A Group Randomized Controlled Trial Evaluating Parent Involvement in Whole-School Actions to Reduce Bullying

Autor/inn/en	Cross, Donna; Lester, Leanne; Pearce, Natasha; Barnes, Amy; Beatty, Shelley
Titel	A Group Randomized Controlled Trial Evaluating Parent Involvement in Whole-School Actions to Reduce Bullying
Quelle	In: Journal of Educational Research, 111 (2018) 3, S.255-267 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1246409
Schlagwörter	Bullying; Prevention; Peer Relationship; Parent Role; Parent Attitudes; Knowledge Level; Self Efficacy; Parenting Skills; Parent Child Relationship; Interpersonal Communication; Intervention; Parent Education; Family Involvement; Skill Development; Age Differences; Attitude Measures; Capacity Building; Randomized Controlled Trials; Comparative Analysis; Elementary School Students; Foreign Countries; Questionnaires; Statistical Analysis; Measures (Individuals); Pretests Posttests; Australia + Suchen Sie Ihr Suchwort? Mobbing; Prävention; Vorbeugung; Peer-Beziehungen; Parental role; Elternrolle; Elternverhalten; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Parents education; Elternbildung; Elternschule; Kompetenzentwicklung; Qualifikationsentwicklung; Age; Difference; Age difference; Altersunterschied; Ausland; Fragebogen; Statistische Analyse; Messdaten; Australien
Abstract	Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents' knowledge, self-efficacy, attitudes, and skills related to parent-child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents' self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent-child communication about bullying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01