An Evidence-based Approach for Bullying Prevention

摘要 基于证据的严重博弈预防欺负行为 行政补充 欺凌，以其最常见的形式，是一个严重的公共卫生问题。尤其如此 在中学阶段，这是一个过渡时期，欺凌行为增加。网络欺凌， 电子进化的面对面欺凌，是故意和反复伤害造成的， 电脑，手机和其他电子设备，以威胁，骚扰，尴尬，或社会 排除另一个。欺凌和网络欺凌的受害者和罪犯都更有可能 低自尊、自杀意念、抑郁、物质使用和较低的学业成绩。 在这个项目中，国家健康促进协会（NHPA）制定了一个欺凌和 中学生网络欺凌预防干预，包括互动课堂 会议和相应的严重的游戏，根据循证药物滥用 这就是所谓的生活技能培训（LST）。LST预防模式教导青年 个人自我管理技能，社交技能，拒绝毒品的技能，以及其他生活技能， 成功地驾驭发展任务，提高弹性，促进健康 心理社会发展LST计划已经过广泛的测试，并发现有效地 在一系列具有行为效应的随机对照试验（RCT）中， 在30多个同行评审的出版物中报告。在本研究中，我们开发了 目前正在进行一项严格的随机对照试验， 中学/初中已被分配到LST预防计划单独 或LST与新开发的欺凌/网络欺凌材料。成果评价 评估欺凌/网络欺凌的行为、规范、态度和知识的变化， 同时酒精，烟草和其他药物（ATOD）滥用之间的两个实验 条件为了检查干预措施的影响，正在立即收集调查数据 在实施之前和之后以及在12个月和24个月的后续评估时进行。我们也 进行过程评估，以记录剂量、保真度实施情况，以及 学校/社区活动。 2020年3月，新冠肺炎疫情在美国蔓延， 对这项研究的破坏性影响，特别是在学校开展的活动。学校 在全国范围内，包括那些参加我们的随机对照试验， 被州和/或地方官员关闭。这些突然关闭对审判产生了严重影响 实地考察所有实地活动，包括干预措施的实施和数据收集，都必须 停止了。此外，NHPA的办公室（位于白原，纽约）和所有企业不 被指定为"必要"的纽约州州长的行政命令关闭。哪里 在可能的情况下，指示雇员建立家庭工作站，在家工作。的 要求提出拟议的行政补充，以解决重大和不利的问题， 基于Covid-19学校关闭突然停止的试验中断：1）干预 实施; 2）调查数据收集; 3）过程数据收集。

ABSTRACT An Evidence-Based Serious Game Approach for Bullying Prevention Administrative Supplement Bullying, in its most familiar form, is a serious public health concern. This is especially true during the middle-school years, a transition period when bullying increases. Cyberbullying, an electronic evolution of face-to-face bullying, is willful and repeated harm inflicted through computers, cell phones and other electronic devices to threaten, harass, embarrass, or socially exclude another. Both victims and offenders of bullying and cyberbullying are more likely to have low self-esteem, suicidal ideation, depression, substance use, and lower academic achievement. In this project, National Health Promotion Associates (NHPA) developed a bullying and cyberbullying prevention intervention for middle school students, including interactive classroom sessions and corresponding serious games, based on the evidence-based substance abuse prevention approach called Life Skills Training (LST). The LST prevention model teaches youth personal self-management skills, social skills, drug refusal skills, and other life skills needed to successfully navigate developmental tasks, increase resilience, and facilitate healthy psychosocial development. The LST program has been extensively tested and found to effectively prevent substance use in a series of randomized controlled trials (RCT) with behavioral effects reported in over 30 peer-reviewed publications. In the present study, we have developed the intervention materials and are now conducting a rigorous randomized controlled trial with 24 middle/junior high schools that have been assigned to either the LST prevention program alone or LST with the newly developed bullying/cyberbullying materials. The outcome evaluation assesses changes in behaviors, norms, attitudes, and knowledge for bullying/cyberbullying and concurrent alcohol, tobacco, and other drug (ATOD) abuse between the two experimental conditions. To examine the impact of the intervention, survey data are being collected immediately before and after its implementation and at 12- and 24-month follow-up assessments. We are also conducting a process evaluation to document dosage, fidelity implementation, and school/community events. In March of 2020, the Covid-19 pandemic spread across the United States and had a disruptive impact on this research, especially the activities conducted in schools. Schools throughout the country, including those participating in our randomized controlled trial, were closed by state and/or local officials. These abrupt closures had a severe impact on the trial fieldwork. All field activities, including intervention implementation and data collection, had to be halted. In addition, NHPA’s office (located in White Plains, New York) and all businesses not designated as “essential” were closed by an executive order of the NYS governor. Where possible, employees were instructed to establish at-home workstations and work from home. The proposed administrative supplement is requested to address the significant and adverse disruption to the trial based on the Covid-19 school closures that abruptly stopped: 1) intervention implementation; 2) survey data collection; and 3) process data collection.