@article{ref1,
title="Measuring the impact of an alternative approach to school bullying",
journal="Journal of school health",
year="2013",
author="Domino, Meg",
volume="83",
number="6",
pages="430-437",
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.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.12047",
url="http://dx.doi.org/10.1111/josh.12047"
}