The effect of solution‐focused approaches on adolescents’ peer bullying skills: A quasi‐experimental study

Abstract

Purpose: To determine the effect of solution-focused approaches on adolescents' coping skills with peer bullying.Design and methods: A quasiexperimental design was used. The sample consisted of 68 adolescents. Using solution-focused approaches group were held with the intervention cohort. These were six sessions focused on improving participants' ability to cope with bullying. The data on the impact of the solution-focused approaches were collected using the Personal Information Form and the Adolescent Peer Relationship Instrument (APRI).Results: After the solution-focused approaches, the scores on components of the APRI (bullying and victimization) were significantly lower in the intervention group (p < .05).

A Meta-Analysis of Solution-Focused Brief Therapy for School-Related Problems in Adolescents

“…The turbulent and formative unique structure of adolescence leaves individuals vulnerable to mental, behavioral, and physiological problems (Lim et al, 2019; Polanczyk et al, 2015). Previous studies evidenced the effect of SFBT on a variety of problem areas in adolescents: depression (Javanmiri et al, 2013), behavior and perceived somatic and cognitive difficulties (Cepukiene & Pakrosnis, 2011), rumination and learned helplessness (Ünal & Siyez, 2020), insufficient coping skills with peer bullying (Çopur & Kubilay, 2022), poor anger control and communication skills (Siyez & Tuna, 2014), perceived low self-esteem and self-efficacy (Alguzo & Jaradat, 2021; Kvarme et al, 2010), and problematic internet using and poor sleep quality (Kaya, 2017).…”

Nursing Interventions against Bullying: A Systematic Review

“…Knowing how to prevent bullying from happening is just as important as being prepared to deal with it. Six of the articles [1,2,7,9,19,22] deal with interventions aimed at tackling bullying. To this end, nurses enter the realm of those affected by this phenomenon, through social networks and web radio programmes [9], in order to gain an understanding of its significance, perspectives on the problem, and possible options for addressing it [1,7,9,19].…”

“…Six of the articles [1,2,7,9,19,22] deal with interventions aimed at tackling bullying. To this end, nurses enter the realm of those affected by this phenomenon, through social networks and web radio programmes [9], in order to gain an understanding of its significance, perspectives on the problem, and possible options for addressing it [1,7,9,19]. Similarly, in three of the articles, nurses base their interventions on empathy and emotional recognition, being accompanied, talking to an adult, and shifting the focus of attention [2,7,22].…”

“…Nowadays, school bullying, henceforth known as bullying, is a worldwide public health problem [1][2][3]. It is defined as intentional and repeated violence committed by the perpetrator(s) towards a peer in an educational context, exploiting a physical, psychological, or social power imbalance, with the peer becoming a habitual victim [4][5][6][7][8]. This phenomenon is also hard to detect thanks to the so-called triple law of silence, which normalises it and renders it invisible [4].…”

“…In the case of bullies, there is evidence that they may perform less well academically and experience relational problems as a result of reduced empathy, increased cruelty, insensitivity, and a disregard for rules. Over time, they could run the risk of lower earnings through job failure, legal problems due to criminal behaviour and substance abuse, in addition to continuing to play the role of perpetrator, through a pattern of dominancesubmission (gender-based violence) [3,5,7].…”