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所造成的痛苦（CDC，2004; Holt & Español，2005）。毫无疑问，这些问题与发育相关，有证据表明，这些问题在青少年早期同时发生（供审查Esperies & Horne，2007）。研究表明，问题行为，包括欺凌，往往是相互关联的，并共享共同的风险因素（Jessor，1991），这表明需要预防计划，实施一套协调的干预措施，以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疾病（肯尼等人，2002年）。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彼此脱节-给学校带来更多的负担和成本。本研究提出了一个大规模的，随机纵向评估第二步：学生成功通过预防（第二步- SSTP），中学干预（儿童委员会，2008年），其目标是共同的潜在风险和保护因素的欺凌，性骚扰和约会侵略。该计划的独特之处在于它强调同龄人群体规范，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，这项调查将涉及通过社会网络分析的直接测试，在多大程度上同侪规范或同侪态度的转变受到干预的影响。欺凌被概念化为包括言语，身体，关系和网络攻击。性暴力的概念包括性骚扰、约会关系中的性胁迫和同性恋恐惧症。将从伊利诺斯州的两个学区和堪萨斯州威奇托的一个大学区抽取32所学校（每所学校5至6个6年级教室，产生4,800名学生的样本），并随机分配到第二步- SSTP或对照条件。第二步- SSTP计划借鉴了风险/保护因素模型和攻击的社会认知理论。课程侧重于欺凌，关系侵略，性骚扰，约会关系和物质使用的结果。针对的风险因素包括不适当的课堂行为，积极的态度，对侵略和药物滥用，越轨的同伴关系，同伴拒绝，冲动是针对的风险因素。有针对性的保护因素包括同情心、解决问题的技能、与学校的联系、自信和采用传统规范。P3 R：我们的故事-欺凌方案由一系列基于电影的教育组成，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，并在三年的学习期内接受跟踪。学生和教师将完成自我报告和提名任务。通过分层线性模型（HLM; Bryk & Raudenbush，1992）的增长曲线分析将被用来评估主要因变量（欺凌，性骚扰犯罪，约会侵略）的变化，结构方程模型将测试整个研究期间的调解人，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： 人们认识到，性暴力对个人和公共健康具有可怕和持久的后果（《世界暴力与健康报告》，Jewkes等人，2002年;疾病预防控制中心，2004年; www.health.gov/healthypeople）。欺凌、性骚扰和约会攻击似乎与整个生命周期的性暴力发展有关。欺凌、性暴力/骚扰和约会攻击对青少年的健康有严重的影响，包括精神和身体健康状况显着恶化，更多的创伤症状，以及逃避学校的情况增加。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彼此脱节-给学校带来更多的负担和成本。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的影响：通过预防学生的成功，其目标是共同的潜在风险和欺凌，骚扰和暴力的保护因素。该方案的独特之处在于强调同龄群体规范、态度和行为在引发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，并被纳入课程。

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.