|Title:||Social and Character Development in Rural Youth: The Competence Support Program|
|Principal Investigator:||Farmer, Thomas||Awardee:||University of North Carolina, Chapel Hill|
|Program:||Social and Character Development [Program Details]|
|Award Period:||4 years||Award Amount:||$1,797,932|
|Type:||Efficacy and Replication||Award Number:||R305L030162|
Co-Principal Investigator(s): Fraser, Mark
Purpose: In this project, the researchers aimed to evaluate the Competence Support Program, a multi-level program that includes social skills training, school-wide behavior management, and school-wide training in classroom social dynamics management. They intend to test the ways in which the program trains teachers to identify student peer groups, the leaders of those groups, and the socially aggressive students. Researchers also examined how students' personal characteristics (such as risk status), social roles (such as bully or victim), and peer affiliations (either prosocial or antisocial) interact with the classroom and school social context. The researchers hypothesized that along with direct instruction of students about how to behave in social situations, teacher training would in turn influence students' aggressive behavior and relationships with their peers, school engagement, academic achievement, and bonding with school adults
ERIC Citations: Find available citations in ERIC for this award here.
Fraser, M.W., Richman, J.M., Galinsky, M.J., and Day, S.H. (2009). Intervention Research: Developing Social Programs. New York: Oxford University Press.
Guo, S., and Fraser, M.W. (2010). Propensity Score Analysis: Statistical Methods and Applications. Thousand Oaks, CA: Sage Press.
Farmer, T.W., Xie, H., Cairns, B.D., and Hutchins, B.C. (2007). Social Synchrony, Peer Networks, and Aggression in School. In P.H. Hawley, T.D. Little, and P.C. Rodkin (Eds.), Aggression and Adaptation: The Bright Side to Bad Behavior (pp. 209–233). Mahwah, NJ: Lawrence Erlbaum Associates.
Farmer, T.W., and Xie, H.L. (2007). Aggression and School Social Dynamics: The Good, the Bad, and the Ordinary. Journal of School Psychology, 45(5): 461–478.
Farmer, T.W., Farmer, E.M.Z., and Brooks, D.S. (2010). Recasting the Ecological and Developmental Roots of Intervention for Students With Emotional and Behavior Problems: The Promise of Strength-Based Perspectives. Exceptionality: A Special Education Journal, 18(2): 53–57.
Farmer, T.W., Irvin, M.J., Sgammato, A., Dadisman, K., and Thompson, J.H. (2009). Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors. Elementary School Journal, 109(3): 301–321.
Farmer, T.W., Petrin, R.A., Robertson, D.L., Fraser, M.W., Hall, C.M., Day, S.H., and Dadisman, K. (2010). Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second Grade Classrooms. The Elementary School Journal, 110(3): 364–392.
Li, J., and Fraser, M. W. (2015). Evaluating Dosage Effects in a Social-Emotional Skills Training Program for Children: An Application of Generalized Propensity Scores. Journal of Social Service Research, 41(3), 345–364.
Robertson, D.L., Farmer, T.W., Fraser, M.W., Day, S.H., Duncan, T., Crowther, A., and Dadisman, K.A. (2010). Interpersonal Competence Configurations and Peer Relations in Early Elementary Classrooms: Perceived Popular and Unpopular Aggressive Subtypes. International Journal of Behavioral Development, 34(1): 73–87.
Wike, T.L., and Fraser, M.W. (2009). School Shootings: Making Sense of the Senseless. Aggression and Violent Behavior, 14(3): 162–169.