The Roles of School Climate and Peers in Bullying
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Bullying is a serious and common problem in Canadian schools.Despite three decades of comprehensive research on this complex behavioural problem, much remains to be understood.The general purpose of the current studies was to comprehensively examine bullying from an ecological perspective and the roles that school climate and peer processes play in the development of this behaviour, in order to elucidate mechanisms for intervention.The first study was a multilevel analysis of the relative importance of individual and school characteristics in bullying in Canadian schools.In a second study, we examined the experiences of peers who witnessed bullying incidents in order to investigate whether there were factors that predicted a decrease in witness behaviour.Finally, we conducted an evaluation of a peer-mediated bullying prevention program using a pre/post controlled study design.We assessed the impact of this program on behaviour, socioemotional skills, and school climate.Overall, our findings were consistent with the view that bullying is a problem of destructive relationships that needs to be addressed from this perspective.We found that relationships among peers and adults at school contributed to the overall climate of a school, and an overall climate of peer connectedness was associated with less bullying.Provictim attitudes and emotional supportiveness predicted change in bystander behaviour, although the nature of these changes differed for boys and girls.Finally, we did not find evidence of an effect of the prevention program on bullying behaviour or school climate, and we discuss the lack of findings with regard to program implementation and future program evaluations.This research has implications for understanding the influence of peers and peer group processes on the development of bullying.It is our hope that these studies will indicator of adolescents at risk for mental disorders.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it