Evaluation of a virtual reality enhanced bullying prevention curriculum pilot trial

Katherine M. Ingram, Dorothy L. Espelage, Gabriel Merrin, Alberto Valido, Jennifer Heinhorst, Mary Joyce

Research output: Contribution to journalArticle

Abstract

Introduction: Bullying is a widely prevalent public health and safety issue that can have serious long-term consequences for youth. Given the limited efficacy of traditional bullying prevention programs, a need exists for novel, theoretically informed, prevention programming. Construal Level Theory provides a useful framework.<br>Methods: This study evaluated a pseudo-randomized pilot trial of a virtual reality enhanced bullying prevention program among middle school students (<i>N</i> = 118) in the Midwest United States. Two models were proposed. The first predicts reductions in bullying behavior (traditional bullying, cyberbullying, relational aggression) at post-test, mediated by changes in empathy in the virtual reality condition compared to the control condition. The second predicts increases in school belonging and willingness to intervene as an active bystander at post-test, mediated by changes in empathy in the virtual reality condition compared to the control conditi
Original languageEnglish
Pages (from-to)72-83
JournalJournal of Adolescence
StatePublished - Feb 1 2019

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    Ingram, K. M., Espelage, D. L., Merrin, G., Valido, A., Heinhorst, J., & Joyce, M. (2019). Evaluation of a virtual reality enhanced bullying prevention curriculum pilot trial. Journal of Adolescence, 72-83.