Nancy M Bowllan1. 1. Wegmans School of Nursing, St. John Fisher College, 3690 East Avenue, Rochester, NY 14618, USA. nbowllan@sjfc.edu
Abstract
BACKGROUND: This intervention study examined the prevalence of bullying in an urban/suburban middle school and the impact of the Olweus Bullying Prevention Program (OBPP). METHODS: A quasi-experimental design consisting of a time-lagged contrast between age-equivalent groups was utilized. Baseline data collected for 158 students prior to implementation of the OBPP were compared to 112 students who received the OBPP intervention for 1 year. Multiple perspectives on bullying were collected using the Revised-Olweus Bully/Victim Questionnaire. Similarly, a teacher questionnaire collected data for 17 teachers on prevalence of bullying and capacity to intervene pre- and post- OBPP intervention. Descriptive and inferential statistics were generated to analyze findings. RESULTS: Statistically significant findings were found for 7th grade female students who received 1 year of the OBPP on reports of prevalence of bullying (p = .022) and exclusion by peers (p = .009). In contrast, variability in statistical findings was obtained for 8th grade females and no statistical findings were found for males. Following 1 year of the OBPP, teachers reported statistically significant improvements in their capacity to identify bullying (p = .016), talk to students who bully (p = .024), and talk with students who are bullied (p = .051). Other substantial percentile changes were also noted. CONCLUSION: Findings suggest a significant positive impact of the OBPP on 7th grade females and teachers. Other grade and gender findings were inconsistent with previous literature. Recommendations for further research are provided along with implications for school health prevention programming.
BACKGROUND: This intervention study examined the prevalence of bullying in an urban/suburban middle school and the impact of the Olweus Bullying Prevention Program (OBPP). METHODS: A quasi-experimental design consisting of a time-lagged contrast between age-equivalent groups was utilized. Baseline data collected for 158 students prior to implementation of the OBPP were compared to 112 students who received the OBPP intervention for 1 year. Multiple perspectives on bullying were collected using the Revised-Olweus Bully/Victim Questionnaire. Similarly, a teacher questionnaire collected data for 17 teachers on prevalence of bullying and capacity to intervene pre- and post- OBPP intervention. Descriptive and inferential statistics were generated to analyze findings. RESULTS: Statistically significant findings were found for 7th grade female students who received 1 year of the OBPP on reports of prevalence of bullying (p = .022) and exclusion by peers (p = .009). In contrast, variability in statistical findings was obtained for 8th grade females and no statistical findings were found for males. Following 1 year of the OBPP, teachers reported statistically significant improvements in their capacity to identify bullying (p = .016), talk to students who bully (p = .024), and talk with students who are bullied (p = .051). Other substantial percentile changes were also noted. CONCLUSION: Findings suggest a significant positive impact of the OBPP on 7th grade females and teachers. Other grade and gender findings were inconsistent with previous literature. Recommendations for further research are provided along with implications for school health prevention programming.