@article{ref1,
title="Modeling the bullying prevention program design recommendations of students from grades five to eight: A discrete choice conjoint experiment",
journal="Aggressive behavior",
year="2011",
author="Cunningham, Charles E. and Vaillancourt, Tracy and Cunningham, Lesley J. and Chen, Yvonne and Ratcliffe, Jenna",
volume="37",
number="6",
pages="521-537",
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.<p /> <p>Language: en</p>",
language="en",
issn="0096-140X",
doi="10.1002/ab.20408",
url="http://dx.doi.org/10.1002/ab.20408"
}