ࡱ>  Qbjbj sxxtO!!!4 #hc* 5(555C7 9B$]Ebbbbbbbeh\b!FC7C7FFb!!55xc(OOOF!5!5bOFbOOXhY5 HXb,c<hcY|hKh YY~h!\FFOFFFFFbbOFFFhcFFFFhFFFFFFFFF :  NEW JERSEY DEPARTMENT OF EDUCATION AND ROWAN UNIVERSITY CENTER FOR ADDICTION STUDIES AND AWARENESS SOCIAL NORMS PROJECT 2005-2011 SOCIAL NORMS REPORT Nadine M. Connell, Ph.D. Pamela M. Negro, MSW, LCADC Allison N. Pearce, MA January 2011 This project was funded in full by the ӣƵ Department of Education through a grant from the US Department of Education, Safe and Drug-Free Schools Program, under Title IV, Part A of the No Child Left Behind Act. The authors would like to thank the ӣƵ Middle and High Schools who participated in this evaluation. Points of view or opinions contained within this document are those of the authors and do not necessarily represent the official position or policies of the ӣƵ Department of Education and Rowan University Center for Addiction Studies and Awareness. Table of Contents  TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc325012239" List of Tables  PAGEREF _Toc325012239 \h iii  HYPERLINK \l "_Toc325012240" Chapter I: Introduction  PAGEREF _Toc325012240 \h 1  HYPERLINK \l "_Toc325012241" Program Description  PAGEREF _Toc325012241 \h 4  HYPERLINK \l "_Toc325012242" The Social Norms Approach  PAGEREF _Toc325012242 \h 6  HYPERLINK \l "_Toc325012243" Chapter II: The Middle School Bullying Campaign  PAGEREF _Toc325012243 \h 11  HYPERLINK \l "_Toc325012244" Survey Methodology  PAGEREF _Toc325012244 \h 12  HYPERLINK \l "_Toc325012245" Analytic Techniques  PAGEREF _Toc325012245 \h 14  HYPERLINK \l "_Toc325012246" Cohort 1 Trends  PAGEREF _Toc325012246 \h 15  HYPERLINK \l "_Toc325012247" Measures  PAGEREF _Toc325012247 \h 15  HYPERLINK \l "_Toc325012248" Results  PAGEREF _Toc325012248 \h 18  HYPERLINK \l "_Toc325012249" Cohort 2 Trends  PAGEREF _Toc325012249 \h 20  HYPERLINK \l "_Toc325012250" Measures  PAGEREF _Toc325012250 \h 20  HYPERLINK \l "_Toc325012251" Results  PAGEREF _Toc325012251 \h 22  HYPERLINK \l "_Toc325012252" Cohort 3 Trends  PAGEREF _Toc325012252 \h 24  HYPERLINK \l "_Toc325012253" Measures  PAGEREF _Toc325012253 \h 24  HYPERLINK \l "_Toc325012254" Results  PAGEREF _Toc325012254 \h 24  HYPERLINK \l "_Toc325012255" Cohort 4 Trends  PAGEREF _Toc325012255 \h 26  HYPERLINK \l "_Toc325012256" Measures  PAGEREF _Toc325012256 \h 27  HYPERLINK \l "_Toc325012257" Results  PAGEREF _Toc325012257 \h 27  HYPERLINK \l "_Toc325012258" Conclusions about Bullying and Social Norms  PAGEREF _Toc325012258 \h 29  HYPERLINK \l "_Toc325012259" Chapter III: ATOD Social Norms Campaign  PAGEREF _Toc325012259 \h 31  HYPERLINK \l "_Toc325012260" Survey Methodology  PAGEREF _Toc325012260 \h 31  HYPERLINK \l "_Toc325012261" Analytic Technique  PAGEREF _Toc325012261 \h 33  HYPERLINK \l "_Toc325012262" Cohort 1 Trends  PAGEREF _Toc325012262 \h 33  HYPERLINK \l "_Toc325012263" Measures  PAGEREF _Toc325012263 \h 34  HYPERLINK \l "_Toc325012264" Results  PAGEREF _Toc325012264 \h 35  HYPERLINK \l "_Toc325012265" Cohort 2 Trends  PAGEREF _Toc325012265 \h 36  HYPERLINK \l "_Toc325012266" Measures  PAGEREF _Toc325012266 \h 36  HYPERLINK \l "_Toc325012267" Results  PAGEREF _Toc325012267 \h 37  HYPERLINK \l "_Toc325012268" Cohort 3 Trends  PAGEREF _Toc325012268 \h 38  HYPERLINK \l "_Toc325012269" Measures  PAGEREF _Toc325012269 \h 39  HYPERLINK \l "_Toc325012270" Results  PAGEREF _Toc325012270 \h 39  HYPERLINK \l "_Toc325012271" Cohort 4 Trends  PAGEREF _Toc325012271 \h 40  HYPERLINK \l "_Toc325012272" Measures  PAGEREF _Toc325012272 \h 40  HYPERLINK \l "_Toc325012273" Results  PAGEREF _Toc325012273 \h 40  HYPERLINK \l "_Toc325012274" Conclusions about ATOD and Social Norms  PAGEREF _Toc325012274 \h 42  HYPERLINK \l "_Toc325012275" Chapter IV: Implementing the Social Norms Campaign and Training  PAGEREF _Toc325012275 \h 44  HYPERLINK \l "_Toc325012276" Chapter V: Discussion and Conclusions  PAGEREF _Toc325012276 \h 50  HYPERLINK \l "_Toc325012277" Recommendations  PAGEREF _Toc325012277 \h 50  HYPERLINK \l "_Toc325012278" Obtain Comparison Schools  PAGEREF _Toc325012278 \h 50  HYPERLINK \l "_Toc325012279" A Variety of Campaign Approaches  PAGEREF _Toc325012279 \h 51  HYPERLINK \l "_Toc325012280" Conclusions  PAGEREF _Toc325012280 \h 52  HYPERLINK \l "_Toc325012281" References  PAGEREF _Toc325012281 \h 55  HYPERLINK \l "_Toc325012282" Appendix A: Middle School Consent Form  PAGEREF _Toc325012282 \h 57  HYPERLINK \l "_Toc325012283" Appendix B: High School Parental Consent  PAGEREF _Toc325012283 \h 59  HYPERLINK \l "_Toc325012284" Appendix C: Middle School Survey Time 1  PAGEREF _Toc325012284 \h 61  HYPERLINK \l "_Toc325012285" Appendix D: High School Survey Time 1  PAGEREF _Toc325012285 \h 67  HYPERLINK \l "_Toc325012286" Appendix E and F: Middle & High School Surveys Time 2  PAGEREF _Toc325012286 \h 74  List of Tables  TOC \h \z \c "Table" HYPERLINK \l "_Toc284277844"Table 1: Participating Schools  PAGEREF _Toc284277844 \h 2 HYPERLINK \l "_Toc284277845"Table 2: Cohort 1 Results  PAGEREF _Toc284277845 \h 18 HYPERLINK \l "_Toc284277846"Table 3: Cohort 2 Victimization Experiences  PAGEREF _Toc284277846 \h 21 HYPERLINK \l "_Toc284277847"Table 4: Cohort 2 Bullying Behaviors  PAGEREF _Toc284277847 \h 22 HYPERLINK \l "_Toc284277848"Table 5: Cohort 2 Perceptions of Peers Victimization  PAGEREF _Toc284277848 \h 22 HYPERLINK \l "_Toc284277849"Table 6: Cohort 2 Peers Bullying Behavior  PAGEREF _Toc284277849 \h 23 HYPERLINK \l "_Toc284277850"Table 7: Cohort 3 Victimization Experiences  PAGEREF _Toc284277850 \h 24 HYPERLINK \l "_Toc284277851"Table 8: Cohort 3 Bullying Behaviors  PAGEREF _Toc284277851 \h 24 HYPERLINK \l "_Toc284277852"Table 9: Cohort 3 Perceptions of Peers Victimization  PAGEREF _Toc284277852 \h 25 HYPERLINK \l "_Toc284277853"Table 10: Cohort 3 Perception of Peers Bullying Behavior  PAGEREF _Toc284277853 \h 25 HYPERLINK \l "_Toc284277854"Table 11: Cohort 4 Victimization Experiences  PAGEREF _Toc284277854 \h 26 HYPERLINK \l "_Toc284277855"Table 12: Cohort 4 Bullying Behaviors  PAGEREF _Toc284277855 \h 27 HYPERLINK \l "_Toc284277856"Table 13: Cohort 4 Perceptions of Peers Victimization  PAGEREF _Toc284277856 \h 27 HYPERLINK \l "_Toc284277857"Table 14: Cohort 4 Perceptions of Peers Bullying Behavior  PAGEREF _Toc284277857 \h 27 HYPERLINK \l "_Toc284277858"Table 15: Cohort 1 Self Reported Substance Use  PAGEREF _Toc284277858 \h 34 HYPERLINK \l "_Toc284277859"Table 16: Cohort 1 Perceptions of Peers Substance Use  PAGEREF _Toc284277859 \h 35 HYPERLINK \l "_Toc284277860"Table 17: Cohort 2 Self Reported Substance Use  PAGEREF _Toc284277860 \h 37 HYPERLINK \l "_Toc284277861"Table 18: Cohort 2 Perceptions of Peers Drug Use  PAGEREF _Toc284277861 \h 37 HYPERLINK \l "_Toc284277862"Table 19: Cohort 3 Self Reported Substance Use  PAGEREF _Toc284277862 \h 38 HYPERLINK \l "_Toc284277863"Table 20: Cohort 3 Perceptions of Peers Substance Use  PAGEREF _Toc284277863 \h 39 HYPERLINK \l "_Toc284277864"Table 21: Cohort 4 Self Reported Substance Use  PAGEREF _Toc284277864 \h 40 HYPERLINK \l "_Toc284277865"Table 22: Perceptions of Peers Substance Use  PAGEREF _Toc284277865 \h 40  Chapter I: Introduction Beginning in 2005, the ӣƵ Department of Education, through a United States Department of Education grant under the Safe and Drug-Free Schools and Communities Act, provided funding for and coordinated with the Rowan University Center for Addiction Studies and Awareness (CASA) to implement the ӣƵ Social Norms Project. The project featured two social norms campaigns conducted in participating ӣƵ schools: a bullying social norms campaign in middle schools; and an alcohol, tobacco and other drug use (ATOD) social norms campaign in high schools. These campaigns were implemented in order to examine the efficacy of the social norms approach in promoting positive behavior and beliefs and in decreasing the identified at-risk behaviors (i.e., bullying, ATOD use) among students in participating schools. The campaigns were implemented in each participating school for a period of two years. In year one, students behaviors and beliefs were assessed using a self-report survey and a marketing campaign, based on the survey data, was conducted to promote the students positive behaviors and beliefs. During year two, the marketing campaigns continued and student behaviors and beliefs were re-assessed. At the conclusion of each schools participation, analysis of the differences in student behaviors and perceptions was undertaken to examine the extent to which the social norms project helped promote and increase positive behaviors and beliefs by students, signifying alignment with the pro-social norms. This report highlights the results from all years of school participation in the ӣƵ Social Norms Project. Twenty-six high schools and twenty nine middle schools in ӣƵ completed the entire project. These schools were organized into four cohorts. Table 1 below shows the number of schools that participated by cohort, including the total number of survey responses. The numbers of student responses at each survey administration were large enough that conclusions could be made about the success of these campaigns. These conclusions can be found at the end of Chapter II in the section titled Conclusions about Bullying and Social Norms, for bullying behaviors and the end of Chapter III in the section titled Conclusions about ATOD and Social Norms for ATOD use. Overall project conclusions can be found in Chapter V. The project is one of the largest evaluations of social norms campaigns at the high school level, and to date, it is the only evaluation of social norms campaigns at the middle school level. Table  SEQ Table \* ARABIC 1: Participating Schools High SchoolsSurvey Responses: Time 1Survey Responses: Time 2Cohort 1839322757Cohort 2722541732Cohort 3621781950Cohort 4513911001Total97557440Middle SchoolsTime 1Time 2Cohort 1829052765Cohort 271060961Cohort 3720721921Cohort 4726932451Total87308098 Prior research reports indicate that youth behaviors and attitudes are strongly influenced by individuals perceptions of their peers beliefs; however, perceptions of peer norms are not realistic (Connell, Negro, McGinty, and Pearce, 2007a; Perkins 2003; Perkins and Craig, 2003). Too often these norms are overestimated (e.g., Everyone smokes and everyone knows that!), and this information may be used by youth to rationalize their behaviors and attitudes. Youth also may feel pressured to engage in the activities that they perceive to be ubiquitous among their peers. The objective of the social norms campaigns is to educate students about the reality of bullying activity in middle schools and ATOD use in high schools by providing students with objective information on the normative behaviors and beliefs of the local student population, based on data obtained from surveys completed by the students in the participating schools. In this way, the campaigns are tailored to include statistics about what students in their school actually do and think. These campaigns are based on the premise that armed with the correct information students will internalize the messages, and respond with commensurate reductions in bullying and ATOD use behaviors and attitudes (Connell, et al., 2007a; Perkins, 2003). The results to date of this evaluation are available in several reports issued by Connell and colleagues (Connell, et al. 2007a; 2007b; Connell, Flower, Negro, Reilly, and Pearce 2008; Flower 2007). This report summarizes the findings of the five-year evaluation for both the high schools and middle schools participating in the ӣƵ Social Norms Project; describes the variety of ways that schools implemented the campaign during the five years of the project; examines changes made to the survey protocol half-way through the project; and describes the overall findings of this evaluation. . Chapter 1 provided the overall description of the Social Norms Project conducted in cohorts of New jersey middle schools and high schools from the 2005-2006 through the 2010-2011 school years. Chapter 2 provides descriptions of the overall results for the middle school evaluation, highlighting the positive trends throughout the five years of implementation, and Chapter 3 provides the same information for the high school evaluation. Chapter 4 provides descriptions of the qualitative and descriptive measures of both the middle schools and high schools to provide insight into the many variations of the social norms campaigns implemented by schools in response to address locally determined needs.. Chapter 5 includes descriptions of evaluation limitations, recommendations for the future, and the overall conclusions on the success of the social norms campaigns under the ӣƵ Social Norms Project. Program Description In recent years, two major problems impacting school youth have been identified: substance use and abuse and bullying. Several states have attempted to address these problems in numerous ways including the use of scare tactics, DARE programs and counseling initiatives. Prevention programs, especially those that address the issues of under-age alcohol and drug use, are common parts of the curriculum in most schools. More recently, as educators begin to realize the negative impacts associated with bullying, schools are using traditional substance abuse prevention programs as a model to address the growing bullying problem. The current study is an evaluation of two types of prevention programs implemented since 2005 that utilize the social norms approach to bring about environmental change within ӣƵ schools. The first type of prevention program targeted bullying behavior at the middle school level. Twenty-nine middle schools throughout the state of ӣƵ participated in a social norms campaign that informed students that most youth do not engage in bullying behaviors and how most youth prefer to treat others in friendly and positive ways. The second type of prevention program targeted alcohol, tobacco, and other drug use at the high school level. Twenty-six high schools throughout the state of ӣƵ participated in a social norms campaign designed to inform students about the substance use of their peers and help dispel myths that substance use is a common activity. A brief description of the overall approach is provided below. The Social Norms Approach Findings from the research literature suggest that individuals frequently act in ways that they believe are consistent with behavioral expectations in certain circumstances; for instance, they may behave in ways that they believe are in keeping with the norms or beliefs of their social group, not in ways that are necessarily consistent with their belief system. Research conducted by Wesley Perkins and colleagues (Perkins, 2003) has shown that when accurate information is disseminated within an environmental context, such as an informational poster campaign, it can change group or population norms. Such campaigns are based on the premise that giving individuals accurate information about behaviors of other people, rather than relying on their perception of others behaviors, contributes to pro-social decisions and behaviors that are consistent with the group norms, rather than with the perceived group norms (Perkins, 2003; Perkins & LaMastro, 2006). The techniques utilized in a social norms approach to promote social change are varied; the goal is to provide accurate information in an environmental context in order to reduce problem behavior and enhance protective behavior (Perkins, 2004, pg. 6). These techniques utilize various commercial marketing models to promote social change. While approaches to social norms campaigns vary, several principles utilized in successful campaigns have been identified. These principles include establishing an environment conducive to change, using unbiased empirical data, and implementing a campaign to provide maximum exposure to the data (Perkins & LaMastro, 2006). In ӣƵ, successful social norms campaigns have been conducted at the university level to address alcohol consumption (Perkins & LaMastro, 2006 for a complete overview; Perkins, 2004). Students who attended universities with high exposure to social norms campaigns were able to recall messages provided throughout the school year and were more likely to accurately perceive drinking norms on campus. Students in schools with high exposure to the information in the campaigns also were engaged in lower levels of drinking than students with low levels of exposure to the social norms campaign (Perkins & LaMastro, 2006). Such evidence, coupled with positive findings from evaluations of social norms campaigns at the high school level (see Perkins & Craig, 2003 and Haines, Barker, and Rice, 2003), suggest that a social norms campaign at the high school level could be effective in reducing both misperceptions about ATOD use and participation in ATOD use. Bullying behavior also can act as an inhibitor to students successful school experiences. Since the success of social norms campaigns in preventing other at-risk behaviors e.g., seatbelt use, alcohol use on college campuses (HYPERLINK "http://www.mostofus.org"www.mostofus.org), it was theorized that the principles of social norming could be successfully applied to the prevention of bullying. The Survey During the course of the project, the middle school survey on bullying and high school survey on ATOD were modified for the reasons explained below. This changed occurred mid-way through the evaluation, so that Cohort 1 used the original survey for each administration, Cohort 2 used the original survey for the first administration and the modified survey for the second administration, and Cohorts 3 and 4 used the modified survey for each administration. The decision to modify the survey was based on several factors. The original survey was not designed to be compared to national norms; as such, its utility was limited. It also did not include questions more pertinent to recent changes in student behavior, such as the evolution of cyber bullying and discovering the different substances that high school students may have access to, as explained below. The modified survey provided the opportunity for the comparison of the behaviors and perceptions of students in ӣƵ to those of students in other states. This is especially important considering that trends vary by geography, and having accurate comparisons can help gauge the relative success of social norms campaigns in ӣƵ in increasing positive student behavior. Certain behaviors, such as drug use, are especially prone to geographic variations; accurate information on these trends, therefore, is integral to helping school and state officials create appropriate prevention and intervention strategies. Another benefit of changing the surveys was that the questions for both the high school and middle school evaluations could be updated to capture recent trends in behavior. For example, the original high school survey only captured data on the use of alcohol, tobacco and marijuana. The modified survey also captured data on prescription drug abuse. This information was used by school officials to design social norms campaigns that were targeted to their students. The high school survey therefore added questions regarding the use of several specific substances: prescription drug use without a prescription; hallucinogen use; inhalant use; and, smokeless tobacco use. The modified high school survey also captured more detailed information on the consequences of alcohol use, including both positive and negative consequences of the behavior. This allowed evaluators and educators to have a more nuanced understanding of student choices; if students incorrectly believe that drinking alcohol has benefits for them, school officials can focus on correcting these misperceptions and armed students with the truth about the effects of alcohol on the adolescent body. Questions capturing detailed information about the consequences of marijuana use were included for the same reason. As technology increasingly becomes more prevalent in students lives, so does the opportunity to abuse technology. In the last five years, much anecdotal evidence has suggested that students are utilizing technology to victimize other students. Information on the rates and nature of cyber bullying (i.e., bullying through electronic communications), is rapidly growing, however, adults tend not to be aware of the extent of the problem. As recent media coverage has shown, the consequences of cyber bullying can be disastrous. As a result, changes to the middle school survey included more nuanced questions about behaviors that could be identified as cyber bullying, most notably those that happen through the Internet. Text messaging was included in these questions because of the rise in the number of younger students who have access to cell phone technology. The modified middle school and high school surveys were piloted during the 2007-2008 school year. Pilot testing allowed for the refinement of items and gave the opportunity to ensure that measurement validity was high. It should be noted that no pilot results from the original survey were ever made available, so its measurement and construct validity could not be determined. The pilot test suggested that the modified surveys were age appropriate and captured the constructs of interest in a more nuanced and complete way. . Chapter II: The Middle School Bullying Campaign Research evidence suggests that the types of things that make students feel unsafe go beyond the traditional definitions of violence and encompass a wide range of behaviors, including those traditionally labeled as bullying (e.g., hitting, shoving, making fun of others, spreading rumors). As a result, there has recently been an increased awareness of the problem of bullying and the consequences that can be associated with such negativistic behaviors. With surveys suggesting that an estimated five to twenty percent of 15-year old youth in the United States reported having been bullied during their current school term, the true extent of this problem is slowly beginning to emerge (Nansel et al, 2001; Department of Education Annual Report on School Safety; Kaufman et al, 2000). As a result of increased activity assessing the consequences of bullying behavior, the evidence suggests that bullying has an impact on students that goes well beyond momentary embarrassment. Many students who were victimized report physical and psychological distress (Rigby & Slee, 1999). Often, victims of bullying do not attend school, which negatively affects their educational achievement. Chronic victims of bullying, often bullied several times per week, report high levels of depression and continued psychological stressors long after the bullying has stopped (Farrington, 1993). These negative outcomes are not limited to these students who are victims of bullying; research suggests that sixty percent of students who were identified as bullies in middle school eventually have arrest records (Sampson, 2002). The consequences of bullying are serious and diverse. The Office of Community Oriented Policing Services (COPS) suggests several strategies for effectively reducing the incidence of bullying on a school campus (Sampson, 2002). These strategies include techniques for increasing student reporting of bullying and posting signs in classrooms that prohibit bullying. These two strategies are implicit in the social norms approach, which uses fact-based messages about other students behaviors to encourage youth to make positive choices and not rely on their misperceptions of the norm. As mentioned previously, research findings suggest that youth overestimate the amount of alcohol or other drugs their peers use. Additionally, while the focus of the project in middle schools was on bullying related behavior, rather than ATOD use, the premise is the same: to show youth that not everyone is engaged in these antisocial behaviors. Survey Methodology Students in grades five through eight in the participating middle schools were administered a survey which asked them several questions about their experiences with being bullied, including whether or not they engaged in bullying behavior and any techniques that they employed in order to avoid being bullied (a copy of the modified Middle School Survey can be found in Appendix E; the original Middle School Survey can be viewed in Appendix C). Students were asked about whether they would inform adults about being aware of negative behavior occurring in their schools, including being bullied and seeing a weapon on school grounds. The survey also obtained demographic information, including student age, race, and gender. The surveys were generally administered during the fall semester, although a small number of schools surveyed their students in the spring. The survey was developed approximately for the fourth grade reading level, as measured by the Flesch-Kincaid grade level readability statistics. The survey procedure for the schools was the same at all time periods, regardless of whether schools were using the original or the modified survey. In order to participate in the survey, students were required to have received active parent consent (see Appendix A), in accordance with N.J.S.A. 18A:36-34. Active parent consent was obtained by having the students bring consent forms home to their parents and students returning the consent forms to their teachers. Only students with signed parent consent forms were allowed to participate in the survey. The surveys were administered in a computer lab so that students could take the survey online. When students arrived at the computer lab, all of the computers had been turned on, and students logged on with a generic username. Students were then directed to a secure Web site maintained by the vendor Qualtrics, which was subcontracted to administer the survey and keep the data secure. The security for these Web sites was at the highest level and used secure sockets layer (SSL) protection for all schools. The general login information for the survey was listed on the front board and students used this to log in to their individual surveys. Students were also reminded that their answers were anonymous. After they completed the survey, students were asked to close the survey. The computers remained on and remained logged in with the generic username, ready for the next set of students. Each school conducted the survey in one of two ways. In some of the schools, large groups of students were escorted to the computer lab, to take the survey. Only those students with proper parent consent were admitted to the computer lab. In the other schools, students were given a pass to go to the computer lab during their study hall period or lunch. Once they arrived at the computer lab, the students names were checked against a master list in each lab. Both procedures allowed survey administrators to ensure that only those students with parental consent took the survey. The project evaluator was not present at the administration of the survey, helping to ensure the anonymous nature of the survey and its results. Survey administration was a smooth process; in the unlikely event that a computer problem arose, the grant manager, the project evaluator, and the survey Website vendor were available to provide assistance. Reflection on survey administration problems showed them to be very minor, mostly consisting of mistyped passwords. Analytic Techniques In order to assess any changes in behavioral and perceptual trends between the two survey administrations, z-tests for differences between proportions with separate variance were estimated. This method was chosen for two reasons. First, many of the results are best understood in terms of the percentage of students who engaged in a certain behavior, making proportions testing a good choice. Second, there was no guarantee that the same students took the survey during both administrations because many new students took the survey when they entered middle school and others left the school. Therefore, a separate variance estimate was the most conservative estimate. The results of these tests are described below. Cohort 1 Trends Eight ӣƵ middle schools comprised Cohort 1 schools. Surveys were administered at the beginning of the project, generally in fall 2006; a second survey administration occurred in fall 2007. Approximately three thousand students took part in each administration. Measures Schools involved in Cohort 1 used the original survey for both survey administrations. The survey constructs were measured in the following ways: School Environment: In order to assess the respondents experiences at school, a school climate scale was created. This scale utilizes measures that ask students about how they feel at their school. Because the social norms approach is primarily an environmental one (see Perkins & LaMastro, 2006), it is important to assess the students perception of their environment. The following items were included in this scale, 1) I feel that other students care about me; 2) I feel that teachers care about me; 3) I am encouraged to help and respect other students; 4) I dont fit in; 5) Other students look to me to show them how to act; 6) I cant do much to change bad things that happen here; 7) I am happy here most of the time; and, 8) Teachers dont really try to stop kids who are bullies. The responses were on a four-point scale and ranged from Strongly Agree (4) to Strongly Disagree (1). Three items (I dont fit in; I cant do much to change bad things that happen here; and, Teachers dont really try to stop kids who are bullies) were reversed coded to ensure that for all questions, lower response rates indicated a more positive school climate. Personal Victimization: The first step in preventing bullying behavior in schools is to understand the extent of the problem. This survey asked students several questions about whether or not they had been the victim of various bullying behaviors within the last 30 days. The following are the seven behaviors: 1) pushing, shoving, hitting, kicking, hair pulling, or tripping; 2) teasing in an unfriendly way; 3) being called hurtful names; 4) being excluded from a group to hurt feelings; 5) belongings being taken or damaged; 6) unkind story or rumor spread; and, 7) threatened to be hurt. Students were asked to report whether the behavior had never happened, happened once, two to three times, or four or more times in the last 30 days. These questions were coded so that higher responses indicated more victimization by other students in the school. Self-Reported Bullying Behavior: Students also were asked to report whether or not they had engaged in bullying behavior by targeting another person in their school in the last thirty days. Students were asked how often they engaged in the following eight behaviors over the previous month; seven of these behaviors were the same as those identified previously in the victimization questions. The eighth was whether or not the respondent has made someone do something they did not want to do. Students were once again asked to report whether the behavior has never happened, happened once, happened two to three times, or happened four or more times. Higher responses on this scale indicate that students were engaging in more bullying behavior. Beliefs about Bullying: Students were asked whether or not they agreed with the following four statements about bullying behavior; 1).students should not tease in a mean way, call others hurtful names, or spread unkind stories about other students; 2) students should not shove, kick, hit, trip, or hair pull another student; 3) students should not threaten to hit another student even if they dont actually hit the other students; and, 4) students should always try to be friendly with students who are different from themselves. The respondents were asked to rate their agreement with each statement using a four-point scale, ranging from Strongly Agree (1) to Strongly Disagree (4). The final question was recoded so that higher scores indicated greater acceptance of bullying behavior. Lower responses on this scale indicate a greater agreement with pro-social beliefs about behavior. Perceptions of Others Victimization: Respondents were asked the same questions about their perceptions of their peers victimization as they answered with regard to personal victimization.. The seven questions included all of the same behaviors as the self-reported scale of Personal Victimization. Please see the previous discussion on how personal victimization was measured for an in-depth explanation of this scale. Higher values on this scale indicate higher levels of perceived victimization. Perceptions of Others Bullying Behavior: Just as students were asked about their own recent engagement in bullying behaviors (Self-Reported Bullying Behaviors), they were asked to report on their perceptions of whether their peers were engaging in bullying behaviors in the 30 days prior to the survey. The eight behaviors asked were the same as the self-reported bullying questions regarding pushing, shoving, etc.; teasing; using hurtful names; excluding someone; taking or damaging belongings; spreading unkind stories; threatening to hurt someone; and, making someone do something that they did not want to do. Higher values on this scale are indicative of more frequent engagement in these bullying behaviors over the last thirty days. Perceptions of Others Beliefs about Bullying: In order to compare students own beliefs about bullying with their perceptions of their peers beliefs about bullying, the respondents were asked four questions designed to measure how strongly they believed that other students would agree with statements about bullying behavior. As with the Beliefs About Bullying scale, these four statements included: 1) teasing in a mean way; 2) shoving, kicking, etc., 3) threatening to hit others; and, 4) trying to be friendly with people who are different. Students indicated whether they thought their peers would agree with the statement using a four-point scale of Strongly Agree (1) to Strongly Disagree (4). Results Cohort 1 was comprised of eight middle schools from different regions of ӣƵ. As can be seen in Table 1, the number of respondents was high enough at both survey administrations (i.e., Time 1 and Time 2) to be confident of the statistical results. There were four significant findings during the middle school evaluation of Cohort 1, all of which showed strong support for the success of a social norms campaign to combat bullying (see Table 2). First, students reported more positive assessments of school climate (p<.01). This result suggests that students who were exposed to a social norms campaign were more likely to agree that they enjoyed going to school during Time 2. Because social norms messages were used to highlight positive behaviors among students, it is possible to surmise that students began to feel more safe and comfortable at school when they realized that their peers were engaging in pro-social activities. Table  SEQ Table \* ARABIC 2: Cohort 1 Results ScalePre-TestPost-TestSchool Environment**(higher values indicate positive climate) 2.962.99Personal Victimization(higher values indicate more victimization)0.640.62Self-Reported Bullying Behavior(higher values indicate more bullying behavior) 0.350.35Beliefs about Bullying(lower values indicate more pro-social attitudes) 1.441.43Perceptions of Others' Victimization***(higher values indicate high perceptions of peer victimization) 1.611.5Perceptions of Others' Bullying Behavior***(higher values indicate high perceptions of peer bullying) 1.411.33Perceptions of Others' Beliefs about Bullying***(lower values indicate more pro-social attitudes) 1.951.87*p<.05; **p<.01; ***p<.001 This assumption has even more support when the other significant findings are examined. Students reported decreased victimization (p<.001) and bullying (p<.01) behaviors by their peers during Time 2. As students were correcting their perceptions about peers behaviors, bringing them more in line with the reality than with the traditional stereotypes, they realized that school was a more fun place than they would have originally thought. Also, prior research on the social norms strategy suggests that as students correct their misperceptions, they are more likely to change their own behavior for the better. Similarly, students reported that they believed that their peers had more pro-social attitudes (p<.001) towards behavior and agreed that bullying was the wrong thing to do. This could be attributed to the fact that students perceived a more positive school climate at the end of participation. Cohort 1 was the first group to implement a bullying social norms campaign; these results suggest that not only was Cohort 1 successful, but they set the standard for the schools that followed. More recent results reinforce that the success of Cohort 1 is indicative of a pattern of positive trends due to the social norms campaigns. Cohort 2 Trends Cohort 2 was comprised of eight middle schools that participated in the project for the standard two year project period. As was the case with the Cohort 1 schools, the middle schools administered surveys during the fall semester of the first year of participation and again in the fall semester of the second year. Measures The survey was changed during the years that Cohort 2 schools participated; as a result, the survey findings from Time 1 are measured slightly differently than those at Time 2. Time 1 measures were described in the previous section; Time 2 measures will be described in this section. Any Victimization/Bullying: Students were asked about their experiences with a wide range of behaviors. First, students were asked if they had been victimized in any of the ways listed below, in the three months prior to the survey. Students also were asked whether they had perpetrated the same behaviors in the three months prior to the survey. The victimization behaviors included; 1) being hit, pushed, or shoved; 2) being threatened with a beating; 3) having your belongings stolen or damaged, 4) being teased in an unfriendly way; 5) being excluded from a group; 6) being called hurtful names; and, 7) having an unkind rumor spread about you. Physical Victimization/Bullying: Physical victimization in the first survey was measured by being hit, pushed, or shoved. Physical victimization in the second survey administration was measured by the variables being hit, pushed or shoved and having someone use force to get something from you. Physical bullying was measured in the same ways as victimization, only with the respondent as the perpetrator. Property Victimization/Bullying: Property victimization and bullying on the first survey were measured by having your belongings damaged or stolen. Property victimization and bullying in the second survey used two separate items: having ones property damaged and having ones property stolen. Emotional Victimization/Bullying: Emotional victimization and bullying were measured using a variety of questions, which were the same for both victim and perpetrator and the same on both surveys. Students were asked if they had ever been: 1) threatened with a beating; 2) been teased in an unfriendly way; 3) been excluded from a group; 4) called hurtful names; and, 5) had an unkind rumor spread about you. Students also were asked if they engaged in these behaviors, in order to assess the amount of emotional bullying going on at school. Perceptual Behaviors: The same constructs were used to measures students perceptions of their peers experiences. Students were asked whether these things happened to other students in the three months prior to the survey and whether other students engaged in these behaviors in that same three-month period. The perceptual constructs measure perceptions of peers victimization, physical victimization, property victimization, and emotional victimization. Perceptual constructs also measure perceptions of peers bullying behaviors, including any bullying, physical bullying, property bullying, and emotional bullying. Results Students reported lower levels of victimization for all constructs except property bullying. Given that property bullying was measured differently between the two time periods, this is not alarming. Most important is that students reported lower levels of any victimization (p<.01), physical victimization (p<.001), and emotional victimization (p<.001) at Time 2. Students also reported lower levels of self-reported bullying behavior at Time 2; in Cohort 2, students were less likely to report any bullying behavior (p<.05) and emotional bullying behavior (p<.01). These findings are in line with the theoretical assertions behind social norms campaign, which suggest that students will correct their behaviors once they correct their misperceptions. Table  SEQ Table \* ARABIC 3: Cohort 2 Victimization Experiences Time 1Time 2%%Ever Been Bullied**66.054.3Report Any Victimization*80.876.4Physical Victimization***45.336.4Property Victimization***30.643.0Emotional Victimization***75.267.0p<.10; *p<.05; **p<.01; ***p<.001 Table  SEQ Table \* ARABIC 4: Cohort 2 Bullying Behaviors Time 1Time 2%%Report Any Bullying*61.055.2Physical Bullying**32.244.8Property Bullying11.110.2Emotional Bullying**54.034.0p<.10; *p<.05; **p<.01; **p<.001 Students also were asked about their perceptions of their peers victimization experiences. In all cases, students report lower perceptions of peers victimization at Time 2, indicating that the social norms campaign had an impact on correcting misperceptions. Students believed that fewer peers were engaging in any victimization (p<.01), physical victimization (p<.001), property victimization (p<.05), and emotional victimization (p<.01). As was the case with victimization, students perception of peers bullying was measured at both time periods. As was the case with self-reported bullying, perceptions of peers bullying is lower at Time 2 when compared to Time 1 for any reported bullying (p<.01), physical bullying (p<.05), and emotional bullying (p<.001). Table  SEQ Table \* ARABIC 5: Cohort 2 Perceptions of Peers Victimization Time 1Time 2%%Report Any Victimization**93.988.8Physical Victimization***79.657.1Property Victimization*63.356.0Emotional Victimization**92.583.8p<.10; *p<.05; **p<.01; ***p<.001 Table  SEQ Table \* ARABIC 6: Cohort 2 Peers Bullying Behavior Time 1Time 2%%Report Any Bullying**90.682.8Physical Bullying*76.971.6Property Bullying37.338.3Emotional Bullying***88.669.9p<.10; *p<.05; **p<.01; ***p<.001 Cohort 3 Trends Cohort 3 schools comprised seven middle schools. Approximately two thousand respondents completed each survey, the results reported here should be considered very robust. Measures Schools participating in Cohort 3 used the modified survey for both survey administrations. The behavioral and perceptual constructs are described in the previous section. The same constructs are reported here. Results There were significant differences between the two time periods in five of the six categories of victimization; any victimization (p<.001), physical victimization (p<.001), property victimization (p<.001), and emotional victimization (p<.001) all decreased at Time 2. Only cyber victimization did not show a significant decrease. Students reported fewer self-reported bullying behaviors for all but one of the bullying categories; there was no significant decline in property bullying, but this behavior is rare (less than 7% of students report having committed an act that would be considered property bullying). Table  SEQ Table \* ARABIC 7: Cohort 3 Victimization Experiences Time 1Time 2Ever been bullied***46.038.0Any victimization***73.063.0Physical victimization***33.028.0Property victimization***37.031.0Emotional victimization***62.052.0Cyber victimization25.023.0*p<.05; **p<.01; ***p<.001 Table  SEQ Table \* ARABIC 8: Cohort 3 Bullying Behaviors Time 1Time 2Any Bullying***45.641.2Physical Bullying***23.920.9Property Bullying6.56.2Emotional Bullying***37.534.0Cyber Bullying*13.411.8*p<.05; **p<.01; ***p<.001 When perceptions of peers behaviors were examined, students responded that their peers were less likely to be victimized in every category, including cyber bullying. Each of these differences was significant at the p<.001, suggesting robust changes. Students also reported lower perceptions of peers physical (p<.001), property (p<.001), emotional (p<.001), and any bullying (p<.001), when compared to Time 1. Cyber bullying was the only perception that did not significant decrease. It is important to note, however, that despite the fact that many media reports about cyber bullying have become common in the last two years, student perceptions of this behavior did not increase. Table  SEQ Table \* ARABIC 9: Cohort 3 Perceptions of Peers Victimization Time 1Time 2Any victimization***88.081.0Physical victimization***63.054.0Property victimization***57.049.0Emotional victimization***81.071.0Cyber victimization***42.035.0*p<.05; **p<.01; ***p<.001 Table  SEQ Table \* ARABIC 10: Cohort 3 Perception of Peers Bullying Behavior Time 1Time 2Any Bullying***77.173.1Physical Bullying***54.448.7Property Bullying***38.134.7Emotional Bullying***71.667.2Cyber Bullying38.737.8*p<.05; **p<.01; ***p<.001 The results from Cohort 3 were by far the most robust, showcasing the power of a social norms campaign to correct both misperceptions and actual behaviors. Cohort 4 Trends Cohort 4 schools comprised of seven middle schools. Approximately twenty-five hundred respondents completed each survey. It should be noted that during the time period that Cohort 4 participated in the evaluation, the topic of bullying was heavily discussed in the national media and several well publicized incidents, especially related to cyber bullying, were discussed in many sectors of society. This is important because Cohort 4 showed some of the least significant findings of the evaluation; it is the evaluators opinion that this was related to the publicity surrounding bullying during this time period. It is also important to note, however, that while many differences did not reach statistical levels of significance, trends did suggest that negative behaviors were decreasing. This will be discussed in more detail below. Measures Cohort 4 used the modified survey for both survey administrations. The constructs from the modified survey are described in previous sections. Results Students showed no significant changes in their reports on personal victimization. Experiences related to emotional and cyber victimization showed a downward trend, but traditional levels of significance were not reached. Students, however, reported significantly lower levels of cyber bullying at Time 2 (p<.05), suggesting that the downward trend in cyber victimization was meaningful, if not significant. Table  SEQ Table \* ARABIC 11: Cohort 4 Victimization Experiences Time 1Time 2Ever been bullied48.049.0Any victimization69.268.1Physical victimization30.231.5Property victimization32.532.6Emotional victimization59.158.2Cyber victimization24.622.7*p<.05; **p<.01; ***p<.001 Table  SEQ Table \* ARABIC 12: Cohort 4 Bullying Behaviors Time 1Time 2Any Bullying45.343.1Physical Bullying*24.522.5Property Bullying6.26.9Emotional Bullying37.736.0Cyber Bullying*13.011.6*p<.05; **p<.01; ***p<.001  There also were no significant differences in students perceptions of their peers victimization experiences, although, once again, a downward trend was evident. Given that students did not report significantly decreased victimization experiences, it is not surprising that their perceptions also did not change. There were no significant differences in students perceptions of peers bullying behaviors, although, once again, there was a downward trend for all perceptions except cyber bullying..The media attention surrounding cyber bullying is most likely responsible for the lack of decline in student perceptions of this behavior. Table  SEQ Table \* ARABIC 13: Cohort 4 Perceptions of Peers Victimization Time 1Time 2Any victimization86.385.4Physical victimization59.457.2Property victimization54.754.6Emotional victimization79.477.5Cyber victimization43.143.0*p<.05; **p<.01; ***p<.001 Table  SEQ Table \* ARABIC 14: Cohort 4 Perceptions of Peers Bullying Behavior Time 1Time 2Any Bullying76.675.1Physical Bullying53.551.5Property Bullying37.736.9Emotional Bullying71.469.1Cyber Bullying38.240.0*p<.05; **p<.01; ***p<.001 Conclusions about Bullying and Social Norms Overall, students reported reductions in both their self-reported behaviors and their perceptions of their peers experiences. At the individual school level, swathe data indicate several gains; the data from many schools indicate significant reductions in self-reported victimization and bullying, as well as corresponding decreases in perceptions. However, the data for several schools indicated zero to limited reductions, often due to a less rigorous social norms campaign, a change in sample composition due to a desire to include more high-risk students, or small sample sizes. The significant results here suggest that these decreases are meaningful. It is also possible that the use of a social norms campaign acts as a protective factor, helping to ensure that student behavior does not get worse and that students have a stable system in place from which help can be requested, if necessary. The only way to measure this would be to study comparison schools, which would help determine whether schools without social norms campaigns actually see an increase in the negative behaviors studied. Given the overall developmental trend of adolescents to increase their negative behaviors before they decrease them, a study including comparison schools would be one way in which we could understand the full impact of a social norms campaign. It is important to note that a social norms approach to bullying is unprecedented; this is the first study of its kind. Another key difference of this study is that it examines a wide variety of behaviors; whereas, former studies of social norms approaches only targeted one behavior (i.e., drinking at the college level, seat belts). The fact that the data from Cohort 3 schools demonstrate positive changes, despite the fact that messages communicated information on several behaviors speaks to the robustness of the social norms campaigns. Chapter III: ATOD Social Norms Campaign As was the case with the bullying campaign, the purpose of the substance use social norms approach was to focus on correcting the misperceptions high school students have, in this case regarding their peers ATOD use behavior. By focusing on ATOD issues, such as binge drinking, the social norms campaign aims to show students that their peers are not engaging in dangerous drinking and drug use in hopes that by having accurate information, youth will make more informed decisions about their own behavior. The use of ATOD by high school students is well documented, although currently there is mixed evidence as to whether or not ATOD use is on the rise or in decline. Because trends are not clear, it is important to continue to target ATOD use by adolescents and not abandon the efforts to decrease ATOD use. Survey Methodology Students in grades nine through twelve in the participating high schools were administered a survey which asked them several questions about their experiences with ATOD use, including whether or not they engaged in ATOD use and any techniques that they employed in order to avoid ATOD use (a copy of the original High School Survey can be found in Appendix D; the modified High School Survey can be found in Appendix F). Students were asked whether they would inform adults about being aware of negative behavior in their schools, including being bullied and seeing a weapon on school grounds. The survey also obtained demographic information including student age, race, and gender. The surveys were administered generally administered in the fall semester of each year. The survey was developed approximately for the seventh grade reading level, as measured by the Flesch-Kincaid grade level readability statistics. In order to participate in the survey, students were required to have received active parent consent (see Appendix B). Active parent consent was obtained by having the students bring consent forms home to their parents and students returning the consent forms to their teachers. Only students with signed parent consent forms were allowed to participate in the survey. The surveys were administered in a computer lab so that students could take the survey online. When students arrived at the computer lab, all of the computers had been turned on, and students logged on with a generic username. Students were then directed to a secure Web site maintained by the vendor Qualtrics, which was subcontracted to administer the survey and keep these data secure. The security for these Web sites was at the highest level and used secure sockets layer (SSL) protection for all schools. The general login information for the survey was listed on the front board and students used this to log in to their individual surveys. Students were reminded that their answers were anonymous. After they completed the survey, students were asked to close the survey. The computers remained on and remained logged in, with the generic username for the next set of students. Each school conducted the survey in one of two ways. In some of the schools, large groups of students were escorted to the computer labs to take the survey. Only those students with proper parent consent were admitted to the computer lab. In the other schools students were given a pass to go to the computer lab during their study hall period or lunch. Once they arrived at the computer lab, the students names were checked against a master list in each lab. Both procedures allowed survey administrators to ensure that only those students with parent consent took the survey. The project evaluator was not present at the administration of the survey, helping to ensure the anonymous nature of the survey and its results. Survey administration was a smooth process; in the unlikely event that a computer problem arose, the grant manager, the project evaluator, and the survey Website vendor were available to provide assistance. Reflection on survey administration problems showed them to be very minor, mostly consisting of mistyped passwords. Analytic Technique The results from the surveys were used to help understand the experiences and behaviors of students at the participating schools. In order to assess any changes in behavioral and perceptual trends between the two survey administrations, z-tests for differences between proportions with separate variance were estimated. This method was chosen for two reasons. First, many of the results are best understood in terms of the percentage of students who engaged in a certain behavior, making proportions testing a good choice. Second, there was no guarantee that the same students took the survey during both administrations, because new students took the survey as they entered high school and others left. Therefore, a separate variance estimate was the most conservative estimate. The results of these tests are described below. Cohort 1 Trends Eight ӣƵ high schools comprised Cohort 1. Almost four thousand students completed the survey at Time 1 and another three thousand students completed it at Time 2. As was the case with Cohort 1 middle schools, Cohort 1 high schools used the original survey. The measures from the original survey are discussed below. Measures Self-Reported Substances: Students were asked to report the number of times they had used tobacco, drank alcohol, and used marijuana in the 30 days prior to the survey. Perceptions of Others Tobacco Use: Students were asked several questions about their perceptions of their peers tobacco use. The respondents were asked how often (never; 1 to 2 times per year; once a month; twice a month; once a week; twice a week; or, daily) students in the following six categories, typically used tobacco; 1) the respondents friends; 2) students in his/her same grade; 3) males in his/her grade; 4) females in his/her grade; 5) high school juniors and seniors; and 6) school athletes. Responses were coded on a 0 (Never) to 6 (Daily) scale. Higher responses indicate that respondent believed that other students were using tobacco more frequently. Perceptions of Others Alcohol Use: Students were asked similar questions about their perceptions of their peers alcohol use. As with tobacco use, students were asked to rate how often (never; 1 to 2 times per year; once a month; twice a month; once a week; twice a week; or, daily) students in the same six categories as above, typically use alcohol. 1) the respondents friends; 2) students in his/her same grade; 3) males in his/her grade; 4) females in his/her grade; 5) high school juniors and seniors; and 6) school athletes. Higher numbers of responses indicate that respondent believed that other students were using alcohol more frequently. Perceptions of Others Marijuana Use: Students were asked to rate how often students in the same six categories typically use marijuana, and response categories were the same. Higher numbers of responses indicate that a respondent believed that other students were using marijuana more frequently. Results Results from Cohort 1 showed that students actually increased their use of tobacco (p<.001), alcohol (p.001), and marijuana (p<.001). What is unclear is whether the increased use of substances for participating students was less than would have been expected under normal circumstances. Since adolescents are prone to experiment during the teen years. It is possible that the percentage of students reporting use would be even larger in other schools not implementing a social norms campaign. The evaluation methodology used in this project did not include a test for this. Table  SEQ Table \* ARABIC 15: Cohort 1 Self Reported Substance Use Pre-TestPost-TestDuring the past 30 days, on how many days did youUse tobacco (including cigarettes, cigars, and chewing tobacco) ***1.62.17Use alcohol (not counting just a few sips in a family or religious gathering) ***1.61.86Use marijuana***1.071.47*p<.05; **p<.01; ***p<.001 Similarly, students report increased perceptions of their peers alcohol, tobacco, and marijuana use. Again, it is possible that these increases would have been greater in other schools, but the study design did not allow for that comparison. Table  SEQ Table \* ARABIC 16: Cohort 1 Perceptions of Peers Substance Use Pre-TestPost-TestOverall, what percentage of students at your grade level do you thinkUse NO tobacco products at all***53.6955.83Consume NO alcoholic beverages at all**35.3437.24*p<.05; **p<.01; ***p<.001 Cohort 2 Trends Cohort 2 comprised seven high schools. Approximately two thousand students participated in each time period. Cohort 2 utilized the original survey at Time 1 and the modified survey at Time 2. As a result of this difference, the results regarding alcohol, tobacco and marijuana are the most robust; these substances were measured similarly enough in both surveys so that they could be easily compared. Measures Time 1 measures were described in the previous section. Time 2 measures consist of the following: Self Reported ATOD Use: Self-reported ATOD use was measured with both surveys. In both cases, students were asked about their ATOD use in the thirty days prior to the survey. Students were asked to report, in general, how much they had used the substance in the previous month. Responses included: not at all; once or twice; a few times a week; and, every day. The substances of interest were cigarettes, alcohol, marijuana, and other illicit drugs Others Drug Use: Students were asked to report how many and how often their peers were using several substances. Students were asked how many of their peers used alcohol, cigarettes marijuana and other illegal drugs. Reported are the percentage of students who believed that their peers never used the substance in question at Time 1 and the percentage of students who believed none of their peers used the substance in the given time period. These questions are not completely equal, but they should make for some useful comparisons. Results More students reported using tobacco (p<.05) and marijuana (p<.01) at Time 2; this is similar to the findings reported for Cohort 1. Alcohol use, however, declined significantly; students reported less alcohol use by ten percentage points (p<.01), decreasing to 35% from 45%. Alcohol use was measured exactly the same in the two survey administrations, so this finding is very heartening. Also, most schools targeted alcohol use in their messages specifically because it was such a concern to them; this result suggests that it had a positive effect. Table  SEQ Table \* ARABIC 17: Cohort 2 Self Reported Substance Use Time 1Time 222541732Last 30 Days%%Tobacco*11.714.2Alcohol**44.635.8Marijuana**9.016.6Other Illicit Drugs**5.714.1p<.10; *p<.05; **p<.01; ***p<.001 Students reported significantly decreased perceptions of the number of students using alcohol (p<.05). As with self-reported use, perceptions of peers tobacco and marijuana use increased. It is important to note that the alcohol use variables followed a social norms trajectory; corrected misperceptions led to decreased use. Table  SEQ Table \* ARABIC 18: Cohort 2 Perceptions of Peers Drug Use Time 1Time 2Students in gradePeople your age22541732How many do NOT use%%Tobacco*6.34.7Alcohol**3.65.6Marijuana**12.18.2Other Illicit Drugs22.520.7p<.10; *p<.05; **p<.01; ***p<.001 Cohort 3 Trends Six high schools comprised Cohort 3.Aapproximately two thousand students were surveyed at each time period. Cohort 3 schools used the modified survey during both survey administrations. Measures The measures used for Cohort 3 are described above. For the sake of comparison, only results related to alcohol, tobacco, and marijuana are reported here. Results for more substances can be found in the individual cohort reports. Results In Cohort 3, students reported higher rates of use for marijuana (p<.05) and cigarettes (p<.05). There was no change in alcohol use rates. Students also reported that more of their peers smoked marijuana (p<.01), although they did not perceive increases in the amount of their peers who drank alcohol or smoke cigarettes. Table  SEQ Table \* ARABIC 19: Cohort 3 Self Reported Substance Use Time 1Time 2Cigarettes13.013.7Smokeless tobacco*6.78.3Beer, wine, or hard liquor38.538.6Marijuana*14.517.3Inhalants3.23.4Hallucinogens2.33.2Prescription drugs w/o prescription6.47.1Other illegal drugs*3.83.4*p<.05; **p<.01; ***p<.001 The findings related to marijuana are especially difficult to interpret due to the increased concern of the legalization of marijuana. ӣƵ and other states have legalized the medical use of marijuana, and several states have decriminalized small amounts for personal use. Students may need extra help navigating decisions related to marijuana use in light of these recent developments. Table  SEQ Table \* ARABIC 20: Cohort 3 Perceptions of Peers Substance Use Time 1Time 2Beer, wine, or hard liquor95.295.1Marijuana***83.990.0Hallucinogens***55.961.6Prescription drugs w/o prescription***62.670.5Other illegal drugs**70.774.6*p<.05; **p<.01; ***p<.001 Cohort 4 Trends Five schools in Cohort 4 completed two years of social norms project implementation (one school only completed one survey and is not included in this report). There were approximately one thousand students who completed each survey administration; Cohort 4 had the smallest number of responses. As was the case with Cohort 3, schools in Cohort 4 were able to use the modified survey at both survey administrations. Measures The measures used for Cohort 4 are described above. For the sake of comparison, only results related to alcohol, tobacco, and marijuana are reported below. Results for more substances can be found in the individual cohort reports. Results Students in Cohort 4 reported no changes in their last months alcohol use; however, reported marijuana use (p<.01) and cigarette use (p<.05) increased. As previously mentioned, all results concerning marijuana must be interpreted cautiously. It should be noted, however, that alcohol use, in not increasing, shows a different pattern than is developmentally expected. The social norms campaign may be acting as a way to protect students from increased alcohol use, which is discussed in detail, later in this report. Table  SEQ Table \* ARABIC 21: Cohort 4 Self Reported Substance Use Time 1 Time 2Last MonthLast MonthCigarettes***6.710.7Smokeless tobacco25.529.2Beer, wine, or hard liquor26.827.7Marijuana***12.815.7Inhalants*2.13.1Hallucinogens***1.93.4Prescription drugs w/o prescription5.05.1Other illegal drugs***2.74.2*p<.05; **p<.01; ***p<.001 Students, however, reported a decrease in their perceptions of peers alcohol use (p<.05). Interestingly, they did not perceive that their peers were smoking cigarettes or using marijuana more often, despite the self-report data. This suggests that the campaign may be correcting misperceptions; as students use more marijuana, they still do not believe that their peers use at such high levels. Table  SEQ Table \* ARABIC 22: Perceptions of Peers Substance Use Time 1Time 2Beer, wine, or hard liquor*95.092.7Marijuana90.990.0Hallucinogens56.456.4Prescription drugs w/o prescription61.962.6Other illegal drugs71.471.2*p<.05; **p<.01; ***p<.001 The results of Cohort 4 are interesting, in that they give evidence that an ATOD prevention social norms campaign may have long term effects on students beliefs and behaviors. It is possible that these effects are operating differently than expected. While more research will be needed to parse out the mediating factors in how students react to a social norms campaign, the fact that students did not report increases in the majority of substance use behaviors, especially alcohol, is very promising. Taken in conjunction with the overall results, it is more evidence for the efficacy of social norms campaigns. Conclusions about ATOD and Social Norms The data from the project indicate several gains. There were significant reductions in self-reported ATOD use as well as perceptions of others use in many schools. However, the data for several schools also showed zero to limited reductions, often due to a less rigorous social norms campaign, a change in sample composition due to a desire to include more high risk students, or a small sample sizes. The results here suggest that those schools with reductions are working against those without; as such, not as many decreases are evident. It should be noted that the current political and media climate related to marijuana may be having an effect on students behavior. With social support for the medical use of marijuana and its recreational use, students are caught up in the confusion about whether this is a safe substance. The results here suggest that more students are listening to this rhetoric and may be more inclined to experiment with the drug as a result. It is also possible that the use of a social norms campaign serves as a protective factor, helping to ensure that student behavior does not get worse and that students have a stable system for which students can request help, if necessary. The only way to measure this would be to study comparison schools, which would help determine whether schools without social norms campaigns actually see an increase in the negative behaviors studied. Given the overall developmental trend of adolescents to increase their negative behaviors before they decrease them, a study including comparison schools would be one way in which we could understand the full impact of a social norms campaign. A key difference between this study and other social norms studies is that this study examines a wide variety of behaviors, whereas, former studies of social norms approaches only targeted one behavior (i.e., drinking at the college level). The fact that cohorts showed any improvements in behavior, despite the fact that messages pertained to several behaviors, is a testament to the robustness of the social norms campaigns. Chapter IV: Implementing the Social Norms Campaign and Training The middle schools and high schools involved in the ӣƵ Social Norms Project utilized six strategies to implement their social norms campaigns. These strategies fell into two general categories: The first primarily targeted the role of the project administration, whereas the other category included those strategies that involved the entire school community. The six techniques were; trainings and steering committee meetings; poster distributions; games; contests; group assemblies or other schoolwide activities. Many of the schools attended training sessions lead by the Center for Addiction Studies and Awareness (CASA) at Rowan University. Each cohort of schools participated in training on the implementation of the Social Norms Project, as well as provided an opportunity to share information with all participating schools and make use of CASAs resources. These training sessions helped school administrators understand, plan, implement and assess an effective social norms campaign for their respective schools. Steering committee meetings were an extension of these trainings, and the members of these committees (e.g., school administrators, other school staff and students) planned specific parts of the social norms campaigns, such as contests and other school-wide activities. The remainder of the trainings targeted the social norms project outcomes impact on the student population. Posters were used in all of the schools to provide students with information about social norms, based on the student survey data. These posters contained messages about the students behaviors and beliefs. The intent of these messages was to inspire positive behavior among students and demonstrate that the majority of students did not engage in negative behaviors or have negative beliefs about their peers. Schools used games and contests to reinforce the messages of the social norms campaign. Many schools conducted games and quiz contests during the lunch hour and at school assemblies, where students were rewarded with prizes for knowing accurate information from the campaign such as the information on posters displayed around the school. Games included scavenger hunts and word puzzles. In many of the schools contests were held for students to create posters using the social norms campaign information. The winners had their posters displayed in the school building. One school held an essay contest which encouraged students to write about the impact that bullying could have on youth. The schools utilized school-wide and grade-specific assemblies for various purposes, including to hold contests and to teach students accurate information about bullying. Some schools used outside organizations to conduct presentations. One school had students incorporate bullying statistics into their school play. Several highlights were evident during the course of the project. One school participated in "Mix it up day," and included social norms in their discussions with special education classes. Staff purchased items to share with students and the community for promoting the school norms. This school also incorporated the norms into other bullying prevention activities, including posting the norms on the school Website, discussing the norms at meetings where parents were present to help parents understand the application of the norms for improving their school. Staff also reserved a space on the school walls where students wrote their positive reactions or questions to the posters during a supervised group activity on a post-it note. One participating school began the project with a Spring Egg Hunt, where students located plastic eggs throughout the school. The eggs had a norm written in them, and some had slips of paper that students could exchange for prizes. A Carnival Event was orchestrated successfully for two years in a row in a participating high school. Students were asked to recite the norms to a teacher in charge. When successfully completed, the students were allowed to play carnival games, which required answering questions related to ATOD use. Students who knew all four of the schools social norm messages received additional tickets to participate in carnival activities, such as face painting, jewelry making or purchasing carnival food. The carnival was conducted during lunch periods. A small portion of funding for these events came from small stipends provided to schools participating in the ӣƵ Social Norms Project, with the majority of funding coming from other sources. More importantly, each event required staff and parent support. Parents were involved in supervising tables and assisting with the flow of students during the Carnival Day activity, and staff members were involved in judging applicable activities. A participating middle school used a variety of campaign strategies that engaged the school and local community in their social norms project. The following are some examples: Be Part of the Norm Bulletin Boards displayed statistics from the survey, Positive Behavior is the Norm banners and the social norms project posters were displayed in hallways, the cafeteria and in classrooms. Poster Project In math classes, students created posters in which they made pie charts using data from the surveys. They examined the discrepancies between the actual and perceived behavior of their peers to reinforce the norm that most students do not bully or tease.. Be Part of the Norm Crossword Puzzle Activity used words and statistics from the survey to create a crossword puzzle, and students who correctly completed the puzzle were entered into a drawing for a prize. Guess the Norm Weekly Trivia Contest - For 12 weeks, a trivia question based on one of the statistics from the survey was read during the morning announcements, and students who guessed the correct statistic from the survey received a free cookie in the cafeteria. Guess the Norm Final Contest - After 12 weeks of trivia questions, a final challenge was offered to homerooms that could answer all 12 questions correctly. Winning homerooms were awarded a pizza party. School-wide Timed Writing Prompt - In literacy classes, students were given a writing prompt, based on statistics from the survey that showed the discrepancy between actual and perceived behavior, to write an essay about whether or not bullying was a problem at the school. The students had to support their position on this issue. Tolerance Museum - As part of the anti-bullying peer leadership groups presentation to all 7th grade health classes, statistics from the survey were presented to highlight that most students at the school would speak up when they saw someone being treated badly. This reinforces the idea that students should not be silent bystanders when they see or hear teasing and bullying. Overall, schools worked extremely hard to have successful and exciting campaigns; the evaluation results suggest that this hard work yielded positive program outcomes. Training Using knowledge gained from project implementation, a comprehensive tool kit was created to help schools to implement a successful social norms project, without the technical assistance and guidance from CASA and the NJDOE. The tool kit consists of a comprehensive manual, a calendar for planning upcoming events, and a compact disc (CD) containing electronic files of all project materials, including PowerPoint presentations designed to help school officials and community members understand the project; active parent consent forms; student surveys in paper and electronic formats; templates for schools to create their own posters and easily change the text to match locally determined messages and data-driven positive norms; and ideas for low- or no- cost activities, such as the ones described above, for implementing social norms campaigns. In January 2011, the tool kits were distributed to ӣƵ school districts and charter schools with grades 5-12. The tool kits also were distributed to the ӣƵ State Library, several professional associations, community colleges, four-year colleges and universities, the NJDOEs Learning Resource Centers, all executive county superintendents, and the Division of Addiction Services county based technical assistance centers.. Great care was taken to ensure that all schools could access the tool kit either by borrowing a tool kit and making a copy of the CD or by locating the materials on the web (the tool kit was planned to be posted on the NJDOEs Web site in the spring of 2011) The electronic format of the student survey is in an easy to use Excel application. Survey results can also be calculated using another Excel program designed to analyze student responses, also located on the CD. Three trainings on the use of the tool kits, held in Trenton, Livingston, and Hammonton, ӣƵ in January 2011, were attended by approximately 200 school staff. Invitations and registrations were sent through NJDOE and CASA mailing lists, to statewide professional associations and were posted on NJDOEs website. Overall, the trainings were positively evaluated by participants. Chapter V: Discussion and Conclusions Recommendations Obtain Comparison Schools Prior evaluation reports of the social norms approach to the prevention of at-risk behavior (see Connell, et al. 2008) have continually recommended a more advanced survey design. While the current design is able to detect trends in behavior, it is not able to separate the effects of the social norms campaigns compared to other school activities. One way to get at the full effect of the social norms campaign is to compare students behaviors in schools that are participating in the social norms project to the behaviors of students in schools not implementing the social norms campaign. The use of comparison schools allows for a more robust test of the social norms campaign without a resource intensive matched sample. A matched sample not only requires more advanced survey techniques, but also potentially is problematic because there is reason to believe parents might be reluctant to approve the release of personal information on their children. By using comparison schools, both of these problems can be avoided. The inclusion of a comparison schools study can serve to further bolster the claims of efficacy of the social norms campaign. The use of comparison schools is particularly important to help control or account for behavioral and mores challenges for adolescent students, even for students who are not engaging in risky and anti-social behavior. As such, even the use of a program designed to decrease such behaviors, such as the social norms campaign, may not change the normal trajectory of adolescence in a way that is immediately obvious. Analysis that uses comparison schools would allow evaluators to more accurately determine whether the social norms campaign acts as a protective factor, considering that, according to the research literature, the percentage of students in this age range engaging in at-risk behavior increases with age. If schools implementing the social norms campaign demonstrate that students are exhibiting risky behaviors at a slower rate that comparison schools, it would be another piece of evidence in favor of continuing implementation of the social norms campaign. Another benefit of a comparison study is that the resources for such a study are mostly in place. No complicated data collection procedures need be implemented and there is no risk to the students who are participating (whereas there is a small risk to those who participate in a matched sample study). The survey is already designed to be taken by any student with access to a computer lab, parent consent forms are available, and many schools have already had positive experiences with the social norms campaign. Therefore, it is recommended that schools be approached for inclusion in a comparison study; those schools that agree to participate as comparison schools for one year could be given the tools to implement the social norms campaign in the second year. A Variety of Campaign Approaches One of the more consistent findings from the evaluation of the social norms campaign is that exposure to a variety of sources of information helped students to understand the approach much better. Each year, a greater variety of campaign strategies were undertaken, as participating schools became more creative and increased their networking and sharing of ideas. Future programmatic goals, therefore, should continue to focus not only on the quality of implementation, but on the variety of campaign strategies as well. It is very possible that as students go through their day at school, they become immune to the social norms messages that are being presented. When these messages are presented in a variety of ways, however, students may be more inclined to notice them and pay attention. The results of these analyses favor utilizing a myriad of approaches to distributing social norms messages. Given the fact that many students are technologically adept and are involved in a variety of interactions that take place outside of the school building, new approaches should be applied to message dissemination. School and program administrators should think of innovative new ways to help spread social norms messages. It is important to note that the amount of money made available to each school in the project did not affect the success of the project; it was variety of implementation that had the greatest impact. Conclusions The ӣƵ Department of Education and the Center for Addiction Studies and Awareness at Rowan University had engaged in the planning and implementation of social norms campaigns in ӣƵ middle schools and high schools for the 2005-2006 to 2010-2011 school years. The results reported here indicate that the ӣƵ Social Norms Project had a positive impact on student behaviors and beliefs, and was a success. It is important to note that the middle school bullying and high school ATOD social norms campaigns were different from those previously evaluated in one major way: they attempted to help improve several different behaviors at once. Prior research on social norms campaigns focused on one behavior at a time, such as using a seatbelt. As a result, the types of social norms campaigns implemented through the ӣƵ Social Norms Project suggest that the campaigns might benefit by being spread to more students and for a longer implementation period to produce even more robust results. With only six months of campaign implementation before a second survey administration, some students may not have had a chance to truly internalize the messages. It is recommended that schools continue to implement social norms campaigns, and that a sustained approach is expected to be even more successful. While events in the world, most notably legislation to legalize marijuana in ӣƵ and other states, has likely affected student behavior and perceptions, the lack of comparison schools means that we cannot determine whether the small increases in marijuana use reported by students in this sample is even better than would be reported at other schools. The tendency of adolescents to engage in risky behaviors during their teen years suggests that this would be the case, and that a social norms campaign might act as a protective factor to help buffer against some of societys behavioral trends. Looking back over the last five years of project evaluation, it is clear that the evidence in favor of the efficacy of a social norms approach is continuing to grow. The continued implementation of the campaign, coupled with the collection of quality implementation data and the incorporation of some of the recommendations discussed in this report, should have a positive impact on students perceptions and their behaviors over long periods of time. Individual schools should be encouraged to continue implementing a social norms campaign on their own; the combination of strong school results, the ever increasing threats to students and the fact that a social norms campaign need not be financially burdensome all point to this being a useful and meaningful option to help schools continue to promote pro-social behavior. References Connell,N.M., Flower, S.M., P.M. Negro, D.M. Reilly, & A.N. Pearce (2008). ӣƵ Department of Education and Rowan University Center for Addiction Studies Social Norms Project 2007-2008. Connell, N.M., P.M. Negro, D.M. McGinty., & A.N. Pearce (2007a). ӣƵ Department of Education and Rowan University Center for Addiction Studies Social Norms Project 2005-2007. __________. (2007b). ӣƵ Department of Education and Rowan University Center for Addiction Studies Social Norms Project Updated Report 2005-2007. Ellickson, P.L., Bell, R.M. & Harrison, E.R. (1993). Changing Adolescent Propensities to Use Drugs: Results from Project ALERT. Health, Education, and Behavior 20(2), 227-242. Farrington, D. (1993). "Understanding and Preventing Bullying." In M. Tonry (ed.), Crime and Justice: A Review of Research, Vol. 17. Chicago and London: University of Chicago Press. Flower S.M. (2007). ӣƵ Department of Education and Rowan University Center for Addiction Studies Social Norms Project External Evaluator Report 2005-2007 Haines, MP, Barker, GP & Rice, R (2003). Using Social Norms to Reduce Alcohol and Tobacco Use in Two Midwestern High Schools. Chapter 14 in HW Perkins (Ed). The Social Norms Approach to Preventing School and College Age Substance Abuse: A Handbook for Educators, Counselors, Clinicians, San Francisco, Jossey-Bass. Johnson, L. et al. (2006). Overview of Key Findings. Monitoring the Future: National Results on Adolescent Drug Use. Retrieved August, 2007, from Monitoring the Future. Website: http://www.monitoringthefuture.org/pubs/monographs/overview2006.pdf Kaufman, P., X. Chen, S. Choy, S. Ruddy, A. Miller, J. Fleury, K. Chandler, M. Rand, P. Klaus, and M. Planty (2000). Indicators of School Crime and Safety, 2000. Washington, D.C.: U.S. Departments of Education and Justice. www. nces.ed.gov/pubs2001. LaMastro, R. and LaMastro, V. (2006). Social Norms Campaigns at ӣƵ Colleges and Universities. Glassboro: Rowan University McNeal, Jr. R.B., Hansen, W.B., Harrington, N.G., and Giles, S.M. (2004). How All-Stars works: An examination of program effects on mediating variables. Health Education and Behavior. 31(2):165-78. Nansel, T., M. Overpeck, R. Pilla, W. Ruan, B. Simons-Morton, and P. Scheidt (2001). "Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment." Journal of the American Medical Association 285(16):20942100. ӣƵ Department of Education (2006). DOE Data. Retrieved August, 2007, from ӣƵ Department of Education. Website: http://www.state.nj.us/education/data/ Perkins, HW & Craig, DA (2003). The Imaginary Lives of Peers: Patterns of Substance Use and Misperceptions of Norms Among Secondary School Students. Chapter 12 in HW Perkins (Ed). The Social Norms Approach to Preventing School and College Age Substance Abuse: A Handbook for Educators, Counselors, Clinicians, San Francisco, Jossey-Bass. Perkins, H. Wesley. (2004). Social Norms Campaigns at ӣƵ Colleges and Universities. Glassboro: Rowan University Perkins, H. Wesley (Ed.). (2003). The Social Norms Approach to Preventing School and College Age Substance Abuse. San Francisco: Jossey-Bass. Rigby, K., and P. Slee (1999). "Australia." In P. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, and P. Slee (eds.), The Nature of School Bullying: A Cross-National Perspective. London and New York: Routledge. Sampson, Rana. (2002). Bullying in Schools. Program-Oriented Guides for Police, Problem Specific Guide Series, 9. U.S. Department of Justice, Office of Community Oriented Policing Services. Appendix A: Middle School Consent Form ROWAN UNIVERSITY SOCIAL NORMS PROJECT PARENTAL PERMISSION FORM Dear Parents/Guardians: Purpose: Your child has been asked to take part in a statewide social norms research study that is being conducted in middle schools in ӣƵ. The primary purpose of this survey is to learn about youth knowledge of, attitudes toward, and experience with bullying. The survey is being sponsored by the Rowan University Center for Addiction Studies in partnership with the ӣƵ Department of Education. This research is important because state decision makers will use information from this study to help determine the best ways to address the bullying problem in schools. The information obtained from this survey will be used to develop and evaluate programs for decreasing bullying behavior among ӣƵ youth. Procedures: In the next few weeks, all students in your childs class will be asked to fill out an on-line questionnaire about their attitudes toward and experience of bullying. Your child will have the right to not answer any or all questions. Your child can stop taking the survey at any time without penalty. While participation by all students helps obtain accurate information, please note that your childs participation in the survey is voluntary. Students not participating in the survey will be provided with an alternative activity by their school. If you choose, you are entitled to review a copy of the questionnaire prior to the survey date by contacting your childs school principal. Privacy: The survey that your child will be asked to fill out is completely anonymous. Your child's name will not appear on any form. This means that your child's responses will not be able to be linked to him or her. Your child's answers will never be shared with anyone in the school or the community. All information on the data received from this study will be reported at the group level; no individual answers will be made available to anyone but the researchers. All information collected during the study will be protected according to the law. Risks: Some small risk is possible if someone from your childs school or community saw his or her answers to the survey. This risk is small since university researchers will conduct the survey and your childs name can never be linked to his or her answers. Also, your childs participation is completely voluntary. No action will be taken against the school, you, or your child, if your child does not take part. Your child can also choose to stop answering questions at any time. Benefits: Your child will receive no direct benefits from the study. Your childs school and community may benefit from the research because it could provide state and local decision-makers with information needed to design and implement anti-bullying programs. Principal Investigator This research is being conducted by Dr. Nadine M. Connell and Ms. Pam Negro at Rowan University. If you have any questions about the research study itself, please contact Dr. Nadine Connell at Rowan University[(856) 256-4500 x3536 or connelln@rowan.edu] or Ms. Pam Negro, Director of the Center for Addiction Studies [(856) 863 -2175 or negro@rowan.edu]. Thank you for helping to improve anti-bullying programs for your child and your community. Please complete this permission form and return it to the school by _________. It is very important that you return this form whether or not you allow your child to participate. I state that I am 18 years old or older and I know that my child has been asked to take part in a research study at Rowan University. I have read and understand the information about the research study on the experiences and effects of bullying. I know that my child will be asked to complete a survey. I know that my child is free to not answer any question on the survey. I know that there will be no penalty if my child decides not to answer any question on the survey. I know that my childs answers to the survey can never be matched to his or her name. I know that my child can stop participating in the study at any time without penalty. Please check one of the boxes below; fill in complete name information and sign consent form. I hereby: DO give my consent for my child to take part in the research study. DO NOT give my consent for my child to take part in the research study. Please Print Parent Name _________________________________________________________ Child Name __________________________________________________________ Date______________________ If you are consenting to your childs participation, please sign the form below: Signature of Parent____________________________________________________ PLEASE RETURN THIS COPY TO THE SCHOOL BY ______________ Appendix B: High School Parental Consent ROWAN UNIVERSITY SOCIAL NORMS PROJECT PARENTAL PERMISSION FORM Dear Parents/Guardians: Purpose: Your child has been asked to take part in a statewide social norms research study that is being conducted in high schools in ӣƵ. The purpose of this research is to learn about students' attitudes toward and knowledge about alcohol, tobacco, and other drugs. The survey is being sponsored by the Rowan University Center for Addiction Studies in partnership with the ӣƵ Department of Education. This research is important because state decision makers will use information from this study to help determine the best ways to prevent alcohol, tobacco, and other drug use by students. The information obtained from this survey will be used to develop and evaluate programs for decreasing alcohol, tobacco and other drug use among ӣƵ youth. Procedures: In the next few weeks, all students in your childs class will be asked to fill out an on-line questionnaire about their attitudes toward and experience of bullying. Your child will have the right to not answer any or all questions. Your child can stop taking the survey at any time without penalty. While participation by all students helps obtain accurate information, please note that your childs participation in the survey is voluntary. Students not participating in the survey will be provided with an alternative activity by their school. If you choose, you are entitled to review a copy of the questionnaire prior to the survey date by contacting your childs school principal. Privacy: The survey that your child will be asked to fill out is completely anonymous. Your child's name will not appear on any form. This means that your child's responses will not be able to be linked to him or her. Your child's answers will never be shared with anyone in the school or the community. All information on the data received from this study will be reported at the group level; no individual answers will be made available to anyone but the researchers. All information collected during the study will be protected according to the law. Risks: Some small risk is possible if someone from your childs school or community saw his or her answers to the survey. This risk is small since university researchers will conduct the survey and your childs name can never be linked to his or her answers. Also, your childs participation is completely voluntary. No action will be taken against the school, you, or your child, if your child does not take part. Your child can also choose to stop answering questions at any time. Benefits: Your child will receive no direct benefits from the study. Your childs school and community may benefit from the research because it could provide state and local decision-makers with information needed to design and implement alcohol, tobacco, and other drug use prevention programs. Principal Investigator This research is being conducted by Dr. Nadine M. Connell and Ms. Pam Negro at Rowan University. If you have any questions about the research study itself, please contact Dr. Nadine Connell at Rowan University[(856) 256-4500 x3536 or connelln@rowan.edu] or Ms. Pam Negro, Director of the Center for Addiction Studies [(856) 863 -2175 or negro@rowan.edu]. Thank you for helping to improve alcohol, tobacco, and other drug use prevention programs for your child and your community. Please complete this permission form and return it to the school by _________. It is very important that you return this form whether or not you allow your child to participate. I state that I am 18 years old or older and I know that my child has been asked to take part in a research study at Rowan University. I have read and understand the information about the research study on the attitudes of alcohol and drug use of high school students. I know that my child will be asked to complete a survey. I know that my child is free to not answer any question on the survey. I know that there will be no penalty if my child decides not to answer any question on the survey. I know that my childs answers to the survey can never be matched to his or her name. I know that my child can stop participating in the study at any time without penalty. Please check one of the boxes below; fill in complete name information and sign consent form. I hereby: DO give my consent for my child to take part in the research study. DO NOT give my consent for my child to take part in the research study. Please Print Parent Name _________________________________________________________ Child Name __________________________________________________________ Date______________________ If you are consenting to your childs participation, please sign the form below: Signature of Parent____________________________________________________ PLEASE RETURN THIS COPY TO THE SCHOOL BY ______________ Appendix C: Middle School Survey Time 1 Survey of Bulling at Your School This is a survey about how students relate to each other. Sometimes students do things that may be called bullying. We want you to tell us about yourself and what you think about other students. You will not be asked to give your name this is an anonymous survey. Questions that ask about other students are asking about students at your school. Please read each question carefully. There are no right or wrong answers just give your best estimate. This survey is voluntary. If you do not wish to answer a question you may leave it blank and continue on. At this school: (SA, A, D, SD) I feel that other students care about me. I feel that teachers care about me. I am encouraged to help and respect other students. I dont fit in. Other students look to me to show them how to act. It is easy to make friends here. I cant do much to change bad things that happen here. I am happy here most of the time. Teachers dont really try to stop kids who are bullies. During this school year have you ever felt bullied at school? Never (NOTE: if you answer Never here skip questions 3 and 4 below and go to question 5). Rarely Sometimes Often How would you describe the person (or persons) who bullied you most? Gender/Number One boy One girl A group of boys A group of girls A group of boys and girls Age Older or mostly older than me About the same age as me Younger or mostly younger than me Race Same race or most were same race as me Different race or most were different race than me During this school year have you done any of the things below to get away from a bully at school? Check all that apply. Skipped recess or playground time. Not gone to the bathroom. Not gone to lunch. Pretended to be sick and went home. Avoided a class. Avoided a hallway. Avoided some other place in school. How often have you skipped school this year because you were afraid of other students hurting you or making fun of you? Never Once 2-3 times 4 or more times On a scale of one to ten, how safe do you feel at school? Very Threatened (1) to Very Safe (10) In the last 30 days how often have the following things happened to you? And how often do you think they have happened to most other students at your school? (Not in last 30 days, Once, 2-3 time, 4 or more times) Pushing, shoving, hitting, kicking, hair pulling, or tripping Happened to me Happened to most other students at my school Teasing in an unfriendly way Happened to me Happened to most other students at my school Being called hurtful names Happened to me Happened to most other students at my school Being excluded from a group to hurt feelings Happened to me Happened to most other students at my school Belongs being taken or damaged Happened to me Happened to most other students at my school Unkind story or rumor spread Happened to me Happened to most other students at my school Threatened to be hurt Happened to me Happened to most other students at my school In the last 30 days how often have you done the following things to another student? And how often do you think most other students have done these things at your school? (Not in last 30 days, Once, 2-3 time, 4 or more times) Pushing, shoving, hitting, kicking, hair pulling, or tripping I have do it Most other students have done it Teasing in an unfriendly way I have do it Most other students have done it Calling hurtful names I have do it Most other students have done it Excluding someone from a group to make them feel bad I have do it Most other students have done it Taking or damaging someone elses belongings I have do it Most other students have done it Spreading unkind stories or rumors about someone else I have do it Most other students have done it Threatening to hurt someone I have do it Most other students have done it Making someone do something they did not want to do I have do it Most other students have done it In which places have any of these things happened to you during the school year? For each category a through g, check all places that apply or check has not happened. Check all that apply. (Playground, Lunch room, Class room, Gym, Hallways, Bathroom, Bus, Email or phone message, Has not happened this year). Pushed, shoved, hit, kicked, hair pulled, or tripped Belongings taken or damaged Made to do something that you didnt want to Teased in an unfriendly way Called hurtful names Unkind stories or rumors spread Threatened about being hurt Tell us if you agree or disagree with each of the following statements (a through d). Also, do you think most other students at your school would agree or disagree with these statements? (Strongly Agree, Agree, Disagree, Strongly Disagree) Students should not tease in a mean way, call others hurtful names, or spread unkind stories about other students. My belief I think most other students would Students should not shove, kick, hit, trip, or hair pull another student. My belief I think most other students would Students should not threaten to hit another student even if they dont actually hit the other student. My belief I think most other students would Students should always try to be friendly with students who are different from themselves. My belief I think most other students would Who do you think students should tell if they or someone else are being bullied at school? And what do you think most other students say? Check all that apply. I think students should(check all that apply) Tell a principal Tell a teacher or counselor Tell a hall monitor Tell a friend Tell a police officer or security person Tell a parent or another adult relative Tell a brother, sister, or cousin Not tell anyone Most other students would say(check all that apply) Tell a principal Tell a teacher or counselor Tell a hall monitor Tell a friend Tell a police officer or security person Tell a parent or another adult relative Tell a brother, sister, or cousin Not tell anyone Who do you think students should tell if they see a weapon (knife or gun) at school? And what would most other students say? Check all that apply. I think students should(check all that apply) Tell a principal Tell a teacher or counselor Tell a hall monitor Tell a friend Tell a police officer or security person Tell a parent or another adult relative Tell a brother, sister, or cousin Not tell anyone Most other students would say(check all that apply) Tell a principal Tell a teacher or counselor Tell a hall monitor Tell a friend Tell a police officer or security person Tell a parent or another adult relative Tell a brother, sister, or cousin Not tell anyone What grade are you in? 6 7 8 9 10 11 12 How old are you? 9 10 11 12 13 14 15 16 17 18 19 20 Are you a (choose one) Boy Girl What is your race or ethnic origin? (Choose one.) American Indian/Alaskan Native Asian Black/African American Hispanic/Latino White/Caucasian Other Activities: Which of the following groups or activities have you participated in this school year? Check all that apply. School club or student government School sport team School chorus or band Religious group After-school program that takes place at the school (like homework club, hobby club, Boy Scouts, Girl Scouts, open gym, etc.) After-school program in the community (like Boy Scouts, Girl Scouts, Boys and Girls Club, dance class, gymnastics class, community sports program, hobby club, etc.) Part-time job (like babysitting, newspaper delivery, lawn mowing, etc.) What is the way that you get to and from school most often? Choose one. School bus Walk or ride bike I drive Brother, sister, or friend drives Parent or another adult drives City bus or train What grade do you receive most often on your report card? Choose one. A B C D F Excellent Good Satisfactory Unsatisfactory What is your weight and height? Weight in pounds Height in feel and then inches Which beset describes what you think of your current weight? Choose one. I am Very underweight Somewhat underweight About right Somewhat overweight Very overweight What would you guess in the most typical (average) weight for boys and girls in your grade? Just give you best guess for each below. Most typical (average) weight for boys in your grade Pounds Most typical (average) weight for girls in your grade Pounds Thank you for taking the survey! Appendix D: High School Survey Time 1 Survey of Student Norms This is a survey of what students think about their school, the use of alcohol, tobacco, and other substances, and about other behaviors related to health and safety. We want you to tell us about yourself and your perceptions of other students. You will not be asked to submit your name; this is an anonymous survey. Questions that ask about other students are referring to students at your school. Please read each question carefully. There are no right or wrong answers just give your best estimate. This survey is voluntary. If you do not wish to respond to a question you may leave it blank and continue on. What grade are you in? How old are you? Gender: Male Female Which of the following groups or activities have you participated in this school year? School club or student government Varsity sport, junior varsity sport, or junior high or modified sport Performing theatre, dance or musical group Volunteer service work Religious group Part-time job What is your most typical transportation to and from school? School bus Walk or ride bike I drive Brother, sister, or friend drives Parent or other adult drives City bus or train At this school: (SA, A, D, SD) I feel that other students care about me. I feel that teachers care about me. I am encouraged to help and respect other students. I dont fit in. Other students look to me to show them how to act. It is easy to make friends here. I cant do much to change bad things that happen here. I am happy here most of the time. Teachers dont really try to stop kids who are bullies. Which statement below about student use of tobacco (including cigarettes, cigars, and chewing tobacco) do you feel best represents your own attitude? Tobacco use is never a good thing to do. Occasional tobacco use is ok, but not daily use. Daily tobacco use is okay if thats what the individual wants to do. Which statement below about student use of tobacco (including cigarettes, cigars, and chewing tobacco) do you expect to be the most common attitude among students in general in your grade? Tobacco use is never a good thing to do. Occasional tobacco use is ok, but not daily use. Daily tobacco use is okay if thats what the individual wants to do. Which statement below about drinking alcoholic beverages do you feel best represents your own attitude? Drinking is never a good thing to do for anyone at any age. Drinking in moderation is all right for adults, but not for students my age except for just a few sips in a family or religious gathering. Occasional drinking at my age beyond just a few sips in a family or religious gathering is okay as long as it doesnt interfere with school work or other responsibilities Frequent drinking at my age is okay if thats what the individual wants to do. Which statement below about drinking alcoholic beverages do you expect to be the most common attitude among students in general in your grade? Drinking is never a good thing to do for anyone at any age. Drinking in moderation is all right for adults, but not for students my age except for just a few sips in a family or religious gathering. Occasional drinking at my age beyond just a few sips in a family or religious gathering is okay as long as it doesnt interfere with school work or other responsibilities How often do you think students in each of the following categories typically use tobacco (including cigarettes, cigars and chewing tobacco)? Just give your best estimate of what is most typical for each category (Never, 1-2 per year, Once a month, Twice a month, Once a week, Twice a week, Daily). Yourself Your friends Students in your grade Males in your grade Females in your grade High school juniors and seniors School athletes Not counting just a few sips in a family or religious gathering, how often do you think students in each of the following categories typically consume alcohol? Include beer, wine, wine coolers, liquor and mixed drinks in your answer. Just give your best estimate of what is most typical for each category (Never, 1-2 per year, Once a month, Twice a month, Once a week, Twice a week, Daily). Yourself Your friends Students in your grade Males in your grade Females in your grade High school juniors and seniors School athletes How many alcoholic drinks, if any, do you think each of the following students on average typically consume at parties or social occasions? Just give your best estimate of what is most typical for each category (0, 1, 2, 3, 4, 5, 6, 7+). Yourself Your friends Students in your grade Males in your grade Females in your grade High school juniors and seniors School athletes How often do you think students in each of the following categories typically use marijuana? Just give your best estimate of what is most typical for each category (Never, 1-2 per year, Once a month, Twice a month, Once a week, Twice a week, Daily). Yourself Your friends Students in your grade Males in your grade Females in your grade High school juniors and seniors School athletes How often do you think students in each of the following categories typically use illicit drugs other than marijuana? Just give your best estimate of what is most typical for each category (Never, 1-2 per year, Once a month, Twice a month, Once a week, Twice a week, Daily). Yourself Your friends Students in your grade Males in your grade Females in your grade High school juniors and seniors School athletes Overall, what percentage of students at your grade level do you think use NO tobacco products at all? Just give your best estimate (from 0 to 100%). _____________________ Overall, what percentage of students at your grade level do you think consume NO alcoholic beverages at all? Just give your best estimate (from 0 to 100%). ______________________ How often, if ever, have you consumed alcohol at a party or social occasion with other students in the last 12 months? Never A few times, but not monthly About once a month About once a week or more often During the past 30 days, on how many days did you: Use tobacco (including cigarettes, cigars, and chewing tobacco) Use alcohol (not counting just a few sips in a family or religious gathering) Use marijuana If you never smoke tobacco, or if you have smoked but sometimes choose not to, how do you resist pressure from those who are smoking? I dont go to places where people are smoking. I leave places where people are smoking. I avoid smokers. I hang out with people who dont smoke. I tell people that I dont want to smoke if they ask me. If you never drink alcohol, or if you have consumed alcohol but sometimes choose not to, how do you resist pressure from those who are drinking? I dont go to parties where people are drinking. I leave parties where people are drinking. I hang out with people who dont drink. I tell people that I dont want to drink if they ask me. I hold an alcoholic drink, but dont drink from it. I drink non-alcoholic drinks like water or pop. How recently, if ever, have you been drunk in the last 12 months? Never Within the last year, but not within the last 30 days. Within the last 30 days, but not within the last 7 days. Within the last 7 days. Overall, what percentage of students at your grade level do you think have been drunk on at least one occasion in the last 7 days? Again, just give your best estimate (from 0 to 100%). _______________________ If you did not drink at all beyond just a few sips during the last 12 months, check the box here and skip the next question. During the last 12 months which, if any, of the following has occurred as a consequence of your drinking? Select one answer for each item. (Not during the last 12 months, Once during the last 12 months, More than once during the last 12 months). Physical injury to yourself Physical injury to others Fighting Damage to property Cutting class Inefficiency in homework, classroom, or lab work Late papers, missed exams, failure to study for exams Damaged friendships or relationships Impaired driving After drinking could not remember events or actions that occurred while drinking Missed or performed poorly in an athletic event Hospitalization Punishment by parent or guardian Trouble with police Sickness (hangover, nausea, illness) How often do you think students in each of the following categories are approached by other students or anyone else and offered tobacco, alcohol, or other drugs during school hours? Just give your best estimate of what is most typical for each category (Never, 1-2 per year, Once a month, Twice a month, Once a week, Twice a week, Daily). Yourself Students in your grade Who do you think students should tell if they saw a weapon (knife or gun) at school? And what would most other students say? Check all that apply. I think students should Tell a principal Tell a teacher or counselor Tell a hall monitor Tell a friend Tell a police officer or security person Tell a parent or another adult relative Tell a brother, sister, or cousin Not tell anyone Most other students would say Tell a principal Tell a teacher or counselor Tell a hall monitor Tell a friend Tell a police officer or security person Tell a parent or another adult relative Tell a brother, sister, or cousin Not tell anyone Who do you think students should tell if they saw drugs (other than tobacco or alcohol) at school? And what would most other students say? Check all that apply. I think students should Tell a principal Tell a teacher or counselor Tell a hall monitor Tell a friend Tell a police officer or security person Tell a parent or another adult relative Tell a brother, sister, or cousin Not tell anyone Most other students would say Tell a principal Tell a teacher or counselor Tell a hall monitor Tell a friend Tell a police officer or security person Tell a parent or another adult relative Tell a brother, sister, or cousin Not tell anyone During this school year have you ever felt bullied at school? Never Rarely Sometimes Often How often have you skipped school this year because you were afraid of other students hurting you or making fun of you? Never Once 2-3 times 4 or more times One a scale of one to ten, how safe do you feel at school? Very threatened (1) to Very safe (10) How often do you think students in each of the following categories use seat belts when driving or riding in a motor vehicle? Again, just give your best estimate for each category (Almost never 1-10% of the time, Seldom 25% of the time, Half 50% of the time, Usually 75% of the time, Almost Always 90-100% of the time). Yourself Your friends Students in your grade High school juniors and seniors How often during the last year have you been a passenger in a motor vehicle with a driver who drank alcohol just before or while driving? Never Once Twice 3 or more times What percentage of students do you think have ridden during the last year as a passenger in a motor vehicle with a driver who drank alcohol just before or while driving? Just give your best estimate. _________________ What limits, if any, do your parents apply to you about drinking alcohol in your home? No drinking is allowed (other than a few sips in a family or religious gathering). Some drinking is allowed with a parent when only family members are present. Some drinking with friends is allowed if a parent is present. Drinking is allowed without a parent present as long as I do not get drunk or drive afterwards. No limits. What limits, if any, would you say are most typical of other students parents concerning student drinking in the home? No drinking is allowed (other than a few sips in a family or religious gathering). Some drinking is allowed with a parent when only family members are present. Some drinking with friends is allowed if a parent is present. Drinking is allowed without a parent present as long as I do not get drunk or drive afterwards. No limits. Are you currently licensed to drive an automobile? No Yes, but with a restricted permit (for example, requiring another licensed driver in the car or only allowing driving at particular times of the day) Yes, without restrictions. What is your race or ethnic origin? American Indian/Alaskan Native Asian Black/African American Hispanic/Latino White/Caucasian Other What is your weight and height? Weight in pounds Height (enter feet and then inches) Which best describes what you think of your current weight? I am Very underweight Somewhat underweight About right Somewhat overweight Very overweight What would you guess is the average male and female weight for males and females in your grade? Average male weight in your grade (in pounds) Average female weight in your grade (in pounds) What is your approximate grade point average for last terms courses? Use a 4 point scale. Thank you for taking the survey! Appendix E and F: Middle & High School Surveys Time 2 The surveys in Appendix C and D were repeated to provide comparison data and additional information for social norms planning.  For administration of the original survey, students were directed to a secure website maintained by Hobart and William Smith Colleges. Institutional Review Board procedures ensured that the survey website was secure and safe for student responses.  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