Teen Bullying Prevention across Place and Digital Space: The TOTAL Approach

摘要 有效的防止欺凌计划或战略是一个结合了关于保护因素的证据的计划或战略 多层次，包括：青年中的健康自尊；积极的师生互动；规范 认可而不是支持欺凌的信仰；建立在公平和信任基础上的学校氛围(Guera et Al.，2011)。在全国范围内，20%的学生曾在学校财产上受到欺凌(CDC，2012)。研究性研究 已经证明，防止欺凌的实施是由教师因素(如自我效能感， 感知话题相关性、工作压力、经验)；学校因素(例如，领导结构)；计划因素 (例如，适当的目标和教学方法)和学生因素(例如，行为)(Keley et.等人，2000年； Showers等人，1987年；翟伟等人，2011年)。虽然教师是防止欺凌的“一线”提供者，但 教师培训和能力建设课程的可得性“严重不足”(Smith，2011)。教师 往往无法获得可靠的资源来进行反欺凌工作；而且几乎没有指导如何 实施适合其特定背景和学生的有效策略(Domitrovich等人，2008；Espelage& 斯威勒，2008)。拟议的青少年创建的在线容忍和反欺凌图书馆(TOTAL)将提供 教师提供有关有效防止欺凌计划的信息的创新多媒体资源 和最佳做法；以及如何利用积极和有意义的青年开展预防工作 订婚。在第一年，我们将完成一个模块化的在线资源的开发，重新关注欺凌 从消极的匮乏模式到社会和社会激励的积极的青年发展模式 情绪化学习原则。道达尔将包括：一处综合资源住房 具有共同有效性标准和实施的循证欺凌预防方案 信息；青年参与教师应对欺凌和与青少年互动的核心能力 以有意义的方式；青年创建的现成活动，以帮助促进这种参与；以及工具和 提高教师自我效能感的策略，以实施和维持有效的欺凌预防努力。一个 两臂准实验结果研究将在第二年进行，以测试新的 总资源。

Abstract An effective bullying prevention program or strategy is one that incorporates evidence on protective factors at multiple levels including: healthy self-esteem among youth; positive student-teacher interactions; normative beliefs that sanction rather than endorse bullying; and a school climate based on fairness and trust (Guerra et al., 2011). Nationally, 20% of students have been bullied on school property (CDC, 2012). Research studies have demonstrated that bullying prevention implementation is mediated by teacher factors (e.g., self-efficacy, perceived topic relevance, job stress, experience); school factors (e.g., leadership structure); program factors (e.g., appropriate goals and teaching pedagogy) and student factors (e.g., behaviors) (Kealey et. al., 2000; Showers et al., 1987; Zhai et al., 2011). Although teachers are “front line” providers in bullying prevention, the availability of teacher training and capacity building courses is “woefully inadequate” (Smith, 2011). Teachers often do not have access to reliable resources to their anti-bullying efforts; and little guidance for how to implement effective strategies fit to their specific contexts and students (Domitrovich et al., 2008; Espelage & Swearer, 2008). The proposed Teen-created Online Tolerance and Anti-bullying Library (TOTAL) will offer teachers an innovative multimedia resource providing information about effective bullying prevention programs and best practices; as well as how to deliver prevention efforts employing active and meaningful youth engagement. In Year 1 we will complete development of a modular online resource that refocuses bullying prevention from negative deficient models to a positive youth development model inspired by Social and Emotional Learning principles. TOTAL will include:  a comprehensive resource housing in one place evidence-based bullying prevention programs with common effectiveness criteria and implementation information; youth engagement core competencies for teachers to respond to bullying and engage with teens in meaningful ways;  youth-created off-the-shelf activities to help foster this engagement; and  tools and strategies to increase teachers' self-efficacy to implement and sustain effective bullying prevention efforts. A two-arm quasi-experimental outcome study will be conducted in Year 2 to test the effectiveness of the new TOTAL resource.