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APHA Scientific Session and Event Listing

Deborah F. Van Marter, MPH¹, Kerry E. Evers, PhD¹, Janet L. Johnson, PhD¹, Sharon J. Dyment, MPH¹, Janice M. Prochaska, PhD¹, and James O. Prochaska². (1) Pro-Change Behavior Systems, Inc., P.O. Box 755, West Kingston, RI 02892, 401-874-4915, dvanmarter@prochange.com, (2) University of Rhode Island, 2 Chafee Road, Kingston, RI 02881

This research reports on the effectiveness trial outcomes of Transtheoretical Model (TTM) individualized interventions for elementary, middle and high school (ES, MS and HS) students. Tailored interventions were designed to increase mutual respect and reduce participation in each of three bullying roles and were delivered over the Internet. The trials included: ES-12 schools, N=1,807, grades 4th-5th; MS-12 schools, N=1,237, grades 6th-8th; HS-13 schools, N=1,202, grades 9th-12th that were matched and randomly assigned to a control group, or one of two treatment groups. Treatment group participants received up to three computer-based sessions tailored to TTM constructs. Students were assessed on their involvement in three roles: bully, victim and passive bystander. Analyses showed significant treatment effects indicating more treatment students compared to control were no longer reporting any of the three roles at short-term follow-up: ES(h=.37, h=.50); MS(h=.42, h=.50); HS(h=.49, h=.51) and 6-month follow-up: ES(h=.24, h=.31). The two treatment groups showed 24% and 30%, 22% and 18% and 29% and 29% progressing to Action compared to 10%, 5% and 10% of the control group at short-term follow-up for ES, MS and HS respectively. At 6-month follow-up, the ES treatment groups had 18% and 21% progressing to Action compared to 10% of the control group. For all three trials, significant effects were also found for individual roles. These results are particularly important given the relatively low intensity and demand of the programs. These programs were developed in collaboration with the Channing Bete Company and are being implemented in schools throughout the U.S.

Learning Objectives: At the conclusion of the session, the participant (learner) in this session will be able to

• Describe the application of the Transtheoretical Model to bullying prevention.
• Recognize the importance of matching bullying prevention interventions to readiness to change.
• Describe students’ stage of change for acting with respect as a means to reduce bullying behaviors.

Keywords: Child/Adolescent, Violence Prevention

Presenting author's disclosure statement:

Not Answered

Handout (.pdf format, 91.9 kb)