Effect of Participation in Student Success Skills on Prosocial and Bullying Behavior

Mariani, Melissa; Webb, Linda; Villares, Elizabeth; Brigman, Greg

doi:10.15241/mm.5.3.341

Cited by 20 publications

(17 citation statements)

References 59 publications

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“…Generally, the interventions analyzed in our review were relatively long, lasting weeks or even years. The majority of them employed a team of specially trained interventionists (e.g., Frey, Nolen, Van Schoiack Edstrom, & Hirschstein, 2005; Kramer et al., 2014; Mariani, Webb, Villares, & Brigman, 2015; Ramaswamy & Bergin, 2009). This made these interventions expensive, time consuming, and demanding.…”

Section: Discussionmentioning

confidence: 99%

Interventions stimulating prosocial helping behavior: A systematic review

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et al. 2020

J Applied Social Pyschol

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This systematic review of the literature aims to identify, analyze, and synthesize studies assessing the effectiveness of interventions stimulating prosocial behavior. It concentrates on helping behavior and covers experimental and quasi‐experimental research concerning interventions carried out in different settings. This review was performed in accordance with the PRISMA guidelines. Of the initial sample of 4,653 publications found in databases, 49 articles met our inclusion criteria and were classified as eligible for data extraction and narrative synthesis. The studies included in the review assessed 63 interventions, most of them targeted at children and adolescents. We distinguished three strategies stimulating prosocial behavior: behavioral, cognitive, and emotional. This review is informative for both researchers and practitioners. It provides researchers with methodological guidelines concerning how to conduct studies on the effectiveness of prosocial interventions, and it provides practitioners with guidelines on empirically tested strategies for stimulating prosocial helping behavior.

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Section: Discussionmentioning

confidence: 99%

Interventions stimulating prosocial helping behavior: A systematic review

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Mazur

Kędra

et al. 2020

J Applied Social Pyschol

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“…Teachers within the classroom curriculum instruct the majority of bystander interventions. Shifting program implementation from teachers to school counselors is also important (Mariani, Webb, Villares, & Brigman, 2015). The ASCA model promotes the role of school counselors as systemic change agents, suggesting that school counselors should take a leadership role in promoting and implementing bullying programs.…”

Section: Shifting Bullying Programs From Teachers To School Counselorsmentioning

confidence: 99%

Training Elementary School Students to Intervene as Peer-Advocates to Stop Bullying at School: A Pilot Study

Midgett

Doumas

2016

Journal of Creativity in Mental Health

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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. AbstractThe 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.Bullying in schools is a significant national social problem. Bullying begins to escalate in late elementary school, suggesting there is a need for elementary school counselors to provide bullying programs for this age group. Although comprehensive, school-wide interventions can be effective in reducing bullying, many schools do not have the resources to implement these programs. Brief bystander programs that train students to be peer-advocates provide a promising, cost-effective approach to bullying intervention. The purpose of this study is to evaluate the effectiveness of a brief, stand-alone bystander program on students' ability to identify different types of bullying behavior, knowledge of peer-advocate strategies that can be used by bystanders, and confidence intervening when they observe bullying behavior.

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“…The Strengths and Difficulties Questionnaire has been used in more than 95 countries including Britain, Australia, the United States, Japan, and China (Youth‐in‐Mind, n.d.). The Peer Relations Questionnaire has been extensively used in Australia and internationally (e.g., Bond, Wolfe, Tollit, Butler, & Patton, ; Mariani, Webb, Villares, & Brigman, ; Tabaeian, Amiri, & Molavi, ), however, to our knowledge, not in Mainland China. Students selected from 3‐point and 4‐point (respectively) response options.…”

Section: Methodsmentioning

confidence: 99%