Abstract
Bullying is a salient challenge for children and schools around the world, appearing to be especially prevalent at the middle-school
level. Contemporary research reveals an exigent need for systematic programing that aims to reduce and prevent bullying via
promoting awareness, attitudes, and skills that facilitate the development of positive peer relationships and positive school
climates. Considering this need, the present quasi-experimental study examined the effects of a relatively new, brief, universal-level
bullying prevention curriculum on middle-school students’ general attitudes toward bullying and perceptions of their school
bullying supports. Results indicated statistically significant enhancement of prosocial attitudes for intervention-group students
compared to control-group students, with small effect sizes. Feasibility and social validity outcomes indicated that the intervention
was implemented with adequate fidelity and that its goals, procedures, and outcomes were perceived as appropriate. The interpretation,
limitations, and implications of these results for practice are discussed herein.
level. Contemporary research reveals an exigent need for systematic programing that aims to reduce and prevent bullying via
promoting awareness, attitudes, and skills that facilitate the development of positive peer relationships and positive school
climates. Considering this need, the present quasi-experimental study examined the effects of a relatively new, brief, universal-level
bullying prevention curriculum on middle-school students’ general attitudes toward bullying and perceptions of their school
bullying supports. Results indicated statistically significant enhancement of prosocial attitudes for intervention-group students
compared to control-group students, with small effect sizes. Feasibility and social validity outcomes indicated that the intervention
was implemented with adequate fidelity and that its goals, procedures, and outcomes were perceived as appropriate. The interpretation,
limitations, and implications of these results for practice are discussed herein.
- Content Type Journal Article
- Category Original Paper
- Pages 1-14
- DOI 10.1007/s12310-011-9069-2
- Authors
- Tyler L. Renshaw, Department of Counseling/Clinical/School Psychology, University of California at Santa Barbara, Santa Barbara, CA, USA
- Shane R. Jimerson, Department of Counseling/Clinical/School Psychology, University of California at Santa Barbara, Santa Barbara, CA, USA
- Journal School Mental Health
- Online ISSN 1866-2633
- Print ISSN 1866-2625