Multicomponent programs for reducing peer victimization in early elementary school: a longitudinal evaluation of the WITS Primary Program

Abstract

Past research demonstrates the promise of multicomponent programs in reducing peer victimization and bullying in older elementary and middle school children, however little research focuses on young children. The current study examines the effectiveness of the WITS Primary program on trajectories of victimization and social responsibility in children in Grades 1 to 3 (n 5 830). A quasi-experimental design is used to compare schools with well-established programs to nonprogram control schools, using three waves of data collected over 18 months. Children in the WITS program (n 5 422) showed more rapid declines in peer victimization over time compared with children in control schools (n 5 418). In addition, teachers of children in program schools reported higher average levels of social responsibility at each time point, compared with control schools. This study adds to support for the multicomponent program in reducing peer victimization among young children. Teachers' important roles in monitoring program implementation are discussed. C 2011 Wiley Periodicals, Inc.Victims of bullying-particularly those who are repeatedly victimized or who also behave aggressively toward their peers-are at increased risk for psychosocial and behavioral adjustment problems, including loneliness, low self-esteem, anxiety and depression, externalizing problems, peer rejection, and disengagement from school.

To What Extent can Adolescent Suicide Attempts be Attributed to Violence Exposure? A Population-Based Study from Western Canada

“…The feasibility and affordability of such a strategy would still depend on the effectiveness of the various interventions, policies, and initiatives around violence prevention, and that is an important next step in evidence to guide policy. Some population-based violence prevention strategies focused on adolescents have had rigorous evaluation and reasonable evidence of effectiveness, at least for some types of violence, such as bullying, fighting, and dating violence (Wolfe et al, 2009;Leadbeater & Sukhawathanakul, 2011), as well as interventions to prevent physical and sexual abuse (World Health Organization, 2010). To date, however, it is unknown whether effective violence prevention programs have actually led to reductions in suicides or suicidal behaviour at the population level.…”

“…Programs such as the Fourth R for high school students (Crooks, Wolfe, Hughes, Jaffe, & Chiodo, 2008) and anti-bullying programs for younger students (Leadbeater & Sukhawathanakul, 2011) can help reduce violence involvement among peers, for example. Nurse home visiting programs and other public health strategies can help prevent family violence and physical abuse (Jack, 2010).…”

Parent, Child, and Teacher Reports of School Climate as Predictors of Peer Victimization, Internalizing and Externalizing in Elementary School

“…However, neither the parent nor teacher versions of school climate were related to children's reports of physical or relational victimization. Children may not report school-based peer victimization to their parents or teachers indicating that intervention program efforts may be needed to promote reporting and helpseeking behaviors for victimized children (e.g., see Leadbeater & Sukhawathanakul, 2011).…”

“…Universal, whole-school interventions that open conversations about these aspects of school climate among all individuals who are invested in school life are also needed. Programs that enhance values of social responsibility may help children endorse a normative sense of tolerance, fairness, and an overall concern for the welfare of others which are critical to preventing peer victimization and maintaining positive school climates (Leadbeater & Sukhawathanakul, 2011).…”

Promoting Mental Well-Being Through Social-Emotional Learning in Schools: Examples from British Columbia

“…The WITS website offers free resources (online modules, lesson plans/activities, books) that can be easily integrated into daily practice. Students in schools with well-established WITS programs are more likely to identify and report victimization incidents, possibly due to greater awareness, and have higher levels of social responsibility according to teachers (Leadbeater & Sukhawathanakul, 2011), and demonstrate declines in physical and relational violence (Leadbeater, Hoglund, & Woods, 2003). WITS is recognized by the Canadian Best Practices Portal as a "best practice" program.…”