Training Students Who Occasionally Bully to Be Peer Advocates: Is a Bystander Intervention Effective in Reducing Bullying Behavior?. Issue 1 (2nd January 2017)

• Record Type: Journal Article
• Authors: Midgett, Aida; Doumas, Diana M.; Trull, Rhiannon; Johnson, Jamie
• Is Part Of: Journal of child and adolescent counseling. Volume 3:Issue 1(2017)
• Page Start: 1
• Page End: 13
• Publication Date: 2017-01-02
• Subjects: bullying -- bystander program -- bullies -- STAC -- elementary school; Child psychotherapy -- Periodicals; Children -- Counseling of -- Periodicals; Teenagers -- Counseling of -- Periodicals; 618.928914
• DOI: 10.1080/23727810.2016.1277116
• Languages: English
• ISSNs: 2372-7810

Abstract

Abstract : Bullying is a major public health problem faced by youth today. This randomized controlled study evaluated a brief, counselor-led bystander bullying intervention for elementary school students with a history of occasionally bullying ( N = 54). The intervention—stealing the show, turning it over, accompanying others, and coaching compassion (STAC)—is designed to train students to intervene as peer advocates when they witness bullying situations at school. Students in the STAC intervention group reported a significantly lower level of bullying perpetration compared to students in the wait-list control group. Findings suggest that training students who bully to be peer advocates may be a promising approach to bullying prevention. The authors discuss future directions for research and implications for counselors.