Evaluation of the Bully-Proofing Your School Program in Colo.docx

Evaluation of the Bully-Proofing Your School Program in Colo
rado, 2001-2006 (ICPSR 21840)
Published: Mar 31, 2009 Cite this Study |
Principal Investigator(s):
Scott Menard, Sam Houston State University
https://doi.org/10.3886/ICPSR21840.v1
Version V1
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Project Description
Summary
Bully-Proofing Your School (BPYS) was a school-based
intervention program designed to reduce bullying and s
chool violence. The BPYS program differed from other anti-
bullying programs by providing teachers with a spe
cific curriculum that could be implemented in the classroom.
The purpose of this study was to evaluate the BP
YS program at the elementary school and middle school level.
The BPYS outcome evaluation consisted of scho
ol climate surveys administered to elementary school students
(Part 1), middle school students (Part 2), and st
aff (Part 3) in both treatment and comparison schools. The
design of the data collection for the study was a rep
eated cross-sectional design. The evaluation of BPYS took place
over five years. In the spring semesters of 200
2, 2003, 2004, 2005, and 2006, all participating schools
completed a school climate survey. The researchers c

ollected 4,136 completed elementary school surveys (Part 1),
1,627 completed middle school surveys (Part 2), a
nd 1,209 completed staff surveys (Part 3). For the elementary
and middle school students, the mode of data col
lection was an in-class (group administration) anonymous self-
completed survey. For the 1,209 staff surveys (P
art 3), the mode of data collection was a mail questionnaire.
Part 1 variables include sociodemographic and gen
eral school information items, school climate variables, school
safety variables, and home and family environm
ent variables. Also included is a filter variable which can be
used to select the 3,497 cases that were used in the
original analyses. Part 2 variables include sociodemographic
and general school information variables, school c
limate variables, school safety variables, substance use
variables, home and family environment variables, vari
ables about guns, variables on activities the respondent
participated in, and school attendance variables. Part 3
variables include school and staff characteristics variables,
questions about general conditions in the school, qu
estions on how the respondent felt about other people working
at the school, questions concerning the resourc
es and participation in the school and the community, and
questions regarding staff perceptions of safety at th
e school.
Download Analyze Online (0) Restricted Data
At A Glance Data & Documentation Variables Publications
Export Metadata
ICPSR 21840
https://www.icpsr.umich.edu/icpsrweb/NACJD/studies/21840
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Citation
Menard, Scott. Evaluation of the Bully-Proofing Your School
Program in Colorado, 2001-2006. Ann Arbor, MI:
Inter-university Consortium for Political and Social Research
[distributor], 2009-03-31. https://doi.org/10.38
86/ICPSR21840.v1
Export Citation:
RIS
(https://pcms.icpsr.umich.edu/pcms/bibliography/studies/21840/
versions/V1/ris) (generic for
mat for RefWorks, EndNote, etc.)
EndNote
(https://pcms.icpsr.umich.edu/pcms/bibliography/studies/21840/
versions/V1/enw)
Funding
United States Department of Justice. Office of Justice
Programs. National Institute of Justice (2004-IJ-CX-00
82)
United States Department of Justice. Office of Justice
Programs. Office of Juvenile Justice and Delinquency Pr
evention (1998-MU-MU-K005)
United States Department of Health and Human Services.
Centers for Disease Control and Prevention (1999-J
N-FX-K006)
Subject Terms
bullying

(https://www.icpsr.umich.edu/icpsrweb/NACJD/studies?keywor
d=bullying) classroom environment
d=classroom%20environment) crime in schools
d=crime%20in%20schools) educational
environment
d=educational%20environment) elem
entary school students
d=elementary%20school%20students
elementary schools
d=elementary%20schools) juv
enile offenders
d=juvenile%20offenders) middle
schools
d=middle%20schools) school violence
d=school%20violence) schools
d=schools) student attitudes

d=student%20attitudes) student behavior
d=student%20behavior) student misconduct
d=student%20misconduct)
ICPSR 21840
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Geographic Coverage
United States
(https://www.icpsr.umich.edu/icpsrweb/NACJD/studies?geograp
hy=United%20States) Colorado
(https://www.icpsr.umich.edu/icpsrweb/NACJD/studies?geograp
hy=Colorado)
Smallest Geographic Unit
none
Restrictions
Access to these data is restricted. Users interested in obtaining
these data must complete a Restricted Data Use
Agreement, specify the reasons for the request, and obtain IRB
approval or notice of exemption for their resear
ch.
Scope of Project

Methodology
Version(s)
Analysis Information
Notes
389
downloads *
Usage Report
(https://pcms.icpsr.umich.edu/pcms/reports/studies/21840/utiliz
ation)
* past three years
3
related
publications (/icpsrweb/NACJD/studies/21840/publications)
The public-use data files in this collection are available for
access by the general public. Access does not requi
re affiliation with an ICPSR member institution.
ICPSR 21840
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This dataset is maintained and distributed by the National
Archive of Criminal Justice Data (NACJD) (http://w
ww.icpsr.umich.edu/NACJD/), the criminal justice archive

within ICPSR. NACJD is primarily sponsored by thr
ee agencies within the U.S. Department of Justice: the Bureau
of Justice Statistics (http://www.bjs.gov/) , the
National Institute of Justice (http://www.nij.gov/) , and the
Office of Juvenile Justice and Delinquency Pre
vention (http://www.ojjdp.gov/) .
One or more files in this data collection have special
restrictions. Restricted data files are not available for dir
ect download from the website; click on the Restricted Data
button to learn more.
ICPSR 21840
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Improving education through research, development, and
service.
RESEARCH BLOG
New Study: Randomized Impact Evaluation of School Safety
Program
Recent data on school crime and safety indicate that while the
incidence of theft and violence victimization in schools
across the nation decreased from 1992 to 2010, the
victimization rate increased between 2010 and 2012 (Robers et
al.,
Kemp, Rathbun, & Morgan, 2014).
The rate of violent incidents is almost twice as high in middle
schools than in high schools (National Center for Education

Statistics, 2011).
Research further indicates that disruptive aggressive behaviors
such as bullying and violence create a hostile school
environment that interferes with the academic performance and
mental health of students who are victims or witnesses.
South Carolina public schools are hoping to prevent such
aggressive behavior through Capturing Kids’ Hearts (CKH).
CKH is a promising, widely used, school-level intervention
program designed to impact student behavior by enhancing a
positive school climate through improved relational and conflict
management skills. CKH trains school staff to model and
teach relational and problem-solving skills, communicative
competencies, and teach consequential thinking.
But is CKH having a positive impact? Although preliminary
evidence or program effectiveness is promising, a rigorous
evaluation is needed to understand CKH’s impact on school
safety.
WestEd, through a recently awarded National Institute of
Justice (NIJ)-funded contract, will investigate the impacts of the
program on school safety, students’ connectedness to school,
bonds with teachers and peers, and social competencies.
WestEd is partnering with the South Carolina Department of
Education; the Flippen Group, developer of CKH; and the
school districts of Georgetown, Greenville, Richland 01, and
Richland 02 to conduct the study.
WestEd’s Thomas Hanson and Anthony Petrosino are Co-
Principal Investigators of the three-year study, which will be
conducted in 24 middle schools served by four school districts
in South Carolina. Approximately 18,000 grade 6–8 students
will participate in the study.

Evaluators will employ a cluster randomized experimental
design, with 24 middle schools randomly assigned to an
experimental group and a wait-listed control group.
Key student outcomes will include measures of violence
perpetration and victimization, relationship bonds between and
Progr... https://www.wested.org/research/randomized-impact-
evaluation-sch...
1 of 2 2/22/18, 10:45 AM
Privacy Policy | Disclaimer | Copyright ©1995 - 2018 WestEd
among students and teachers, and social competencies.
Evaluators will collect self-report survey data in the spring of
2016
(staff data) and fall (student data) prior to implementing CKH.
“We are pleased to receive this funding from NIJ to have the
opportunity to partner with the South Carolina Department of
Education, the Flippen Group, and local school districts to
contribute to the knowledge base on what works to make
schools safer,” says Petrosino.
Study findings will be disseminated to the public via research
journal articles and conference presentations.
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2/22/18, 10:50 AMAn evaluation of a safety education program
for kindergarten and elementary school children. - PubMed -
NCBI
Page 1 of 2https://www.ncbi.nlm.nih.gov/pubmed/10710018
OBJECTIVE:
PARTICIPANTS/SETTING:
DESIGN:
MAIN OUTCOME MEASURE:
RESULTS:
CONCLUSIONS:
Arch Pediatr Adolesc Med. 2000 Mar;154(3):227-31.
An evaluation of a safety education program for kindergarten

and
elementary school children.
Luria JW , Smith GA, Chapman JI.
Abstract
To determine the effectiveness of a safety education program,
Safety City, that is
designed to teach kindergarten and first grade children how to
cross the street, call 911 in an
emergency, and avoid strangers.
Kindergarten students at 10 urban elementary schools.
Each school was randomized to either the intervention or
control group. An evaluation
tool was administered to all participants as a pretest. The Safety
City program was then presented
to the intervention schools. Afterward, the same evaluation tool
was used as a post-test. The
posttest was administered to the intervention group 6 months
after the Safety City program was
presented. The control group took the posttest 6 months after
the pretest.
Change in individual test scores.
One hundred eighty-one children completed the pretest and
posttest evaluations. There
was no statistical difference in the change between pretest and
posttest scores of children who
participated in the Safety City program and those in the control
group (crossing the street, P = .29;
calling 911, P = .41; stranger avoidance, P = .57).
Exposure to the Safety City program did not achieve the desired

changes in
safety knowledge among participants. This is most likely owing
to the fact that Safety City attempts
to convey a large amount of relatively complex information to
young children in a brief period. We
conclude that programs such as Safety City are not sufficient to
teach children these behaviors.
This report also emphasizes the importance of building an
evaluation component into educational
programs.
Comment in
Safety education in elementary school. [Arch Pediatr Adolesc
Med. 2000]
Format: Abstract
1
Author information
Full text links
PubMed
https://www.ncbi.nlm.nih.gov/pubmed/10710018#
https://www.ncbi.nlm.nih.gov/pubmed/?term=Luria%20JW%5B
Author%5D&cauthor=true&cauthor_uid=10710018
https://www.ncbi.nlm.nih.gov/pubmed/?term=Smith%20GA%5B
Author%5D&cauthor=true&cauthor_uid=10710018
https://www.ncbi.nlm.nih.gov/pubmed/?term=Chapman%20JI%5
BAuthor%5D&cauthor=true&cauthor_uid=10710018
https://www.ncbi.nlm.nih.gov/pubmed/10980808
https://jamanetwork.com/journals/jamapediatrics/fullarticle/vol/

154/pg/227
2/22/18, 10:50 AMAn evaluation of a safety education program
for kindergarten and elementary school children. - PubMed -
NCBI
Page 2 of 2https://www.ncbi.nlm.nih.gov/pubmed/10710018
PubMed Commons home
PMID: 10710018
[Indexed for MEDLINE]
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