Exploring Change Processes in School-Based Mentoring for Bullied Children

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

Research output: Contribution to journalArticle

4 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)1-9
Number of pages9
JournalJournal of Primary Prevention
Volume37
Issue number1
DOIs
StatePublished - Feb 1 2016

Keywords

  • Bullying
  • Change process
  • Mentoring
  • Peer victimization
  • School

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

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  • Cite this

    Craig, J. T., Gregus, S. J., Burton, A., Hernandez Rodriguez, J., Blue, M., Faith, M. A., & Cavell, T. A. (2016). Exploring Change Processes in School-Based Mentoring for Bullied Children. Journal of Primary Prevention, 37(1), 1-9. https://doi.org/10.1007/s10935-015-0412-5