The Bullying Literature Project: Promoting Bystander Behavior Using Children's Literature

Autor/inn/en	Scott, Arianna; Wang, Cixin; Cheong, Yeram
Titel	The Bullying Literature Project: Promoting Bystander Behavior Using Children's Literature
Quelle	In: School Mental Health, 15 (2023) 1, S.123-137 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Cixin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-022-09537-y
Schlagwörter	Bullying; Audience Response; Prosocial Behavior; Childrens Literature; Hispanic American Students; Elementary School Students; Intervention; Program Effectiveness; Low Income Students + Suchen Sie Ihr Suchwort? Mobbing; Zuschauerverhalten; 'Children''s literature'; Kinderliteratur; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	Bullying is a prevalent problem in schools and is linked to negative mental health and academic outcomes. Latinx youth, specifically, may experience higher rates of bullying and depression than their non-Latinx peers. Considering that bullying often occurs in front of peers, bystander intervention can be an effective way to reduce bullying at school and lower associated negative outcomes. However, most bullying bystander intervention research does not focus on Latinx students. This study applied the Bullying Literature Project--a five-session bullying intervention that uses existing children's books--to promote bystander behavior among Latinx elementary school students. The present study examined the effectiveness of the Bullying Literature Project intervention on bystander behaviors using a quasi-experimental design among 192 elementary school students (44.3% females, 81 third graders, and 111 fourth graders) from eight classrooms in two schools with majority low-SES, Latinx student bodies. Results showed that students in the intervention group reported significant increases in positive bystander behaviors compared with students in the waitlist control group (F(1, 166) = 4.72, p = 0.031). Social validity data suggested that teachers and students were satisfied with the intervention. We discuss practical implications for the use of children's literature by school-based mental health providers as a medium for bystander intervention to promote positive bystander behaviors among elementary school students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01