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ERIC Number: ED513244
Record Type: Non-Journal
Publication Date: 2009
Pages: 212
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-4042-9
The Effect of Cognitive Behavioral Therapy and Cognitive Behavioral Therapy Plus Media on the Reduction of Bullying and Victimization and the Increase of Empathy and Bystander Response in a Bully Prevention Program for Urban Sixth-Grade Students
McLaughlin, Laura Pierce
ProQuest LLC, Ph.D. Dissertation, The University of Toledo
The purpose of this study was to investigate the effect of cognitive behavioral therapy and cognitive behavioral therapy plus media on the reduction of bullying and victimization and the increase in empathy and bystander response in a bully prevention program for urban sixth-graders. Sixty-eight students participated. Because one of the theoretical underpinnings of this study is that all students are potential bullies, victims, or bystanders, all students in this age group were recruited. The Revised Olweus Bully/Victim Questionnaire, the Balanced Emotional Empathy Scale, and the McLaughlin Bystander Scale were used as pretest and posttest measures. This study employed two control classrooms, two Treatment Group-2 classrooms that received cognitive behavioral interventions, and two Treatment Group-3 classrooms that received cognitive behavioral interventions plus added media. The Control Group was waitlisted to receive their intervention after the study was completed. The study was conducted over a four-week period. It was hypothesized that the Control Group would show little change in their pretest to posttest scores. Participants who received the standardized cognitive behavioral therapy were expected to show some reduction in bullying and victimization and increases in empathy and bystander response. It was also hypothesized that groups receiving cognitive behavioral therapy and media would show a greater improvement in all four areas than the group receiving only cognitive behavioral therapy. Pretest to posttest change scores were computed for all three groups using paired t tests. Although all of the groups showed a slight improvement in their bullying, victimization, empathy, and bystander response scores, they failed to demonstrate any statistical significance. Since the hypotheses included between group change scores, scores were compared despite no statistical significance. There are several possible reasons for the lack of significant improvement in the groups receiving cognitive behavioral therapy and cognitive behavioral therapy plus media. These include the timing of the study, the length of the study, the sample size, and intervention time. As a result of this study, suggestions for future research include developing a bystander specific instrument, testing educational programs aimed at preservice teachers and counselors, and continued study of the effectiveness of the components of bully prevention programs. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A