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

跨场所和数字空间的青少年欺凌预防：总体方法

• 批准号: 9338036
• 负责人: Josefina Jayme Card
• 金额: $ 28.5万
• 依托单位: SOCIOMETRICS CORPORATION
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-30 至 2018-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9338036
• 关键词: Teen; Bullying; Prevention; across; Place

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.

摘要 一个有效的欺凌预防计划或策略是一个结合了保护因素的证据， 多层次，包括：青年人健康的自尊;积极的师生互动;规范 信仰，制裁，而不是支持欺凌;和基于公平和信任的学校氛围（Guerra et 例如，2011年）。在全国范围内，20%的学生在学校财产上受到欺凌（CDC，2012）。研究性学习的做法 已经证明，欺凌预防的实施是由教师因素介导的（例如，自我效能， 感知的主题相关性、工作压力、经验）;学校因素（例如，领导结构）;计划因素 (e.g.,适当的目标和教学法）和学生因素（例如，行为）（Kealey et.例如，二○年; 淋浴等，1987; Zhai等人，2011年）。虽然教师是预防欺凌的"第一线"提供者， 教师培训和能力建设课程的可用性"严重不足"（Smith，2011年）。教师 往往没有获得可靠的资源，他们的反欺凌的努力;和指导如何 实施适合其具体情况和学生有效策略（Domitrovich等人，2008年;埃斯皮翁斯& Swearer，2008）。拟议中的青少年创建的在线宽容和反欺凌图书馆（总）将提供 教师创新的多媒体资源提供有关有效的欺凌预防计划的信息 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，重新关注欺凌的发展 从消极的缺陷模式到积极的青年发展模式， 情感学习原则。TOTAL将包括：一个地方的综合资源住房 以证据为基础的欺凌预防计划，具有共同的有效性标准和实施 信息;提高教师应对欺凌和与青少年接触的青年参与核心能力 以有意义的方式;青年人创造的现成活动，以帮助促进这种参与;和宣传工具， 提高教师自我效能的战略，以实施和维持有效的欺凌预防工作。一 在第二年，我们会进行一项两组半实验性质的成效研究，以测试新的 资源共计。