The impact of a middle school program to reduce aggression, victimization, and sexual violence.

  title={The impact of a middle school program to reduce aggression, victimization, and sexual violence.},
  author={Dorothy L. Espelage and Sabina Low and Joshua R. Polanin and Eric C. Brown},
  journal={The Journal of adolescent health : official publication of the Society for Adolescent Medicine},
  volume={53 2},
  • D. Espelage, Sabina Low, +1 author E. Brown
  • Published 1 August 2013
  • Psychology, Medicine
  • The Journal of adolescent health : official publication of the Society for Adolescent Medicine
PURPOSE To evaluate the impact of the Second Step: Student Success Through Prevention (SS-SSTP) Middle School Program on reducing youth violence including peer aggression, peer victimization, homophobic name calling, and sexual violence perpetration and victimization among middle school sixth-grade students. METHODS The study design was a nested cohort (sixth graders) longitudinal study. We randomly assigned 18 matched pairs of 36 middle schools to the SS-SSTP or control condition. Teachers… 
Clinical trial of Second Step© middle-school program: Impact on aggression & victimization
Abstract School-based social-emotional (SEL) programs that address interpersonal conflict and teach emotion management have succeeded in reducing youth aggression among elementary school youth, with
Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization Among Middle School Students With Disabilities
Results of a 3-year randomized clinical trial of Second Step: Student Success Through Prevention (SS-SSTP) Middle School Program on reducing bullying, physical aggression, and peer victimization
An Evaluation of Second Step
The impact of a school-based violence prevention program, Second Step, on peer victimization and aggression, and emotion regulation was evaluated among 457 sixth graders. A cluster-randomized trial
Evaluation of Violence Prevention Approaches Among Early Adolescents: Moderating Effects of Disability Status and Gender
High prevalence rates of aggression during adolescence and associated adjustment difficulties for perpetrators and victims highlight the need for effective violence prevention programs. School-based
Clinical Trial of Second Step Middle School Program: Impact on Bullying, Cyberbullying, Homophobic Teasing, and Sexual Harassment Perpetration
Abstract. Social–emotional learning programs are increasingly being implemented in U.S. schools to address a wide range of problematic behaviors (e.g., bullying, delinquency) and to promote academic
The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil
Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying and the need for approaches that do not exclusively focus on the students’ individual aspects is highlighted.
High School Girls’ Experience of Victimization by Boys: Where Sexual Harassment Meets Aggression
ABSTRACT School-based research into sexual harassment, on the one hand, and aggression (including bullying) on the other, originate from different disciplinary traditions, but are beginning to
Sexual Harassment Victimization, School Belonging, and Depressive Symptoms Among LGBTQ Adolescents: Temporal Insights
This longitudinal study examined the associations among sexual harassment victimization, school belonging, and depressive symptoms among LGBTQ high school students in 6 Midwest high schools and indicated that peer victimization was an antecedent to depressive symptoms, and that school belonging mediated the association.
Effects of ACT Out! Social Issue Theater on Social-Emotional Competence and Bullying in Youth and Adolescents: Cluster Randomized Controlled Trial (Preprint)
Trial results did not support the hypothesis that the ACT Out! intervention would increase participants' social-emotional competence, and a larger trial is recommended that focuses specifically on cyberbullying, measures bystander behavior, is randomized by school, and is controlled for extant bullying prevention efforts at each school.
A Quasi-Experimental Analysis of Schoolwide Violence Prevention Programs
Violence prevention programs are commonplace in today’s schools, though reviews of the literature reveal mixed empirical findings on their effectiveness. Often, these programs include a variety of


Bullying perpetration and subsequent sexual violence perpetration among middle school students.
Bullying perpetration and homophobic teasing were significant predictors of sexual harassment perpetration over time and future studies should address the link among these forms of aggression so that prevention programs can be enhanced to address gender-based bullying and sexual harassment.
The Effectiveness of School-Based Anti-Bullying Programs
Youth violence, including bullying and other serious violent behaviors, has received increased political and scientific attention over the past several decades. Although violent behavior among youth
Outcomes From a School-Randomized Controlled Trial of Steps to Respect: A Bullying Prevention Program
Results of this study support the Steps to Respect program as an efficacious intervention for the prevention of bullying in schools.
Bullying and Victimization During Early Adolescence
SUMMARY This study examined the association between peer dynamics and bullying behavior among early adolescents. Participants (N= 422) included middle school students in grades 6 through 8 from a
Exploring the relation between bullying and homophobic verbal content: the homophobic content agent target (HCAT) scale.
Results strongly suggest that homophobic content is prevalent in various forms of aggression and victimization, and that future research should examine the role of homophobia in bullying and Victimization in schools.
Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation
Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose
How effective are school bullying intervention programs? A meta-analysis of intervention research.
Research on effectiveness of school bullying interventions has lagged behind descriptive studies on this topic. The literature on bullying intervention research has only recently expanded to a point
School-based interventions for aggressive and disruptive behavior: update of a meta-analysis.
Schools seeking prevention programs may choose from a range of effective programs with some confidence that whatever they pick will be effective, without the researcher involvement that characterizes the great majority of programs in this meta-analysis.
Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review
The meta-analysis showed that, overall, school-based anti-bullying programs are effective: on average, bullying decreased by 20–23% and victimization decreased by 17–20%, and the time is ripe to mount a new program of research on the effectiveness of anti- bullying programs based on these findings.
The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions.
Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.