Exploring Change Processes in School-Based Mentoring for Bullied Children

Authors

James T. Craig
Samantha J. Gregus
Ally Burton
Juventino Hernandez Rodriguez, The University of Texas Rio Grande ValleyFollow
Mallory Blue
Melissa A. Faith
Timothy A. Cavell

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.

Comments

Copyright © 2015, Springer Science Business Media New York

https://rdcu.be/c5Hmz

Recommended Citation

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

Publication Title

The Journal of Primary Prevention

DOI

10.1007/s10935-015-0412-5