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.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1037/0012-1649.41.3.479 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Playing a serious game to increase fertility awareness: perceptions of adolescents, parents and teachers.
Hum Fertil (Camb)
December 2025
Instituto Superior Miguel Torga, Coimbra, Portugal.
Infertility is increasing globally, affecting one in six adults due to factors like delayed childbearing and lifestyle changes. Despite the recognition of the importance of increasing fertility awareness, levels remain low. This study evaluated the perceptions of 'FActs!', a serious game aimed at improving adolescents' fertility awareness.
View Article and Find Full Text PDFCharacteristics of the Outdoor Environment Affording Physical Activity, Motor Competence, and Social Interactions in Children Aged 3-7 Years: A Systematic Review.
Children (Basel)
December 2024
Clinical Exercise Rehabilitation Research Centre, School of Sport and Exercise Science, University of Derby, Derby DE22 1GB, UK.
Unlabelled: Early childhood education (ECE) settings play a crucial role in promoting physical and social development among children aged 3-7 years. This systematic review sought to examine the associations between characteristics of ECE outdoor environments, social interactions, physical activity, and motor competence. The secondary aim examines previously applied methods to capture children's behaviour in the context of their social and physical environment.
View Article and Find Full Text PDFUse of Accelerometry and Global Positioning System (GPS) to Describe Children's Park-Based Physical Activity Among Racial and Ethnic Minority Youth.
J Urban Health
December 2024
Department of Parks, Recreation, and Tourism Management, NC State University, Raleigh, NC, USA.
Parks are one component of the built environment to promote regular physical activity (PA) among youth. This study investigated differences in park-based PA among youth based on demographics and park features in racially or ethnically diverse communities. In 2017-2018, parks were selected in majority Asian (n = 3), Latino (n = 5), and Black (n = 4) neighborhoods in North Carolina (n = 6) and New York (n = 6).
View Article and Find Full Text PDFEffects of a SWELE program for improving mental wellbeing in children and adolescents with special educational needs: protocol of a quasi-experimental study.
BMC Pediatr
December 2024
The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China.
Background: Unstructured play has also been found effective on promoting positive emotions and emotional competence among children and adolescents with special educational needs (SEN). Unstructured Outdoor Play coupled with Mindfulness-based Interventions via 'Supporting Wellness in E-Child Learning Environments' (SWELE) program can foster the mental health and wellbeing of children and adolescents with SEN. Currently there is a lack of the unstructured play with mindfulness-based interventions in the special schools in Hong Kong.
View Article and Find Full Text PDFProfiles of Primary School Children's Sports Participation and Their Motor Competencies.
Children (Basel)
November 2024
Centre for Teaching Professions and Continuing Professional Development, Zurich University of Teacher Education, 8090 Zurich, Switzerland.
Background/objectives: Children participate in various organized and informal physical activities (PAs) in their leisure time, presenting diverse objectives and environments for motor and social development. However, current research often focuses on specific, mostly organized activities, overlooking the complexity of participation across different settings. This study aimed to (1) identify groups of children with similar characteristics based on their participation in five organized and informal sports activities and (2) examine how the groups differ regarding gender, age, BMI, motor competencies (MCs), and attendance in institutionalized care at school.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!