Multi-Site Evaluation of Second Step

NCT01792167 | Unknown

• 2 other identifiers: 1U01CE001677UIUC 10147
• Study Type: interventional
• Target: 4,089
• Locations: 1 country
• Sites: 1

Brief Summary

This study is a large-scale, randomized longitudinal evaluation of Second Step: Student Success Through Prevention (Second Step - SSTP), a middle school intervention (Committee for Children, 2008), which targets the shared underlying risk and protective factors for bullying, sexual harassment, and dating aggression. This program is unique in its emphasis on the role of peer group norms, attitudes, and behavior in the initiation and maintenance of bullying and other forms of violence. Because of this, this investigation will involve a direct test via social network analysis the extent to which peer norms or shifts in peer attitudes are impacted by the intervention. Bullying is conceptualized as including verbal, physical, relational, and cyber-aggression. Sexual violence is conceptualized as including sexual harassment, sexual coercion in dating relationships, and homophobic teasing. Thirty-six schools were drawn from four school districts in Illinois and one large district in Wichita, Kansas and randomly assigned to Second Step - SSTP or a control condition. Second Step -SSTP program draws from the risk/protective factors model and social-cognitive theories of aggression. Lessons focus on the outcomes of bullying, relational aggression, sexual harassment, dating relationships, and substance use. Risk factors targeted include inappropriate classroom behavior, favorable attitudes toward aggression and substance abuse, deviant peer affiliation, peer rejection, and impulsiveness are targeted as risk factors. Targeted protective factors include empathy, problem-solving skills, school connectedness, assertiveness and adoption of conventional norms. The P3R: Stories of Us - Bullying program, composed of a series of film-based education will be used in the control schools. All 6th graders at each school will be recruited and followed for the three year study period. Students and teachers will complete self-report and nomination tasks. Growth curve analysis via hierarchical linear modeling (HLM; Bryk \& Raudenbush, 1992) will be utilized to assess change in the major dependent variables (bullying, sexual harassment perpetration, dating aggression), structural equation modeling will test for mediators across the study period, and social network analysis will be instrumental in identifying peer norms and attitudes.

Conditions

Aggression

Outcome Measures

Primary Outcomes (1)

• aggression perpetration

  Using University of Illinois Fight Scale (Espelage \& Holt, 2001)

  pre (fall 2010), three posts (spring 2011, 2012, 2013)

Secondary Outcomes (1)

• sexual violence

  pre (fall 2010), 3 posts (spring 2011, 2012, 2013)

Study Arms (2)

Second Step

EXPERIMENTAL

Second Step Curriculum

Behavioral: Second Step Curriculum

Stories of Us

NO INTERVENTION

Stories of Us was provided to schools

Interventions

Second Step Curriculum BEHAVIORAL

social emotional learning program for 6th-8th graders. 15 50 minutes lessons in 6th grade, 13 50 minute lessons in 7th and 8th grade. covers empathy, perspective taking, anger management, impulse control, problem-solving, alcohol and drug prevention, sexual harassment, prejudice, bully prevention, bystander intervention

Second Step

Eligibility Criteria

• Age: 11 Years - 15 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Enrolled at one of our participating schools

You may not qualify if:

• None

Sponsors & Collaborators

• University of Illinois at Urbana-Champaign: lead
• Centers for Disease Control and Prevention: collaborator

Study Sites (1)

University of Illinois, Champaign, Dept of Educational Psychology

Champaign, Illinois, 61820, United States

Location

MeSH Terms

Conditions

Aggression

Condition Hierarchy (Ancestors)

Aberrant Motor Behavior in Dementia; Behavioral Symptoms; Behavior; Social Behavior

Study Officials

• Dorothy L Espelage, Ph.D.

  University of Illinois, Urbana-Champaign

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor

Study Record Dates

• First Submitted: March 7, 2012
• First Posted: February 15, 2013
• Study Start: September 1, 2009
• Primary Completion: June 1, 2013
• Study Completion: October 1, 2014
• Last Updated: March 18, 2014

Record last verified: 2014-03

Locations

US (1)