Developing a bullying prevention program that transcends physical boundaries

制定超越物理界限的欺凌预防计划

• 批准号: 10412097
• 负责人: Michele L. Ybarra
• 金额: $ 17.23万
• 依托单位: CENTER FOR INNOVATIVE PUBLIC HEALTH RESEARCH
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-06-01 至 2024-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10412097
• 关键词: Address; Adult; Advisory Committees; Affect; Aggressive behavior; Alcohol consumption; Attention; Behavior; Behavioral; COVID-19; Cellular Phone; Communication; Control Groups; Country; Development; Drops; Education; Enrollment; Ensure; Evaluation; Exercise; Feedback; Feeling suicidal; Focus Groups; Funding; Future; Illinois; Income; Infusion procedures; Intervention; Language; Lifting; Liquid substance; Measures; Methods; Middle School Student; Modeling; Outcome Measure; Participant; Persons; Prevention program; Primary Prevention; Race; Randomized; Randomized Controlled Trials; Reporting; Rural; Sample Size; Schools; Technology; Teenagers; Testing; Text Messaging; Time; Transcend; United States; Update; Victimization; Work; Youth; acceptability and feasibility; authority; base; behavior change; behavioral outcome; bullying; bullying prevention; cost; depressive symptoms; design; effective intervention; elementary school; experience; follow-up; healthy lifestyle; implementation fidelity; intervention participants; junior high school; multidisciplinary; novel; peer; pilot test; post intervention; power analysis; programs; psychosocial; recruit; retention rate; skills; social; social emotional learning; success; suicidal behavior; symptomatology; teacher; therapy development; urban setting; virtual

An estimated 20-24% of middle school students bully their peers ‘regularly’ or more often each semester. Bullying involvement is associated with externalizing problems (e.g., alcohol use) for bullies and internalizing behaviors (e.g., depressive symptomatology), and suicidal ideation and behavior for victims. Efforts to reduce bullying perpetration, thereby also reducing victimization, are critical. Existing bullying prevention programs have only a modest impact in elementary school settings and even less of an impact in middle schools. Approaches that avoid adult involvement and integrate less proscriptive language may have more impact on behavior change. We believe text messaging is one such approach as it provides novel opportunities to “go where youth are”: Nearly all (91%) of the nine in ten teens who own cell phones use text messaging, and usage is high across race, income, and rural vs. urban settings. Content can be written to be approachable and not sound as if it is being delivered by an authority figure, Importantly, emerging evidence suggests that text messaging- based programs can affect behavior change. This R21 proposal is an extension of our development work with BullyDown, a text messaging-based bullying prevention program designed for middle school students. Guided by the Social-Emotional Learning (SEL) model, the intervention content and program features have been iteratively refined within ongoing feedback from middle school youth from across the country. The program was then beta tested with 22 middle school students in Illinois. Nine in 10 said they liked the program, and all intervention participants said that it equipped them with skills needed to not bully others in the future. Building upon our promising findings, we propose to further develop and then pilot test BullyDown in a randomized controlled trial (RCT) of middle school students. Specifically, we aim to: Specific Aim 1: Finalize the BullyDown program. Feedback from beta test participants will be integrated into the intervention. We also will update program content to acknowledge the growing infusion of technology in the classroom, and the online interactions that it requires. To do so, we will first conduct focus groups to understand how young people are interacting with each other online in academic settings. Then the updated content will be reviewed by Content Advisory Teams to ensure that it is understandable and salient. Specific Aim 2: Pilot test the 7-week BullyDown intervention for feasibility and acceptability in an RCT of 150 middle school students. Youth will be randomly assigned to either BullyDown, a 4-message- per-day program, or an attention-matched control group talking about ‘healthy lifestyle’ topics (e.g., exercise). Our main outcome measures will be feasibility (e.g., retention rates) and acceptability (e.g., positive program appraisal). Behavioral outcomes will inform power analyses, and include bullying perpetration.

估计有20-24％的中学生“定期”或更频繁地欺负他们的同龄人 学期。欺凌参与与欺凌的外部化问题（例如，饮酒）和 内部化行为（例如抑郁症状），以及自杀的念头和虐待行为。 减少欺凌行为的努力，从而减少胜利也是至关重要的。现有的欺凌 预防计划在小学环境中只有适中的影响，甚至对 中学。避免成人参与和综合综合语言的方法可能有 对行为改变的影响更大。 我们认为文本消息传递就是一种方法，因为它提供了新的机会来“去年轻人 是”：十几个拥有手机的十几岁的九人中，几乎所有（91％）都使用文本消息传递，并且使用量很高 跨种族，收入和农村与城市环境。内容可以写成平易近人，听起来不像 重要的是，如果权威人物交付，那么重要的证据表明，文本消息传递 - 基于程序会影响行为改变。 该R21提案是我们开发工作的扩展 为中学生设计的欺凌预防计划。在社会情感学习的指导下 （SEL）模型，干预内容和程序功能已在正在进行的中进行了改进 来自全国各地的中学青年的反馈。然后，该程序通过22个中间测试Beta测试 伊利诺伊州的学校学生。十分之九表示他们喜欢该计划，所有干预参与者都说 为他们提供了将来不宣传其他人所需的技能。 在我们承诺的发现的基础上，我们建议进一步发展，然后在 中学生的随机对照试验（RCT）。具体来说，我们的目标是： 特定目标1：最终确定Bullydown计划。 Beta测试参与者的反馈将是 整合到干预措施中。我们还将更新程序内容，以确认不断增长的注入 教室中的技术及其所需的在线互动。为此，我们将首先进行重点 小组了解年轻人如何在学术环境中在线互动。然后 内容咨询团队将对更新的内容进行审查，以确保它是可以理解和显着的。 特定目标2：试点测试7周的欺凌干预措施，以实现可行性和可接受性 150名中学生的RCT。年轻人将被随机分配到Bullydown，这是一个4-Message- 每天计划或注意力匹配的对照组谈论“健康的生活方式”主题（例如练习）。 我们的主要结果措施将是可行性（例如，保留率）和可接受性（例如，积极计划 评价）。行为结果将为电力分析提供信息，并包括欺凌犯罪。