ViSC Social Competence Program

Strohmeier, Dagmar; Hoffmann, Christine; Schiller, Eva-Maria; Stefanek, Elisabeth; Spiel, Christiane

doi:10.1002/yd.20008

Cited by 54 publications

(44 citation statements)

References 14 publications

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“…The present study aims at filling these gaps. Competence Training; see Strohmeier, Hoffmann, Schiller, Stefanek, & Spiel, 2012). Informed consent was obtained from parents and school officials.…”

Section: Construct Validity Of the Agg-iatmentioning

confidence: 99%

On the psychometric properties of the aggressiveness‐IAT for children and adolescents

Lemmer

Gollwitzer

Banse

2014

Aggressive Behavior

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In research on aggression, implicit association tests (IATs) have been constructed to elucidate automatic processes involved in aggressiveness. Despite an increasing number of applications of the "Aggressiveness-IAT" in basic and applied research, the psychometric properties of this method for measuring an automatic aggressive self-concept have not been comprehensively investigated. Although the Aggressiveness-IAT has been used both as a cross-situationally consistent trait measure and as a measure to indicate situational changes, prior studies have not tested to what extent it reliably captures a stable trait vs. an occasion-specific aggressive self-concept. The present research scrutinizes the psychometric properties of the Aggressiveness-IAT by addressing two issues. First, we tested the reliability, consistency, and occasion specificity of the Aggressiveness-IAT in a longitudinal panel study with four waves and 574 Austrian school children/adolescents by applying latent-state trait (LST) theory. Second, we validated latent trait scores of the IAT vis-à-vis other measures either clearly related to aggression or not. Results demonstrate that 20-30% of the variance in children's and adolescents' IAT scores is situation-unspecific (i.e., "stable"), whereas 36-50% are situation-specific. Regarding its construct validity, the Aggressiveness-IAT is correlated with explicit measures of aggression and related constructs, but it is not associated with discriminant variables (e.g., school achievement). Implications for using the Aggressiveness-IAT are discussed in the light of these findings. Aggr. Behav. 41:84-95 2015. © 2014 Wiley Periodicals, Inc.

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Section: Construct Validity Of the Agg-iatmentioning

confidence: 99%

On the psychometric properties of the aggressiveness‐IAT for children and adolescents

Lemmer

Gollwitzer

Banse

2014

Aggressive Behavior

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“…According to Strohmeier et al (2012), this program was effective in reducing bullying perpetration, but preliminary results showed that victimization rates did not change. There was a decrease in cyberbullying (perpetration and victimization) (Gradinger et al 2016) and detailed results regarding bullying are still being collected.…”

Section: Viennese Social Competence (Visc)mentioning

confidence: 79%

Protecting Children Through Anti-bullying Interventions

Zych

Farrington

Llorent

et al. 2017

SpringerBriefs in Psychology

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As described in Chap. 2, systematic reviews and meta-analyses have been conducted on different topics related to bullying and anti-bullying interventions. Among them, the most comprehensive searches and analyses were carried out by Farrington and Ttofi (2009), who reviewed 53 evaluations published in 89 reports. They found that, after these anti-bullying interventions, overall, bullying perpetration decreased about 20-23%, and bullying victimization dropped about 17-20%. Thus, anti-bullying programs can protect children from this kind of aggression. Nevertheless, not all programs or components are equally effective. This chapter will review important anti-bullying interventions conducted in different geographic areas mostly at a national or regional level with large samples and rigorous designs (see also Baldry and Farrington 2007).According to the meta-analysis conducted by Farrington and Ttofi (2009), certain components of anti-bullying programs are effective in reducing perpetration or victimization. Figure 5.1 shows the components that were found to work better than others in reducing perpetration, victimization, or both.Farrington and Ttofi (2009) found that there were some components that worked best in reducing both perpetration and victimization. Among them, parent training, in which information about bullying and anti-bullying programs was provided, was found to be effective. More intensive and longer programs (for both teachers and students) worked best. Cooperative group work among experts in which information was exchanged, common aims were established or solutions to different problems were discussed, was also useful. Disciplinary methods involving the elaboration and application of new rules, including sanctions for bullying were also effective in reducing perpetration and victimization.Some features were found to be effective in reducing perpetration or victimization only. The decrease in perpetration was greater in interventions that included teacher training and a whole-school anti-bullying policy with classroom rules,

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“…At the end, the students design a small project and thus work together to achieve a positive, common goal (for details see Atria & Spiel, 2007;Strohmeier, Hoffmann et al, 2012) and practice their social skills. ViSC is a primary preventive program including secondary preventive elements (i) to reduce aggressive behavior and bullying and (ii) to foster social and intercultural competencies in schools.…”

Section: The Visc Social Competence Programmentioning

confidence: 99%

“…The ViSC program is a primary preventive anti-bullying program that does not include specific anti-cyberbullying elements (Strohmeier, Hoffmann, Schiller, Stefanek, & Spiel, 2012). The ViSC program is a primary preventive anti-bullying program that does not include specific anti-cyberbullying elements (Strohmeier, Hoffmann, Schiller, Stefanek, & Spiel, 2012).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber‐victimization: Class and individual level moderators

Gradinger

Yanagida

Strohmeier

et al. 2016

Aggressive Behavior

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We investigated whether the general anti-bullying program ViSC sustainably prevents cyberbullying and cyber-victimization. A longitudinal randomized control group design was used to examine (i) program effectiveness immediately after a 1 year implementation phase and (ii) sustainable program effects 6 months later taking several moderators on the class level (class climate and ethnic diversity) and on the individual level (gender, age, internet usage, traditional bullying/victimization) into account. Effectiveness (e.g., the change between waves 2 and 1) was examined in 2,042 students (47.6% girls), aged 11.7 years (SD = 0.88) enrolled in 18 schools and 103 classes. Sustainability (e.g., the change between waves 3 and 2) was examined in a sub-sample of 6 schools and 35 classes comprising 659 students. The self-assessment multiple-item scales showed longitudinal and multiple group invariance. Factor scores were extracted to compute difference scores for effectiveness (Posttest minus Pretest) and sustainability (Follow-up test minus Posttest) for cyberbullying and cyber-victimization. Multilevel Modeling was applied to examine (i) the effectiveness and (ii) the sustainability of the ViSC intervention controlling for several individual and class level variables. Controlling for covariates, it was demonstrated that the ViSC program is effective in preventing cyberbullying and cyber-victimization and that the effects are sustainable after 6 months. The consequences for cyberbullying prevention are discussed.

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ViSC Social Competence Program

Cited by 54 publications

References 14 publications

On the psychometric properties of the aggressiveness‐IAT for children and adolescents

On the psychometric properties of the aggressiveness‐IAT for children and adolescents

Protecting Children Through Anti-bullying Interventions

Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber‐victimization: Class and individual level moderators

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