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Reducing playground bullying and supporting beliefs: an experimental trial of the steps to respect program
Karin S Frey1, Miriam K Hirschstein, Jennie L Snell
1Department of Educational Psychology, University of Washington, Seattle, WA 98195, USA. kfrey@cfchildren.org.
Abstract:
Six schools were randomly assigned to a multilevel bullying intervention or a control condition. Children in Grades 3-6 (N=1,023) completed pre- and posttest surveys of behaviors and beliefs and were rated by teachers. Observers coded playground behavior of a random subsample (n=544). Hierarchical analyses of changes in playground behavior revealed declines in bullying and argumentative behavior among intervention-group children relative to control-group children, increases in agreeable interactions, and a trend toward reduced destructive bystander behavior. Those in the intervention group reported enhanced bystander responsibility, greater perceived adult responsiveness, and less acceptance of bullying/aggression than those in the control group. Self-reported aggression did not differ between the groups. Implications for future research on the development and prevention of bullying are discussed.
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