Skip to main content

Advertisement

Springer Nature Link
Log in

School-Based Mentoring as Selective Prevention for Bullied Children: A Preliminary Test

  • Original Paper
  • Published:
The Journal of Primary Prevention Aims and scope Submit manuscript

Abstract

This preliminary study tested the benefits of school-based lunchtime mentoring as a form of selective prevention for bullied children. Participants were 36 elementary school children in grades 4 and 5 who had been identified as bullied (based on child and teacher reports). Children in the Lunch Buddy program (n = 12) were paired with a college student mentor who visited twice each week during the spring semester of an academic year. Also participating were 24 matched-control children; 12 were from the same school as Lunch Buddy children (“Same” controls) and 12 were from a school different from that of Lunch Buddy children (“Different” controls). Results indicated that compared to Different control children, Lunch Buddy children experienced significantly greater reductions in peer reports of peer victimization from fall to spring semesters. Lunch Buddy children and mentors viewed the relationship as positive, and parents and teachers were very satisfied with Lunch Buddy mentoring. We discuss the implications of our findings for both research and practice.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Explore related subjects

Discover the latest articles and news from researchers in related subjects, suggested using machine learning.

Notes

  1. Fifth-grade children at this school did not participate because they (and their teachers) were dealing with the tragic death of a classmate earlier in the year.

References

  • Achenbach, T. M. (2001a). Teacher’s report form for ages 6–18. Burlington, VT: Achenbach System of Empirically Based Assessment.

    Google Scholar 

  • Achenbach, T. M. (2001b). Child behavior checklist for ages 6–18. Burlington, VT: Achenbach System of Empirically Based Assessment.

    Google Scholar 

  • Arora, C. M. J. (1991). The use of victim support groups. In P. K. Smith & D. Thompson (Eds.), Practical approaches to bullying (pp. 59–66). London, UK: Fulton.

    Google Scholar 

  • Attkisson, C. C., & Greenfield, T. K. (1994). The Client Satisfaction Questionnaire-8 and the Service Satisfaction Questionnaire-30. In M. Maruish (Ed.), Psychological test: Treatment planning and outcome assessment (pp. 223–235). San Francisco, CA: Lawrence Erlbaum Associates.

    Google Scholar 

  • Bernstein, L., Rappaport, C. D., Olsho, L., Hunt, D., & Levin, M. (2009). Impact evaluation of the U.S. Department of Education’s student mentoring program: Final report. Washington, DC: U. S. Department of Education.

    Google Scholar 

  • Bierman, K. L. (1986). Process of change during social skills training with preadolescents and its relation to treatment outcome. Child Development, 57, 230–240.

    Article  CAS  PubMed  Google Scholar 

  • Bierman, K. L., & Furman, W. (1984). The effects of social skills training and peer involvement on the social adjustment of preadolescents. Child Development, 55, 151–162.

    Article  CAS  PubMed  Google Scholar 

  • Brockenbrough, K. K. (2001). Peer victimization and bullying prevention among middle school students. Dissertation Abstracts International: Section B: The Sciences of Engineering, 62(1-B), 538.

  • Card, N. A., & Hodges, E. V. E. (2008). Peer victimization among schoolchildren: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23(4), 451–461.

    Article  Google Scholar 

  • Card, N. A., Isaacs, J., & Hodges, E. V. E. (2007). Correlates of school victimization: Implications of prevention and intervention. In J. Zins, M. Elias, & C. Maher (Eds.), Bullying, victimization, and peer harassment (pp. 339–366). New York, NY: Haworth Press Inc.

    Google Scholar 

  • Cavell, T. A., Elledge, L. C., Malcolm, K. T., Faith, M. A., & Hughes, J. N. (2009). Relationship quality and the mentoring of aggressive, high-risk children. Journal of Clinical Child and Adolescent Psychology, 38(2), 185–198.

    Article  PubMed  Google Scholar 

  • Cavell, T. A., & Henrie, J. L. (2010). Deconstructing serendipity: Focus, purpose, and authorship in Lunch Buddy Mentoring. In G. G. Noam, M. J. Karcher, & M. J. Nakkula (Eds.), New directions for youth development: Theory, practice, and research. The structure of mentoring interactions, (in press).

  • Cavell, T. A., & Hughes, J. N. (2000). Secondary prevention as context for assessing change processes in aggressive children. Journal of School Psychology, 38, 199–236.

    Article  Google Scholar 

  • Cavell, T. A., & Smith, A. (2005). Mentoring children. In D. L. DuBois & M. J. Karcher (Eds.), Handbook of youth mentoring (pp. 160–176). Thousand Oaks, CA: Sage Publications Ltd.

    Google Scholar 

  • Chan, J. H. F., Myron, R., & Crawshaw, M. (2005). The efficacy of non-anonymous measures of bullying. School Psychology International, 26(4), 443–458.

    Article  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.

    Google Scholar 

  • Coie, J. D., Watt, N. F., West, S. G., Hawkins, D. J., Asarnow, J. R., Markman, H. J., et al. (1993). The science of prevention: A conceptual framework and some directions of a National Research Program. American Psychologist, 48, 1013–1022.

    Article  CAS  PubMed  Google Scholar 

  • Cole, J. C. M., Cornell, D. G., & Sheras, P. (2006). Identification of school bullies by survey methods. Professional School Counseling, 9, 305–313.

    Google Scholar 

  • Craig, W., & Pepler, D. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13(2), 41–59.

    Article  Google Scholar 

  • DeRosier, M. E. (2004). Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention. Journal of Clinical Child and Adolescent Psychology, 33(1), 196–201.

    Article  PubMed  Google Scholar 

  • DeRosier, M. E., & Marcus, S. R. (2005). Building friendships and combating bullying: Effectiveness of S.S.GRIN at one-year follow-up. Journal of Clinical Child and Adolescent Psychology, 34(1), 140–150.

    Article  PubMed  Google Scholar 

  • Dortch, T. (2000). The miracles of mentoring: The joy of investing in our future. New York: Doubleday.

    Google Scholar 

  • DuBois, D. L., Holloway, B. E., Valentine, J. C., & Cooper, H. (2002). Effectiveness of mentoring programs for youth: A meta-analytic review. American Journal of Community Psychology, 30(2), 157–197.

    Article  PubMed  Google Scholar 

  • DuBois, D. L., & Karcher, M. J. (2005). Youth mentoring: Theory, research, and practice. In D. L. DuBois & M. J. Karcher (Eds.), Handbook of youth mentoring (pp. 2–11). Thousand Oaks, CA: Sage Publications Ltd.

    Google Scholar 

  • Elinoff, M. J. (2006). Friends against bullying: Evaluation of a peer-mentoring program to reduce bullying in schools. Dissertation Abstracts International Section A: Humanities and Social Sciences, 67(2-A), 458.

  • Espelage, D. L., & Asidao, C. S. (2001). Conversations with middle school students about bullying and victimization: Should we be concerned? In R. A. Geffner, M. Loring, & C. Young (Eds.), Bullying behavior: Current issues, research, and interventions (pp. 49–62). Binghamton, NY: Haworth Maltreatment and Trauma Press/The Haworth Press.

    Google Scholar 

  • Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32(2), 365–383.

    Google Scholar 

  • Estell, D. B., Farmer, T. W., Irvin, M. J., Akos, P., Boudah, D. J., & Crowther, A. (2009). Students with exceptionalities and the peer group context of bullying and victimization in late elementary school. Journal of Child and Family Studies, 18, 136–150.

    Article  Google Scholar 

  • Fekkes, M., Pijpers, F. I. M., Fredriks, M. A., Vogels, T., & Verloove-Vanhorick, P. S. (2006). Do bullied children get ill, or do ill children get bullied? A prospective cohort study on the relationship between bullying and health-related symptoms. Pediatrics, 117(5), 1568–1574.

    Article  PubMed  Google Scholar 

  • Fekkes, M., Pijpers, F., & Verloove-Vanhorick, S. (2005). Bulling: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research, 20(1), 81–91.

    Article  CAS  PubMed  Google Scholar 

  • Ferguson, C. J. (2009). An effect size primer: A guide for clinicians and researchers. Professional Psychology: Research and Practice, 40(5), 532–538.

    Article  Google Scholar 

  • Fox, C. L., & Boulton, M. J. (2003). Evaluating the effectiveness of a social skills training (SST) programme for victims of bullying. Educational Research, 45(3), 231–247.

    Article  Google Scholar 

  • Galloway, D., & Roland, E. (2004). Is the direct approach to reducing bullying always the best? In P. K. Smith, D. Pepler, & K. Rigby (Eds.), Bullying in schools: How successful can interventions be? (pp. 37–53). New York, NY: Cambridge University Press.

    Chapter  Google Scholar 

  • Gazelle, H., & Ladd, G. (2002). Interventions for children victimized by peers. In P. Schewe (Ed.), Preventing violence in relationships: Interventions across the life span (pp. 55–78). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Gest, S. D., Sesma, A., Masten, A. S., & Tellegen, A. (2006). Childhood peer reputation as a predictor of competence and symptoms 10 years later. Journal of Abnormal Child Psychology, 34, 509–526.

    Article  PubMed  Google Scholar 

  • Goldbaum, S., Craig, W., & Pepler, D. (2007). Developmental trajectories of victimization: Identifying risk and protective factors. In J. E. Zins, J. Maurice, & A. Charles (Eds.), Bullying, victimization, and peer harassment: A handbook of prevention and intervention (pp. 143–160). New York, NY: Haworth Press.

    Google Scholar 

  • Grossman, J. B., & Rhodes, J. E. (2002). The test of time: Predictors and effects of duration in youth mentoring programs. American Journal of Community Psychology, 30, 199–219.

    Article  PubMed  Google Scholar 

  • Hanish, L. D., & Guerra, N. G. (2004). Aggressive victims, passive victims, and bullies: Developmental continuity of developmental change? Merrill-Palmer Quarterly, 50(1), 17–38.

    Article  Google Scholar 

  • Hawker, D., & Boulton, M. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41(4), 441–455.

    Article  CAS  PubMed  Google Scholar 

  • Herrera, C. (1999). School-based mentoring: A first look into its potential. Philadelphia, PA: Public/Private Ventures.

    Google Scholar 

  • Herrera, C. (2004). School-based mentoring: A closer look. Philadelphia, PA: Public/Private Ventures.

    Google Scholar 

  • Herrera, C. (2007). The BBBS School-Based Mentoring Impact Study: Findings and implications for policy and practice. Paper presented at the Summer Institute on Youth Mentoring, Portland, OR.

  • Herrera, C., Grossman, J. B., Kauh, T. J., Feldman, A. F., & McMaken, J. (2007). Making a difference in schools: The Big Brothers Big Sisters school-based mentoring impact study. Philadelphia, PA: Public/Private Ventures.

    Google Scholar 

  • Herrera, C., Sipe, C. L., & McClanahan, W. S. (2000). Mentoring school-age children: Relationship development in community-based and school-based programs. Philadelphia, PA: Public/Private Ventures.

    Google Scholar 

  • Hodges, E. V. E., Malone, M. J., & Perry, D. G. (1997). Individual risk and social risk as interacting determinants of victimization in the peer group. Developmental Psychology, 33, 1032–1039.

    Article  CAS  PubMed  Google Scholar 

  • Hughes, J. N., Cavell, T. A., & Meehan, B. T. (2001). Preventing substance abuse in aggressive children: Final report of R01-DA10037 submitted to the National Institute on Drug Abuse.

  • Hughes, J. N., Cavell, T. A., Meehan, B., Zhang, D., & Collie, C. (2005). Adverse school context moderates the outcomes of two selective intervention programs for aggressive children. Journal of Consulting and Clinical Psychology, 73, 731–736.

    Article  PubMed  Google Scholar 

  • Hymel, S. (1986). Interpretations of peer behavior: Affective bias in childhood and adolescence. Child Development, 57, 431–445.

    Article  Google Scholar 

  • Juvonen, J., & Graham, S. (2001). Peer harassment in school: The plight of the vulnerable and victimized. New York, NY: Guilford.

    Google Scholar 

  • Juvonen, J., Nishina, A., & Graham, S. (2001). Self-views versus peer perceptions of victim status among early adolescents. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 105–124). New York, NY: Guilford.

    Google Scholar 

  • Karcher, M. J. (2005). The effects of developmental mentoring and high school mentors’ attendance on their younger mentees’ self-esteem, social skills, and connectedness. Psychology in the Schools, 42(1), 65–77.

    Article  Google Scholar 

  • Karcher, M. J. (2008). The study of mentoring in the learning environment (SMILE): A randomized evaluation of the effectiveness of school-based mentoring. Prevention Science, 9, 99–113.

    Article  PubMed  Google Scholar 

  • Kazdin, A. (2003). Research design in clinical psychology (4th ed.). Needham Heights, MA: Allyn & Bacon.

    Google Scholar 

  • Keller, T. E. (2005). The stages and development of mentoring relationships. In D. L. DuBois & M. Karcher (Eds.), Handbook of youth mentoring (pp. 82–99). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Kochenderfer-Ladd, B. J. (2004). Peer victimization: The role of emotions in adaptive and maladaptive coping. Social Development, 13, 329–349.

    Article  Google Scholar 

  • Kochenderfer-Ladd, B., & Wardrop, J. (2001). Chronicity and instability of children’s peer victimization experiences as predictors of loneliness and social satisfaction trajectories. Child Development, 72(1), 134–151.

    Article  CAS  PubMed  Google Scholar 

  • Kumpulainen, K., Rasanen, E., & Puura, K. (2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behavior, 27(2), 02–110.

    Article  Google Scholar 

  • Ladd, B., & Kochenderfer-Ladd, G. W. (2002). Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14(1), 74–96.

    Article  PubMed  Google Scholar 

  • Ladd, B., & Ladd, G. (2001). Variations in peer victimization: Relations to children’s maladjustment. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 25–48). New York: Guilford Press.

    Google Scholar 

  • Levitt, M. J. (2005). Social relations in childhood and adolescence: The convoy model perspective. Human Development, 48(1), 28–47.

    Article  Google Scholar 

  • Mahdavi, J., & Smith, P. K. (2002). The operation of a bully court and perceptions of its success: A case study. School Psychology International, 23(3), 327–342.

    Article  Google Scholar 

  • Maines, B., & Robinson, G. (1998). The No Blame Approach to bullying. In D. Shorrocks-Taylor (Ed.), Directions in educational psychology (pp. 281–295). Philadelphia, PA: Whurr Publishers.

    Google Scholar 

  • Malcolm, K. T., & Cavell, T. A. (2006). Can school-based mentoring alter the peer ecology of aggressive children? Paper presented at the Annual Meeting of the Society for Prevention Research, San Antonio, TX.

  • Masten, A. S., Morrison, P., & Pellegrini, D. S. (1985). A revised class play method of peer assessment. Developmental Psychology, 21(3), 523–533.

    Article  Google Scholar 

  • Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23(1), 26–42.

    Article  Google Scholar 

  • Nation, M. (2007). Empowering the victim: Interventions for children victimized by bullies. In J. E. Zins, M. J. Elias, & C. A. Maher (Eds.), Bullying, victimization, and peer harassment: A handbook of prevention and intervention (pp. 239–255). Binghamton, NY: Haworth Press.

    Google Scholar 

  • Nicolaides, S., Toda, Y., & Smith, P. K. (2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology, 72(1), 105–118.

    Article  PubMed  Google Scholar 

  • Nishina, A., Juvonen, J., & Witkow, M. (2005). Sticks and stones may break my bones, but names will make me sick: The consequences of peer harassment. Journal of Clinical Child and Adolescent Psychology, 34, 37–48.

    Article  PubMed  Google Scholar 

  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell.

    Google Scholar 

  • Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357–389.

    Article  CAS  PubMed  Google Scholar 

  • Pellegrini, A. D. (2001). Sampling instances of victimization in middle school: A methodological comparison. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 125–146). New York, NY: Guilford.

    Google Scholar 

  • Pellegrini, A. D., & Long, J. D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school. British Journal of Developmental Psychology, 20(2), 259–280.

    Article  Google Scholar 

  • Pepler, D. (2006). Bullying interventions: A binocular perspective. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 15(1), 16–20.

    PubMed  Google Scholar 

  • Pepler, D. J., Craig, W. M., Connolly, J. A., Yuile, A., McMaster, L., & Jiang, D. (2006). A developmental perspective on bullying. Aggressive Behavior, 32(4), 376–384.

    Article  Google Scholar 

  • Perry, D. G., Kusel, S. J., & Perry, L. C. (1988). Victims of peer aggression. Developmental Psychology, 24, 807–814.

    Article  Google Scholar 

  • Pikas, A. (1989). A pure concept of mobbing gives the best results for treatment. School Psychology International, 10(2), 95–104.

    Article  Google Scholar 

  • Price, S., & Jones, R. A. (2001). Reflections on anti-bullying peer counseling in a comprehensive school. Educational Psychology in Practice, 17(1), 35–40.

    Article  Google Scholar 

  • Rhodes, J. E. (1994). Older and wiser: Mentoring relationships in childhood and adolescents. Journal of Primary Prevention, 14, 187–196.

    Article  Google Scholar 

  • Rhodes, J. E. (2008). Improving youth mentoring interventions through research-based practice. American Journal of Community Psychology, 41, 35–42.

    Article  PubMed  Google Scholar 

  • Rigby, K. (2005). Why do some children bully at school? The contributions of negative attitudes towards victims and the perceived expectations of friends, parents and teachers. School Psychology International, 26(2), 147–161.

    Article  Google Scholar 

  • Rigby, K., & Slee, P. (1999). Suicidal ideation among adolescent school children involvement in bully-victim problems, and perceived social support. Suicide and Life-Threatening Behavior, 29(2), 119–130.

    CAS  PubMed  Google Scholar 

  • Robinson, G., & Maines, B. (1997). Crying for help: The No Blame approach to bullying. Bristol, UK: Lucky Duck Publishing.

    Google Scholar 

  • Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32(3), 384–400.

    Google Scholar 

  • Rosen, P., Milich, R., & Harris, M. (2007). Victims of their own cognitions: Implicit social cognitions, emotional distress, and peer victimization. Journal of Applied Developmental Psychology, 28, 211–226.

    Article  Google Scholar 

  • Salmivalli, C. (1999). Participant role approach to school bullying: Implication for interventions. Journal of Adolescents, 22, 453–459.

    Article  CAS  Google Scholar 

  • Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75(3), 465–487.

    Article  PubMed  Google Scholar 

  • Salmivalli, C., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246–458.

    Article  Google Scholar 

  • Shirk, S. R., & Saiz, C. C. (1992). Clinical, empirical, and developmental perspectives on the therapeutic relationship in child psychotherapy. Development and Psychopathology, 4, 713–728.

    Article  Google Scholar 

  • Smith, P., Ananiadou, K., & Cowie, H. (2003). Interventions to reduce school bullying. Canadian Journal of Psychiatry, 48(9), 591–599.

    Google Scholar 

  • Smith, P. K., Madsen, K. C., & Moody, J. C. (1999). What causes the age decline in reports of being bullied at school? Towards a developmental analysis of risks of being bullied. Educational Research, 41, 267–285.

    Google Scholar 

  • Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33(4), 547–560.

    Google Scholar 

  • Smith, P. K., Shu, S., & Madsen, K. (2001). Characteristics of victims of school bullying: Developmental changes in coping strategies and skills. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 332–351). New York, NY: Guilford Press.

    Google Scholar 

  • Snell, J., MacKenzie, E., & Frey, K. (2002). Bulling prevention in elementary schools: The importance of adult leadership, peer group support, and student social-emotional skills. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 351–372). Washington, DC: National Association of School Psychologists.

    Google Scholar 

  • Stassen Berger, K. (2007). Updating on bullying at school: Science forgotten? Developmental Review, 27(1), 90–126.

    Article  Google Scholar 

  • Stevens, V., Van Oost, P., & de Bourdeaudhuij, I. (2000). The effects of an anti-bullying intervention programme on peers’ attitudes and behaviour. Journal of Adolescence, 23(1), 21–34.

    Article  CAS  PubMed  Google Scholar 

  • Storch, E. A., & Ledley, D. R. (2005). Peer victimization and psychosocial adjustment in children: Current knowledge and future directions. Clinical Pediatrics, 44(1), 29–38.

    Article  PubMed  Google Scholar 

  • Twemlow, S., Fonagy, P., & Sacco, F. (2005). A developmental approach to mentalizing communities: II. The Peaceful Schools experiment. Bulletin of the Menninger Clinic, 69(4), 282–304.

    Article  PubMed  Google Scholar 

  • Twemlow, S., Fonagy, P., Sacco, F., Gies, M., Evans, R., & Ewbank, R. (2001). Creating a peaceful school learning environment: A controlled study of an elementary school intervention to reduce violence. American Journal of Psychiatry, 158(5), 808–810.

    Article  CAS  PubMed  Google Scholar 

  • Unnever, J. D., & Cornell, D. G. (2004). Middle school victims of bullying: Who reports being bullied? Aggressive Behavior, 30(5), 372–388.

    Article  Google Scholar 

  • Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35(1), 3–25.

    Google Scholar 

  • Young, S. (1998). The support group approach to bullying in schools. Educational Psychology in Practice, 14(1), 32–39.

    Article  Google Scholar 

  • Young, S., & Holdorf, G. (2003). Using solution focused brief therapy in individual referrals for bullying. Educational Psychology in Practice, 19(4), 271–282.

    Article  Google Scholar 

Download references

Acknowledgments

This research was supported by grants from the College of Education and Health Professions and from the Marie Wilson Howells Endowment in the Department of Psychology at the University of Arkansas. The authors wish to thank the Springdale School District and its students and faculty, for their cooperation and participation.

Author information

Authors and Affiliations

  1. University of Arkansas, Fayetteville, AR, USA

    L. Christian Elledge, Timothy A. Cavell & Rebecca A. Newgent

  2. Clinical Psychology Resident, Department of Psychiatry and Human Behavior, University of Mississippi Medical Center, 2500 North State Street, AH-317, Jackson, MS, 39216, USA

    L. Christian Elledge

  3. John Brown University, Siloam Springs, AR, 72761, USA

    Nick T. Ogle

Authors
  1. L. Christian Elledge
    View author publications

    You can also search for this author inPubMed Google Scholar

  2. Timothy A. Cavell
    View author publications

    You can also search for this author inPubMed Google Scholar

  3. Nick T. Ogle
    View author publications

    You can also search for this author inPubMed Google Scholar

  4. Rebecca A. Newgent
    View author publications

    You can also search for this author inPubMed Google Scholar

Corresponding author

Correspondence to L. Christian Elledge.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Elledge, L.C., Cavell, T.A., Ogle, N.T. et al. School-Based Mentoring as Selective Prevention for Bullied Children: A Preliminary Test. J Primary Prevent 31, 171–187 (2010). https://doi.org/10.1007/s10935-010-0215-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10935-010-0215-7

Keywords