Identifying elementary school student opinion leaders for engagement in evidence-based program adaptation and implementation

Evidence-based programs, such as bullying prevention, often demonstrate disappointing outcomes when widely disseminated. Engaging opinion leaders – those individuals whom others emulate and go to for advice – in the process of adaptation and implementation may improve outcomes. However, opinion lead...

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Bibliographic Details
Published in:School psychology international 2017-12, Vol.38 (6), p.565-585
Main Authors: Reiger, Christopher J., Gibson, Jennifer E., Passarelli, Rebecca E., Flaspohler, Paul D.
Format: Article
Language:English
Subjects:
Academic staff
Adaptation
Athletes
Bullying
Childhood
Elementary School Students
Elementary School Teachers
Elementary schools
Elites
Evidence Based Practice
Grade 5
Labeling (of Persons)
Leadership
Nominations
Opinion leaders
Peer Acceptance
Peer Relationship
Prevention programs
Rating Scales
Recruitment
Sociometry
Student Attitudes
Student Leadership
Teacher Attitudes
Teachers
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Summary:Evidence-based programs, such as bullying prevention, often demonstrate disappointing outcomes when widely disseminated. Engaging opinion leaders – those individuals whom others emulate and go to for advice – in the process of adaptation and implementation may improve outcomes. However, opinion leaders have the most influence on individuals who are similar to them, making social groups an important consideration in opinion leader recruitment. In a series of studies we examined the social groups of childhood and whether teacher nominations can be used to identify opinion leaders within these groups. In Study 1, students (N = 35) and school staff members (N = 23) reported on social groups at their school. Results suggest four predominant social groups (Elites, Athletes, Academic, and Deviants), and that students and adults are equally likely to identify these groups. In Study 2, students (N = 29) and school staff members (N = 10) identified opinion leaders from each of the four predominant social groups. Student and school staff members agreed on the primary opinion leader within the Elites, Athletes, and Academics groups, but identified different opinion leaders from the Deviants group. We conclude with relevance of these findings to schools and suggestions for further research.
ISSN:0143-0343
1461-7374
DOI:10.1177/0143034317710692