Can bullies become buddies? evaluation of and theoretical support for an experiential education bully prevention curriculum with seventh grade students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/7d278w86k

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  • Bullying behavior has problematic psychosocial ramifications for the bully, victim, and bully/victims; these included issues with self-conceptions, perceived social support, and affect. Research has found that, if one can influence these psychosocial components, one may be able to reduce the potential for being victimized. The Bully Prevention Challenge Course Curriculum [BPCCC] was created to address bully behaviors in a 7th grade middle school class. In this study, two Oregon middle schools, one that received the BPCCC and one that did not, were examined in regards to selfconceptions, perceived social support, affect, victimization, and knowledge about bullying behaviors. The four main purposes of the study were to determine the following: prevalence of victimization at the two schools; application of Harter’s mediation model of self-worth to victimization; effectiveness of the BPCCC in changing self-conceptions, perceived social support, affect, victimization, and knowledge about bully behaviors; and, finally, effectiveness of the BPCCC in the words of the students and staff directly involved in the intervention. Results showed victimization was present at both schools, although at a low to moderate level; the data did not provide a good fit with Harter’s model of self-worth; the BPCCC was effective in changing only the knowledge base of bully behavior; and the students and staff involved found many benefits of the program including increased perceived social support, improved feelings of self-worth, and the creation of a common language and references to use between students and adults when talking about expected behaviors. Future studies should utilize larger sample sizes, test for bully behaviors in addition to victimization, differentiate between victims, bullies, and bully/victims, and perhaps use a broader measure of affect. Also, as recommended by the students and staff involved, the BPCCC should be continued and revisited throughout the school year by training teachers to be knowledgeable about facilitation techniques and activities.
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  • description.provenance : Approved for entry into archive by Linda Kathman(linda.kathman@oregonstate.edu) on 2009-01-20T21:44:54Z (GMT) No. of bitstreams: 1 Battey_dissertation.pdf: 333032 bytes, checksum: 47df011584cbae84e6e4b2449b3259a9 (MD5)
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