Examining the Efficacy of the PRAISE With Coaching Program in Reducing Peer Aggression and Bullying
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 1,008
- 试验地点
- 2
- 主要终点
- Peer Ratings of Peer Aggression
研究概览
简要总结
The PReventing Aggression In Schools Everyday (PRAISE) Program has evidence of impact when run by research staff. PRAISE was adapted using community-based participatory research to a coaching model whereby school-staff are trained to facilitate the program and receive ongoing coaching from research staff. The overall objective is to demonstrate the efficacy of the adapted PRAISE program when facilitated by in-school staff.
详细描述
PRAISE is an aggression and bullying prevention program that includes curriculum to help 3rd through 5th graders learn skills to identify feelings, use calming-down strategies, interpret others' intentions accurately, and consider choices when responding to conflict. PRAISE also has lessons on increasing empathy and perspective-taking, and empowering students to be positive bystanders.
Using a randomized control trial of at least 8 elementary schools (3rd-5th grade) we will examine 2 aims:
Aim 1: Examine the efficacy of PRAISE at reducing students' peer aggression and bullying and improving social problem-solving skills, positive bystander behaviors, and self-efficacy for non-violence.
Aim 2. Examine the moderating role of implementation and student- and facilitator-related factors on the main outcomes of interest.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 8 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Student Inclusion Criteria:
- •Enrolled in one of the participating school sites
- •In a 3rd-5th grade classroom participating in the study
- •Staff Inclusion Criteria:
- •Employed by one of the participating school sites
- •Teach and/or provide services to students in 3rd-5th grade
排除标准
- •Do not speak English
- •Special education students not integrated in a regular education classroom
- •Student not in Grades 3-5 at the participating school sites
- •Teacher Exclusion Criteria:
- •Do not speak English
- •Do not teach/provide services with 3rd-5th grade students at the participating school sites
研究组 & 干预措施
Comparison Schools
These schools do not receive the PRAISE intervention. These schools can have their standard aggression and bullying practices such as community meeting, restorative circles, Second Step program, and the Olweus program. We will measure what classrooms in the comparison condition are doing, but we will not intervene.
Intervention Schools
These schools will receive the PRAISE program which includes training and coaching from the research team.
干预措施: Universal, classroom-based, Bullying and Aggression Prevention Program (Behavioral)
结局指标
主要结局
Peer Ratings of Peer Aggression
时间窗: At baseline and post intervention, approximately 8 months.
Measured via peer-reports. Students rate the frequency that each classmate engages in relational (1 item), verbal (1 item) and physical (1 item) aggression on a scale from 1- Not at All to 5- A Whole Lot. Each individual child gets an average score based the classroom peer reports with higher scores reflecting more of that outcome.
Bullying Perpetration
时间窗: At baseline and post intervention, approximately 8 months.
Bullying will be assessed using the Behavior Based Bullying measure (9 items; Range: 1- Never to 4- or more times per month), items are averaged where higher scores means more bullying perpetration.
Knowledge of Social Information Processing
时间窗: At baseline and post intervention, approximately 8 months.
Student self-report of social information processing knowledge will be gathered using the Knowledge of Anger Problem Solving measure (9 items) where items are scored a 1 if correct and 0 if incorrect and summed (Range: 0-9), higher scores reflect better social information processing
Hostile Attributions
时间窗: At baseline and post intervention, approximately 8 months.
Student self-report of hostile attributions will be assessed using the Cartoon-Based Hostile Attributional Bias measure, with 2 relational vignettes and 2 physical vignettes, with one question asking whether a behavior was intentional or unintentional. Each vignette has a range of 0 (no bias) to 4 (strong bias). Scores on the 2 items per vignette type (relational, physical) are summed where higher scores reflect a worse outcome.
Self-efficacy for Non-Violence
时间窗: At baseline and post intervention, approximately 8 months.
Student self-report of their use of non-aggressive or violent responses when in a conflict with a peer will be assessed using 9 items drawn from the measure developed for the Multisite Violence Prevention Project with a range of 1-Not at to 4-Very confident. Items are averaged with higher scores reflecting more conference in their ability to not use violent or aggressive responses.
Reactive/proactive Aggression
时间窗: At baseline and post intervention, approximately 8 months.
Measured via student self-report using items drawn from the Peer Conflict Scale -Youth Version measure, the proactive relational (6 items) and reactive relational (6 items) and overt (5 items). Items, with a range of 1-Not at all true to 4-Definitely true, will be averaged per scale. Higher scores indicate more proactive relational, reactive relational and reactive overt aggression.
Cyberbullying
时间窗: At baseline and post intervention, approximately 8 months.
Student Self-report on items drawn from the European Cyberbullying Intervention Project Questionnaire will assess two scales: cyberbullying perpetration (7 items) and victimization (7 items) with answers ranging from 1-Never to 5-A few times a week. Items will be averaged such that higher score is more perpetration or victimization experiences.
Bystander Behaviors
时间窗: At baseline and post intervention, approximately 8 months.
Self-report of positive bystander behaviors will be assessed using 5 items drawn from the Maryland Safe and Supportive Schools (MDS3) Climate Survey with answers ranging from 1-Never to 5-All the time. Items are averaged with higher scores indicating more use of positive bystander behaviors.
Relational and Overt Aggression
时间窗: At baseline and post intervention, approximately 8 months.
Using teacher report on each child in their classroom, the Children's Social Behavior Questionnaire will assess a child's relational (7 items) and overt (4 items) aggression with a range of 1-Never true to 5-Almost always true. Items are averaged per scale with higher scores indicating more relational or overt aggression.
次要结局
- Empathy(At baseline and post intervention, approximately 8 months.)
- Peer Bullying-Victimization(At baseline and post intervention, approximately 8 months.)
- Academic Engagement(At baseline and post intervention, approximately 8 months.)
- Student-teacher Relationship(At baseline and post intervention, approximately 8 months.)
- Class Climate(At baseline and post intervention, approximately 8 months.)
- Self-efficacy for Non-Violence(At baseline and post intervention, approximately 8 months.)
- Bullying Perpetration(At baseline and post intervention, approximately 8 months.)