District-wide outcomes from a bullying prevention programming

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-05-09 DOI:10.1080/1045988X.2022.2070588

Sara C. McDaniel, Rhonda N. T. Nese, S. Tomek, Shan Jiang

引用次数: 0

Abstract

Abstract Bullying in schools contributes to peer conflict, disruptive behavior, internalized victimization, and many other deleterious outcomes for students. This study examined the integration of a schoolwide bullying prevention intervention in a pre/post design comparing grade level aggregated data for elementary, middle, and high school across two timepoints. Results demonstrate that differences in response to bullying prevention occur across the two time points for each grade level. The greatest positive change was found for middle school students, indicating that bullying prevention could most effectively be delivered in middle school. Lack of significant changes may indicate that interventions may require more than one year, that the baseline scores were too high to detect significant change, or measures were not sensitive enough to detect change.

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欺凌预防计划的全区成果

校园欺凌会导致同伴冲突、破坏性行为、内化受害以及其他许多对学生有害的后果。本研究在前后设计中比较了小学、初中和高中两个时间点的年级水平汇总数据，检验了全校范围内预防欺凌干预的整合。结果表明，在每个年级的两个时间点上，对欺凌预防的反应存在差异。中学生的积极变化最大，表明预防欺凌在中学最有效。缺乏重大变化可能表明干预措施可能需要一年以上的时间，基线得分太高而无法检测到重大变化，或者测量方法不够敏感而无法检测到变化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.