Exploring Change Processes in School-Based Mentoring for Bullied Children.
J Prim Prev
; 37(1): 1-9, 2016 Feb.
Article
em En
| MEDLINE
| ID: mdl-26679191
ABSTRACT
We examined change processes associated with the school-based, lunchtime mentoring of bullied children. We used data from a one-semester open trial of Lunch Buddy (LB) mentoring (N = 24) to examine changes in bullied children's lunchtime peer relationships. We also tested whether these changes predicted key outcomes (i.e., peer victimization, social preference) post-mentoring. Results provided partial support that bullied children paired with LB mentors experienced improved lunchtime peer relationships and that gains in lunchtime relationships predicted post-mentoring levels of social preference and peer victimization. Neither child nor mentors' ratings of the mentoring relationship predicted post-mentoring outcomes; however, child-rated mentor support and conflict predicted improvements in lunchtime peer relationships. We discuss implications for future research on school-based mentoring as a form of selective intervention for bullied children.
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Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Serviços de Saúde Escolar
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Mentores
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Bullying
Idioma:
En
Ano de publicação:
2016
Tipo de documento:
Article