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ERIC Number: EJ783577
Record Type: Journal
Publication Date: 2006-Oct-18
Pages: 23
Abstractor: Author
Reference Count: 0
ISSN: ISSN-1537-7903
Using a Participatory Culture-Specific Intervention Model to Develop a Peer Victimization Intervention
Varjas, Kris; Meyers, Joel; Henrich, Christopher C.; Graybill, Emily C.; Dew, Brian J.; Marshall, Megan L.; Williamson, Zachary; Skoczylas, Rebecca B.; Avant, Marty
Journal of Applied School Psychology, v22 n2 p35-57 Oct 2006
The purpose of the Peer Victimization Intervention (PVI) was to develop and implement a culture-specific pilot intervention to address the effects of bullying on middle school students who are victims utilizing the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004). The involvement of participants who serve as cultural brokers in the system and/or stakeholders was used to encourage acceptability, integrity, ecological validity, sustainability, and institutionalization of the intervention. The pilot intervention was conducted in an urban, multiethnic school system and implemented during the school day by a multidisciplinary team of service providers. Twenty-eight students (11 sixth graders, 13 seventh graders, 4 eighth graders) participated in a 6-session pilot intervention group. Qualitative and quantitative data were collected from the students and co-facilitators of each group to assess acceptability, integrity, and efficacy. Quantitative pilot data indicated that levels of post-traumatic stress symptoms decreased from pre-test to post-test. Qualitative data provided information about students' perceptions of reasons for bullying, characteristics of bullies and victims, student and adult responses to bullying, and places where bullying incidents occur. Qualitative findings also indicated a high degree of intervention acceptability and integrity.
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Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A