The Effects of a Clinical Prevention Program on Bullying, Victimization, and Attitudes toward School of Elementary School Students
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
The purpose of the present study was to evaluate a bullying prevention program that involved eleven 90-minute, highly structured workshops conducted at the classroom level on a weekly basis. The intervention aimed to increase student awareness of bullying and its impact, increase empathy toward victims, and enhance positive attitudes toward school and academic achievement. Participants were 666 students who were selected from 20 elementary schools using stratified random-sampling procedures from a large metropolitan area of southern Greece. Students were randomly assigned to experimental and control groups and were provided measures of bullying and victimization behaviors at pretest and posttest (Olweus, 1996). Results indicated that there were statistically significant decreases in bullying and victimization behaviors from pretest to posttest. Specifically, victimization rates in the experimental group were reduced from pretest to posttest by 55.4%. The respective decreases in the control group were 23.3%. Similarly, bullying rates decreased by 55.6% at posttest compared with pretest in the experimental group, and the combined type decreased by 66.7%. Furthermore, a latent class analysis provided qualitative means on the specific categories in which decreases of negative behaviors were observed. Additional positive effects were observed with increases in positive attitudes toward school (school liking). We conclude that the current prevention program effectively reduced bullying and victimization in the elementary schools in Greece and holds promise for influencing the overall school experience.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| 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