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An Intervention Program on Bullying Prevention in Junior High School~Including Peer Sexual Harassment Prevention
peer sexual harassment
junior high school
The present study aimed to establish an intervention program on bullying prevention based on Social Cognitive Theory and Health Promoting School model. This program placed emphasis on life skills, supportive environment to promote the behavioral capability, psychological and environmental determinants of behavior, and behavior intention on bullying prevention of junior high school students. The study tried to understand the feedback of the intervention program from the participants of the program, too. This study adopted nonequivalent experiment control group design. First, the researcher chose experiment and control schools with the suitable conditions. Second, the participants were randomly sampled based on classes from the experiment school and randomized to experiment group A and experiment group B. The control group was randomly sampled based on classes from the control school, too. The experiment groups were screened after pre-post test and follow-up test, and the control group was screened after pre-post test. There were 128 effective samples in experiment group A, 129 ones in experiment group B and 127 ones in the control group. Thus the sum of 384 second-grade junior high school students were involved in this study. The experiment group A underwent the intervention of “bullying prevention curriculum” (taught in the “Health Education” courses for 8 weeks, 45 minutes per week) and “supportive environment” (school-wide campaign) at the same time, while the experiment group B took the intervention of “supportive environment” only. The control group didn’t receive any curriculum or activity about bullying and sexual harassment except those ordered by the Ministry of Education or carried routinely. The results showed that the program which combines “curriculum” and “supportive environment” can promote the behavioral capability (knowledge and life-skills), psychological determinants of behavior (outcome-expectations and self-efficacy), incentive motivation and behavior intentions on bullying and peer sexual harassment prevention. But it showed obvious effects neither on changing classroom climate and social support among junior high school students, nor on decreasing the frequency of bullying. If taking the intervention of “supportive environment” exclusively, it improved knowledge only. The results showed that the program led to remarkable effects on indirect influencing factors of bullying and peer sexual harassment, and the participants had positive evaluation on this program. Both showed that the program is worth being promoted in the future.
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