Palade Teodora, Pascal Emilia
Faculty of Psychology and Education Sciences, Department of Psychology, Alexandru Ioan Cuza University, 700506 Iasi, Romania.
Behav Sci (Basel). 2023 Mar 2;13(3):216. doi: 10.3390/bs13030216.
Bullying is a serious problem in schools all around the globe, and implementing intervention strategies effective over time is still difficult, despite the consistent literature on the subject. In this study, we tested the efficiency of a 5-day intensive empathy training program in reducing bullying among third graders. The sample included three classes of third graders ( = 64, = 9.45; = 0.50) from a Romanian school. A 3 × 3 mixed experimental design was used where we manipulated the type of intervention (control group-no empathy training, experimental group 1-empathy training with the teacher present, and experimental group 2-empathy training without teacher present) and the time of measurement (pre-test, post-test, and 3 weeks' follow-up). The results showed that the intervention determined a significant increase in empathy and a significant decrease in verbal bullying but only for the experimental group where the teacher was physically present in the classroom during the intervention. Moreover, the pattern of results showed that the effects of the intervention increased 21 days after it was completed, meaning that the program could have long-term effects. No significant change in physical bullying behaviors was observed.
霸凌是全球学校中一个严重的问题，尽管有大量关于该主题的文献，但长期实施有效的干预策略仍然困难。在本研究中，我们测试了一个为期5天的强化同理心训练项目在减少三年级学生霸凌行为方面的效果。样本包括罗马尼亚一所学校的三个三年级班级（n = 64，M = 9.45；SD = 0.50）。采用了3×3混合实验设计，我们操纵了干预类型（对照组——无同理心训练，实验组1——教师在场的同理心训练，实验组2——教师不在场的同理心训练）和测量时间（预测试、后测试和3周随访）。结果表明，干预导致同理心显著增加，言语霸凌显著减少，但仅针对干预期间教师实际在课堂上的实验组。此外，结果模式表明，干预完成21天后效果增强，这意味着该项目可能有长期影响。未观察到身体霸凌行为有显著变化。
