Kris Bosworth

Factors Associated with Bullying Behavior in Middle School Students

In this study, bullying was examined as a continuum of mild-to-extreme behaviors, and the potential correlates of bullying others were delineated. To improve identification and targeting of those youth at risk for bullying, demographic, behavioral, and psychosocial correlates were tested on a continuous measure of bullying behavior rated according to the number and frequency of behaviors. Among 558 middle school students surveyed in 1995, only 20% reported no bullying behavior. In multiple regression analysis, misconduct, anger, beliefs supportive of violence, confidence in using nonviolent strategies, and intentions to use nonviolent strategies were associated with levels of bullying behavior. Although boys reported more bullying behavior than did girls, gender was not a significant predictor in the multiple regression analysis. These study results were inconsistent with the perspective that early adolescents were either bullies or nonbullies and indicated the need for a comprehensive approach to preventing bullying behavior.

Development and Pilot Evaluation of a Computer-Based Support System for Women with Breast Cancer

A computer-based support system was developed to help women cope with the crisis of breast cancer. The system, called Comprehensive Health Enhancement Support System (CHESS)contains integrated information, referral, decision, and social support programs. It was developed with intensive input from potential users through needs-assessment surveys and field testing. This article reports on the results of two pilot studies involving 30 women with breast cancer. The preliminary versions of CHESS were used extensively by older and younger women and by college and high school graduates. Participants in the pilot studies suggested several content enhancements and user-friendly aids for the developing system. User surveys indicated that CHESS was easy to use and would be valuable to other women with breast cancer, their partners, and their adult children. The women reported that they experienced more positive emotions and fewer negative emotions as a result of using the system.

Short-Term Stability and Prospective Correlates of Bullying in Middle-School Students: An Examination of Potential Demographic, Psychosocial, and Environmental Influences

Stability and change of bullying over a four-month interval was examined in 516 middle school students (grades 6-8). The stability coefficient was .65 for the entire sample. There was a significant increase in bullying behavior from Time 1 to Time 2 for 6th grade students; no significant change in bullying was found among 7th or 8th graders. For 6th graders, a greater confidence in using non-violent strategies was associated with less bullying at Time 2, while beliefs supportive of violence and misconduct, less positive adult influences, and more negative peer influences were associated with greater likelihood of bullying at Time 2. Higher levels of impulsivity, anger, and depression were also associated with greater levels of bullying over time. Several explanations for the increase in bullying behaviors among 6th graders are discussed and linked to intervention efforts.

Decision support systems effectiveness: Conceptual framework and empirical evaluation

Abstract Decision Support Systems (DSS) are designed to help human beings in solving problems more efficiently or making better decisions. While an increasing number of DSS have been and are developed, the effectiveness of such systems has not yet been demonstrated. This study proposes a conceptual framework for measuring the effectiveness of DSS and reports the results of a before-and-after study designed to compare two experimental groups of problem solvers assisted by one of two technologies for conflict resolution with a control group without any technology. The two technologies that are examined in this paper consist of a computerized DSS for conflict resolution, Resolve(!), and a videotape on conflict resolution, Video. Various measures of the problem solving episode were recorded, including both process and outcome measures. Overall, the groups with access to the technologies perceived a significantly better resolution of the problem they addressed than their control group counterpart. The two technologies differed essentially on two out of 11 variabales: subjects assigned to the computerized DSS technology generated more alternative solutions to the problem they tried to solve and reported a higher perceived progress in the resolution of the problem, than did subjects who were assigned to the videotape technology.

School Climate Factors Contributing to Student and Faculty Perceptions of Safety in Select Arizona Schools

BACKGROUND To ensure that schools are safe places where students can learn, researchers and educators must understand student and faculty safety concerns. This study examines student and teacher perceptions of school safety. METHODS Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected from a stratified sample to vary in location, proximity to Indian reservations, size, and type. The data analysis was based on grounded theory. RESULTS In 9 of 11 schools, neither faculty nor students voiced overwhelming concerns about safety. When asked what makes school safe, students tended to report physical security features. School climate and staff actions also increased feelings of safety. Faculty reported that relationships and climate are key factors in making schools safe. High student performance on standardized tests does not buffer students from unsafe behavior, nor does living in a dangerous neighborhood necessarily lead to more drug use or violence within school walls. School climate seemed to explain the difference between schools in which students and faculty reported higher versus lower levels of violence and alcohol and other drug use. CONCLUSIONS The findings raise provocative questions about school safety and provide insight into elements that lead to perceptions of safety. Some schools have transcended issues of location and neighborhood to provide an environment perceived as safe. Further study of those schools could provide insights for policy makers, program planners, and educational leaders.

A Bayesian model to predict the success of the implementation of health and education innovations in school-centered programs

Abstract Health and education practitioners, evaluators, and researchers have little guidance to help them translate implementation research into meaningful implementation strategies. This article describes the development and testing of a model to help schools assess their likelihood of successfully implementing health education innovations. The model was developed using an integrative group process technique that captures experts qualitative and quantitative judgments as a subjective Bayesian probability model. The experts developed a measurable definition of successful implementation, identified eight factors containing 40 questions relevant for predicting successful implementation, and specified the diagnostic value of each of the factors. Internal validation showed a correlation of 0.92 between the model scores and the experts direct ratings of 100 hypothetical school profiles. Preliminary external and content validation have been conducted. Application of the model to planning, management, and evaluation of school-based innovations is discussed.

Using Multimedia to Teach Conflict-Resolution Skills to Young Adolescents

SMART Talk is a multimedia, computer-based violence-prevention intervention that employs games, simulations, graphics, cartoons, and interactive interviews to engage young adolescents in learning new skills to resolve conflicts without violence. Eight modules cover anger management, dispute resolution, and perspective taking. SMART Talk was pilot-tested in a small-city middle school during a three-week period. After the pilot testing, SMART Talk was implemented in a middle school (sixth, seventh, and eighth grades) with a diverse socioeconomic population, located within 10 miles of a major Midwestern metropolis. The 16-week intervention began in January. Students had access to SMART Talk during the school day and could use the computer alone or with a partner. Subjects for whom parental permission (n = 558) was granted were given a preintervention and postintervention survey. The survey measured demographic, psychosocial, and environmental factors as well as aggressive and other violence-related behaviors. After the pretest, two teams from each grade were randomly assigned to the intervention group and one team to the control group. Only students in the intervention group had access to SMART Talk during the 16-week intervention period. After the posttest, control subjects had access to SMART Talk. Additional data for the evaluation were collected through archival records of grades and school disciplinary actions. All variables indicated comparability between intervention and control groups. As a population, 84% of the students were Caucasian and 9% were African American. Psychosocial variables indicated 30-day frequently angry (64%), 30-day depression (15%), and impulsivity (28%). Environmental variables indicated that 68% reported they could get a gun easily, 59% feel unsafe in their neighborhood, and 24% were personally affected by violence. Violence-related variables indicated 30-day threatened to hit (45%), 30-day hit someone (56%), bullying behavior (29%), and fighting (38%). Overall, a significant percentage of the sixth-, seventh-, and eighth-graders in this study have engaged in aggressive or risky behaviors such as fighting and bullying other students. Because many of these students frequently are angry, feel unsafe in their neighborhood, and have been personally affected by violence, violence-prevention programs are warranted in this school. SMART Talk gave the students an avenue to explore anger-management strategies and conflict-resolution and perspective-taking skills.

The BARN system: Use and impact of adolescent health promotion via computer

Abstract This paper reports the results of a study of the acceptance and impact of BARN (Body Awareness Resource Network), a computer-based health promotion/behavior change system for use by adolescents. BARN provided students, grades 6–12, with information and skill-building activities on the following topics: AIDS, alcohol, and other drugs, body management, human sexuality, smoking, and stress management. During the 2 years that BARN use was studied, it was used heavily by both middle school and high school students, and particularly attracted adolescents who had already experimented with risk-taking behaviors. Those teens at higher risk for escalating problems selected the relevant BARN topics. Overall, users of BARN were more likely to remain free of risk-taking behaviors than nonusers of BARN. BARN use was also associated with improvements in risk-relevant behaviors such as contraceptive use, stress reduction, cessation of smoking by light smokers, reduction of alcohol use, and reduction of problems associated with alcohol use. No relationship was found between BARN use and initiation of sexual activity, stress prevention, or onset of either alcohol use or smoking. Results suggest that a computer-based system may be a powerful tool for the reduction of risk-taking behavior in adolescents.

Civic service through schools: an international perspective

Civic service, which refers to activities that seek to improve the local, national or international community either through community service or service learning, is widespread in secondary schools around the world. Despite this pervasive presence, there are few studies that approach the subject from a cross‐comparison perspective. This article addresses this gap by providing a comprehensive review of the international literature on civic service in terms of history, theory, research and practice. In terms of history and theory, the article brings together the work of several key proponents of civic service who, despite working in different countries and continents, placed civic service high in their educational agenda. In terms of research, it presents the most up‐to‐date research on the potential benefits and pitfalls of civic service. In terms of practice, it lists various limitations related to its implementation and presents possibilities for overcoming these. This section stresses the importance of establishing a respectful and honest relationship with intended beneficiaries to avoid fostering unhealthy social patterns, a key problem of many civic service programs. The article ends with areas for future research.

Application of Computer Technology to Drug Abuse Prevention

Since the late 1970s, when computers were first introduced into classrooms, health educators and health-promotion scientists have attempted to harness this technology and its inherent appeal to youth for prevention purposes. Unfortunately, few of those efforts have been sustained to the point where efficacy can be shown through summative evaluation. While advances in the technology offer new frontiers for drug abuse prevention, few rigorous evaluations have been conducted. Those evaluations that have been conducted indicate, however, that there are some definite advantages and very few risks to using the technology. Because of its inherent appeal to youth, researchers and others developing drug prevention interventions should explore how their interventions might take advantage of the unique features that computer-based technologies offer. Researchers who have explored uses of technology need to be assertive in reporting the results of their studies. The prevention community needs to be attentive to the lessons that can be learned from less than perfect evaluation designs.