Randomized Trial of a Gender Enhanced Middle School Violence Prevention Program

性别强化中学暴力预防计划的随机试验

• 批准号: 8919825
• 负责人: DOROTHY L ESPELAGE
• 金额: $ 23.66万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-30 至 2017-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8919825
• 关键词: Randomized; Trial; Gender; Enhanced; Middle

DESCRIPTION (provided by applicant): 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.

描述（由申请人提供）：青少年中的欺凌、性暴力和约会暴力都是发生率相对较高的主要公共卫生问题，需要引起重视，以减轻其造成的巨大痛苦。这些问题具有共同的发展相关性，并且不断出现的证据表明，欺凌行为和受害与性骚扰、基于性别的骚扰和青少年约会暴力参与同时并纵向相关（Basile 等人，2009 年；Espelage 等人，2012 年）。尽管欺凌行为代价高昂，但美国预防计划的效果却令人失望，尤其是在中学。社交情感学习 (SEL) 项目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发展社交和情感技能来管理冲突，但效果可能会更大。本申请中提供的数据强烈表明，为了提高效果，基于学校的欺凌预防计划需要：1) 整合注重不同影响程度（个人、同伴、学校）的基于证据的方法，2) 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），3) 解决欺凌和欺凌行为的主要驱动因素。 基于性别的骚扰和暴力——传统的男性意识形态和仇视同性恋的谩骂。因此，本申请提出了一项大规模随机对照试验，将第二步（CfC，2008）计划与性别增强的第二步+转移边界计划（SB；Taylor 等人，2011）进行比较。 SB 计划将解决性骚扰、基于性别的骚扰和约会暴力的课堂课程与减少这些结果的全校策略结合起来。全校范围内的战略包括制定应对约会暴力和性骚扰的学校协议以及加强对“热点”的监控。来自伊利诺伊州两个学区的 28 所中学（6 - 8 年级）将被随机分配到第二学区 仅步骤条件或性别增强的第二步骤条件（第二步骤/SB）。两组（六年级和七年级学生）将完成基线调查和后续调查。研究目的是评估“第二步：预防学生成功”计划（第二步）与性别强化第二步计划（第二步/SB）在减少欺凌、性骚扰、基于性别的骚扰和青少年约会暴力方面的差异功效；评估性别增强的第二步与第二步相比，在多大程度上导致旁观者对欺凌、性骚扰、基于性别的骚扰和青少年约会暴力的积极干预有所增加；并测试干预措施通过对同伴社会动态的影响，在多大程度上影响同龄人对欺凌、性骚扰、恐同谩骂和青少年约会暴力的态度。这项研究具有高度创新性，通过针对欺凌、约会暴力和性骚扰，可能会对公共健康产生重大影响。