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， 发生率相对较高，需要引起重视以减轻其造成的巨大痛苦。这些 问题与发展具有共同的相关性，并且不断出现的证据表明欺凌行为和受害行为正在发生 与性骚扰、基于性别的骚扰和青少年约会同时和纵向相关 暴力参与（Basile 等人，2009 年；Espelage 等人，2012 年）。尽管欺凌付出了代价，但其影响 美国的预防计划令人失望，尤其是在中学。社交情感学习 (SEL) 计划正在减少美国学校的攻击行为（Durlak 等，2011），部分原因是帮助学生 培养社交和情感技能来管理冲突，但效果可能会更大。本文中提供的数据 应用程序强烈建议，为了提高效果，学校欺凌预防计划需要：1) 整合注重不同影响力水平（个人、同伴、学校）的循证方法，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/或性别角色不一致相关的骚扰和暴力）以及 3) 解决 欺凌和基于性别的骚扰和暴力的主要驱动因素是传统的男性意识形态和 恐同的谩骂。因此，本申请提出了一项大规模 RCT 来比较第二步 （CfC，2008）性别强化第二步转移边界计划（SB；Taylor 等人， 2011）。 SB 计划结合了解决性骚扰、基于性别的问题的课堂课程。 通过全校策略减少骚扰和约会暴力。全校范围 战略包括学校应对约会暴力和性骚扰的协议以及增加 监控“热点”。来自伊利诺伊州两个学区的 28 所中学（6 - 8 年级）将 随机分配到仅第二步条件或性别增强第二步条件 （第二步/SB）。两组（六年级和七年级学生）将完成基线调查和后续调查。学习目的 评估第二步的不同功效：学生通过预防计划取得成功 （第二步）与关于减少欺凌的性别增强第二步计划（第二步/SB）相比， 性骚扰、基于性别的骚扰和青少年约会暴力；评估在多大程度上 与第二步相比，性别增强的第二步会导致积极旁观者的增加更多 针对欺凌、性骚扰、性别骚扰和青少年约会暴力进行干预；并到 测试干预措施对同侪对欺凌、性骚扰、 恐同谩骂和青少年约会暴力通过其对同伴社会动态的影响。这项研究是 高度创新，可以通过针对欺凌、约会暴力和 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.