Enhancing Social Responsibility and Prosocial Leadership to Prevent Aggression, Peer Victimization, and Emotional Problems in Elementary School Children

Abstract

Testing the theories that form the basis of prevention programs can enhance our understanding of behavioral change and inform the development, coordination, and adaptation of prevention programs. However, theories of change showing the linkages from intervention program components to risk or protective factors to desired outcomes across time are rarely specified or tested. In this 2-year longitudinal study, we test the theory that increases in two protective factors (i.e., children's prosocial leadership and their teachers' expectations of social responsibility) targeted by the WITS Programs (Walk Away, Ignore, Talk it Out, and Seek Help) would be associated with declines in peer victimization, aggression, and emotional problems. Participants included Canadian students, in grades 1-4 at baseline (n = 1329) and their parents and teachers. Consistent with our theory of change, variability in program implementation (adherence and integration) and in children's use of program skills (child responsiveness) are related to increases in both protective factors. Increases in these protective factors are associated with subsequent declines in children's aggression, victimization, and emotional problems. We discuss how enhancement of these protective factors may operate to improve child outcomes and the need for theory-based research to refine and improve the effectiveness of intervention strategies and to improve program scale-up.

Trajectories of peer victimization in elementary school children: Associations with changes in internalizing, externalizing, social competence, and school climate

“…Prosocial leadership is the ability to effectively guide, collaborate, and advise others while at the same time maintaining good relations within the group (Peterson & Seligman, 2006). Social responsibility reflects societal norms that underlie attitudes and actions of compassion, tolerance, fairness, and an overall concern for the welfare of others that often results in behaviors that favor the common good (Gallay, 2006;Leadbeater, Thompson, & Sukhawathanakul, 2016;Wray-Lake & Syvertsen, 2011). Some studies suggest that having leadership skills has a protective influence on children and adolescents' mental health and wellbeing (e.g., Park & Peterson, 2006).…”

Links Between Contexts and Middle to Late Childhood Social‐Emotional Development

“…In addition, most endeavors to bolster or study SEL have focused on school contexts (McCormick, Cappella, O'Connor & McClowry, ; Voight & Nation, ; Weissberg, Durlak, Domitrovich & Gullotta, ). Recent work by Leadbeater, Thompson and Sukhawathanakul (), for example, suggests that children's social responsibility in schools decreased their risk for aggressive behavior and peer victimization. While school‐based approaches have been promising, efforts to enhance SEL in children and adolescents may be complemented by interventions implemented in additional settings, such as the home, family, and community (Fagan, Hawkins & Shapiro, ; Rimm‐Kaufman & Hulleman, ).…”

Vínculos familiares e inclusión social. Variables predictoras de la conducta prosocial en la infancia

“…In addition, proactive conflict resolution strategies also encourage learning about social responsibility (DeRosier & Marcus, 2005;Leadbeater, Thompson, & Sukhawathanakul, 2016).…”