Show simple item record

dc.contributor.authorMcCarty, Shane Michaelen_US
dc.date.accessioned2017-06-13T19:44:12Z
dc.date.available2017-06-13T19:44:12Z
dc.date.issued2014-05-05en_US
dc.identifier.otheretd-05212014-155633en_US
dc.identifier.urihttp://hdl.handle.net/10919/78136
dc.description.abstractThe most common school-based interventions to prevent victimization from bullying use disciplinary methods and increase playground supervision. While enforcement approaches can prevent bullying, the effects are often short term and may lead to undesirable side effects. Thus, it seems a positive approach to increase prosocial behavior and prevent victimization is needed. This study evaluated the Actively Caring for People (AC4P) approach in four Southwest Virginia middle schools. Sixth and seventh grade students from two schools (n=209) participated in a five-week prosocial-focused curriculum, while 194 students served in the control group. All participants completed pre and post-test measures on their prosocial behavior performed and received, aggressive victimization and aggression performed, as well as bullying victimization and bullying performed to others. Linear regression and binary logistic regression were used to assess the impact of the Intervention. Follow-up moderator analyses were performed to assess the impact of Intervention Fidelity, Classroom Climate, Coaches' Entity Prosocial Mindset, and Role Model Perceptions. No intervention effects were observed and no moderators of the intervention were significant. Implications, limitations, and future directions are discussed.
dc.language.isoen_USen_US
dc.publisherVirginia Techen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectmiddle schoolsen_US
dc.subjectclassroom interventionen_US
dc.subjectaggressionen_US
dc.subjectbullyingen_US
dc.subjectprosocial behavioren_US
dc.titlePromoting Prosocial Behavior to Prevent Aggression and Bullying in Middle Schools: An environment, person, and behavior-focused interventionen_US
dc.typeThesisen_US
dc.contributor.departmentPsychologyen_US
dc.description.degreeMaster of Scienceen_US
thesis.degree.nameMaster of Scienceen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplinePsychologyen_US
dc.contributor.committeechairGeller, E. Scotten_US
dc.contributor.committeememberFoti, Roseanne J.en_US
dc.contributor.committeememberDunsmore, Julie C.en_US
dc.type.dcmitypeTexten_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05212014-155633/en_US
dc.date.sdate2014-05-21en_US
dc.date.rdate2014-05-27
dc.date.adate2014-05-27en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record