Measuring the Impact of an Alternative Approach to School Bullying

Autor/in	Domino, Meg
Titel	Measuring the Impact of an Alternative Approach to School Bullying
Quelle	In: Journal of School Health, 83 (2013) 6, S.430-437 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
Schlagwörter	Intervention; Middle School Students; Bullying; Peer Relationship; Grade 7; Victims; Interpersonal Competence; Risk; Skill Development; Pretests Posttests; Gender Differences; Program Effectiveness; Youth Programs; Connecticut + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mobbing; Peer-Beziehungen; School year 07; 7. Schuljahr; Schuljahr 07; Victim; Opfer; Interpersonale Kompetenz; Risiko; Kompetenzentwicklung; Qualifikationsentwicklung; Geschlechterkonflikt; Jugendsofortprogramm
Abstract	Background: National estimates of middle school bullying approximate 40%, making it the leading form of school violence. Meta-analysis of conventional anti-bullying efforts have shown mixed results, averaging small reductions in bullying behavior. Social-Emotional Learning and PositiveYouth Development provide a theory-driven alternative for approaching bullying and victimization by strengthening social competencies that reduce related youth risk behaviors. Methods: A sample of 7th grade students ("N" = 323) participated in "Take the Lead" (TTL); a 16-session curriculum designed to build social competencies of all participants. Data were coded and collected using a pretest/posttest time-lag control group cohort study design. Participants self-reported bully and victim behaviors using the Peer Relations Questionnaire. Extracted data were assessed for changes in bullying and victim behaviors, from pretest to posttest, between groups and sexes. Results: Participants in TTL reported significant reductions in bullying (p less than 0.001), and victimization (p less than 0.001), from pretest to posttest, and compared to controls (p less than 0.001) Findings remained consistent between sexes (p less than 0.001). Control groups experienced increases in bully and victim behaviors during the same time period, which were significantly reduced following participation in TTL (p less than 0.001). Conclusion: Identifying intervention alternatives to address bullying behaviors must remain a research priority. This study supports the application of theory-driven SEL and PYD constructs within a curriculum designed to improve social competencies of all students. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10