Abstract: Conviver-Diga: Adapting and Evaluating the Wits Anti-Bullying Resources in Brazilian Schools (Society for Prevention Research 27th Annual Meeting)

636 Conviver-Diga: Adapting and Evaluating the Wits Anti-Bullying Resources in Brazilian Schools

Friday, May 31, 2019
Seacliff B (Hyatt Regency San Francisco)
* noted as presenting author
Josafá Moreira da Cunha, PhD, Associate Professor, Universidade Federal do Paraná, Curitiba,, Brazil
Helen Tsuruda Amaral, BA, Graduate student, Universidade Federal do Paraná, Curitiba, Brazil
Victor Yano, BA, Graduate Student, Universidade Federal do Paraná, Curitiba, Brazil
Bianca Nicz Ricci, BA, Graduate Student, Universidade Federal do Paraná, Curitiba, Brazil
Carla Mariana Saad, MEd, Graduate Student, Universidade Federal do Paraná, Curitiba, Brazil
Johnathan Santo, PhD, Associate Professor, University of Nebraska Omaha, Ohmaha, NE
In the last twenty years Brazil has advanced a great deal in offering comprehensive education to children and adolescents. However, it still lacks evidence-based educational practices that promote the inclusion of character education and positive youth development in the curriculum and other aspects of the educational system. We are working to evaluate the Brazilian version of the WITS Programs, Conviver-DIGA. This was designed to promote a positive school climate and reduce peer victimization among Brazilian children and adolescents.

This presentation includes data from two studies of implementation that occurred during the process of adapting the teacher training components for “Conviver-DIGA”, between 2017 and 2018. The 2017 study included 51 elementary school classrooms from 11 schools in Brazil, with 1154 students (Mean age = 9.11; sd =1.08), with 53,2% boys and 46,8% girls. Three assessments were conducted throughout the school year, including measures of school climate and peer victimization. Classrooms were divided in three conditions: (A) intervention between T1 and T2, (B) intervention between T2 and T3 and (C) no intervention. Three-level multilevel modeling was performed using the dependent variable (victimization) measured over time nested within individuals, themselves nested within classes. Results showed small but significant effects and, controlling for “normal” change over time, there was a significant decrease in peer victimization following the intervention. More importantly, the effect of the intervention was related to when it occurred: scores in aggression and victimization dropped for groups where teachers received the training earlier in the school year.

The project was expanded to 110 schools from five municipalities in early 2018, and a needs assessment was conducted through a survey of 22.385 students, including data of school climate and socioemotional development. These data were used to generate descriptive reports for each school.. Schools also received support in preparing action plans following the framework of Design Thinking for Educators (IDEO, 2012). The analysis of the action plans developed by involved educators revealed that many are still facing challenges to enact their basic educational programs that limit their ability to engage in programs such as Conviver-DIGA. Together, these two studies support the potential of the DIGA program to reduce peer victimization In Brazilian schools. The discussion focuses on challenges to engage the broader school community, while connecting the program to extant educational policies in Brazil.