The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil

Jorge Luiz Da Silva, Wanderlei Abadio De Oliveira, Iara Falleiros Braga, Marilurdes Silva Farias, Elisangela Aparecida Da Silva Lizzi, Marlene Fagundes Carvalho Gonçalves, Beatriz Oliveira Pereira and Marta Angélica Iossi Silva
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Jorge Luiz Da Silva: College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil
Wanderlei Abadio De Oliveira: College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil
Iara Falleiros Braga: College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil
Marilurdes Silva Farias: College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil
Elisangela Aparecida Da Silva Lizzi: Department of Mathematics, Federal University of Technology-Paraná, Cornélio Procópio, PR 86300-000, Brazil
Marlene Fagundes Carvalho Gonçalves: College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil
Beatriz Oliveira Pereira: Research Centre on Child Studies, Institute of Education, University of Minho, Braga 4710-057, Portugal
Marta Angélica Iossi Silva: College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil

IJERPH, 2016, vol. 13, issue 11, 1-10

Abstract: This study’s objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students’ individual aspects.

Keywords: bullying; social and emotional skills; school transition; school-based intervention (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2016
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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