Coaching Teachers in Bullying Detection and Intervention

7.项目总结/摘要 欺凌被定义为典型地在上下文中随着时间的推移反复发生的故意攻击行为 1，2它是一个公共卫生问题3，4，因为它的高流行率和有害的 对儿童的社会情感健康、学业成绩和健康的影响。5 -8在学校环境中， 欺凌可以通过教师的不回应或无效的反应，无意中宽恕侵略性 和欺凌行为。9 -11教师在儿童后期发挥着关键作用（即，（小学）因为 学生们一天中的大部分时间都和同一位老师在一起，这使得他们有更多的机会塑造自己的社交网络。 12童年后期也是一个关键的发展时期，欺凌行为增加，并转向更多的欺凌行为。 教师难以发现的隐蔽行为。13 -15尽管有广泛的任务要解决 校园欺凌16，编程往往是针对学生的行为或简短的专业发展 (PD)为教师。这些PD并不特别关注与以下方面相关的关键知识、态度和技能： 学校教职员在透过行为管理创造积极社会情绪气氛方面所扮演的角色 防止和干预欺凌。因此，为了解决欺凌预防方面的这些关键差距， 编程我们的团队开发并试行了欺凌教室检查（BCCU）。17 -19 BCCU 加强欺凌预防方案超越典型的学生为中心的方法。这是一个创新的， 协作和数据知情的欺凌预防模型，包括基于群体的专业 所有学校工作人员的发展和一对一的指导，严格支持课堂教师， 预防、检测和干预欺凌行为。BCCU采用一对一辅导 使用改编版的课堂检查20，它利用动机性访谈来增强 教师实践的变化，以及混合现实TeachLivE©模拟器21和PD模块。BCCU 在5所中学的78名教师的课堂随机试验中进行了测试（NIJ资助：2015-CK-BX-0008） 并证明了教师在发现和干预欺凌行为方面的态度和技能有所改善。 设计挑战和防止污染，这项研究将利用更严格的学校一级，集群 随机对照试验。22这项在巴尔的摩大都会区进行的32所小学的试验， 费城跨越5年，将研究BCCU对3至5年级学生欺凌报告的影响 流行（即，实施、受害和目睹）以及一般欺凌氛围、欺凌感 安全性，以及在测试后和下一学年的积极旁观者反应。我们亦会研究 BCCU对教师技能/效能以及学生与教师和学生与学生关系的影响 在两个学年里。最后，我们将探讨忠诚度作为主要结果调节因子的作用， 教师自我效能感与行为管理实践对远端儿童结果的中介作用。

7. PROJECT SUMMARY/ABSTRACT Bullying is defined as intentional aggressive behavior that typically occurs repeatedly over time in the context of a power differential.1,2 It is a public health concern3,4 because of its high prevalence and the deleterious impacts on children’s social-emotional wellbeing, academic achievement, and health.5-8 In the school setting, bullying can be inadvertently condoned through teacher non-response or ineffective responses to aggressive and bullying behaviors.9-11 Teachers play a pivotal role during late childhood (i.e., elementary school) because students are often with the same teacher most of the day, allowing for more opportunities to shape their social development.12 Late childhood is also a key developmental period when bullying increases and shifts to more covert behaviors that are difficult for teachers to detect.13-15 Though there are widespread mandates to address bullying in schools16, programming is often aimed at students’ behaviors or brief professional development (PD) for teachers. These PDs do not focus specifically on key knowledge, attitudes, and skills related to the specific role that school staff play in creating a positive social emotional climate through behavior management and preventing and intervening with bullying. Therefore, to address these critical gaps in bullying prevention programming our team developed and piloted the Bullying Classroom Check-Up (BCCU).17-19 The BCCU enhances bullying prevention programming beyond the typical student-focused approach. It is an innovative, collaborative, and data-informed bullying prevention model that includes group-based professional development for all school staff and one-on-one coaching that rigorously supports classroom teachers in preventing, detecting, and intervening with bullying behaviors. The BCCU incorporates one-on-one coaching using an adapted version of the Classroom Check-Up20, which leverages motivational interviewing to empower teacher practice changes, as well as the mixed-reality TeachLivE© simulator21, and PD Modules. The BCCU was tested in a 78 teacher, classroom- randomized trial within 5 middle schools (NIJ grant: 2015-CK-BX-0008) and demonstrated improved teacher attitudes and skills in bullying detection and intervention.17 To avoid prior design challenges and prevent contamination, this study will utilize a more rigorous school-level, cluster randomized controlled trial.22 This 32 elementary school trial, conducted in the Baltimore metro area and Philadelphia across 5 years, will examine BCCU effects on 3rd to 5th grade students’ reports of bullying prevalence (i.e., perpetration, victimization, and witnessing) as well as the general bullying climate, sense of safety, and positive bystander responses both at post-test and in the next school year. We will also examine the effects of the BCCU on teacher skills/efficacy as well student-teacher and student-student relationships across two school years. Finally, we will explore the role of fidelity as a moderator of main outcomes and the mediating role of teacher self-efficacy and behavior management practices on distal child outcomes.