Bullying in schools has revealed deleterious psychosocial consequences for bullies, victims, and bystanders. Programs aimed at preventing bullying have largely revealed limited positive outcomes. Efforts that have been associated with positive results have drawn from the social-ecological model, focusing on the constellation of individual involvement and group processes. The present study will examine the measurement and promotion of different areas associated with the social-ecological perspective as it pertains to bullying prevention. An exploration of new measures was followed by an evaluation of a new intervention, Promoting Positive Peer Relationships (P3R). P3R seeks to prevent bullying through strengthening relationships that students have between peers and adults in their school. A quasi-experimental design comparing pre- and posttest results with a nonrandom control group was used. The following research questions were addressed: (a) Will items focusing on various aspects of the social-ecological perspective of bullying show acceptable psychometric qualities when used with a sixth-grade sample? (b) Will students who receive P3R show significant improvements in targeted areas related to bullying prevention when compared to a control group? (c) Will students with room for growth show significant improvements in their pretest to posttest scores on the outcome variables where equivalent control participants will not? (d) Will a vast majority of students who were involved in the P3R intervention find the program to be enjoyable, useful, realistic, and relevant to their lives? Results demonstrated that a number of items had acceptable preliminary psychometric qualities and were able to be objectively and theoretically grouped for use as outcome variables. Results from the intervention section revealed no differences between the overall intervention and control groups. When the groups were analyzed separately for children with room for growth, children in both the intervention and control groups demonstrated mixed results for the different composites. While effect sizes were consistently larger for the intervention group, small sample sizes, lack of intervention potency, and measurement issues made it difficult to detect change. Finally, students and teachers found the P3R curriculum to be enjoyable, useful, and realistic. Limitations, future directions, and clinical implications from the current study were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]