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Abstract
Evidence-based programs, such as bullying prevention, often demonstrate disappointing outcomes when widely disseminated. Engaging opinion leaders – those individuals whom others emulate and go to for advice – in the process of adaptation and implementation may improve outcomes. However, opinion leaders have the most influence on individuals who are similar to them, making social groups an important consideration in opinion leader recruitment. In a series of studies we examined the social groups of childhood and whether teacher nominations can be used to identify opinion leaders within these groups. In Study 1, students (N = 35) and school staff members (N = 23) reported on social groups at their school. Results suggest four predominant social groups (Elites, Athletes, Academic, and Deviants), and that students and adults are equally likely to identify these groups. In Study 2, students (N = 29) and school staff members (N = 10) identified opinion leaders from each of the four predominant social groups. Student and school staff members agreed on the primary opinion leader within the Elites, Athletes, and Academics groups, but identified different opinion leaders from the Deviants group. We conclude with relevance of these findings to schools and suggestions for further research.
References
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Author biographies
Christopher J. Reiger, PhD is a Program Development and Evaluation Specialist at Wediko Children’s Services, in Boston, Massachusetts, USA. Christopher is dedicated to assisting schools in the development of effective prevention and intervention programming aimed at promoting and supporting the healthy development of all children. His research interests include the involvement and empowerment of children in the development and continuous improvement of a variety of services in their school communities.
Jennifer E. Gibson, PhD is an Associate Professor and the Associate Director of Clinical Training for the School of Psychology at Xavier University, in Cincinnati, Ohio, USA. Her research is primarily focused on promotion and prevention programs in the school setting. Her interest in bullying prevention has recently led to studying bystander intervention on social media sites.
Rebecca E. Passarelli, MA is a graduate student in the Clinical Psychology program at Miami University in Oxford, Ohio, USA. She works with Dr. Paul Flaspohler in the School and Community Research Action Lab. Her research interests focus on ways to promote and evaluate positive social-emotional development in children.
Paul D. Flaspohler, PhD is an Associate Professor of Clinical Psychology at Miami University and the Director of Research and Evaluation for the Center for School-Based Mental Health Programs. In addition to applied research in community development and program evaluation, He works with community organizations and schools to identify needs and develop solutions for community problems.
