%0 Journal Article
%T Modeling the bullying prevention program design recommendations of students from grades five to eight: A discrete choice conjoint experiment
%J Aggressive behavior
%D 2011
%A Cunningham, Charles E.
%A Vaillancourt, Tracy
%A Cunningham, Lesley J.
%A Chen, Yvonne
%A Ratcliffe, Jenna
%V 37
%N 6
%P 521-537
%X 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>
%G en
%I John Wiley and Sons
%@ 0096-140X
%U http://dx.doi.org/10.1002/ab.20408