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

Author

Listed:
  • Jorge Luiz Da Silva

    (College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil)

  • Wanderlei Abadio De Oliveira

    (College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil)

  • Iara Falleiros Braga

    (College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil)

  • Marilurdes Silva Farias

    (College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil)

  • Elisangela Aparecida Da Silva Lizzi

    (Department of Mathematics, Federal University of Technology-Paraná, Cornélio Procópio, PR 86300-000, Brazil)

  • Marlene Fagundes Carvalho Gonçalves

    (College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil)

  • Beatriz Oliveira Pereira

    (Research Centre on Child Studies, Institute of Education, University of Minho, Braga 4710-057, Portugal)

  • Marta Angélica Iossi Silva

    (College of Nursing, University of São Paulo, Ribeirão Preto, SP 14040-902, Brazil)

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.

Suggested Citation

  • Jorge Luiz Da Silva & Wanderlei Abadio De Oliveira & Iara Falleiros Braga & Marilurdes Silva Farias & Elisangela Aparecida Da Silva Lizzi & Marlene Fagundes Carvalho Gonçalves & Beatriz Oliveira Perei, 2016. "The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil," IJERPH, MDPI, vol. 13(11), pages 1-10, October.
    • Handle: RePEc:gam:jijerp:v:13:y:2016:i:11:p:1042-:d:81477
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    References listed on IDEAS

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    1. Cameron,A. Colin & Trivedi,Pravin K., 2013. "Regression Analysis of Count Data," Cambridge Books, Cambridge University Press, number 9781107667273.
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    1. Iyus Yosep & Rohman Hikmat & Ai Mardhiyah, 2023. "Preventing Cyberbullying and Reducing Its Negative Impact on Students Using E-Parenting: A Scoping Review," Sustainability, MDPI, vol. 15(3), pages 1-14, January.
    2. Iyus Yosep & Rohman Hikmat & Ai Mardhiyah, 2023. "School-Based Nursing Interventions for Preventing Bullying and Reducing Its Incidence on Students: A Scoping Review," IJERPH, MDPI, vol. 20(2), pages 1-13, January.
    3. Tai-Ling Liu & Ray C. Hsiao & Wen-Jiun Chou & Cheng-Fang Yen, 2021. "Social Anxiety in Victimization and Perpetration of Cyberbullying and Traditional Bullying in Adolescents with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder," IJERPH, MDPI, vol. 18(11), pages 1-13, May.

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