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Citation |
McCarty S, Teie S, McCutchen J, Geller ES. J. Prev. Interv. Community 2016; 44(3): 164-176. |
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Affiliation |
Department of Psychology , Virginia Tech , Blacksburg , Virginia , USA. |
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Copyright |
(Copyright © 2016, Informa - Taylor and Francis Group) |
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DOI |
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PMID |
27309025 |
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Abstract |
This field study evaluated the impact of an intervention designed to prevent bullying among elementary-school students by prompting and rewarding prosocial behavior. More specifically, teachers of 404 second-, third-, fourth-, fifth-, and sixth-grade students from an elementary school in northeast Virginia asked their students to look out for other students' prosocial behaviors (termed "actively caring") and to submit their stories about actively caring. At the start of every class day, the teachers read three of these stories and recognized one story and the two associated students (i.e., the observer and the performer) by providing each with a wristband engraved with "Actively Caring for People." For six consecutive Fridays, students reported their observations of bullying and completed a single item estimate of self-esteem. Weekly surveys revealed reductions in "being bullied" and "bullying others," as well as an increase in self-esteem. Language: en |