Vienna Social Competence Training (ViSC) - a multimodal training for school classes to strengthen pupils’ sense of class commitment, the perception of responsibility and to foster non-bullying and nonaggressive behaviour in conflict situations
At a glance
Country of origin
- No country of origin defined
Level(s) of intervention
- Selective prevention,
- Universal prevention
The Vienna Social Competence Training programme is a multimodal training programme for school classes which aims to strengthen pupils’ sense of class commitment, the perception of responsibility and at fostering non-bullying and nonaggressive behaviour in conflict situations. Pupils are trained to become aware of their social role in conflict situations (e.g. as perpetrator, victim or spectator), and of their responsibility to bring about a peaceful situation.
programme consists of 13 lessons over three phases: Impulses and Group Dynamics; Reflection; Action. The first and last phase contain six lessons of 1.5 hours each, and the Reflection phase is a single 1.5-hour lesson enabling the students and trainer to reflect on what has been learned. Students plan goal-setting activities and the remaining lessons’ content are planned collectively by the group according to the programme’s global goal of social competence and its two main principles of participation and behavioural enrichment.
Links to this programme in other registries
Implementation Experiences
Read the experiences of people who have implemented this programme.
Contact details
Prof. Dr. Christiane Spiel, Ph.D.
Faculty of Psychology
University of Vienna
Vienna
Austria
Email: Christiane.speil[a]univie.ac.at
Overview of results from the European studies
Studies overview
The programme has been evaluated in two cluster randomised controlled trials in Austria and three quasi-experimental studies, one each in Germany, Cyprus and Turkey.
In one Austrian trial, two classes from a Viennese vocational school were randomly allocated to the intervention group while two classes from the same school served as the control group. In total, 112 students, aged 15 to 21 years, participated. Significant differences were detected only in the short-term (post-test), not follow-up for the democracy outcomes. Aggression showed a positive trend and only approached significance at both time-points.
In the second Austrian trial, 13 schools were randomly allocated to the intervention and 13 to control. 2042 students with a mean age of 11.7 years participated. The study found a significant intervention effect on self-reported cyberbullying and cyber victimisation. Both decreased in the intervention group; cyberbullying increased in the control group while cyber victimisation remained constant.
In the German study, 184 students from 4 intervention and 3 control classes. For peer-reported change in aggression, there was a significant effect at posttest but not at follow-up. An extension study collected data from one more intervention school making the total sample 283, to examine the effect on behavioural dispositions. There was a positive on behavioural disposition at posttest, however the control group caught up by follow-up.
The Cypriot study included 1752 students with a mean age of 12.6 years from 3 intervention and 3 control schools. Self-reported aggressive behaviour and victimisation were measured. The analyses revealed that the programme effects differed depending on the grade level of the students. Overall, the programme was more effective for grade 7 compared with grade 8 students. 2/5 measures of perpetration and 4/5 measures of victimisation had a significant positive intervention effect for Grade 7. In grade 8, bullying and victimisation increased more in the intervention group compared with the control group at posttest, but also steeper decreased at follow-up.
The Turkish study included 642 students, with a mean age of 10.06 years, from 6 schools. Self-reported perpetration and victimisation increased in the two intervention groups compared to control group between pre and post-test, but also decreased between post-test and follow-up.
Countries where evaluated
- Austria,
- Germany
Characteristics
Protective factor(s) addressed
- Individual and peers: skills for social interaction
Risk factor(s) addressed
- Individual and peers: other
Outcomes targeted
- Bullying
- Other behaviour outcomes
Description of programme
The Vienna Social Competence Training programme is a multimodal training programme for school classes that aims to strengthen pupils’ sense of class commitment, the perception of responsibility and at fostering non-bullying and nonaggressive behaviour in conflict situations. The structure and outline of the programme rests on two principles, enrichment of the behavioural repertoire and participation. In particular, ViSC aims at reducing hostile attribution biases and at increasing the salience and cognitive accessibility of “socially competent” nonaggressive behavioural response options in conflict situations. Pupils are trained to become aware of their social role in conflict situations (e.g. as perpetrator, victim or spectator), and of their responsibility to bring about a peaceful situation. Furthermore, class commitment and willingness to display socially responsible behaviour is strengthened.
The intervention consists of 13 lessons delivered over 13 consecutive weeks and divided into three phases: Impulses and Group Dynamics; Reflection; and Action. The Impulses and Group Dynamics phase consists of six lessons of 1.5 hours each. The main aim is to strengthen youth competence in critical situations, addressing different perspectives of social situations and finding alternative ways of handling situations. The lessons take the form of discussions and role-plays. The Reflection phase consists of a single lesson of 1.5 hours and gives the students and trainer an opportunity to reflect on what they have learned. Students must write about how they have profited from the programme so far. The final Action phase consists of six lessons of 1.5 hours each. Pupils and trainers define how they want to benefit from the remaining lessons. Goal-setting activities are planned and the group collectively plans the rest of the lessons’ content according to the programme’s global goal (social competence) and its two main principles (participation and behavioural enrichment).
Implementation Experiences
Implementation Experiences
Cyprus
Contact details
Olga Solomontos-Kountouri
o.solomontos-kountouri[a]theo.ac.cy
Main obstacles
With respect to individual professionals
For us, these were the professionals from the Ministry of Education who are responsible for providing professional advice to schools concerning bullying and other behavioural problems. At first they were very willing to learn a new programme and to implement it in schools. However, after the pilot implementation they only wanted to supervise the programme, and they decided without consultation that only the intervention part was needed. They proceeded to issue a circular advising all schools about the intervention part.
With respect to social context
For us, these were mainly the teachers. Teachers generally do not want to spend any extra time being trained or preparing a new programme. They would like to learn something quickly and do something easy. Some teachers do not accept that they have to take responsibility for bullying issues. However, many other teachers are very sensitive and they really want to learn skills and practices for dealing with critical situations.
With respect to organisational and economic context
We piloted the programme without a budget, based on voluntary work from our Masters students and our own free time. Then for the official implementation we kept the cost really low.
How they overcame the obstacles
With respect to individual professionals
First, I ensured that the Minister of Education and his advisors read and understood the results from the pilot study, which indicated that the programme as a whole is very promising in reducing bullying and victimisation in schools. Second, I put together a carefully considered proposal for how I could offer the programme to any school in need of an anti-bullying programme. I trained my professional group (colleagues and Masters students) to become the trainers for the schools.
With respect to social context
I am very open to accepting any concern or disagreement and to discussing these and providing evidence (this is an evidence-based and evaluated programme). I persuaded the teachers how useful the programme would be, first for them and then for the pupils. I also encouraged the more sensitive teachers to take active roles. I set a rule that the programme would be implemented in schools in which the majority of teachers would like it implemented.
With respect to organisational and economic context
We kept the cost really low. We implemented the programme because we offer a very special social service to schools. I do not know how long I can keep it like this. The very good relations I have with schools and the need for such a programme keeps me going.
Lessons learnt
With respect to individual professionals
First, be very professional and clear about the roles of each parts of the programme and keep to them. Second, maintain good relations with the policymakers. Third, insist on meeting your targets.
With respect to social context
Implement the programme in schools in which the majority of teachers would like it implemented. Do not impose the programme on a school. The long, steady and precise implementation in a few schools each year keeps up the good name of the programme. Do not implement the programme in more schools than can be supervised by your group.
With respect to organisational and economic context
Using Masters students can help the programme survive. It is very useful for them and for their curriculum vitae to be part of the group. In this way, despite a low budget, I still manage to offer the programme to the schools.
Strengths
Evidence-based programme; pilot the programme in the new country before implementation; showcase the positive results this programme can offer; keep the implementation very precise; do not change the basic principles or the content of the programme; make only necessary adjustments; and be flexible with people but stick to the programme.
Weaknesses
Lack of funding; time consuming; and difficulty in maintaining the programme in the school — usually after three years the school gets tired of the programme.
Opportunities
Networking; and gaining a good reputation in both the scientific community and the practitioners’ community.
Threats
Some people may steal the program and use it in their own unprofessional ways.
Recommendations
With respect to individual professionals
Set clear targets from the beginning. Ensure the ownership of the programme. Discuss clearly individuals’ roles.
With respect to social context
Have clear aims: what will the benefits be and who will benefit in the long run?
With respect to organisational and economic context
Find volunteers and faithful collaborators.
