Citation

Domino M. J. Sch. Health 2013; 83(6): 430-437.

Affiliation

Executive Director, (mdomino@newcanaancares.org), New Canaan CARES, 91 Elm Street, PO Box 178, New Canaan, CT 06840.

Copyright

(Copyright © 2013, American School Health Association, Publisher John Wiley and Sons)

DOI

10.1111/josh.12047

PMID

23586888

Abstract

BACKGROUND: National estimates of middle school bullying approximate 40%, making it the leading form of school violence. Meta-analysis of conventional anti-bullying efforts have shown mixed results, averaging small reductions in bullying behavior. Social-Emotional Learning and Positive Youth Development provide a theory-driven alternative for approaching bullying and victimization by strengthening social competencies that reduce related youth risk behaviors. METHODS: A sample of 7th grade students (N = 323) participated in Take the Lead (TTL); a 16-session curriculum designed to build social competencies of all participants. Data were coded and collected using a pretest/posttest time-lag control group cohort study design. Participants self-reported bully and victim behaviors using the Peer Relations Questionnaire. Extracted data were assessed for changes in bullying and victim behaviors, from pretest to posttest, between groups and sexes. RESULTS: Participants in TTL reported significant reductions in bullying (p < .001), and victimization (p < .001), from pretest to posttest, and compared to controls (p < .001). Findings remained consistent between sexes (p < .001). Control groups experienced increases in bully and victim behaviors during the same time period, which were significantly reduced following participation in TTL (p < .001). CONCLUSION: Identifying intervention alternatives to address bullying behaviors must remain a research priority. This study supports the application of theory-driven SEL and PYD constructs within a curriculum designed to improve social competencies of all students.

Language: en