COMMITTEE FOR CHILDREN STEPS TO RESPECT EVALUATION

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COMMITTEE FOR CHILDREN STEPS TO RESPECT EVALUATION

Abstract

Steps to Respect: A Bullying Prevention Program is an effective tool that educators can use to decrease
bullying at school and help students build more supportive relationships with each other (Frey et al.,
2005). The program’s dual focus on bullying and friendship is based on research showing that
friendship protects children from the harmful effects of bullying (Hodges, Boivin, Vitaro, and
Bukowski, 1999). Students learn a variety of relationship skills, including strategies for making and
keeping friends and steps for joining a group activity. The Steps to Respect program also teaches
children skills for coping with bullying, including recognizing bullying, using assertive behaviors to
respond to bullying, and reporting bullying to adults. Because many children become involved as
bystanders to bullying (in both helpful and harmful ways), the Steps to Respect program emphasizes
that all members of a school community must take responsibility for decreasing bullying.
Student lessons teach empathy for bullied children, positive social norms, and specific socially
responsive behaviors for children to use when they witness bullying. In keeping with a focus on
positive youth development, children have opportunities to practice problem-solving and emotionmanagement skills. Staff training, which increases adult awareness of and ability to respond
effectively to bullying, is a central component of the program. By addressing factors at the individualchild, peer-group, and school levels, the Steps to Respect program provides schoolwide support and
strategies for bullying reduction. This comprehensive prevention strategy has received scientific
support in previous studies (Olweus, 1991; Smith and Sharp, 1994) and served as the basis for the
development of the Steps to Respect program.
Bullying has far-reaching implications for children’s emotional well-being and general school safety.
Worldwide research conducted over the past two decades has added significantly to our knowledge
about the harmful consequences of bullying. There is a clear negative impact on the development of
both children who are the targets of bullying and those who bully others. At the same time, scientific
evidence shows that the Steps to Respect program can have a positive impact on this difficult
problem (Frey et al., 2005; Hirschstein and Frey, 2006). This review provides a summary of research
on bullying, with a particular emphasis on elements that influenced the conceptualization and
development of the Steps to Respect program.

TABLE OF CONTENT

Title page- – – – – – – – – i
Approval page – – – – – – – -ii
Dedication – – – – – – – – -iii
Acknowledgement – – – – – – – -iv
Abstract – – – – – – – – – -v
Table of content – – – – – – – -vi

CHAPTER ONE
INTRODUCTION – – – – – – – -1
1.0 Background of the study – – – – -1
1.1 Statement of the problem – – – – -5
1.2 Purpose of the study – – – – – -6
1.3 Significance of the study – – – – -8
1.4 Research questions – – – – – -9
1.5 Scope of the study – – – – – – -10

CHAPTER TWO

LITERATURE REVIEW – – – – – – -11

CHAPTER THREE

Research methodology – – – – – – -39
Design of study – – – – – – – -40

CHAPTER FOUR

Presentation, analysis and interpretation of data – -48

CHAPTER FIVE

Summary of findings – – – – – – -60
Conclusion – – – – – – – – -61
Recommendations – – – – – – – -62
Suggestions for further research – – – – -64
References – – – – – – – – -65
Appendix I – – – – — – – – -68
Questionnaire. – – – – – – – -69

COMMITTEE FOR CHILDREN STEPS TO RESPECT EVALUATION

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