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

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          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.

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          Most cited references 40

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          How effective are school bullying intervention programs? A meta-analysis of intervention research.

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            Psicologia das habilidades sociais na infância: Teoria e prática

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              What Can Be Done About School Bullying?: Linking Research to Educational Practice

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                Author and article information

                Contributors
                Role: Academic Editor
                Journal
                Int J Environ Res Public Health
                Int J Environ Res Public Health
                ijerph
                International Journal of Environmental Research and Public Health
                MDPI
                1661-7827
                1660-4601
                26 October 2016
                November 2016
                : 13
                : 11
                Affiliations
                [1 ]College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil; jorgelsilva@ 123456usp.br (J.L.d.S.); wanderleio@ 123456usp.br (W.A.d.O.); iarafalleiros@ 123456usp.br (I.F.B.); malufarias@ 123456usp.br (M.S.F.); mgoncalves@ 123456eerp.usp.br (M.F.C.G.)
                [2 ]Department of Mathematics, Federal University of Technology-Paraná, Cornélio Procópio, PR 86300-000, Brazil; elisangelalizzi@ 123456utfpr.edu.br
                [3 ]Research Centre on Child Studies, Institute of Education, University of Minho, Braga 4710-057, Portugal; beatriz@ 123456ie.uminho.pt
                Author notes
                [* ]Correspondence: maiossi@ 123456eerp.usp.br ; Tel.: +55-16-3315-3413
                Article
                ijerph-13-01042
                10.3390/ijerph13111042
                5129252
                27792206
                © 2016 by the authors; licensee MDPI, Basel, Switzerland.

                This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC-BY) license ( http://creativecommons.org/licenses/by/4.0/).

                Categories
                Article

                Public health

                bullying, social and emotional skills, school transition, school-based intervention

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