The New Frontier: Leveraging Innovative Technologies to Prevent Bullying

Bradshaw, Catherine P.; O’Brennan, Lindsey M.; Waasdorp, Tracy Evian; Pas, Elise T.; Blumenstyk, Julia; Bartolo, Danielle; Leff, Stephen S.

doi:10.1017/9781316847992.039

Cited by 5 publications

(2 citation statements)

References 30 publications

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“…TeachLivE© allows the teacher to teach a lesson to five computer-generated, animated middle school-aged student avatars, while the avatars display poor classroom behaviors that are specified by the coach; this can easily include socially unfavorable peer interactions (e.g., bullying; Bradshaw et al 2018a). The avatar students react to the human teacher in real time through a trained, live voice-actor (i.e., interactor; see Dieker et al 2008; http://teachlive.org).…”

Section: Supporting Teachers' Implementation Of Classroom-based Supportsmentioning

confidence: 99%

Coaching Teachers to Detect, Prevent, and Respond to Bullying Using Mixed Reality Simulation: an Efficacy Study in Middle Schools

Pas

Waasdorp

Bradshaw

2018

Int Journal of Bullying Prevention

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Teachers play a critical role in bullying prevention but often struggle to identify bullying and intervene effectively, particularly in real time and in the classroom. The coaching literature suggests that ongoing, tailored supports are often needed to promote changes in teacher practices. The purpose of this study was to examine the efficacy of an adapted version of the Classroom CheckUp (CCU) coaching model, which utilized mixed reality simulation to allow teachers to practice addressing the detection of, prevention of, and responding to bullying in the classroom. The sample included 78 teachers within 5 middle schools, randomized to either receive coaching or serve as a comparison teacher. Teachers provided survey data regarding their perceptions about the occurrence of bullying and how they respond to bullying. Classroom observations of teacher preventive and responding practices as well as student aggression were conducted by trained observers. Regression analyses examining differences between intervention and comparison teachers, following coaching provided during one school year, indicated that intervention teachers were more likely to report responding to bullies with referrals to counselors and other staff, to intervene with the victims and perpetrators, and report that they do not perceive adults at their school do enough to address bullying in schools. Survey data regarding detection approached significance; however, observational data regarding preventive practices and responding showed no differences. Together with prior research findings showing that the intervention was acceptable and feasible, these results demonstrate the promise of this preventive intervention for increasing teachers' responding to and detection of bullying in classrooms.

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Section: Supporting Teachers' Implementation Of Classroom-based Supportsmentioning

confidence: 99%

Coaching Teachers to Detect, Prevent, and Respond to Bullying Using Mixed Reality Simulation: an Efficacy Study in Middle Schools

Pas

Waasdorp

Bradshaw

2018

Int Journal of Bullying Prevention

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“…Some have emphasized that Edutainment denotes that the learner is actively engaged in their learning through the entertainment and technology aspects (7), and that the teaching of new skills can occur in any setting and not just within a classroom or school context (7). Thus, there has been an emphasis on the use of interactive and immersive technologies (e.g., augmented reality, immersive virtual reality, mixed reality environments) with the idea that the entertainment technology can stimulate stronger cognitive engagement from participants thereby helping to facilitate the learning process (8,9). These interventions have been applied with some level of success to a range of different topics, including the promotion of safer teen driving (4), health education related to HIV and AIDS in 3 rd world countries (10), sexual abuse prevention (11), and preschoolers' reading skills (12).…”

Section: Introductionmentioning

confidence: 99%

The Free2B Multi-Media Bullying Prevention Experience: An Exemplar of Scientific Edutainment

et al. 2020

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The objective of the current article is to highlight an example of a new paradigm, Scientific Edutainment. The manuscript describes how educational researchers and technologists worked together to develop a multi-media bullying prevention experience, called Free2B for middle school students paying particular attention to ensure that the programming was not only relevant to all students but also was appealing and responsive to the needs of urban youth. Bullying is the most common form of aggression experienced among school-aged youth, which impairs students' learning and social-emotional functioning and has financial costs to society. Given that the prevalence of bullying is highest in middle school, finding brief and feasible methods for motivating and sustaining change at this age is critically important, especially in the case of urban, under-resourced schools. Method: In response to this challenge, multidisciplinary bullying prevention researchers collaborated with international technologists to develop the Free2B multi-media bullying prevention experience through an iterative Community-Based Participatory Research (CBPR) approach. In addition, the research team conducted a series of pilot studies to iteratively develop and initially evaluate the multi-media program, helping to ensure relevance specifically for urban middle school youth. Results: Results from the pilot studies indicated that the vast majority of middle school students found the Free2B multi-media bullying prevention experience to be enjoyable, relevant to their needs, and addressed important strategies to handle peer bullying and victimization. In addition, the brief prevention experience was associated with increases in problem-solving knowledge, prosocial attitudes about bullying, increased sympathy, and confidence in handling peer conflicts. Conclusion: The current paper illustrates the use of a new paradigm, termed Scientific Edutainment, as a way to combine evidenced-based developmental science with the

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