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首页> 外文期刊>Prevention science: the official journal of the Society for Prevention Research >Evaluation of the Olweus Bully Prevention Program in an Urban School System in the USA
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Evaluation of the Olweus Bully Prevention Program in an Urban School System in the USA

机译：评估美国城市学校系统中的OLWEUS欺凌计划

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This study evaluated the Olweus Bully Prevention Program (OBPP) in urban middle schools serving a mostly African American student population. Participants were 1791 students from three communities with high rates of crime and poverty. We evaluated the impact of the OBPP using a multiple-baseline experimental design in which we randomized the order and timing of intervention activities across three schools. We assessed the frequency of violence and victimization using self-report and teachers’ ratings of students collected every 3?months over 5?years. Initiation of the OBPP was associated with reductions in teachers’ ratings of students’ frequency of aggression, with effects emerging in different years of implementation for different forms of aggression. Whereas reductions in teachers’ ratings of students’ verbal and relational aggression and victimization were evident during the second implementation year, reductions in physical aggression did not appear until the third year. Effects were consistent across gender and schools, with variability across grades for relational and verbal aggression and victimization. In contrast, there were no intervention effects on students’ reports of their behavior. Positive outcomes for teachers’, but not students’ ratings, suggest the intervention’s effects may have been limited to the school context. Variation in when effects emerged across outcomes suggests that changes in physical aggression may require more sustained intervention efforts. The intervention was also associated with increases in teachers’ concerns about school safety problems, which may indicate that teachers were more attuned to recognizing problem behaviors following exposure to the OBPP.
机译：本研究评估了在城市中学的Olweus欺负预防计划（OBPP）提供了主要的非洲裔美国学生人口。参与者是来自三个社区的1791名学生，犯罪率高，贫困率高。我们使用多基线的实验设计评估了OBPP的影响，在其中我们随机化了三所学校的干预活动的顺序和时间。我们评估了使用自我报告的暴力和受害者的频率，以及每3个月收集的学生的教师评级，超过5个月。对OBPP的启动与教师对学生攻击频率的评级的减少有关，在不同形式的侵略实施不同年份的不同之处出现。虽然在第二次实施年度在第二次实施年度，教师对学生口头和关系侵略和受害者的评级减少，但在第三年之前，物理侵略的减少并未出现。效果符合性别和学校的一致性，跨等级的可变性，以实现关系和口头侵略和受害。相比之下，对学生对其行为的报告没有干预效果。教师的积极成果，但不是学生的评级，表明干预的影响可能仅限于学校背景。当结果出现的影响时，变化表明物理侵略的变化可能需要更具持续的干预措施。干预也与教师对学校安全问题的担忧的增加有关，这可能表明教师更加接触违反OBPP后的问题行为。

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