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 它们的发生率相对较高，需要引起注意，以减轻它们造成的巨大痛苦。这些 问题都有发展相关性，越来越多的证据表明，欺凌弱小的行为和受害行为 与性骚扰、基于性别的骚扰和青少年约会同时存在和纵向联系 暴力参与(Basile等人，2009年；Espelage等人，2012年)。尽管欺凌的代价很大，但 美国的预防项目一直令人失望，特别是在中学。社交-情绪学习 (SEL)项目正在减少美国学校中的攻击性(Durlak等人，2011)，部分是通过帮助学生 培养社交和情感技能来管理冲突，但效果可能会更大。此表中提供的数据 应用程序强烈建议，要提高效果，校本欺凌预防计划需要：1) 整合注重不同程度影响的循证方法(个人、同龄人、学校)，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和 仇视同性恋的辱骂。因此，本申请提出了比较第二步的大规模RCT (cfc，2008)计划到性别增强的第二步转移边界计划(SB；Taylor等人， 2011年)。SB计划结合了一门针对性骚扰、基于性别的课堂课程 骚扰、约会暴力和全校策略，以减少这些结果。全校范围内 战略包括学校应对约会暴力和性骚扰的协议，并增加了 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的第二步条件 (第二步/某人)两组学生(六年级和七年级)将完成基线和后续调查。研究目标 是为了评估第二步的不同效果：通过预防计划取得学生成功 (第二步)对比性别增强的第二步计划(第二步/SB)以减少欺凌， 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，积极旁观者的增加更大 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； 测试干预在多大程度上影响同伴对欺凌、性骚扰、 恐同辱骂，以及青少年约会暴力，通过其对同龄人社会动态的影响。这项研究是 高度创新，通过打击欺凌、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.