Reducing playground bullying and supporting beliefs: an experimental trial of the steps to respect program.
Six schools were randomly assigned to a multilevel bullying intervention or a control condition. Children in Grades 3-6 (N=1,023) completed pre- and posttest surveys of behaviors and beliefs and were rated by teachers. Observers coded playground behavior of a random subsample (n=544). Hierarchical analyses of changes in playground behavior revealed declines in bullying and argumentative behavior among intervention-group children relative to control-group children, increases in agreeable interactions, and a trend toward reduced destructive bystander behavior. Those in the intervention group reported enhanced bystander responsibility, greater perceived adult responsiveness, and less acceptance of bullying/aggression than those in the control group. Self-reported aggression did not differ between the groups. Implications for future research on the development and prevention of bullying are discussed.
Frey
Karin S
KS
Department of Educational Psychology, University of Washington, Seattle, WA 98195, USA. kfrey@cfchildren.org.
Hirschstein
Miriam K
MK
Snell
Jennie L
JL
Edstrom
Leihua Van Schoiack
LV
MacKenzie
Elizabeth P
EP
Broderick
Carole J
CJ
D000374:Aggression; D000533:Altruism; D001290:Attitude; D002648:Child; D002653:Child Behavior Disorders / Q000517:prevention & control*; D002675:Child, Preschool; D003469:Culture; D006801:Humans; D007398:Interpersonal Relations; D010988:Play and Playthings; D016730:Program Development; D012919:Social Behavior; D011795:Surveys and Questionnaires