Explore our ongoing research projects that address the various aspects of bullying and other forms of school violence in our schools.
This project, funded by the Institute of Education Sciences (IES) will develop and test a social norms and bystander intervention training to reduce bullying and sexual harassment in high schools. NAB IT! (Norms And Bystander Intervention Training) relies on influential peer leaders in high schools to establish social norms and bystander intervention training to promote peer intervention in instances of bullying and sexual harassment to improve school climate.
Social Emotional Learning (SEL) skills (emotional awareness and regulation, perpective taking, relationship skills, and problem solving) are essential skills for all children for healthy development; however, these skills are essentially important for youth involved in bullying.
Dr. Fredrick and Dr. Nickerson's research examines the extent to which universal SEL instruction in schools can improve school climate and culture, prevent bullying, and protect youth that are targets of bullying from further negative outcomes.
Dr. Fredrick's research examines the associations among media use and bullying victimization and perpetration. Specifically, how media use is both a risk factor and outcome for youth involved in bullying and problematic media use that may exacerbate outcomes for youth. With Dr. Sarah Domoff, her current research examines how problematic phone use is related to cyberbullying and victimization among young adults.
The Alberti Center team has worked with the New York State Developmental Disabilities Planning Council to help with their long-range strategic planning around the issues of bullying and people with disabilities. A follow-up project involved creating a website and resource directory (end-abuse.org) in order to provide educational information, resources, and tools to support people with intellectual and developmental disabilities experiencing various forms of abuse.
This project assesses the impact of the EL-G5 Second Step Child Protection Unit (CPU) in a randomized control trial involving eight schools in New York. The study assesses whether the CPU lessons improve student knowledge to recognize, report, and refuse unsafe situations. It also examines whether the staff training improves staff knowledge and motivation. Earlier work included a randomized controlled trial and focus group study of the Second Step Child Protection Family Videos in promoting parent or caregiver discussions about child sexual abuse.
This is a multi-method, longitudinal study of developmental pathways to violence/victimization and substance use (VVSU) as risks for gun violence, in a sample characterized by high pre- and post-natal risks. The study focuses on two major pathways.
The first is a reactive aggressive pathway and the second is a proactive aggression pathway. The role of community risk factors will be explored.
Bullying is now recognized as a group process where peers witness the majority of incidents. Our research examines the extent to which variables such as empathy, relationships with parents, norms, and affiliations with peers predict intervening (directly or indirectly) with bullying. We have also developed and validated a measure of the bystander intervention model for bullying and sexual harassment.
Several studies are investigating the impact of bullying in terms of social-emotional adjustment, relationships, mental health, and perceptions of school climate. In collaboration with Dr. Jennifer Livingston and her colleagues at the Research Institute on Addictions, we are collaborating on a five-year longitudinal study funded by NIAA to study the circumstances under which peer victimization is deleterious and for whom, as well as potential protective factors that can be targeted for intervention.
The PREPaRE curriculum was developed by the National Association of School Psychologists (NASP) in order to provide training for school personnel in crisis prevention and intervention. Continued evaluation is an integral piece of the PREPaRE model and is used to further refine training and curriculum. Our research studies have indicated high amounts of participation satisfaction as well as significant increases in knowledge and attitudes toward crisis prevention and intervention.