PURPOSE This study was done to provide basic data for education of elementary school students on life-respect and peer bullying prevention. METHODS Participants were 5th and 6th grade elementary school students. Data from the questionnaires of 218 participants were analyzed. RESULTS 1) The mean score for degree of life-respect was 4.23 (+/-0.38). The types of peer bullying were 'defenders of victims' (3.19+/-0.93), 'bullies' (2.04+/-0.72), 'victims' (1.91+/-0.84), 'bystanders' (1.79+/-0.80), and 'bully-followers' (1.66+/-0.60). 2) There was a significant difference in the degree of life-respect according to gender (t=-2.410, p=.017). Likewise, in the degree of peer bullying, among the type of 'bullies' there were significant differences according to grade (t=-2.285, p=.004), and gender (t=3.191, p=.002). Also, among the types of 'bully-followers' there were significant differences according to gender (t=2.053, p=.041), and having a religion or not (t=3.319, p=.001). 3) There was a significant correlation between life-respect and types of peer bullying. CONCLUSION The results of this study provide helps for more effective provision of educational programs regarding life-respect and peer bullying.
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PURPOSE This study was done to identify the effects of the Positive Peer Relationship Training Program on self-esteem, bullying, and depression. METHODS The research design was a quasi-experimental research with a nonequivalent control group non-synchronized pre-posttest. The recruited participants were forty-four 6th graders at an elementary school in G city. The research was carried out from September 10 to November 19, 2012. To test the effects of the Positive Peer Relationship Training Program, the participants were divided into two groups, an experimental group (23) and a control group (21). The Positive Peer Relationship Training Program was provided to the experiment group for 45 minutes/session twice a week, for 4 weeks. Data were analyzed using Fisher's exact probability test, chi2-test and t-test with the SPSS/WIN 18.0 program. RESULTS After attending the Positive Peer Relationship Training Program, no significant differences were found in self-esteem scores but significant differences were found in bullying and depression scores between the experimental group and the control group (t=1.27, p=.212, t=-2.10, p=.042; t=-2.37, p=.023). CONCLUSION The results indicate that the Positive Peer Relationship Training Program is an effective nursing intervention for decreasing bullying and depression among Children in Early Adolescence.
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School-based interventions to promote adolescent health: A systematic review in low- and middle-income countries of WHO Western Pacific Region Tao Xu, Sachi Tomokawa, Ernesto R. Gregorio, Priya Mannava, Mari Nagai, Howard Sobel, Rachel A. Annunziato PLOS ONE.2020; 15(3): e0230046. CrossRef
Effects of Peer Helper Training Program on Existential Spiritual Well-being, Peer Relationship, and Depression for Students Attending a Specialized Girls Vocational High School Hyun-Ok Jung, Hoy-Ok Song, Mi-Hyang Kim, Hee-Sook Kim Journal of Korean Academy of Psychiatric and Menta.2015; 24(4): 310. CrossRef
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