Reductions in aggressive behavior within the context of a universal, social emotional learning program: Classroom- and student-level mechanisms

Portnow, Sam; Downer, Jason T.; Brown, Joshua L.

doi:10.1016/j.jsp.2017.12.004

Cited by 22 publications

(9 citation statements)

References 56 publications

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“…The prevalence of school bullying reported in a 2014 meta-analysis of 80 studies that included data on youth aged 12-18 years was 35% for traditional bullying and 15% for cyberbullying [9]. Thus, it is notable that several studies have observed an association between SEL programs and/or constructs and the attenuation of bullying or aggressive behavior [10][11][12], and an inverse relationship exists between perceptions that SEL instruction is being offered and perceptions of bullying at school [13].…”

Section: Social-emotional Learning and Bullyingmentioning

confidence: 99%

Effects of the ACT OUT! Social Issue Theater Program on Social-Emotional Competence and Bullying in Youth and Adolescents: Protocol for a Cluster Randomized Controlled Trial

et al. 2020

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Background Students in the United States spend a meaningful portion of their developmental lives in school. In recent years, researchers and educators have begun to focus explicitly on social and emotional learning (SEL) in the school setting. Initial evidence from meta-analyses suggests that curricula designed to promote SEL likely produce benefits in terms of social-emotional competence (SEC) and numerous related behavioral and affective outcomes. At the same time, there are often barriers to implementing such curricula as intended, and some researchers have questioned the strength of the evaluation data from SEL programs. As part of the effort to improve programming in SEL, this paper describes the protocol for a cluster randomized trial of the ACT OUT! Social Issue Theater program, a brief psychodramatic intervention to build SEC and reduce bullying behavior in students. Objective The objective of this trial is to examine if a short dose of interactive psychodrama can affect SEC metrics and bullying experiences in schoolchildren in either the short (2-week) or medium (6-month) term. Methods The ACT OUT! trial is a cluster randomized superiority trial with 2 parallel groups. The unit of measurement is the student, and the unit of randomization is the classroom. For each grade (fourth, seventh, and 10th), an even number of classrooms will be selected from each school—half will be assigned to the intervention arm and half will be assigned to the control arm. The intervention will consist of 3 moderated psychodramatic performances by trained actors, and the control condition will be the usual school day. Outcome data will be collected at baseline (preintervention), 2-week postintervention (short term), and 6-month postintervention (medium term). Outcomes will include social-emotional competency; self-reported bullying and experiences of being bullied; receptivity to the program; and school-level data on truancy, absenteeism, and referrals to school displinary action for bullying. A power analysis adjusted for clustering effect, design effect, and potential attrition yielded a need for approximately 1594 students, consisting of an estimated 80 classrooms split evenly into intervention and control arms. Results This study was funded in June 2019; approved by the Indiana University Institutional review board on September 17, 2019; began subject recruitment on November 5, 2019; and prospectively registered with ClinicalTrials.gov. Conclusions Many states have issued recommendations for the integration of SEL into schools. The proposed study uses a rigorous methodology to determine if the ACT OUT! psychodramatic intervention is a cost-effective means of bolstering SEC and reducing bullying incidence in schools. Trial Registration ClinicalTrials.gov NCT04097496; https://clinicaltrials.gov/ct2/show/NCT04097496 International Registered Report Identifier (IRRID) PRR1-10.2196/17900

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Section: Social-emotional Learning and Bullyingmentioning

confidence: 99%

Effects of the ACT OUT! Social Issue Theater Program on Social-Emotional Competence and Bullying in Youth and Adolescents: Protocol for a Cluster Randomized Controlled Trial

et al. 2020

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“…Estudios descriptivos y educativos han puesto en evidencia que las variables sexo y edad son siempre relevantes para comprender el fenómeno bullying. A su vez, en relación a la competencia social, algunas investigaciones han señalado que las chicas presentan niveles más altos en competencia social (Moreno-Bataller et al, 2019;Portnow et al, 2018). Está sólidamente evidenciado que los chicos están más implicados en comportamientos de agresión en bullying (Coelho et al, 2016;Malonda et al, 2019;Smith et al, 2019), e incluso en victimización (Coelho et al, 2016;Yang et al, 2019).…”

Section: Edad Y Sexo En El Fenómeno Bullying Y En La Competencia Socialunclassified

“…Este estudio subraya la importancia del sexo de los participantes en relación a dimensiones concretas de la competencia social como son la prosocialidad y el ajuste normativo en relación con la conducta de agresión, y confirmaría la segunda hipótesis planteada, puesto que son las chicas con niveles más elevados de competencia social y, por ende, con mayores niveles de prosocialidad y de ajuste a las normas, quienes menos se implican en bullying, especialmente en comportamientos de agresión hacia sus iguales. Ello concuerda con los resultados de investigaciones previas que consideran un adecuado nivel de competencia social como un factor protector ante la agresión (Moreno-Bataller et al, 2019;Portnow et al, 2018). Los resultados señalan una mayor implicación de los chicos en comportamientos de agresión, pero este hecho ocurre también en el modelo que relaciona la competencia social con la implicación en bullying mediante la dimensión de victimización (Coelho et al, 2016;Malonda et al, 2019;Smith et al, 2019).…”

Section: Discusión Y Conclusionesunclassified

Competencia social y bullying: el papel de la edad y el sexo

Romera¹,

Luque-González²,

García-Fernández³

et al. 2022

EduXX1

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La calidad de las relaciones interpersonales en la infancia y la transición hacia la adolescencia resultan de particular relevancia para la calidad de la convivencia escolar. Dicha calidad parece depender en gran parte de la competencia social de los escolares y particularmente de su participación en fenómenos de riesgo de violencia, como es el acoso escolar. Los objetivos de esta investigación fueron describir el nivel de competencia social y de implicación en bullying y las diferencias en función del sexo y la edad en una amplia muestra representativa de escolares de Andalucía en el periodo de edad entre los 10 y los 16 años, así como observar el efecto moderador del sexo y la edad en la relación entre competencia social, medida en sus diversas dimensiones, y la implicación en conductas de agresión y victimización en bullying. Participaron 2,572 escolares (667 de Educación Primaria y 1905 de Educación Secundaria) (50% chicas; Medad = 12.81 años; DT = 1.9). Se utilizaron instrumentos validados con adolescentes españoles (AMSCQ y EBIPQ). Modelos de regresión múltiple multivariante señalaron la asociación entre competencia social y comportamientos de bullying. La agresión se asoció con el sexo de los participantes, la prosocialidad y el ajuste normativo, mientras que la victimización se relacionó con la edad, la eficacia social, el ajuste social y la prosocialidad. El sexo y la edad moderaron la relación del ajuste normativo y la agresión y del ajuste social con la victimización y agresión. La edad moderó la relación entre la prosocialidad y el ajuste social con la victimización. El presente estudio contribuye a comprender qué dimensiones de la competencia social llevan a los escolares, en estos años de transición de la infancia a la adolescencia a implicarse en dinámicas interpersonales violentas como el bullying.

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“…Social and emotional learning programs are increasingly being implemented in schools to address a wide range of problematic behaviors and to promote prosocial behavior, academic success [ 10 , 11 ]. Social and emotional competence is known to exert a positive impact on young people’s aggressive behavior and promote mental health [ 25 ]. In a previous study, as a result of providing an emotional literacy program by first applying social and emotional learning to children who bully, school bullying behavior was reduced [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

Effects of a Social and Emotional Competence Enhancement Program for Adolescents Who Bully: A Quasi-Experimental Design

Song

Kim

2022

IJERPH

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Background: The purpose of this study was to develop a social and emotional competence enhancement (SECE) program as an intervention for adolescents who bully, and to investigate its effects on school bullying behavior and mental health. Methods: A pre–posttest, 1-month follow-up nonequivalent control group quasi-experimental design was used. In total, 71 school bullies were included in the analysis. Results: The effects of this program were significant with regard to group-by-time interaction effects on social competence, emotional regulation, empathy, and school bullying behavior at the 1-month follow-up. Conclusions: The results indicate that the SECE program was effective at reducing school bullying behavior in adolescents who bully. School and community-based mental health professionals can provide feasible interventions that can be used in the short term to reduce school bullying behavior in adolescents who bully.

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Reductions in aggressive behavior within the context of a universal, social emotional learning program: Classroom- and student-level mechanisms

Cited by 22 publications

References 56 publications

Effects of the ACT OUT! Social Issue Theater Program on Social-Emotional Competence and Bullying in Youth and Adolescents: Protocol for a Cluster Randomized Controlled Trial

Effects of the ACT OUT! Social Issue Theater Program on Social-Emotional Competence and Bullying in Youth and Adolescents: Protocol for a Cluster Randomized Controlled Trial

Competencia social y bullying: el papel de la edad y el sexo

Effects of a Social and Emotional Competence Enhancement Program for Adolescents Who Bully: A Quasi-Experimental Design

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