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Comprehensive Assessment of School Climate to Improve Safety in Maryland Middle Schools, 2015-2018 (ICPSR 37488)

Released/updated on: 2022-01-27

Geographic coverage: Maryland

Time period: 2015-04-01--2018-06-30

The major aims of this project were to: 1) Adapt for middle schools and assess the feasibility and acceptability of the Maryland Safe and Supportive Schools (MDS3) Model; 2) Test the efficacy of MDS3 for improving school safety and climate, problem behaviors, engagement, and achievement using a group of randomized controlled trial design in 20 middle schools; and 3) Measure the programmatic costs and benefits associated with implementation of the MDS3 model. Toward that end, during Spring 2015, the study team adapted and finalized the middle school version of Maryland Safe and Supportive Schools (MDS3) model, ensuring that it was feasible and acceptable to implement in middle schools, thereby addressing aim 1. The study team then began a randomized controlled trial in Summer 2015, whereby they recruited, enrolled, and randomized 40 middle schools to intervention and control conditions. The study team then collected baseline (Spring 2015- Fall 2015) and annual follow-up data in the Spring of the 2015-2016, 2016-2017, and 2017-2018 school years. These data included: student, staff, and parent indicators via the online MDS3 School Climate Survey; implementation of positive behavior supports and multi-tiered interventions; classroom and environment observations using two measures: Assessing School Settings: Interactions of Students and Teachers (ASSIST; Rusby et al., 2001) and School Assessment for Environmental Typology (SAfETy; Bradshaw, Milam, Furr-Holden, and Lindstrom Johnson, 2015); and cost data assessing the cost of program delivery in all 40 schools. Additionally, the team collected implementation data from coaches in the 20 intervention schools, which included information on coaching fidelity and ratings of the school engagement.

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Testing a New Mediational Model of the Link Between Maltreatment and Aggression in Adolescence in Upstate New York, 2002-2004 (ICPSR 20425)

Released/updated on: 2009-03-31

Geographic coverage: New York, United States

Time period: 2002-01-01--2003-01-01, 2003-01-01--2004-01-01

This study sought to examine whether adolescents who experience rejection by both peers and parents would demonstrate higher levels of aggression due to negative views of the self and/or others. In Part 1 (Older Adolescent Data), participants were 125 male and female undergraduate students ranging in age from 18 to 27 years, who were recruited from psychology and human development classes in upstate New York between 2002 and 2003 and received course credit for participating in a study of relationships and problem solving. In small group testing sessions, participants completed assessments of several personality factors, justification of aggression, self-esteem, other-esteem, and aggression. Participants also completed the hypothetical situations task in which they assessed the provocateur's intent and their own likely response in each. For Part 2 (Adolescent Data), participants included 184 adolescents who were between the ages of 14 and 17 and enrolled at a suburban high school in upstate New York in 2003 and 2004. Adolescents were recruited to participate in a study of relationships and problem solving through announcements made by the researcher in the students' homeroom. A total of nine homerooms participated across two academic years. Each participating student's homeroom teacher completed an assessment regarding the student's behavior. As in Part 1, the students completed several self-assessments and a hypothetical situations tasks. Both Parts 1 and 2 include the demographic variables age, race, and gender and scores from the personality factors, justification of aggression, self-esteem, other-esteem, and aggression assessments and the hypothetical situations task. Part 2 also includes variables from the homeroom teacher's assessment of the student's behavior.