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Effects of a Social and Emotional Competence Enhancement Program for Adolescents Who Bully: A Quasi-Experimental Design

Author

Listed:
  • Yul-mai Song

    (Honam University, Gwangsan-gu, Gwangju 62399, Korea)

  • Sunah Kim

    (Yonsei University, Seodaemun-gu, Seoul 120749, Korea)

Abstract

Background: The purpose of this study was to develop a social and emotional competence enhancement (SECE) program as an intervention for adolescents who bully, and to investigate its effects on school bullying behavior and mental health. Methods: A pre-posttest, 1-month follow-up nonequivalent control group quasi-experimental design was used. In total, 71 school bullies were included in the analysis. Results: The effects of this program were significant with regard to group-by-time interaction effects on social competence, emotional regulation, empathy, and school bullying behavior at the 1-month follow-up. Conclusions: The results indicate that the SECE program was effective at reducing school bullying behavior in adolescents who bully. School and community-based mental health professionals can provide feasible interventions that can be used in the short term to reduce school bullying behavior in adolescents who bully.

Suggested Citation

  • Yul-mai Song & Sunah Kim, 2022. "Effects of a Social and Emotional Competence Enhancement Program for Adolescents Who Bully: A Quasi-Experimental Design," IJERPH, MDPI, vol. 19(12), pages 1-13, June.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:12:p:7339-:d:839420
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    References listed on IDEAS

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    1. Sandra Jo Wilson & Mark W. Lipsey, 2006. "The Effects of School‐Based Social Information Processing Interventions on Aggressive Behavior, Part I: Universal Programs," Campbell Systematic Reviews, John Wiley & Sons, vol. 2(1), pages 1-42.
    2. Şahin, Mustafa, 2012. "An investigation into the efficiency of empathy training program on preventing bullying in primary schools," Children and Youth Services Review, Elsevier, vol. 34(7), pages 1325-1330.
    3. Sandra Jo Wilson & Mark W. Lipsey, 2006. "The Effects of School‐Based Social Information Processing Interventions on Aggressive Behavior, Part II: Selected/Indicated Pull‐Out Programs," Campbell Systematic Reviews, John Wiley & Sons, vol. 2(1), pages 1-37.
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