Craig James T, Gregus Samantha J, Burton Ally, Hernandez Rodriguez Juventino, Blue Mallory, Faith Melissa A, Cavell Timothy A
Department of Psychological Science, University of Arkansas, Fayetteville, AR, 72701, USA.
UT Southwestern Medical Center, Dallas, TX, USA.
J Prim Prev. 2016 Feb;37(1):1-9. doi: 10.1007/s10935-015-0412-5.
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.
我们研究了与针对受欺凌儿童的校内午餐时间辅导相关的变化过程。我们使用了来自“午餐伙伴”（LB）辅导一学期开放试验的数据（N = 24）来研究受欺凌儿童午餐时间同伴关系的变化。我们还测试了这些变化是否能预测辅导后的关键结果（即同伴受害情况、社会偏好）。结果提供了部分支持，表明与LB辅导员配对的受欺凌儿童午餐时间的同伴关系得到改善，并且午餐时间关系的改善能预测辅导后的社会偏好水平和同伴受害情况。儿童和辅导员对辅导关系的评价均不能预测辅导后的结果；然而，儿童评价的辅导员支持和冲突能预测午餐时间同伴关系的改善。我们讨论了对未来以学校为基础的辅导研究的启示，这种辅导是对受欺凌儿童的一种选择性干预形式。
