Multi-site Evaluation of Second Step: Student Success Through Prevention (Second

描述(由申请人提供)： 欺凌、性暴力和约会侵犯都是主要的公共卫生问题，发生率相对较高，需要关注以减轻它们造成的痛苦(CDC，2004；Holt&Espelage，2005)。这些问题无疑具有共同的发展相关性，而且越来越多的证据表明，这些问题在早期青少年中共同发生(Espelage&Horne，2007)。研究表明，问题行为，包括欺凌行为，往往是相互关联的，并共享共同的风险因素(Jessor，1991)，这表明需要实施一套协调的干预措施来针对和减少重叠的风险因素，而不是专注于特定问题或单独的障碍的计划(Kenny等人，2002)。尽管存在共同的潜在风险因素，但欺凌和性暴力项目的发展在很大程度上仍然相互脱节--给学校带来了更多的负担和成本。这项研究提出了一项大规模的、随机的纵向评估第二步：通过预防学生成功(Second Step-SSTP)，这是一项中学干预(儿童委员会，2008)，目标是欺凌、性骚扰和约会攻击的共同潜在风险和保护因素。这个项目的独特之处在于它强调了同龄人群体规范、态度和行为在欺凌和其他形式暴力的发起和维持中的作用。正因为如此，这项调查将通过社交网络分析直接测试干预对同伴规范或同伴态度转变的影响程度。欺凌被概念化为包括言语攻击、身体攻击、关系攻击和网络攻击。性暴力的概念包括性骚扰、约会关系中的性胁迫和仇视同性恋的取笑。将从伊利诺伊州的两个学区和堪萨斯州威奇托市的一个大学区抽取32所学校(每个学校五到六个六年级教室，产生4800名学生的样本)，并随机分配到第二步-SSTP或对照条件下。第二步-SSTP项目借鉴了攻击的风险/保护因素模型和社会认知理论。课程的重点是欺凌、关系攻击、性骚扰、约会关系和药物使用的后果。危险因素包括不适当的课堂行为、对攻击性和药物滥用的好感、越轨的同伴关系、同伴拒绝和冲动。有针对性的保护因素包括同理心、解决问题的技能、与学校的联系、自信和对传统规范的接受。由一系列以电影为基础的教育组成的P3R：我们的故事-欺凌计划将在对照学校使用。每所学校的所有六年级学生都将被招募，并在三年的学习期间进行跟踪。学生和教师将完成自我报告和提名任务。通过分层线性建模的成长曲线分析(HLM；Bryk&RaudenBush，1992)将被用来评估主要因变量(欺凌、性骚扰、约会攻击)的变化，结构方程模型将在整个研究期间测试中介，而社会网络分析将有助于确定同伴规范和态度。 公共卫生相关性： 性暴力已被认为具有可怕和持久的个人和公共健康后果(《世界暴力与健康报告》，朱克斯等人，2002年；疾控中心2004年；www.Health.gov/Health People)。欺凌、性骚扰和约会侵犯似乎与一生中性暴力的发展有关。欺凌、性暴力/性骚扰和约会攻击对青少年的健康造成严重后果，包括心理和身体健康显著恶化，更多的创伤症状，以及更多的逃学现象。尽管存在共同的潜在风险因素，但欺凌和性暴力项目的发展在很大程度上仍然相互脱节--给学校带来了更多的负担和成本。我们将评估一个全面的、以技能为基础的暴力预防计划是否对预测性暴力的风险和保护因素产生影响，包括性骚扰和约会攻击。我们的研究将严格评估第二步：通过预防取得学生成功的影响，该计划针对欺凌、骚扰和暴力的共同潜在风险和保护因素。该方案的独特之处在于它强调同龄人群体规范、态度和行为在发起和维持欺凌和其他形式的性暴力方面的作用。然而，个人和社区因素也是有针对性的，并被整合到课程中。

DESCRIPTION (provided by applicant): Bullying, sexual violence, and dating aggression are all major public health problems that occur at relatively high rates and demand attention to alleviate the suffering they cause (CDC, 2004; Holt & Espelage, 2005). These problems undoubtedly share developmental correlates and evidence is emerging that these problems co-occur among early adolescents (for review Espelage & Horne, 2007). Research has demonstrated that problem behaviors, including bullying, tend to be interrelated and share common risk factors (Jessor, 1991), suggesting the need for prevention programs that implement a coordinated set of interventions to target and reduce overlapping risk factors rather than programs that focus on specific problems or separate disorders (Kenny et al., 2002). Despite common underlying risk factors, the development of bullying and sexual violence programs have remained largely divorced from each other- creating more burden and cost for schools. This study proposes a large-scale, randomized longitudinal evaluation of Second Step: Student Success Through Prevention (Second Step - SSTP), a middle school intervention (Committee for Children, 2008), which targets the shared underlying risk and protective factors for bullying, sexual harassment, and dating aggression. This program is unique in its emphasis on the role of peer group norms, attitudes, and behavior in the initiation and maintenance of bullying and other forms of violence. Because of this, this investigation will involve a direct test via social network analysis the extent to which peer norms or shifts in peer attitudes are impacted by the intervention. Bullying is conceptualized as including verbal, physical, relational, and cyber-aggression. Sexual violence is conceptualized as including sexual harassment, sexual coercion in dating relationships, and homophobic teasing. Thirty-two schools (five to six 6th grade classrooms per school yielding sample of 4,800 students) will be drawn from two school districts in Illinois and one large district in Wichita, Kansas and randomly assigned to Second Step - SSTP or a control condition. Second Step - SSTP program draws from the risk/protective factors model and social-cognitive theories of aggression. Lessons focus on the outcomes of bullying, relational aggression, sexual harassment, dating relationships, and substance use. Risk factors targeted include inappropriate classroom behavior, favorable attitudes toward aggression and substance abuse, deviant peer affiliation, peer rejection, and impulsiveness are targeted as risk factors. Targeted protective factors include empathy, problem-solving skills, school connectedness, assertiveness and adoption of conventional norms. The P3R: Stories of Us - Bullying program, composed of a series of film-based education will be used in the control schools. All 6th graders at each school will be recruited and followed for the three year study period. Students and teachers will complete self-report and nomination tasks. Growth curve analysis via hierarchical linear modeling (HLM; Bryk & Raudenbush, 1992) will be utilized to assess change in the major dependent variables (bullying, sexual harassment perpetration, dating aggression), structural equation modeling will test for mediators across the study period, and social network analysis will be instrumental in identifying peer norms and attitudes. PUBLIC HEALTH RELEVANCE: Sexual violence has been recognized to have dire and long lasting personal and public health consequences (World Report on Violence and Health, Jewkes, et al, 2002; CDC 2004; www.health.gov/healthypeople). Bullying, sexual harassment, and dating aggression appear to be related to the development of sexual violence across the lifespan. Bullying, sexual violence/harassment, and dating aggression have serious health consequences for youth, including significantly poorer mental and physical health, more trauma symptoms, and increased school avoidance. Despite common underlying risk factors, the development of bullying and sexual violence programs have remained largely divorced from each other- creating more burden and cost for schools. We will assess whether a comprehensive, skills- based violence prevention program has an impact on the risk and protective factors that are predictive of sexual violence, including sexual harassment and dating aggression. Our study will rigorously evaluate the impact of Second Step: Student Success Through Prevention, which targets the shared underlying risk and protective factors for bullying, hassrassment, and violence. This program is unique in its emphasis on the role of peer group norms, attitudes and behavior in the initiation and maintenance of bullying and other forms of sexual violence. However, individual and community factors are targeted and integrated into the curriculum as well.