Low Sabina, Van Ryzin Mark J, Brown Eric C, Smith Brian H, Haggerty Kevin P
T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA.
Wichita State, Wichita, USA.
Prev Sci. 2014 Apr;15(2):165-176. doi: 10.1007/s11121-012-0359-1.
Steps to Respect: A Bullying Prevention Program (STR) relies on a social-ecological model of prevention to increase school staff awareness and responsiveness, foster socially responsible beliefs among students, and teach social-emotional skills to students to reduce bullying behavior. As part of a school-randomized controlled trial of STR, we examined predictors and outcomes associated with classroom curriculum implementation in intervention schools. Data on classroom implementation (adherence and engagement) were collected from a sample of teachers using a weekly on-line Teacher Implementation Checklist system. Pre-post data related to school bullying-related outcomes were collected from 1,424 students and archival school demographic data were obtained from the National Center for Education Statistics. Results of multilevel analyses indicated that higher levels of program engagement were influenced by school-level percentage of students receiving free/reduced lunch, as well as classroom-level climate indicators. Results also suggest that higher levels of program engagement were related to lower levels of school bullying problems, enhanced school climate and attitudes less supportive of bullying. Predictors and outcomes related to program fidelity (i.e., adherence) were largely nonsignificant. Results suggest that student engagement is a key element of program impact, though implementation is influenced by both school-level demographics and classroom contexts.
一项预防欺凌计划（STR）依靠社会生态预防模式来提高学校工作人员的意识和反应能力，在学生中培养对社会负责的信念，并向学生传授社交情感技能以减少欺凌行为。作为STR学校随机对照试验的一部分，我们研究了干预学校中与课堂课程实施相关的预测因素和结果。使用每周在线教师实施清单系统从教师样本中收集课堂实施（依从性和参与度）数据。从1424名学生中收集与学校欺凌相关结果的前后数据，并从国家教育统计中心获得学校档案人口统计数据。多层次分析结果表明，较高水平的项目参与度受到接受免费/减价午餐学生的学校层面百分比以及课堂层面氛围指标的影响。结果还表明，较高水平的项目参与度与较低水平的学校欺凌问题、改善的学校氛围以及对欺凌支持度较低的态度相关。与项目保真度（即依从性）相关的预测因素和结果在很大程度上不显著。结果表明，学生参与是项目影响的关键因素，尽管实施受到学校层面人口统计数据和课堂环境的影响。
