Randomized Trial of a Gender Enhanced Middle School Violence Prevention Program

摘要 青少年中的欺凌、性暴力和约会暴力都是主要的公共卫生问题， 这些疾病的发生率相对较高，需要引起重视，以减轻它们造成的巨大痛苦。这些 问题共享发展的相关性，证据正在出现，欺负犯下和受害是 同时和纵向与性骚扰，基于性别的骚扰，和青少年约会 暴力参与（Basile等人，2009年; Espalan等人，2012年）。尽管欺凌的成本， 美国的预防计划令人失望，特别是在中学。社交情绪学习 (SEL)在美国学校中，一些项目正在减少攻击性（Durlak等人，2011年，帮助学生 发展社会和情感技能来管理冲突，但效果可能更大。所示数据 申请强烈建议，以增加效果，以学校为基础的欺凌预防计划需要：1） 注重不同影响水平（个人、同伴、学校）的综合循证方法，2） 重点关注基于性别的骚扰和暴力（即，性骚扰和暴力，约会暴力， 与性取向和/或性别角色不一致有关的骚扰和暴力）和3）解决 欺凌和基于性别的骚扰和暴力的主要驱动力-传统的男性意识形态， 对同性恋的辱骂因此，本申请提出了一项大规模RCT， (CfC，2008年）计划到性别增强的第二步+转移边界计划（SB; Taylor等人， 2011年）。SB计划结合了课堂课程，解决性骚扰，基于性别的 性骚扰和约会暴力，并采取全校策略来减少这些结果。全校性 战略包括学校应对约会暴力和性骚扰的协议， 监测“热点”。“来自伊利诺伊州两个学区的28所中学（6 - 8年级）将在 随机分配到仅第二步条件或性别增强的第二步条件 （第二步/SB）。两个队列（6年级和7年级）将完成基线和后续调查。研究旨在 评估第二步：通过预防计划学生成功的差异功效 （第二步）与性别增强的第二步方案（第二步/SB）在减少欺凌方面的比较， 性骚扰、基于性别的骚扰和青少年约会暴力;评估 性别增强的第二步与第二步相比， 围绕欺凌、性骚扰、基于性别的骚扰和青少年约会暴力进行干预; 测试干预措施在多大程度上影响了同龄人对欺凌、性骚扰、 同性恋恐惧症的辱骂，和青少年约会暴力通过其对同龄人的社会动态的影响。本研究 高度创新，可以通过针对欺凌，约会暴力， 性骚扰

ABSTRACT Bullying, sexual violence, and dating violence among adolescents are all major public health problems that occur at relatively high rates and demand attention to alleviate the considerable suffering they cause. These problems share developmental correlates and evidence is emerging that bully perpetration and victimization is concurrently and longitudinally associated with sexual harassment, gender-based harassment, and teen dating violence involvement (Basile et al., 2009; Espelage et al., 2012). Despite the costs of bullying, the impact of prevention programs in the US has been disappointing, especially in middle-schools. Social-emotional learning (SEL) programs are reducing aggression in US schools (Durlak et al., 2011), in part, by helping students develop social and emotional skills to manage conflicts, but effects could be greater. Data presented in this application strongly suggest that to increase effects, school-based bullying prevention programs need to: 1) integrate evidence-based approaches that focus on different levels of influence (individual, peer, school), 2) focus on gender-based harassment and violence (i.e., sexual harassment and violence, dating violence, harassment and violence associated with sexual orientation and/or gender-role nonconformity) and 3) address a major driver of bullying and gender-based harassment and violence - traditional masculine ideology and homophobic name-calling. Thus, this application proposes a large-scale RCT comparing the Second Step (CfC, 2008) program to a gender-enhanced Second Step + Shifting Boundaries program (SB; Taylor et al., 2011). The SB program combines a classroom curriculum that addresses sexual harassment, gender-based harassment, and dating violence with whole-school strategies to decrease these outcomes. School-wide strategies include school protocols for responding to dating violence and sexual harassment and increased monitoring of "hot spots." Twenty-eight middle schools (grades 6 - 8) from two school districts in Illinois will be randomly assigned to either the Second Step only condition or the gender-enhanced Second Step condition (Second Step/SB). Two cohorts (6th and 7th graders) will complete baseline and follow-up surveys. Study aims are to evaluate the differential efficacy of the Second Step: Student Success Through Prevention program (Second Step) versus a gender-enhanced Second Step program (Second Step/SB) on reducing bullying, sexual harassment, gender-based harassment, and teen dating violence; to assess the extent to which gender-enhanced Second Step versus Second Step results in greater increases in positive bystander intervention around bullying, sexual harassment, gender-based harassment, and teen dating violence; and to test the extent to which the intervention impacts peer-level attitudes toward bullying, sexual harassment, homophobic name-calling, and teen dating violence through its effect on peer social dynamics. This study is highly innovative and could have substantial public health impact by targeting bullying, dating violence, and sexual harassment.