19th Annual UB Graduate School of Education Graduate Student Research Symposium
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Transcript of 19th Annual UB Graduate School of Education Graduate Student Research Symposium
RESEARCH FINDINGS FROM THE ALBERTI CENTER FOR BULLYING ABUSE PREVENTION
GSE Research SymposiumApril 5, 2012
Heather Cosgrove, Michelle Serwacki, and Bryan Blumlein
Moderator: Dr. Amanda Nickerson
Overview of Presentation
About the Alberti Center for Bullying Abuse Prevention
Needs Assessment Findings Development of School-Wide Bullying
Prevention Program Guide Evaluation of the PREPaRE: School Crisis
Prevention and Intervention Training Curriculum
Amanda B. Nickerson, Ph.D.
About the Alberti Center for Bullying Abuse Prevention
About the Alberti Center
Dr. Jean M. Alberti
Officially launched in July 2011
Benefactor: Jean M. Alberti, Ph.D.
Director: Amanda B. Nickerson, Ph.D.
Mission Statement:
The Alberti Center for Bullying Abuse Prevention will reduce bullying abuse in schools by contributing knowledge and providing research-based tools to actively change the language, attitudes, and behaviors of educators, parents, students, and society.
Heather E. Cosgrove
Needs Assessment Findings
Purpose
Identify current state of affairs in regards to bullying prevention and intervention in greater Buffalo region Implemented as part of the start-up phase
for the Alberti Center for Bullying Abuse Prevention
Find potential gaps in services and needs
Procedure
Individual meetings Group meetings
Quantitative surveyQualitative theme
identification
Needs Assessment
Quantitative Measure
Adapted from the Survey of Bullying and Harassment Prevention and Intervention Strategies (Sherer & Nickerson, 2010) 31 items assessing frequency of use of
prevention/intervention strategies Level of concern about different types of
bullying Formal anti-bullying programming in schools Need for improvement in schools Conference interest and type preferences
Survey Results
Type of Bullying
Not Concerne
d
Slightly Concerne
d
Concerned
Strongly Concerne
d
Mean
Physical 9 (5.5%) 70 (42.4%)
63 (38.2%)
20 (12.1%)
2.58 (.78)
Verbal 1 (0.6%) 13 (7.9%) 63 (38.2%)
86 (52.1%)
3.44 (.67)
Relational 2 (1.2%) 25 (15.2%)
77 (46.7%)
58 (35.2%)
3.18 (.73)
Cyberbullying
6 (3.6%) 22 (13.3%)
40 (24.2%)
93 (56.4%)
3.37 (.86)
Table 1. Concerns about Types of Bullying
Formal programs being used: Olweus Bullying Prevention Program Positive Behavioral Interventions and
Supports (PBIS) Rachel’s Challenge Second Step
Survey Results
Table 2. Prevention and Intervention strategies being used
Conference findings: Peer relationships and bullying Parents and bullying Cyberbullying
Qualitative Themes
Cost Effectiveness (and Funding) Empirically Supported Programming Investment of Staff/Parents Staff Development Parent/Community Education
Conclusions
Strong concern for verbal, relational, and cyberbullying
Common strategies: staff intervention and disciplinary consequences Student involvement and parent/education
training used less Themes: more education, additional funding,
access to resources Desire for events centering on peer
relationships, cyberbullying, and parents and bullying
Action Items
Education Resources Conferences
Include Parents and
PeersFunding
AVAILABLE AT:http://gse.buffalo.edu/alberticenter/resources/educators
Additional resources available for Educators/Parents/Kids and Teens/Researchers: Understanding Bullying Measuring Bullying Social Emotional Learning and
Bullying Prevention Dignity for All Students Act Bullying and Harassment Teaching Tools: Respect for
Diversity and LBGTQ Youth Bullying and State Legislation Bullying and Suicide School Safety and Crisis
Resources Cyberbullying Videos and Webisodes;
informational and teaching tools
Michelle L. SerwackiBryan M. Blumlein
Development of School-WideBullying Prevention Program Guide
Hazler, R.J., & Carney, J.V. (2012) Critical characteristics of effective bullying prevention programs. In: Jimerson SR, Nickerson AB, Mayer MJ, Furlong M, eds. Handbook of school violence and school safety: International research and practice. 2nd ed. New York; NY: Routledge; 357-368.Rigby K. (2000). Effects of peer victimization in schools and perceived social support on adolescent well-being. Journal of Adolescence, 23(1):57-68.Ttofi, M.M., & Farrington, D.P., (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1):27-56.Swearer, S.M., Espelage, D.L., Napolitano, S.A. (2009). Bullying prevention & intervention: Realistic strategies for schools. New York, NY US: Guilford Press.
Bullying Preventi
on in Schools
Collect Data
Whole-School Anti-
Bullying Policy
Skill Developme
nt
Increase Awareness
& Supervisio
n
Respond Along
Continuum
Include Parents
Purpose
To provide educators guidance on how to choose from the many bullying prevention programs available Need identified from focus groups from
2010 Alberti Center Symposium Focus on programs that reflect evidence-
based practice Focus on programs that provide universal,
school-wide support
Selection Criteria
Be geared toward PreK- 12 students
Include content focused mainly on bullying prevention alone or in combination with skills needed for social-emotional success
Be based on solid research and theory
Include universal (school-wide) interventions
Be researched and evaluated in the United States
Programsmust…
Steps for Successful Implementation
Mihalic, S.(n.d.). Implementation fidelity: Blueprints for Violence Prevention.Safe Schools Healthy Students (2010). Evidenced-based program home. Retrieved from http://sshs.promoteprevent.org/node/4789. Accessed March 9, 2012.Smith, D.J., Schneider, B.H., Smith, P.K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33(4), 547-560.
Use data to improve practice
Evaluate program outcomes
Monitor and evaluate fidelity of implementation
Implement programs with fidelity
Select programs based on needs and feasibility
Needs assessment: identify nature and extent of the problem
Content of Guide
Overview Selection of Programs Considerations in Selecting and Implementing Programs Programs
Publisher/Author Website Targeted Grades/Ages Summary of program goals, curriculum, and materials Cost(s) Evaluations/Reviews of program from other organizations Empirical References
References
Final Programs Included:
Al’s Pals: Kids Making Healthy Choices Bully Busters Bullying Prevention in Positive Behavioral
Intervention and Support Bullying-Proofing Your School Creating a Safe School Get Real About Violence Olweus Bullying Prevention Program Second Step: A Violence Prevention Curriculum Steps to Respect: A Bullying Prevention Program
AVAILABLE AT:http://gse.buffalo.edu/alberticenter/resources/educators
Additional resources available for Educators/Parents/Kids and Teens/Researchers: Understanding Bullying Measuring Bullying Social Emotional Learning and
Bullying Prevention Dignity for All Students Act Bullying and Harassment Teaching Tools: Respect for
Diversity and LBGTQ Youth Bullying and State Legislation Bullying and Suicide School Safety and Crisis
Resources Cyberbullying Videos and Webisodes;
informational and teaching tools
Michelle L. Serwacki
Evaluation of the PREPaRE: Crisis Prevention and Intervention Training Curriculum
School Crisis Prevention and Intervention
Prevent and prepare for psychological trauma
Reaffirm physical health, security, and safety
Evaluate psychological trauma
Provide information
and Respond to psychological needs and,
Examine the effectiveness of prevention and intervention efforts
PREPaRE Training
Workshop 1 Workshop 2 Crisis Intervention and
Recovery: The Roles of the School-based Mental Health Professional
Two day training School crisis team members
Crisis Prevention and Preparedness: The Comprehensive School Crisis Team
Full day training School-based mental health
professionals, administrators, security professionals, and educators
Format:*Workshops offered nationally by trainers and program authors Pre-test Manualized curriculum
PowerPoint Role play activities Handouts
Post-test Evaluation form
Rationale
PREPaRE
Increased Knowledge in and Attitude toward crisis management
Increased competence in crisis management
Crisis/Trauma
Effective prevention or intervention: Restored child academic and emotional functioning Program
Evaluation
Program Evaluation
Final Sample Workshop 1
Evaluations: N= 515 Pre-Post Tests: N=760
Workshop 2: Evaluations: N=505 Pre-Post Tests: N=1089
Missing Data Excluded if missing pre or
post test Missing data on pre-post
knowledge items were assumed incorrect
Pairwise deletion used for missing data on attitude items
Workshop 1Mental HealthEducatorsHealth CareSafetyOther
Workshop 2
Mental HealthEducatorsHealth CareSafetyOther
Participant Satisfaction
Objectives clearly stated
Content clear and understandable
Materials well organized
Trainer well organized
Workshop materials faciliated participation
Trainer facilitated participation
Workshop increased my knowledge
Able to apply skills/information
Recommend workshop
Recommend trainers
1 1.5 2 2.5 3 3.5 4
Workshop 1 (N=515,M= 3.55, SD=.60)
Workshop 2 (N=761, M=3.63, SD=.65)
All items on a 1-4 scale, with 1 meaning strongly disagree and 4 meaning strongly
agree
Evaluation: Workshop 1Crisis Prevention and Preparedness
Significant Improvement (t(742) =20.45, p < .001, d=.77 )
Significant Improvement (t (759)= -33.10, p <.001, d=1.55 )
PRE POST0
0.51
1.52
2.53
3.54
4.55
3.323.79
0.57 0.65
MEAN SD
PRE POST0123456789
10
5.32
8.26
1.69 2.09
MEAN SD
Attitude Knowledge
Evaluation: Workshop 2Crisis Intervention and Recovery
Attitude Significant Improvement (t (1017) =34.68, p<.001, d=1.10 )
Knowledge Significant Improvement (t (1087)= 42.88, p <.001, d=1.61 )
PRE POST0
1
2
3
4
2.99
3.7
0.770.49
MEAN SD
PRE POST0
2
4
6
8
10
12
7.29
10.53
1.99 2.03
MEAN SD
Future Directions
Continued evaluation of training Current data collected from November 2009 though May 2011 Additional data to be added from June 2011- November 2011
Follow-up evaluation and support Implementation Barriers to implementation
PREPaRE Edition 2 (2011) WS1: Crisis Prevention and Preparedness: Comprehensive School
Safety Planning WS2: Crisis Intervention and Recovery: The Roles of School-Based
Mental Health Professionals
More information available athttp://www.nasponline.org/prepare/index.aspx
Thank you for your attention and interest!
Questions?