cybervictims’ pain - The effect of empathy training on cyberbullying. <em>Aggressive Behavior, 42</em>(2), 147-156. doi: <a href="http://dx.doi.org/10.1002/ab.21613">http://dx.doi.org/10.1002/ab.21613</a></p><p>Smith, P. K. (1999). England and Wales. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), <em>The nature of school bullying: A cross-national perspective </em>(pp. 69-90). London: Routledge.</p><p>Smith, P. K. (2014). <em>Understanding school bullying: Its nature and prevention strategies. </em>London: Sage.</p><p>Smith, P. K., Madsen, K. C., & Moody, J. C. (1999). What causes the age decline in reports of being bullied at school? Towards a developmental analysis of risks of being bullied. <em>Educational Research, 41</em>(3), 267-285. doi: <a href="http://dx.doi.org/10.1080/0013188990410303">http://dx.doi.org/10.1080/0013188990410303</a></p><p>Smith, P. K., Salmivalli, C., & Cowie, H. (2012). Effectiveness of school-based programs to reduce bullying: A commentary. <em>Journal of Experimental Criminology, 8</em>(4), 433-441. doi: <a href="http://dx.doi.org/10.1007/s11292-012-9142-3">http://dx.doi.org/10.1007/s11292-012-9142-3</a></p><p>Smith, P. K., Thompson, F., Craig, W., Hong, I., Slee, P., Sullivan, K., & Green, V. A. (2016). Actions to prevent bullying in western countries. In P. K. Smith, K. Kwak, & Y. Toda (Eds.), <em>School bullying in different cultures: Eastern and western perspectives </em>(pp. 301−333). Cambridge: Cambridge University Press. doi: <a href="http://dx.doi.org/10.1017/CBO9781139410878.018">http://dx.doi.org/10.1017/CBO9781139410878.018</a></p><p>Zhang, W. (2016). Interventions against bullying in mainland China. In P. K. Smith, K. Kwak, & Y. Toda (Eds.), <em>School bullying in different cultures: Eastern and western perspectives </em>(pp. 365−375). Cambridge: Cambridge University Press. doi: <a href="http://dx.doi.org/10.1017/CBO9781139410878.021">http://dx.doi.org/10.1017/CBO9781139410878.021</a></p><p>Zych, I., Ortega-Ruiz, R., & Del Rey, R. (2015). Scientific research on bullying and cyberbullying: Where have we been and where are we going. <em>Aggression and Violent Behavior, 24</em>, 188-198. doi: <a href="http://dx.doi.org/10.1016/j.avb.2015.05.015">http://dx.doi.org/10.1016/j.avb.2015.05.015</a></p><p>Takizawa, R., Maughan, B., & Arseneault, L. (2014). Adult health outcomes of childhood bullying victimization: Evidence from a five-decade longitudinal British birth cohort. <em>American Journal of Psychiatry, 171</em>(7), 777-784. doi: <a href="http://dx.doi.org/10.1176/appi.ajp.2014.13101401">http://dx.doi.org/10.1176/appi.ajp.2014.13101401</a></p><p>Thompson, F., & Smith, P. K. (2011). <em>The use and effectiveness of anti-bullying strategies in schools </em>(Report No. DFE-RR098). London: Goldsmiths, University of London.</p><p>Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. <em>Journal of Experimental Criminology, 7</em>(1), 27-56. doi: <a href="http://dx.doi.org/10.1007/s11292-010-9109-1">http://dx.doi.org/10.1007/s11292-010-9109-1</a></p><p>Ttofi, M. M., & Farrington, D. P. (2012). Bullying prevention programs: The importance of peer intervention, disciplinary methods and age variations. <em>Journal of Experimental Criminology, 8</em>(4), 443-462. doi: <a href="http://dx.doi.org/10.1007/s11292-012-9161-0">http://dx.doi.org/10.1007/s11292-012-9161-0</a></p><p>Ttofi, M. M., Farrington, D. P., & Lösel, F. (2012). School bullying as a predictor of violence later in life: A systematic review and meta-analysis of prospective longitudinal studies. <em>Aggression and Violent Behavior, 17</em>(5), 405-418. doi: <a href="http://dx.doi.org/10.1016/j.avb.2012.05.002">http://dx.doi.org/10.1016/j.avb.2012.05.002</a></p><p>Wong, D. S. W., Cheng, C. H. K., Ngan, R. M. H., & Ma, S. K. (2011). Program effectiveness of a Restorative Whole-School Approach for tackling school bullying in Hong Kong. <em>International Journal of Offender Therapy & Comparative Criminology, 55</em>(6), 846-862. doi: <a href="http://dx.doi.org/10.1177/0306624X10374638">http://dx.doi.org/10.1177/0306624X10374638</a></p><p>Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. <em>Journal of Applied Developmental Psychology, 37</em>, 36-51. doi: <a href="http://dx.doi.org/10.1016/j.appdev.2014.11.005">http://dx.doi.org/10.1016/j.appdev.2014.11.005</a></p>
Downloads
Published
2016-10-23
How to Cite
Smith, P. K. (2016). School-based interventions to address bullying. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 4(2), 142–164. https://doi.org/10.12697/eha.2016.4.2.06a
Issue
Section
Articles
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
