Coaching Teachers in Bullying Detection and Intervention

指导教师进行欺凌检测和干预

• 批准号: 10415143
• 负责人: Elise Touris Pas
• 金额: $ 61.37万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-06-01 至 2026-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10415143
• 关键词: Academic achievement; Address; Adult; Aggressive behavior; Area; Attitude; Baltimore; Behavior; Behavioral; Child; Child Behavior; Childhood; Climate; Competence; Conflict (Psychology); Data; Data Reporting; Detection; Development; Distal; Emotional; Empathy; Foundations; Funding; Future Teacher; Grant; Health; Health behavior; High Prevalence; Hour; Influentials; Institutes; Intervention; Justice; Knowledge; Laws; Mediating; Mental Health; Modeling; Outcome; Perception; Philadelphia; Play; Practice Management; Prevalence; Prevention; Prevention program; Prevention strategy; Preventive; Professional counselor; Public Health; Randomized; Randomized Controlled Trials; Reporting; Role; Safety; Sampling; School Teachers; School-Age Population; Schools; Self Efficacy; Self Perception; Shapes; Site; Social Development; Students; Teacher Professional Development; Testing; Time; Training; Victimization; Well in self; Youth; base; bullying; bullying prevention; checkup examination; design; effective intervention; efficacy testing; elementary school; evidence base; expectation; experience; fifth grade; follow-up; improved; innovation; interest; junior high school; mixed reality; motivational enhancement therapy; peer; perpetrators; pilot trial; prevent; randomized trial; response; simulation; skills; social; teacher

7. PROJECT SUMMARY/ABSTRACT Bullying is defined as intentional aggressive behavior that typically occurs repeatedly over time in the context of a power differential.1,2 It is a public health concern3,4 because of its high prevalence and the deleterious impacts on children’s social-emotional wellbeing, academic achievement, and health.5-8 In the school setting, bullying can be inadvertently condoned through teacher non-response or ineffective responses to aggressive and bullying behaviors.9-11 Teachers play a pivotal role during late childhood (i.e., elementary school) because students are often with the same teacher most of the day, allowing for more opportunities to shape their social development.12 Late childhood is also a key developmental period when bullying increases and shifts to more covert behaviors that are difficult for teachers to detect.13-15 Though there are widespread mandates to address bullying in schools16, programming is often aimed at students’ behaviors or brief professional development (PD) for teachers. These PDs do not focus specifically on key knowledge, attitudes, and skills related to the specific role that school staff play in creating a positive social emotional climate through behavior management and preventing and intervening with bullying. Therefore, to address these critical gaps in bullying prevention programming our team developed and piloted the Bullying Classroom Check-Up (BCCU).17-19 The BCCU enhances bullying prevention programming beyond the typical student-focused approach. It is an innovative, collaborative, and data-informed bullying prevention model that includes group-based professional development for all school staff and one-on-one coaching that rigorously supports classroom teachers in preventing, detecting, and intervening with bullying behaviors. The BCCU incorporates one-on-one coaching using an adapted version of the Classroom Check-Up20, which leverages motivational interviewing to empower teacher practice changes, as well as the mixed-reality TeachLivE© simulator21, and PD Modules. The BCCU was tested in a 78 teacher, classroom- randomized trial within 5 middle schools (NIJ grant: 2015-CK-BX-0008) and demonstrated improved teacher attitudes and skills in bullying detection and intervention.17 To avoid prior design challenges and prevent contamination, this study will utilize a more rigorous school-level, cluster randomized controlled trial.22 This 32 elementary school trial, conducted in the Baltimore metro area and Philadelphia across 5 years, will examine BCCU effects on 3rd to 5th grade students’ reports of bullying prevalence (i.e., perpetration, victimization, and witnessing) as well as the general bullying climate, sense of safety, and positive bystander responses both at post-test and in the next school year. We will also examine the effects of the BCCU on teacher skills/efficacy as well student-teacher and student-student relationships across two school years. Finally, we will explore the role of fidelity as a moderator of main outcomes and the mediating role of teacher self-efficacy and behavior management practices on distal child outcomes.

7.项目摘要/摘要 欺凌行为被定义为故意的攻击性行为，通常随着时间的推移而在上下文中重复发生 1，2它是一个公共卫生问题3，4因为它的高流行率和危害性 对儿童的社会情绪健康、学业成绩和健康的影响。 欺凌行为可以在无意中被宽恕，因为老师对咄咄逼人的行为没有反应或反应不力 和欺凌行为。9-11教师在儿童后期(即小学)发挥着关键作用，因为 学生们通常一天中大部分时间都和同一位老师在一起，这样就有了更多的机会来塑造他们的社交 12儿童后期也是一个关键的发展时期，在这个时期欺凌行为增加，并更多地 教师难以发现的隐蔽行为。13-15尽管有广泛的强制要求要解决 学校里的欺凌行为，编程往往是针对学生的行为或短暂的职业发展 (Pd)用于教师。这些PD并不特别关注与以下方面相关的关键知识、态度和技能 学校教职员工通过行为管理在营造积极社会情感氛围中的具体作用 以及防止和干预欺凌行为。因此，为了解决这些在防止欺凌方面的关键差距 编程我们的团队开发并试点了欺凌课堂检查(BCCU)。 加强欺凌预防规划，超越典型的以学生为中心的方法。它是一款创新的， 包括基于群体的专业人员在内的协作式、数据信息型欺凌预防模式 为所有学校教职员工提供发展和一对一辅导，严格支持 预防、发现和干预欺凌行为。BCCU采用一对一的辅导方式 使用改编版的课堂考试20，它利用激励性面试来增强能力 教师练习更改，以及混合现实的TeachLive©模拟器21和PD模块。国商银行 在5所中学的78名教师、教室随机试验中进行了测试(NIJ补助金：2015-CK-BX-0008) 并证明了教师在发现和干预欺凌行为方面的态度和技能有所改善。17以避免 设计挑战和防止污染，这项研究将利用更严格的学校级别的集群 随机对照试验。22这项32所小学的试验，在巴尔的摩大都市区和 费城历时5年，将审查BCCU对3至5年级学生欺凌报告的影响 流行率(即实施、受害和目击)以及普遍的欺凌气氛、 安全，以及旁观者在考试后和下一学年的积极反应。我们还将检查 BCCU对教师技能/效能感以及学生与教师、学生与学生关系的影响 跨越了两个学年。最后，我们将探讨忠诚度作为主要结果和 教师自我效能感和行为管理实践对儿童远期结局的中介作用。