Randomized Trial of a Gender Enhanced Middle School Violence Prevention Program

性别强化中学暴力预防计划的随机试验

• 批准号: 8641967
• 负责人: DOROTHY L ESPELAGE
• 金额: $ 34.79万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-30 至 2016-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8641967
• 关键词: Randomized; Trial; Gender; Enhanced; Middle

ABSTRACT Bullying, sexual violence, and dating violence among adolescents are all major public health problems that occur at relatively high rates and demand attention to alleviate the considerable suffering they cause. These problems share developmental correlates and evidence is emerging that bully perpetration and victimization is concurrently and longitudinally associated with sexual harassment, gender-based harassment, and teen dating violence involvement (Basile et al., 2009; Espelage et al., 2012). Despite the costs of bullying, the impact of prevention programs in the US has been disappointing, especially in middle-schools. Social-emotional learning (SEL) programs are reducing aggression in US schools (Durlak et al., 2011), in part, by helping students develop social and emotional skills to manage conflicts, but effects could be greater. Data presented in this application strongly suggest that to increase effects, school-based bullying prevention programs need to: 1) integrate evidence-based approaches that focus on different levels of influence (individual, peer, school), 2) focus on gender-based harassment and violence (i.e., sexual harassment and violence, dating violence, harassment and violence associated with sexual orientation and/or gender-role nonconformity) and 3) address a major driver of bullying and gender-based harassment and violence - traditional masculine ideology and homophobic name-calling. Thus, this application proposes a large-scale RCT comparing the Second Step (CfC, 2008) program to a gender-enhanced Second Step + Shifting Boundaries program (SB; Taylor et al., 2011). The SB program combines a classroom curriculum that addresses sexual harassment, gender-based harassment, and dating violence with whole-school strategies to decrease these outcomes. School-wide strategies include school protocols for responding to dating violence and sexual harassment and increased monitoring of "hot spots." Twenty-eight middle schools (grades 6 - 8) from two school districts in Illinois will be randomly assigned to either the Second Step only condition or the gender-enhanced Second Step condition (Second Step/SB). Two cohorts (6th and 7th graders) will complete baseline and follow-up surveys. Study aims are to evaluate the differential efficacy of the Second Step: Student Success Through Prevention program (Second Step) versus a gender-enhanced Second Step program (Second Step/SB) on reducing bullying, sexual harassment, gender-based harassment, and teen dating violence; to assess the extent to which gender-enhanced Second Step versus Second Step results in greater increases in positive bystander intervention around bullying, sexual harassment, gender-based harassment, and teen dating violence; and to test the extent to which the intervention impacts peer-level attitudes toward bullying, sexual harassment, homophobic name-calling, and teen dating violence through its effect on peer social dynamics. This study is highly innovative and could have substantial public health impact by targeting bullying, dating violence, and sexual harassment.

抽象的 青少年欺凌，性暴力和约会暴力是主要的公共卫生问题 以相对较高的速度发生，并需要注意以减轻它们造成的巨大痛苦。这些 问题共享发育的相关性和证据正在出现，表明欺负犯罪和受害是 同时且纵向与性骚扰，基于性别的骚扰和青少年约会有关 暴力参与（Basile等，2009； Espelage等，2012）。尽管成本欺凌，但 美国的预防计划令人失望，尤其是在中学中。社会情感学习 （SEL）计划正在减少美国学校的侵略性（Durlak等，2011），部分通过帮助学生 发展社会和情感技能来管理冲突，但影响可能会更大。在此提供的数据 应用程序强烈表明，要增加效果，以学校为基础的欺凌预防计划需要：1） 整合基于证据的方法，这些方法专注于不同水平的影响力（个人，同伴，学校），2） 专注于基于性别的骚扰和暴力（即性骚扰和暴力，约会暴力， 与性取向和/或性别角色不合格相关的骚扰和暴力）和3）地址 欺凌和基于性别的骚扰和暴力的主要驱动力 - 传统的男性意识形态和 同性恋姓名。因此，该应用程序提出了比较第二步的大规模RCT （CFC，2008）对性别增强的第二步 +转移边界计划（SB; Taylor等人，，，，， 2011）。 SB计划结合了一个教室课程，该课程解决性骚扰，基于性别的性骚扰 骚扰和约会暴力与全校策略有关，以减少这些结果。整个学校 策略包括学校方案，以应对约会暴力和性骚扰并增加 监视“热点”。来自伊利诺伊州两个学区的二十八所中学（6-8年级）将是 随机分配给第二步的条件或性别增强的第二步条件 （第二步/SB）。两个队列（6年级和7年级）将完成基线和随访调查。研究目的 评估第二步的差异疗效：通过预防计划的学生成功 （第二步）与减少欺凌的性别增强的第二步程序（第二步/SB）， 性骚扰，基于性别的骚扰和青少年约会暴力；评估在多大程度上 性别增强的第二步与第二步导致正旁观者的增加增加 围绕欺凌，性骚扰，基于性别的骚扰和青少年约会暴力的干预；然后 测试干预措施影响同伴级别对欺凌，性骚扰的态度的程度 同性恋的名字和青少年约会暴力通过其对同伴社会动态的影响。这项研究是 高度创新性，可能通过针对欺凌，约会暴力和 性骚扰。