@article{ref1,
title="Reducing playground bullying and supporting beliefs: an experimental trial of the steps to respect program",
journal="Developmental psychology",
year="2005",
author="Frey, Karin S. and Hirschstein, Miriam K. and Snell, Jennie L. and Edstrom, Leihua Van Schoiack and MacKenzie, Elizabeth P. and Broderick, Carole J.",
volume="41",
number="3",
pages="479-490",
abstract="Six schools were randomly assigned to a multilevel bullying intervention or a control condition. Children in Grades 3-6 (N=1,023) completed pre- and posttest surveys of behaviors and beliefs and were rated by teachers. Observers coded playground behavior of a random subsample (n=544). Hierarchical analyses of changes in playground behavior revealed declines in bullying and argumentative behavior among intervention-group children relative to control-group children, increases in agreeable interactions, and a trend toward reduced destructive bystander behavior. Those in the intervention group reported enhanced bystander responsibility, greater perceived adult responsiveness, and less acceptance of bullying/aggression than those in the control group. Self-reported aggression did not differ between the groups. Implications for future research on the development and prevention of bullying are discussed.<p /><p>Language: en</p>",
language="en",
issn="0012-1649",
doi="10.1037/0012-1649.41.3.479",
url="http://dx.doi.org/10.1037/0012-1649.41.3.479"
}