Akademik Veri Yönetim Sistemi
Current Psychology, cilt.43, sa.24, ss.21383-21392, 2024 (SSCI)
Peer advocacy and bullying prevention programs are ergonomic and helpful in protecting students from the effects of bullying. This study aims to evaluate the effect of model-based strategies on bullying prevention through peer advocacy. Model-based strategies combine STAC strategies, Logic Model and ABCD Model in the current study. This study was conducted as a quasi-experimental design with pre- and post-tests. Its population consisted of sixth-grade students in four primary schools in Wales, UK. Students were included in the intervention (n = 38) and control (n = 38) groups. An education program was given to the intervention group in three sessions with the strategies based on two models. Data analysis consisted of Chi-square, Repeated Measures ANOVA, and t-tests. Data were collected with a personal information form, the Student-Advocates Pre-and Post-Scale (SAPPS), and the Friendship Qualities Scale. The SAPPS and Self-Confidence to Intervene to Stop Bullying sub-scale post-test mean scores increased significantly (p <.0.05) after the education. An increase was observed in the averages of scales and subscales scores in the intervention group. The program was effective in developing students’ advocacy, building self-confidence, increasing awareness of bullying information, and using Strategies information to prevent bullying. Model-based configuration may have made the program more effective.