The prevalence of bullying among children has prompted the development of school- based programs to address this problem. This pilot study evaluated the effectiveness of a brief, standalone bystander bullying program for elementary school students. The purpose to the program was to train students to take action as peer-advocates. After completing the 75-minute program, students reported an increase in their ability to identify what different types of bullying look like, knowledge of bystander intervention strategies, and general confidence intervening as peer-advocates. Furthermore, fifth grade students showed the greatest response to the program. Implications for school counselors as leaders in program implementation and future directions for research are discussed.
This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Journal of Creativity in Mental Health, published by Routledge. Copyright restrictions may apply.
Midgett, Aida and Doumas, Diana M.. (2016). "Training Elementary School Students to Intervene as Peer-Advocates to Stop Bullying at School: A Pilot Study". Journal of Creativity in Mental Health, 11(3-4), 353-365.
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