Observed Reductions in School Bullying, Nonbullying Aggression, and Destructive Bystander Behavior: A Longitudinal Evaluation

Authors

Karin S. Frey
Miriam K. Mirschstein
Leihua V. Edstrom, George Fox UniversityFollow
Jennie L. Snell

Document Type

Article

Publication Date

2009

Abstract

This study was a longitudinal extension of a random control trial of the Steps to Respect antibullying program. Students in Grades 3–5 were surveyed (n = 624) and observed on the playground (n = 360). Growth curve models of intervention students showed 2-year declines in playground bullying, victimization, nonbullying aggression, destructive bystander, and argumentative behavior. Grade-equivalent contrasts indicated group differences in all problem behaviors. Problem behaviors in the control group increased or remained stable across grade. Intervention group students reported less difficulty responding assertively to bullying compared with control students. Within both groups, older students perceived themselves to be more aggressive and less frequently victimized than younger students. Methodological issues posed by inconsistencies between self-reported and observed behavior are discussed.

Comments

Originally published in Journal of Educational Psychology

https://www.ojp.gov/ncjrs/virtual-library/abstracts/observed-reductions-school-bullying-nonbullying-aggression-and

Journal of Educational Psychology Volume: 101 Issue: 2 Dated: 2009 Pages: 466-481

Recommended Citation

Frey, Karin S.; Mirschstein, Miriam K.; Edstrom, Leihua V.; and Snell, Jennie L., "Observed Reductions in School Bullying, Nonbullying Aggression, and Destructive Bystander Behavior: A Longitudinal Evaluation" (2009). Faculty Publications - Doctor of Psychology (PsyD) Program. 328.
https://digitalcommons.georgefox.edu/gscp_fac/328