Building Capacity to Reduce Bullying Workshop Summary (2014) / Chapter Skim
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8 Peer-Led and Peer-Focused Programs
8 Peer-Led and Peer-Focused Programs
Pages 73-80
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From page 73... ...
• Interventions that support adult involvement, positive rela tionships, group management skills, and nonaggressive norms in schools can have positive effects on problem behaviors. (Dishion)
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From page 74... ...
For example, Dishion explained, in deviancy training a child might talk about something deviant, a peer laughs, the child escalates the story, and the peer further encourages the behavior. After just 30 minutes of videotaped Academic Deficits, Peer Rejection, and Early Childhood Early Peer Clustering Defiance, Poor Self-Regulation School Failure and Deviant Peer Clustering Childhood and Contagion Reactive and Proactive Antisocial Behavior Adolescence Drug Use, Sexual Promiscuity, Serious Problem Behaviors Family Management, Support, Structuring, and Monitoring Peer Environments FIGURE 8-1 Parenting contributions and amplifying mechanisms can lead to a developmental cascade of problem behaviors.
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From page 75... ...
Youth with higher levels of self-regulation and lower impulsivity are less influenced, for instance, while youth with a history of peer rejection tend to be more influenced by peer norms. Some young people embrace a false consensus by perceiving that peers endorse the deviant norms.
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From page 76... ...
"But prevention is certainly possible, and there is some evidence to suggest that even family-based interventions can reduce the involvement of gangs in early adolescence." PEER INTERVENTION PROGRAMS Kenneth Dodge, the William McDougall Professor of Public Policy and director of the Center for Child and Family Policy at Duke University, discussed two approaches to the prevention of bullying. The first is to build social competencies within the aggressor.
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From page 77... ...
As a result, Lipsey concluded that individual interventions are more effective and cost beneficial, Dodge said. This conclusion, which was based on a comparison of different interventions, was supported by an experimental test using an intervention called Coping Power, which is a social-cognitive skill building intervention for 8- to 14-year-old aggressive children.
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From page 78... ...
His second conclusion was that effective alternatives to deviant peergroup placement should be encouraged. Examples of such alternatives include individual therapies such as functional family therapy, multisystemic therapy, and multidimensional treatment foster care; therapeutic courts; early prevention programs such as the High/Scope Perry Preschool, and Fast Track; programs that combine high-risk and low-risk youths such as 4-H, school-based extracurricular activities, boys and girls clubs, scouting, and church activities; and universal peer-culture interventions like PBIS and SEALS.
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From page 79... ...
Structuring School Systems and Classrooms One interesting application of engineering a positive peer culture, which came up in the discussion session, involved the structure of middle schools. Sixth graders who go to an elementary school have less drug use, fewer school suspensions, less deviant behavior, and higher academic test scores than sixth graders who spend their time with seventh and eighth graders, Dodge said.
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From page 80... ...
, which provide children and adolescents with positive role models. On the topic of peer leaders, Catherine Bradshaw of the University of Virginia Curry School of Education noted another sort of challenge -- that the youth who are volunteering for leadership roles may not be particularly influential in their peer groups.
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