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Related Experiment Video

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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

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ViSC Social Competence Program.

Dagmar Strohmeier¹, Christine Hoffmann, Eva-Maria Schiller

¹School of Health/Social Sciences, University of Applied Sciences Upper Austria, Linz, Austria.

New Directions for Youth Development

|April 17, 2012

Summary

This summary is machine-generated.

The ViSC Social Competence Program, a school-based initiative, effectively reduces aggression and bullying in Austrian schools. This primary prevention program targets middle school students, promoting a safer learning environment.

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Assessment of Social Interaction Behaviors

Assessment of Social Interaction Behaviors

Published on: February 25, 2011

Area of Science:

Educational Psychology
School Health & Safety
Social-Emotional Learning

Background:

Aggression and bullying are significant issues in schools, impacting student well-being and academic performance.
A national strategy, Together Against Violence, prompted the implementation of preventive programs in Austrian schools.
Primary prevention programs targeting social competence are crucial for addressing behavioral issues in early adolescence.

Purpose of the Study:

To evaluate the effectiveness of the ViSC Social Competence Program in reducing aggression among students in grades 5 to 8.
To assess the impact of a school-wide, year-long intervention on student behavior.
To determine if teacher training and student class projects contribute to improved social competence and reduced aggression.

Main Methods:

A randomized intervention control group design was employed for program evaluation.
Data were collected from both teachers and students participating in the program.
The program involved universal and specific actions, including in-school teacher training and a student class project.

Main Results:

The ViSC Social Competence Program demonstrated a significant reduction in school aggression.
Teacher and student data indicated positive impacts on the school environment.
The program's structured approach, combining teacher training and student activities, proved effective.

Conclusions:

The ViSC Social Competence Program is an effective primary prevention strategy for reducing aggression in schools.
Implementing social competence programs as a school development task can foster positive behavioral changes.
The findings support the broader adoption of such programs within national violence prevention efforts.