Citation

Cunningham CE, Vaillancourt T, Cunningham LJ, Chen Y, Ratcliffe J. Aggressive Behav. 2011; 37(6): 521-537.

Affiliation

Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada. cunnic@hhsc.ca.

Copyright

(Copyright © 2011, International Society for Research on Aggression, Publisher John Wiley and Sons)

DOI

10.1002/ab.20408

PMID

21866555

Abstract

We used a discrete choice conjoint experiment to model the bullying prevention recommendations of 845 students from grades 5 to 8 (aged 9-14). Students made choices between experimentally varied combinations of 14 four-level prevention program attributes. Latent class analysis yielded three segments. The high impact segment (27.1%) recommended uniforms, mandatory recess activities, four playground supervisors, surveillance cameras, and 4-day suspensions when students bully. The moderate impact segment (49.5%) recommended discretionary uniforms and recess activities, four playground supervisors, and 3-day suspensions. Involvement as a bully or bully-victim was associated with membership in a low impact segment (23.4%) that rejected uniforms and surveillance cameras. They recommended fewer anti-bullying activities, discretionary recess activities, fewer playground supervisors, and the 2-day suspensions. Simulations predicted most students would recommend a program maximizing student involvement combining prevention with moderate consequences. The simulated introduction of mandatory uniforms, surveillance cameras, and long suspensions reduced overall support for a comprehensive program, particularly among students involved as bullies or bully-victims. Aggr Behav 37:1-17, 2011. © 2011 Wiley-Liss, Inc.

Language: en