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Observed Reductions in School Bullying, Nonbullying Aggression, and Destructive Bystander Behavior: A Longitudinal Evaluation

NCJ Number
Journal of Educational Psychology Volume: 101 Issue: 2 Dated: 2009 Pages: 466-481
Karin S. Frey; Miriam K. Hirschstein; Leihua V. Edstrom; Jennie L. Snell
Date Published
16 pages
This study was a longitudinal extension of a random control trial of the Steps to Respect antibullying program.
Students in Grades 3-5 were surveyed (n = 624) and observed on the playground (n = 360). Growth curve models of intervention students showed 2-year declines in playground bullying, victimization, non-bullying aggression, destructive bystander, and argumentative behavior. Grade-equivalent contrasts indicated group differences in all problem behaviors. Problem behaviors in the control group increased or remained stable across grade. Intervention group students reported less difficulty responding assertively to bullying compared with control students. Within both groups, older students perceived themselves to be more aggressive and less frequently victimized than younger students. Methodological issues posed by inconsistencies between self-reported and observed behavior are discussed. (publisher abstract modified)