TY  - JOUR
PY  - 2005//
TI  - Reducing playground bullying and supporting beliefs: an experimental trial of the steps to respect program
JO  - Developmental psychology
A1  - Frey, Karin S.
A1  - Hirschstein, Miriam K.
A1  - Snell, Jennie L.
A1  - Edstrom, Leihua Van Schoiack
A1  - MacKenzie, Elizabeth P.
A1  - Broderick, Carole J.
SP  - 479
EP  - 490
VL  - 41
IS  - 3
N2  - 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>
LA  - en
SN  - 0012-1649
UR  - http://dx.doi.org/10.1037/0012-1649.41.3.479
ID  - ref1
ER  -