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01.02.2016 | Brief Report

Exploring Change Processes in School-Based Mentoring for Bullied Children

verfasst von: James T. Craig, Samantha J. Gregus, Ally Burton, Juventino Hernandez Rodriguez, Mallory Blue, Melissa A. Faith, Timothy A. Cavell

Erschienen in: Journal of Prevention | Ausgabe 1/2016

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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.

Readers interested in obtaining a copy of the Lunch Buddy mentoring manual are invited to contact Timothy A. Cavell, Ph.D. at tcavell@uark.edu.

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Titel: Exploring Change Processes in School-Based Mentoring for Bullied Children
verfasst von: James T. Craig
Samantha J. Gregus
Ally Burton
Juventino Hernandez Rodriguez
Mallory Blue
Melissa A. Faith
Timothy A. Cavell
Publikationsdatum: 01.02.2016
Verlag: Springer US
Erschienen in: Journal of Prevention / Ausgabe 1/2016
Print ISSN: 2731-5533
Elektronische ISSN: 2731-5541
DOI: https://doi.org/10.1007/s10935-015-0412-5

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