Preventing Childhood Bullying: Findings and Lessons from the Denver Public Schools Trial

Autor/inn/en	Jenson, Jeffrey M.; Dieterich, William A.; Brisson, Daniel; Bender, Kimberly A.; Powell, Anne
Titel	Preventing Childhood Bullying: Findings and Lessons from the Denver Public Schools Trial
Quelle	In: Research on Social Work Practice, 20 (2010) 5, S.509-517 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731509359186
Schlagwörter	Intervention; Bullying; Victims of Crime; Program Effectiveness; Elementary School Students; Skill Development; Peer Relationship; Child Development; Interpersonal Relationship; Social Attitudes; Social Behavior; Middle School Students; Social Development; Colorado + Suchen Sie Ihr Suchwort? Mobbing; Victim; Victims; Crime; Opfer; Verbrechen; Kompetenzentwicklung; Qualifikationsentwicklung; Peer-Beziehungen; Kindesentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social attidude; Soziale Einstellung; Social behaviour; Soziales Verhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Soziale Entwicklung
Abstract	Twelve-month follow-up outcomes from a group-randomized trial (GRT) of a classroom curriculum aimed at preventing bullying and victimization among elementary students in the Denver, Colorado, public school system are presented. Twenty-eight elementary schools were randomly assigned to receive selected modules of "Youth Matters" (YM), a skills-training curriculum that targets bullying and victimization, or to a no-treatment control group. Linear growth models were fitted to five waves of data collected over 3 years to test the effect of the intervention on the rate of change in self-reported bullying and victimization. Participation in YM was associated with a 7% decline in bully victimization 1 year after the intervention ended. Practice and methodological challenges encountered in the investigation are discussed in the larger context of intervention research in school settings. Strategies to increase school-based intervention research by social work investigators are outlined. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10