Exploring Change Processes in School-Based Mentoring for Bullied Children
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.
Craig, J.T., Gregus, S.J., Burton, A. et al. Exploring Change Processes in School-Based Mentoring for Bullied Children. J Primary Prevent 37, 1–9 (2016). https://doi.org/10.1007/s10935-015-0412-5
The Journal of Primary Prevention