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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.


Copyright held by Elsevier, published by Elsevier in Developmental Biology

DOI: 10.1037/0012-1649.41.3.479

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