COREMatters: A Bullying Intervention Pilot Study

Abstract

While bullying is a serious concern for students and educators alike, empirically tested interventions are needed. This study examined the impact of a bullying intervention curriculum at a public middle school in the Midwest. This intervention, COREMatters, was designed to reduce bullying behaviors, foster a greater sense of community cohesion and trust in the school, improve school climate, and increase student self-esteem. As such, the intervention required participation of teachers, administrators, students, and outside experts. COREMatters was modeled after theoretical frameworks of socioemotional learning and Bloom's taxonomy. Additionally, components of This We Believe outlining successful schools were considered. Uniquely contributing to this intervention is the inclusion of martial arts instruction. The intervention was taught as a whole, integrated model. The t-tests indicated significant differences between the control and intervention groups on measures of school climate, student selfesteem, and school cohesion and trust. Students in the intervention group scored higher in measures of self-esteem and rated their schools more positively on measures of cohesion and trust and climate.

Subjective Health Literacy among School-Aged Children: First Evidence from Lithuania

“…A variety of prevention programs have been implemented in recent years to address this issue such as the bullying prevention programs (e.g., the Olweus bullying prevention program) found in most schools. Evidence suggests that school-based bullying prevention programs focus on developing social skills, improving such competences as self-management, self-awareness, and self-regulation, establishing positive relationships [43], and creating a school climate that reduces involvement in harmful behavior [44], which contributes positively to mental health [45] and mental HL [46]. It can be assumed that the aims of such programs correspond with knowledge and competences related to HL.…”

Psychological Applications and Trends 2022

“…This option is presented for school systems that wish to incorporate their school resource officers (SRO) into the curriculum and instruction. Research demonstrates that integrating SROs in school programming can increase school cohesion and trust as well as improve school climate (Cipra & Hall, 2019).…”

“…Schools throughout much of the world, including the United States, have realized the usefulness of social emotional learning (SEL). While not a traditional academic subject, SEL is crucial for student well-being, and SEL curriculum taught within the confines of the school is associated with improved academic performance (Panayiotou et al, 2019), decreased aggression (Smith & Low, 2013), positive peer relationships and school cohesion (Cipra & Hall, 2019), and reduced depression (Corrieri et al, 2014;Taylor et al, 2017). The authors contend that the need for effective SEL in a school-based system has significantly increased since the start of the COVID-19 global pandemic.…”

Akran Zorbalığını Önlemede Okul Tabanlı Müdahale Programları: Sistematik Derleme

“…İlkokul ve ortaokul öğrencilerine yönelik çalışmalar incelendiğinde; Clarkson ve arkadaşlarının (2016). çalışmasında ilkokul ve ortaokullarda KİVA eğitim programının zorbalık davranışına etkisini, Healy ve Sanders (2017) akranları tarafında mağduriyete maruz kalan çocukların depresyonlarını aile desteği ile tedavi edilmesini, Cipra ve Hall (2019) zorbalık davranışının önlenmesi için "CORE Matters" isimli eğitim programının etkisini, Huitsing ve arkadaşları (2019). ilkokul ve ortaokullarda KİVA eğitim programının etkinliğini, Olweus ve arkadaşları (2020).…”