HL 367 Program Planning and

Evaluation
By: Jasmine Martin and Dennis Farney

Mission: Our mission is to educate kids age

12-18 (TP) about every form of aggressive
behavior (DV) by utilizing a safe environment to
promote wellness, healthy lifestyles, and boost
self-esteem (IV).

Agency: L.E.A.D (Learning and

Education of Aggressive Demeanor)
For this particular project, a job that would be available to us
would be Outreach Coordinator.

Assess A General Need

Over 75 percent of students in small-town environments reported being

bullied on or around school grounds. Of victims studied, ninety percent
believed [bullying] caused them problems 20 percent felt the problems
it caused were severe [and] social and emotional problems were the
most common (Hazler et al., 1991, cited in Hazler 1996). (Bullying in
Schools, Carney and Merrell).
We know that bullying behavior and suicide-related behavior are closely
related. This means youth who report any involvement with bullying
behavior are more likely to report high levels of suicide-related behavior
than youth who do not report any involvement with bullying
behavior. (The Relationship Between Bullying and Suicide)
Over 13 million American kids will be bullied this year, making it the
most common form of violence experienced by young people in the
nation (Bully Project).

Theoretical Definition of Aggressive

Behavior
Bullying can be defined as repeatedly (not just
once or twice) harming others. This can be done by
physical attack or by hurting others feelings
through words, actions, or social exclusion.
Bullying may be done by one person or by a group.
It is an unfair match since the bully is either
physically, verbally, and/or socially stronger than
the victim (Hazler, 1996).

Test Reflecting the Theoretical

Definition

http://www.bullyingawarenessweek.org/pdf/
Bullying_Survey_Youth.pdf

Test Score
This particular survey digs deeper as continued. Not only
does it determine whether bullying is a problem in general
but it anonymously asks students the specific problem
area/people. For example, question 3b asks where the
bullying had taken place. This will help us offer
information on how to better approach the situation.

Test Measures Theoretical

Definition as Defined by
Test is valid if it measures what it purports to
measure:
Anonymity can be key in supplying honest and
accurate answers on the questionnaires. According
to the above test, it did a good job about
categorizing the students anonymously and
discreetly. By doing a before/after test, we would
be able to test the efficacy of our program in
relation to the students self-esteem and sense of
worth.

Assess Specific Need

We will assess the specific need by giving a pretest to the

entire middle and high school. Test results will determine
how severe bullying is among students. If a quarter of
students answer the first question with agree or strongly
agree then they have experienced bullying to some degree
which poses a threat to the school as a whole.

Identify Measurable
Objectives
1. Student population will experience 20% less violent
incidences in school at the end of the 4-8 week program.
2. At the end of the intervention, leadership and antiaggression programs will be self-sustaining at the schools
involved.
3. All students will be able to identify bully/victim behavior
in conflict and observance.
4. Frequency of students standing up to aggression/reporting
students guilty of aggressive behavior will increase by at
least 10%.

Plan an evidence based program

Who: The Bully Project

Who: LEAD (Learning and Education

of Aggressive Demeanors)

What: It is a set-up for introducing middleschool and high school children to the short
term and long term effects of bullying

What: A start-up program for students

ages 12-18 to educate about bullying
and create leadership programs to
prevent further incidences.

Why: Bullying and school aggression

has a long history of negative effects
both in school and after graduation.

Why: Aggression has been proven to have

lasting effects on people, and there is a link
between bullies and being a good leader. By
leading by example, hopefully a lasting
influence can be made.

Where: During and after school

programs for both middle and high
school.

Where: Initially offered during school

and assemblies, will evolve into an
after-school educational club for
leadership.

When: The Bully Project was initiated in

2013, and is to be offered throughout
the school year.

When: LEAD was theorized in 2014 and

is to be set up over the course of 6-8
weeks and continued indefinitely.

Behavior Change Model

Know what to do:

By becoming more aware of the negative effects of bullying through our
L.E.A.D. program
Know how to do it:
Listening in lecture, participating in discussions and engaging in activities
will allow students the proper techniques in responding to an aggressive
situation
Want to do it:
Students will want to participate through motivation by teachers,
counselors, and their parents and other students
Believe they can do it:
By self efficacy, and encouragement from peers and the push to become
leaders
Has a supportive environment:
We will create a safe space and class community seeking change and full
support of each other

Evaluate To See A Change In Aggressive Behavior

Threats to Internal Validity: If the lesson was initiated in October (national
bully prevention month) students might be doing different community
activities that make them more aware of bullying and its negative effects,
reducing the credibility of the L.E.A.D. program. As we have no control
group we open ourselves up to History and Maturation as threats. Starting
later in the school year could have both positive and negative effects, as
well. Social cliques may have been created by then, but also students who
are dealing will bullying would have a place to go.

Pre-Test on
Awareness

L.E.A.D.
Intervention

Post-Test on
Awareness

Use Leadership programs and

incentives to raise aggression
awareness and inspire leadership
qualities based on The Bully
Project

Evaluate the Mission Fit

Mission Fit Question:
Did we increase the awareness of the negative effects of bullying in
teens through literature?

How we know if we met our mission:

Our evidence would be if students indicated an increase in acceptance
and a decrease in a feeling of victimization on the post-test and if there
is a continued interest and participation of leadership programs. If they
did and since our test measures awareness and incidence of bullying,
we would claim that we met our mission.

Marketing and Communication Efforts

Design a webpage: L.E.A.D. used to connect through
schools websites to help promote the program http://
http://hl367bullying.weebly.com/
Operate a Facebook page to keep parents/educators/
students motivated and informed https://
www.facebook.com/pages/LEAD/317919675080673
Sending home school news letters explaining the
program and its mission

The STOPit app is an affordable, anti-bullying security solution.

Offering protection for kids and peace of mind for parents, the app is
easily installed on your students Apple or Android devices. (http://
stopitcyberbully.com/about-stop-it/)

Play a mini game that would help them understand a lot more
about how the could act. Using a panic button for whenever they
are in danger, which will send an email to their teachers and
parents. Read several news regarding bullying.
(https://itunes.apple.com/us/app/bullying-no-more/id828997293?mt=8)

The app provides tips on talking about school, work,

relationships, life, and bullying. [Parents/Educators] can help
prevent bullying and increase communication with your child [or
student] while making dinner, shopping, or anytime you and your
child [or student] have 15 minutes together. The app also has a
feature to remind you that its time to talk. (http://
www.stopbullying.gov/blog/2014/08/18/put-power-prevent-bullying-your-hand)

Apps!

Grant Information

The Pacers Foundation

The Need:
Almost 30 percent of teens in the United States (or over 5.7
million) are estimated to be involved in bullying as either a bully, a
target of bullying, or both, and children who bully are more likely
to report that they own guns for risky reasons, such as to gain
respect or frighten others -- American Medical Association

What We're Doing About It:

Pacers Foundation supports the efforts of Indiana groups that
Teach tolerance and respect for diversity;
Focus on breaking down racial, ethnic, religious and other
barriers by bringing youth from "all walks of life" together and
exposing youth to cultures and "ways of life" other than their
own; and
Carry out anti-bullying and anti-stigma programs.
As such, school-based programs, faith-based programs, and other
non-profit organizations focused on encouraging youth to Be
Tolerant should consider applying. This does not mean, however,
that we will not fund other types of organizations focused on
teaching tolerance. The bulleted points above simply refer to our
priorities in this area.

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