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An investigation into the efficiency of empathy training program on preventing bullying in primary schools

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  • Şahin, Mustafa

Abstract

The purpose of this study was to determine the effectiveness of empathy training as an intervention program on bullying exercised by six graders in primary schools. The study, carried out as a true experimental design, used two experiment groups and two control groups. The subjects were 38 students exercising bullying. The study used Child Form of Bully and Victim Determination Scale and Empathy Index for Children as data gathering tools. As data analysis tool, repeated measures of ANOVA was used to analyze time and intervention effects of empathetic skills and bullying behaviors of the participants. The study found that bullying behaviors of the participants in the experiment group decreased significantly when compared to the subjects in the control group. The study also found that the levels of emphatic skills of the participants in the experiment group increased significantly compared to the participants in the control group.

Suggested Citation

  • Şahin, Mustafa, 2012. "An investigation into the efficiency of empathy training program on preventing bullying in primary schools," Children and Youth Services Review, Elsevier, vol. 34(7), pages 1325-1330.
    • Handle: RePEc:eee:cysrev:v:34:y:2012:i:7:p:1325-1330
    DOI: 10.1016/j.childyouth.2012.03.013
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    Citations

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    Cited by:

    1. Jessica Ortega-Barón & Sofía Buelga & Ester Ayllón & Belén Martínez-Ferrer & María-Jesús Cava, 2019. "Effects of Intervention Program Prev@cib on Traditional Bullying and Cyberbullying," IJERPH, MDPI, vol. 16(4), pages 1-13, February.
    2. Susana León-Jiménez & Beatriz Villarejo-Carballido & Garazi López de Aguileta & Lídia Puigvert, 2020. "Propelling Children’s Empathy and Friendship," Sustainability, MDPI, vol. 12(18), pages 1-14, September.
    3. Park, Sora & Na, Eun-Yeong & Kim, Eun-mee, 2014. "The relationship between online activities, netiquette and cyberbullying," Children and Youth Services Review, Elsevier, vol. 42(C), pages 74-81.
    4. Yul-mai Song & Sunah Kim, 2022. "Effects of a Social and Emotional Competence Enhancement Program for Adolescents Who Bully: A Quasi-Experimental Design," IJERPH, MDPI, vol. 19(12), pages 1-13, June.
    5. Tanrikulu, Ibrahim & Campbell, Marilyn, 2015. "Correlates of traditional bullying and cyberbullying perpetration among Australian students," Children and Youth Services Review, Elsevier, vol. 55(C), pages 138-146.
    6. Sung, Yu-Hsien & Chen, Li-Ming & Yen, Cheng-Fang & Valcke, Martin, 2018. "Double trouble: The developmental process of school bully-victims," Children and Youth Services Review, Elsevier, vol. 91(C), pages 279-288.
    7. Zulkarnain* & Ade Rahmawati Siregar & Elvi Andriani Yusuf & Putri Wahyuni, 2019. "Bullying at School and Impact of Empathy Training," The Journal of Social Sciences Research, Academic Research Publishing Group, vol. 5(1), pages 117-120, 01-2019.
    8. Hannah Gaffney & Maria M. Ttofi & David P. Farrington, 2021. "Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis," Campbell Systematic Reviews, John Wiley & Sons, vol. 17(2), June.

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