"Exploring Change Processes in School-Based Mentoring for Bullied Child" by James T. Craig, Samantha J. Gregus et al.
 

Psychological Science Faculty Publications and Presentations

Exploring Change Processes in School-Based Mentoring for Bullied Children

Document Type

Article

Publication Date

2-2016

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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Copyright © 2015, Springer Science Business Media New York

https://rdcu.be/c5Hmz

Publication Title

The Journal of Primary Prevention

DOI

10.1007/s10935-015-0412-5

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