Citation

Craig JT, Gregus SJ, Burton A, Hernandez Rodriguez J, Blue M, Faith MA, Cavell TA. J. Prim. Prev. 2015; 37(1): 1-9.

Affiliation

Department of Psychological Science, University of Arkansas, Fayetteville, AR, 72701, USA.

Copyright

(Copyright © 2015, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10935-015-0412-5

PMID

26679191

Abstract

We examined change processes associated with the school-based, lunchtime mentoring of bullied children. We used data from a one-semester open trial of Lunch Buddy (LB) mentoring (N = 24) to examine changes in bullied children's lunchtime peer relationships. We also tested whether these changes predicted key outcomes (i.e., peer victimization, social preference) post-mentoring.

RESULTS provided partial support that bullied children paired with LB mentors experienced improved lunchtime peer relationships and that gains in lunchtime relationships predicted post-mentoring levels of social preference and peer victimization. Neither child nor mentors' ratings of the mentoring relationship predicted post-mentoring outcomes; however, child-rated mentor support and conflict predicted improvements in lunchtime peer relationships. We discuss implications for future research on school-based mentoring as a form of selective intervention for bullied children.

Language: en