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

第二步的多地点评估：学生通过预防取得成功（第二步）

• 批准号: 8113341
• 负责人: DOROTHY L ESPELAGE
• 金额: $ 43.08万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-30 至 2013-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8113341
• 关键词: Multi; site; Evaluation; Second; Step

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.

描述（由申请人提供）：

项目成果

Longitudinal Associations Among Bullying, Homophobic Teasing, and Sexual Violence Perpetration Among Middle School Students.

• DOI: 10.1177/0886260514553113
• 发表时间: 2015-09
• 期刊: Journal of interpersonal violence
• 影响因子: 2.5
• 作者: Espelage DL;Basile KC;De La Rue L;Hamburger ME
• 通讯作者: Hamburger ME

The Role of Middle School Sports Involvement in Understanding High School Sexual Violence Perpetration.

• DOI: 10.1177/0886260520922357
• 发表时间: 2022-03
• 期刊: Journal of interpersonal violence
• 影响因子: 2.5
• 作者: Basile KC;Espelage DL;Ingram KM;Simon TR;Berrier FL
• 通讯作者: Berrier FL

Bullying and middle school students with and without specific learning disabilities: an examination of social-ecological predictors.

欺凌和有或没有特定学习障碍的中学生：社会生态预测因素的检查。

• DOI: 10.1177/0022219413496279
• 发表时间: 2015
• 期刊: Journal of learning disabilities
• 影响因子: 3
• 作者: Rose,ChadAllen;Espelage,DorothyL;Monda-Amaya,LisaE;Shogren,KarrieA;Aragon,StevenR
• 通讯作者: Aragon,StevenR

Longitudinal Examination of the Bullying-Sexual Violence Pathway across Early to Late Adolescence: Implicating Homophobic Name-Calling.

• DOI: 10.1007/s10964-018-0827-4
• 发表时间: 2018-09
• 期刊: Journal of youth and adolescence
• 影响因子: 4.9
• 作者: Espelage DL;Basile KC;Leemis RW;Hipp TN;Davis JP
• 通讯作者: Davis JP

Antecedents of sibling aggression and bullying victimization: The parallel and serial contributions of depressive symptoms and substance use.

• DOI: 10.1016/j.jad.2023.04.023
• 发表时间: 2023-04
• 期刊: Journal of affective disorders
• 影响因子: 6.6
• 作者: Timothy I. Lawrence;J. Hong;D. Espelage;Dexter R. Voisin