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School Psychology Review Publishes STEPS TO RESPECT Study
The March 2007 issue of the academic journal School Psychology Review features a study of the STEPS TO RESPECT program. Dr. Miriam Hirschstein is lead author of the study, titled "Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the STEPS TO RESPECT Program." Hirschstein, a researcher at Committee for Children, is a psychologist with a deep interest in understanding and supporting school practices that promote children's social and emotional development.
Hirschstein and her colleagues observed students and teachers who had been using the STEPS TO RESPECT program for a year. They found that those teachers who taught all or most of the lessons rated their students more socially skilled than teachers who did not. And teachers who "walked the talk" by diligently supporting positive behavior and coaching kids involved in bullying had greater success with the program. In fact, their students showed significantly less aggression, victimization, and encouragement of bullying on the playground than students who received less support.
The results of the study leave Hirschstein optimistic about teachers' impact on their students' safety and well-being. "Teachers' prevention efforts pay off in reduced aggression and victimization on the playground," she says. These teachers and their students truly are "walking the talk."
The full study: Hirschstein, M. K., Edstrom, L. V. S., Frey, K. S., Snell, J. L., and MacKenzie, E. P. (2007). "Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the Steps to Respect Program." School Psychology Review, 36(1), 3–21.