CORE"Matters": A Bullying Intervention Pilot Study

Autor/inn/en	Cipra, Alli; Hall, LaTreese
Titel	CORE"Matters": A Bullying Intervention Pilot Study
Quelle	In: RMLE Online: Research in Middle Level Education, 42 (2019) 4, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2019.1599244
Schlagwörter	Bullying; Intervention; Public Schools; Middle Schools; Social Development; Emotional Development; Educational Environment; Self Esteem; School Culture; Trust (Psychology); Program Effectiveness; Student Attitudes; Middle School Students; Student Behavior; Physical Activities; Grade 4; Grade 5; Grade 7; Grade 8; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Mobbing; Public school; Öffentliche Schule; Middle school; Mittelschule; Mittelstufenschule; Soziale Entwicklung; Gefühlsbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-esteem; Selbstaufmerksamkeit; Schulkultur; Schulleben; Schülerverhalten; Middle schools; Student; Students; Schüler; Schülerin; Student behaviour; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	While bullying is a serious concern for students and educators alike, empirically tested interventions are needed. This study examined the impact of a bullying intervention curriculum at a public middle school in the Midwest. This intervention, CORE"Matters", was designed to reduce bullying behaviors, foster a greater sense of community cohesion and trust in the school, improve school climate, and increase student self-esteem. As such, the intervention required participation of teachers, administrators, students, and outside experts. CORE"Matters" was modeled after theoretical frameworks of socioemotional learning and Bloom's taxonomy. Additionally, components of "This We Believe" outlining successful schools were considered. Uniquely contributing to this intervention is the inclusion of martial arts instruction. The intervention was taught as a whole, integrated model. The t-tests indicated significant differences between the control and intervention groups on measures of school climate, student self-esteem, and school cohesion and trust. Students in the intervention group scored higher in measures of self-esteem and rated their schools more positively on measures of cohesion and trust and climate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01