Examining School-Based Bullying Interventions Using Multilevel Discrete Time Hazard Modeling

Although schools have been trying to address bulling by utilizing different approaches that stop or reduce the incidence of bullying, little remains known about what specific intervention strategies are most successful in reducing bullying in the school setting. Using the social-ecological framework...

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Bibliographic Details
Published in:Prevention science 2012-10, Vol.13 (5), p.539-550
Main Authors: Ayers, Stephanie L., Wagaman, M. Alex, Geiger, Jennifer Mullins, Bermudez-Parsai, Monica, Hedberg, E. C.
Format: Article
Language:English
Subjects:
Adolescent
Aggressiveness
Behavior
Behavioural psychology
Bullying
Child
Child and School Psychology
Children
Conferences
Educational policy
Examinations
Health Psychology
Humans
Interdisciplinary aspects
Intervention
Interventionism
Medicine
Medicine & Public Health
Public Health
Research centers
Sanctions
School discipline
School safety
Schools
Self esteem
Students
Zero tolerance
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Summary:Although schools have been trying to address bulling by utilizing different approaches that stop or reduce the incidence of bullying, little remains known about what specific intervention strategies are most successful in reducing bullying in the school setting. Using the social-ecological framework, this paper examines school-based disciplinary interventions often used to deliver consequences to deter the reoccurrence of bullying and aggressive behaviors among school-aged children. Data for this study are drawn from the School-Wide Information System (SWIS) with the final analytic sample consisting of 1,221 students in grades K – 12 who received an office disciplinary referral for bullying during the first semester. Using Kaplan-Meier Failure Functions and Multi-level discrete time hazard models, determinants of the probability of a student receiving a second referral over time were examined. Of the seven interventions tested, only Parent-Teacher Conference (AOR = 0.65, p  
ISSN:1389-4986
1573-6695
DOI:10.1007/s11121-012-0280-7