Exploring Change Processes in School-Based Mentoring for Bullied Children View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2016-02

AUTHORS

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

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. More... »

PAGES

1-9

References to SciGraph publications

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s10935-015-0412-5

DOI

http://dx.doi.org/10.1007/s10935-015-0412-5

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1044451453

PUBMED

https://www.ncbi.nlm.nih.gov/pubmed/26679191


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