Multi-site Evaluation of Second Step: Student Success Through Prevention (Second

第二步的多地点评估：学生通过预防取得成功（第二步）

• 批准号: 8113341
• 负责人: DOROTHY L ESPELAGE
• 金额: $ 43.08万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-30 至 2013-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8113341
• 关键词: Multi; site; Evaluation; Second; Step

DESCRIPTION (provided by applicant): Bullying, sexual violence, and dating aggression are all major public health problems that occur at relatively high rates and demand attention to alleviate the suffering they cause (CDC, 2004; Holt & Espelage, 2005). These problems undoubtedly share developmental correlates and evidence is emerging that these problems co-occur among early adolescents (for review Espelage & Horne, 2007). Research has demonstrated that problem behaviors, including bullying, tend to be interrelated and share common risk factors (Jessor, 1991), suggesting the need for prevention programs that implement a coordinated set of interventions to target and reduce overlapping risk factors rather than programs that focus on specific problems or separate disorders (Kenny et al., 2002). Despite common underlying risk factors, the development of bullying and sexual violence programs have remained largely divorced from each other- creating more burden and cost for schools. This study proposes a large-scale, randomized longitudinal evaluation of Second Step: Student Success Through Prevention (Second Step - SSTP), a middle school intervention (Committee for Children, 2008), which targets the shared underlying risk and protective factors for bullying, sexual harassment, and dating aggression. This program is unique in its emphasis on the role of peer group norms, attitudes, and behavior in the initiation and maintenance of bullying and other forms of violence. Because of this, this investigation will involve a direct test via social network analysis the extent to which peer norms or shifts in peer attitudes are impacted by the intervention. Bullying is conceptualized as including verbal, physical, relational, and cyber-aggression. Sexual violence is conceptualized as including sexual harassment, sexual coercion in dating relationships, and homophobic teasing. Thirty-two schools (five to six 6th grade classrooms per school yielding sample of 4,800 students) will be drawn from two school districts in Illinois and one large district in Wichita, Kansas and randomly assigned to Second Step - SSTP or a control condition. Second Step - SSTP program draws from the risk/protective factors model and social-cognitive theories of aggression. Lessons focus on the outcomes of bullying, relational aggression, sexual harassment, dating relationships, and substance use. Risk factors targeted include inappropriate classroom behavior, favorable attitudes toward aggression and substance abuse, deviant peer affiliation, peer rejection, and impulsiveness are targeted as risk factors. Targeted protective factors include empathy, problem-solving skills, school connectedness, assertiveness and adoption of conventional norms. The P3R: Stories of Us - Bullying program, composed of a series of film-based education will be used in the control schools. All 6th graders at each school will be recruited and followed for the three year study period. Students and teachers will complete self-report and nomination tasks. Growth curve analysis via hierarchical linear modeling (HLM; Bryk & Raudenbush, 1992) will be utilized to assess change in the major dependent variables (bullying, sexual harassment perpetration, dating aggression), structural equation modeling will test for mediators across the study period, and social network analysis will be instrumental in identifying peer norms and attitudes. PUBLIC HEALTH RELEVANCE: Sexual violence has been recognized to have dire and long lasting personal and public health consequences (World Report on Violence and Health, Jewkes, et al, 2002; CDC 2004; www.health.gov/healthypeople). Bullying, sexual harassment, and dating aggression appear to be related to the development of sexual violence across the lifespan. Bullying, sexual violence/harassment, and dating aggression have serious health consequences for youth, including significantly poorer mental and physical health, more trauma symptoms, and increased school avoidance. Despite common underlying risk factors, the development of bullying and sexual violence programs have remained largely divorced from each other- creating more burden and cost for schools. We will assess whether a comprehensive, skills- based violence prevention program has an impact on the risk and protective factors that are predictive of sexual violence, including sexual harassment and dating aggression. Our study will rigorously evaluate the impact of Second Step: Student Success Through Prevention, which targets the shared underlying risk and protective factors for bullying, hassrassment, and violence. This program is unique in its emphasis on the role of peer group norms, attitudes and behavior in the initiation and maintenance of bullying and other forms of sexual violence. However, individual and community factors are targeted and integrated into the curriculum as well.

描述（由申请人提供）： 欺凌，性暴力和约会侵略都是以相对较高的速度出现的主要公共卫生问题，并需要注意以减轻其造成的痛苦（CDC，2004； Holt＆Espelage，2005）。这些问题无疑具有共同的发展相关性和证据表明，这些问题在早期青少年中同时发生（审查Espelage＆Horne，2007年）。研究表明，包括欺凌在内的问题行为倾向于相互关联并共享共同的危险因素（Jessor，1991），这表明需要进行预防计划，以实施一套协调的干预措施以靶向目标和减少重叠的风险因素，而不是关注特定问题或分离疾病的计划（Kenny等人，2002年）。尽管有共同的潜在危险因素，但欺凌和性暴力计划的发展仍在很大程度上与彼此不同 - 为学校带来了更多的负担和成本。这项研究提出了对第二步的大规模，随机的纵向评估：通过预防（第二步-SSTP），中学干预（儿童委员会，2008年）的学生成功，该研究针对共同的潜在风险和保护性因素，以欺凌，性骚扰和约会侵略。该计划在强调同伴群体规范，态度和行为在欺凌和其他形式的暴力中的作用方面是独一无二的。因此，这项调查将通过社交网络分析进行直接测试，以了解同伴态度的同伴态度受到干预影响的程度。欺凌被概念化为包括口头，身体，关系和网络攻击。性暴力被概念化为包括性骚扰，约会关系中的性胁迫和同性恋戏弄。将从伊利诺伊州的两个学区和堪萨斯州威奇托市的两个学区中绘制32所学校（每所学校的五至六个六年级教室，分别为4,800名学生），并随机分配到第二步 - SSTP或控制条件。第二步-SSTP计划借鉴了风险/保护因素模型和侵略性的社会认知理论。教训专注于欺凌，关系侵略，性骚扰，约会关系和吸毒的结果。针对性的风险因素包括不适当的课堂行为，对侵略和滥用药物的有利态度，异常的同伴隶属关系，同伴拒绝和冲动是作为危险因素的目标。有针对性的保护因素包​​括同理心，解决问题的技能，学校联系，自信和采用常规规范。 P3R：我们的故事 - 由一系列基于电影的教育组成的欺凌计划将在控制学校中使用。每所学校的所有六年级学生将被招募并遵循三年的学习期。学生和老师将完成自我报告和提名任务。 Growth curve analysis via hierarchical linear modeling (HLM; Bryk & Raudenbush, 1992) will be utilized to assess change in the major dependent variables (bullying, sexual harassment perpetration, dating aggression), structural equation modeling will test for mediators across the study period, and social network analysis will be instrumental in identifying peer norms and attitudes. 公共卫生相关性： 性暴力已被认为具有可怕和持久的个人和公共卫生后果（世界暴力与健康的报告，Jewkes等，2002； CDC 2004； www.health.gov/healthypeople）。欺凌，性骚扰和约会侵略似乎与整个生命周期的性暴力发展有关。欺凌，性暴力/骚扰和约会侵略对青年的健康后果，包括精神和身体健康，更多的创伤症状以及增加学校避免。尽管有共同的潜在危险因素，但欺凌和性暴力计划的发展仍在很大程度上与彼此不同 - 为学校带来了更多的负担和成本。我们将评估一项全面的，基于技能的暴力预防计划是否会影响预测性暴力的风险和保护因素，包括性骚扰和约会侵略。我们的研究将严格评估第二步的影响：通过预防学生成功，该预防旨在针对共同的潜在风险和保护因素，以欺凌，哈斯拉和暴力。该计划在强调同伴群体规范，态度和行为在欺凌和其他形式的性暴力中的作用方面是独一无二的。但是，个人和社区因素也是针对性的，并将其集成到课程中。

项目成果

Longitudinal Associations Among Bullying, Homophobic Teasing, and Sexual Violence Perpetration Among Middle School Students.

• DOI: 10.1177/0886260514553113
• 发表时间: 2015-09
• 期刊: Journal of interpersonal violence
• 影响因子: 2.5
• 作者: Espelage DL;Basile KC;De La Rue L;Hamburger ME
• 通讯作者: Hamburger ME

The Role of Middle School Sports Involvement in Understanding High School Sexual Violence Perpetration.

• DOI: 10.1177/0886260520922357
• 发表时间: 2022-03
• 期刊: Journal of interpersonal violence
• 影响因子: 2.5
• 作者: Basile KC;Espelage DL;Ingram KM;Simon TR;Berrier FL
• 通讯作者: Berrier FL

Bullying and middle school students with and without specific learning disabilities: an examination of social-ecological predictors.

欺凌和有或没有特定学习障碍的中学生：社会生态预测因素的检查。

• DOI: 10.1177/0022219413496279
• 发表时间: 2015
• 期刊: Journal of learning disabilities
• 影响因子: 3
• 作者: Rose,ChadAllen;Espelage,DorothyL;Monda-Amaya,LisaE;Shogren,KarrieA;Aragon,StevenR
• 通讯作者: Aragon,StevenR

Longitudinal Examination of the Bullying-Sexual Violence Pathway across Early to Late Adolescence: Implicating Homophobic Name-Calling.

• DOI: 10.1007/s10964-018-0827-4
• 发表时间: 2018-09
• 期刊: Journal of youth and adolescence
• 影响因子: 4.9
• 作者: Espelage DL;Basile KC;Leemis RW;Hipp TN;Davis JP
• 通讯作者: Davis JP

Hostile home environment predicting early adolescent sexual harassment perpetration and potential school-related moderators.

敌对的家庭环境预示着青少年早期性骚扰的发生和潜在的学校相关调节因素。

• DOI: 10.1111/jora.12823
• 发表时间: 2023
• 期刊: Journal of research on adolescence : the official journal of the Society for Research on Adolescence
• 作者: Espelage,DorothyL;Harper,ChristopherR;Ingram,KatherineM;Basile,KathleenC;Leemis,RuthW;Nickodem,KyleK
• 通讯作者: Nickodem,KyleK