We investigated lived experiences of student-advocates trained in a brief, bystander bullying intervention program to stop bullying as “defenders.” Personal values, taking perceived risks, implementing bullying intervention strategies, and positive sense of self were core themes with a textural-structural description helping define student’ experiences. Implications and future research are discussed.
This is the peer reviewed version of the following article:
Midgett, Aida; Moody, Steven J.; Rilley, Blaine; and Lyter, Sarah. (2017). The Phenomenological Experience of Student-Advocates Trained as Defenders to Stop School Bullying. The Journal of Humanistic Counseling, 56(1), 53-71. http://dx.doi.org/10.1002/johc.12044
which has been published in final form at doi: 10.1002/johc.12044. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Midgett, Aida; Moody, Steven J.; Reilly, Blaine; and Lyter, Sarah. (2017). "The Phenomenological Experience of Student Advocates Trained as “Defenders” to Stop School Bullying". The Journal of Humanistic Counseling, 56(1), 53-71. https://doi.org/10.1002/johc.12044