Middle school bullying and sexual violence: Measurement issues & etiological mod

中学欺凌和性暴力：衡量问题

• 批准号: 7364454
• 负责人: DOROTHY L ESPELAGE
• 金额: $ 29.7万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7364454
• 关键词: Middle; bullying; sexual; violence; Measurement

DESCRIPTION (provided by applicant): Schools have taken up bullying prevention as the panacea for school violence. This bullying prevention approach ignores sexual violence / harassment, but has gained momentum as a more palatable topic for school administrators, parents, and teachers. Although this is a practical solution, it ignores the fact that there exists no empirical support that bullying prevention efforts in elementary or middle school are associated with decreases in sexual violence perpetration or victimization over time. In fact, in Australia data are emerging that this approach is in fact not effective (Rigby, 2004). Thus, it remains critical to examine the overlap of bullying perpetration / victimization and sexual violence in order to inform sexual violence prevention in our US schools. This proposed study is the first comprehensive examination of the association between bullying experiences and co-occurring and subsequent sexual violence among middle school students. This proposed study uses a social ecological framework to explore the risk and protective factors of bullying experiences and sexual violence in which adolescent behavior is shaped by a range of nested contextual systems, including family, peers, and school environments (Brofenbrenner, 1977, 1979; Heise, 1998; CDC, 2004). The ecological perspective provides a conceptual framework for investigating the combined impact of these social contexts and influences on behavioral development. Bullying is conceptualized to include namecalling, teasing, rumor spreading, verbal threats, and social aggression. Sexual violence is conceptualized as including sexual coercion, sexual harassment, and homophobic teasing. Participants will include approximately 3,500 middle school students (6th through 8th grade) in 140 classrooms across five cohorts and their teachers from two school districts. The sample was selected deliberately to be ethnically (40% Black Students) and economically (range from 0% to 60% low income). Students and teachers will complete surveys at multiple time points across three years of data collection to assess a wide range of bullying attitudes and behaviors, frequency of bullying perpetration and victimization, sexual harassment victimization and perpetration, and measures of proposed risk (e.g., anger, attitudes toward violence) and protective factors (e.g., empathy). Confirmatory factor analysis will be used to examine psychometric dimensions of multiple forms of bullying and sexual violence across multiple informants (self, peer, and teacher). Hierarchical linear modeling will be used to identify trajectories of bullying perpetration, victimization, and witnessing, and sexual violence perpetration and victimization. In addition, HLM will provide for the identification of unique and shared risk (e.g., anger, proattitudes toward violence, peer supports for violence, child abuse experiences) and protective factors (e.g., empathy, attachment to parents) of bullying and sexual violence experiences emerge from multiple levels of social influence. Focus groups and interviews with both students and teachers will be conducted to elucidate additional information regarding the connection between bullying and sexual violence perpetration.

描述（由申请人提供）：学校将预防欺凌作为学校暴力的灵丹妙药。 这种欺凌预防方法忽略了性暴力 /骚扰，但对学校管理人员，父母和老师来说是一个更可口的话题。 尽管这是一个实用的解决方案，但它忽略了存在的事实 没有经验支持，即小学或中学的欺凌预防工作与随着时间的推移性暴力或受害的减少有关。 实际上，在澳大利亚的数据中，这种方法实际上是无效的（Rigby，2004年）。因此，检查欺凌行为的重叠 /受害和性暴力的重叠仍然至关重要，以便在美国学校进行预防性暴力。 这项拟议的研究是对欺凌经历与中学生共同出现与随后的性暴力之间的关联的首次全面检查。 这项拟议的研究使用社会生态框架来探索欺凌经历和性暴力的风险和保护因素，在这些因素和性暴力中，青少年行为是由一系列嵌套的上下文系统（包括家庭，同龄人和学校环境）塑造的（Brofenbrenner，1977，1977，1979; Heise，1979; Heise，1998; CDC，2004年）。 生态学观点提供了一个概念框架，用于研究这些社会环境的综合影响以及对行为发展的影响。欺凌被概念化为包括名称， 戏弄，谣言传播，口头威胁和社会侵略。 性暴力被概念化为包括性胁迫，性骚扰和同性恋戏弄。参与者将在五个学区的140个教室中包括大约3,500名中学生（6至8年级），来自两个学区的老师。 该样本被故意选择为种族（40％的黑人学生）和经济（低收入为0％至60％）。 学生和老师将在多个时间点完成调查 在三年的数据收集中，以评估广泛的欺凌态度和行为，欺凌犯罪和受害的频率，性骚扰的受害和犯罪以及拟议风险的措施（例如，愤怒，对暴力的态度）和保护性因素（例如，同情）。 验证性因素分析将用于检查多种线人（自我，同伴和老师）多种形式的欺凌和性暴力的心理测量维度。 分层线性建模将用于确定欺凌，受害和见证以及性暴力犯罪和受害的轨迹。 此外，HLM将规定识别独特和共同的风险（例如，愤怒，对暴力行为，对暴力的同伴支持，虐待儿童的经历）以及保护因素（例如，同情，对父母的依恋）和性暴力经历来自多个社会影响力的多种水平。 将进行焦点小组和与学生和老师的访谈，以阐明有关欺凌与性暴力持续性之间联系的其他信息。