Coaching Teachers in Bullying Detection and Intervention

指导教师进行欺凌检测和干预

• 批准号: 10208081
• 负责人: Elise Touris Pas
• 金额: $ 66.41万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 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 2026-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10208081
• 关键词: Academic achievement; Address; Adult; Aggressive behavior; Area; Attitude; Baltimore; Behavior; Behavioral; Child; Child Behavior; Childhood; Climate; Competence; Conflict (Psychology); Data; Data Reporting; Detection; Development; Distal; Emotional; Empathy; Foundations; Funding; Future Teacher; Grant; Health; Health behavior; High Prevalence; Hour; Influentials; Institutes; Intervention; Justice; Knowledge; Laws; Mediating; Mental Health; Modeling; Outcome; Perception; Philadelphia; Play; Practice Management; Prevalence; Prevention; Prevention program; Prevention strategy; Preventive; Professional counselor; Public Health; Randomized; Randomized Controlled Trials; Reporting; Role; Safety; Sampling; School Teachers; School-Age Population; Schools; Self Efficacy; Self Perception; Shapes; Site; Social Development; Students; Teacher Professional Development; Testing; Time; Training; Victimization; Well in self; Youth; base; bullying; bullying prevention; checkup examination; design; effective intervention; efficacy testing; elementary school; evidence base; expectation; experience; fifth grade; follow-up; improved; innovation; interest; junior high school; mixed reality; motivational enhancement therapy; peer; perpetrators; pilot trial; prevent; randomized trial; response; simulation; skills; social; teacher

7. PROJECT SUMMARY/ABSTRACT Bullying is defined as intentional aggressive behavior that typically occurs repeatedly over time in the context of a power differential.1,2 It is a public health concern3,4 because of its high prevalence and the deleterious impacts on children’s social-emotional wellbeing, academic achievement, and health.5-8 In the school setting, bullying can be inadvertently condoned through teacher non-response or ineffective responses to aggressive and bullying behaviors.9-11 Teachers play a pivotal role during late childhood (i.e., elementary school) because students are often with the same teacher most of the day, allowing for more opportunities to shape their social development.12 Late childhood is also a key developmental period when bullying increases and shifts to more covert behaviors that are difficult for teachers to detect.13-15 Though there are widespread mandates to address bullying in schools16, programming is often aimed at students’ behaviors or brief professional development (PD) for teachers. These PDs do not focus specifically on key knowledge, attitudes, and skills related to the specific role that school staff play in creating a positive social emotional climate through behavior management and preventing and intervening with bullying. Therefore, to address these critical gaps in bullying prevention programming our team developed and piloted the Bullying Classroom Check-Up (BCCU).17-19 The BCCU enhances bullying prevention programming beyond the typical student-focused approach. It is an innovative, collaborative, and data-informed bullying prevention model that includes group-based professional development for all school staff and one-on-one coaching that rigorously supports classroom teachers in preventing, detecting, and intervening with bullying behaviors. The BCCU incorporates one-on-one coaching using an adapted version of the Classroom Check-Up20, which leverages motivational interviewing to empower teacher practice changes, as well as the mixed-reality TeachLivE© simulator21, and PD Modules. The BCCU was tested in a 78 teacher, classroom- randomized trial within 5 middle schools (NIJ grant: 2015-CK-BX-0008) and demonstrated improved teacher attitudes and skills in bullying detection and intervention.17 To avoid prior design challenges and prevent contamination, this study will utilize a more rigorous school-level, cluster randomized controlled trial.22 This 32 elementary school trial, conducted in the Baltimore metro area and Philadelphia across 5 years, will examine BCCU effects on 3rd to 5th grade students’ reports of bullying prevalence (i.e., perpetration, victimization, and witnessing) as well as the general bullying climate, sense of safety, and positive bystander responses both at post-test and in the next school year. We will also examine the effects of the BCCU on teacher skills/efficacy as well student-teacher and student-student relationships across two school years. Finally, we will explore the role of fidelity as a moderator of main outcomes and the mediating role of teacher self-efficacy and behavior management practices on distal child outcomes.

7. 项目概要/摘要 欺凌被定义为故意的攻击行为，通常在一段时间内在上下文中反复发生 权力差异。1,2 这是一个公共健康问题3,4，因为它的流行率很高且有害 对儿童的社会情感福祉、学业成绩和健康的影响。5-8 在学校环境中， 教师不回应或对攻击性行为的无效回应可能会无意中纵容欺凌行为 和欺凌行为。9-11 教师在童年后期（即小学）发挥着关键作用，因为 学生们通常一天中的大部分时间都在同一位老师的指导下，从而有更多的机会塑造他们的社交能力 12 童年后期也是一个关键的发展时期，欺凌行为增加并转向更多 教师难以发现的隐蔽行为。13-15 尽管有广泛的要求来解决 学校欺凌16，编程通常针对学生的行为或短暂的专业发展 这些 PD 并不专门关注与教师相关的关键知识、态度和技能。 学校工作人员通过行为管理在创造积极的社会情感氛围方面发挥的具体作用 因此，要解决欺凌预防方面的这些关键差距。 我们的团队开发并试点了欺凌课堂检查 (BCCU)。17-19 BCCU 超越典型的以学生为中心的方法，加强欺凌预防计划。 协作的、基于数据的欺凌预防模型，包括基于群体的专业人士 为所有学校工作人员提供发展和一对一辅导，严格支持课堂教师 BCCU 包含一对一辅导，以预防、发现和干预欺凌行为。 使用课堂检查20的改编版本，利用动机性访谈来增强能力 教师实践变化，以及混合现实 TeachLivE© 模拟器21 和 PD 模块。 在 5 所中学的 78 名教师、课堂随机试验中进行了测试（NIJ 拨款：2015-CK-BX-0008） 并表现出教师在欺凌检测和干预方面的态度和技能有所改善。 17 避免事先 设计挑战并防止污染，本研究将利用更严格的学校级别、集群 随机对照试验。22 这项针对 32 所小学的试验在巴尔的摩都市区进行， 费城将在 5 年内研究 BCCU 对 3 至 5 年级学生欺凌报告的影响 普遍性（即实施、受害和目击）以及普遍的欺凌氛围、欺凌意识 我们还将在测试后和下一学年检查安全性和旁观者的积极反应。 BCCU 对教师技能/效率以及师生关系的影响 最后，我们将探讨忠诚度作为主要成果和影响因素的调节作用。 教师自我效能和行为管理实践对远端儿童结果的中介作用。