Research and Results
Research Findings
"Walking the Talk" Makes a Difference in Bullying Prevention
The full study: Hirschstein, M. K., Edstrom, L. V. S., Frey, K. S., Snell, J. L., & 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.
Teachers who "walk the talk" of bullying prevention weave support for positive behaviors into daily interactions with students and coach those involved in bullying. The payoff is less aggression, victimization, and encouragement of bullying, according to a study published in the March 2007 issue of School Psychology Review.
Six Schools Show a Reduction of Bullying
Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the STEPS TO RESPECT program. Developmental Psychology, 41(3), 479–491.
A rigorous evaluation of the STEPS TO RESPECT program was published in the May–June 2005 issue of Developmental Psychology. Research found that after 12 weeks of implementation:
- There were 25 percent fewer bullying incidents on the playground compared to a control group.
- Children who were bystanders to bullying were less encouraging of it.
- The effects of the STEPS TO RESPECT program were most pronounced among students observed to do the most bullying before program implementation.
Related Chapters and Articles
Harmful Outcomes Associated with Bullying
Hirschstein, M. K., & Frey, K. S. (2006). Promoting behavior and beliefs that reduce bullying: The STEPS TO RESPECT program. In S. Jimerson and M. Furlong (Eds.), The handbook of school violence and school safety: From research to practice. Mahwah, NJ: Erlbaum Associates, Inc.
This chapter describes the conceptual foundations and specific practices found in the STEPS TO RESPECT program. This is followed by a summary of evidence of the program's effectiveness, based on a one-year random control trial, as well as a review of findings and issues related to classroom implementation. The chapter concludes with a discussion of implications for school and classroom practice.
Increasing Knowledge of Bullying Interventions
Snell, J. L., & Hirschstein, M. K. (2004). School-based bullying prevention: A review of research and effective intervention. In S. W. Lee (Ed.), Macmillan psychology reference series Vol. 3:. School psychology. New York: Macmillan Reference USA.
This is a concise review of research about bullying and bullying intervention.
Bullying Prevention in a Social Context
Snell, J. L., MacKenzie, E. P., & Frey, K. S. (2002). Bullying prevention in elementary schools: The importance of adult leadership, peer group support, and student social-emotional skills. In M. A. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Prevention and remedial approaches. Bethesda, MD: NASP Publications.
This chapter provides background on the nature, prevalence, and consequences of bullying. It discusses the importance of viewing bullying prevention within a social context and the implications for the role of adult leadership, peer group processes, and student social and emotional skill development. It also describes the development and conceptual foundations of the STEPS TO RESPECT program.
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