Effect of A Multi-Model Based Intervention on Bullying Prevention through Peer Advocacy-Reference-Cited by-同舟云学术

Effect of A Multi-Model Based Intervention on Bullying Prevention through Peer Advocacy

Published:2024-04-11 Issue:24 Volume:43 Page:21383-21392
ISSN:1046-1310
Container-title:Current Psychology
language:en
Short-container-title:Curr Psychol

Author:

Avşar Fatma^ORCID,Ayaz-Alkaya Sultan^ORCID

Abstract

AbstractPeer advocacy and bullying prevention programs are ergonomic and helpful in protecting students from the effects of bullying. This study aims to evaluate the effect of model-based strategies on bullying prevention through peer advocacy. Model-based strategies combine STAC strategies, Logic Model and ABCD Model in the current study. This study was conducted as a quasi-experimental design with pre- and post-tests. Its population consisted of sixth-grade students in four primary schools in Wales, UK. Students were included in the intervention (n = 38) and control (n = 38) groups. An education program was given to the intervention group in three sessions with the strategies based on two models. Data analysis consisted of Chi-square, Repeated Measures ANOVA, and t-tests. Data were collected with a personal information form, the Student-Advocates Pre-and Post-Scale (SAPPS), and the Friendship Qualities Scale. The SAPPS and Self-Confidence to Intervene to Stop Bullying sub-scale post-test mean scores increased significantly (p < .0.05) after the education. An increase was observed in the averages of scales and subscales scores in the intervention group. The program was effective in developing students’ advocacy, building self-confidence, increasing awareness of bullying information, and using Strategies information to prevent bullying. Model-based configuration may have made the program more effective.

Funder

Tokat Gaziosmanpasa University

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s12144-024-05874-0.pdf

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