@article{ref1,
title="Exploring change processes in school-based mentoring for bullied children",
journal="Journal of Primary Prevention",
year="2015",
author="Craig, James T. and Gregus, Samantha J. and Burton, Ally and Hernandez Rodriguez, Juventino and Blue, Mallory and Faith, Melissa A. and Cavell, Timothy A.",
volume="37",
number="1",
pages="1-9",
abstract="We examined change processes associated with the school-based, lunchtime mentoring of bullied children. We used data from a one-semester open trial of Lunch Buddy (LB) mentoring (N = 24) to examine changes in bullied children's lunchtime peer relationships. We also tested whether these changes predicted key outcomes (i.e., peer victimization, social preference) post-mentoring. <br><br>RESULTS provided partial support that bullied children paired with LB mentors experienced improved lunchtime peer relationships and that gains in lunchtime relationships predicted post-mentoring levels of social preference and peer victimization. Neither child nor mentors' ratings of the mentoring relationship predicted post-mentoring outcomes; however, child-rated mentor support and conflict predicted improvements in lunchtime peer relationships. We discuss implications for future research on school-based mentoring as a form of selective intervention for bullied children.<p /> <p>Language: en</p>",
language="en",
issn="0278-095X",
doi="10.1007/s10935-015-0412-5",
url="http://dx.doi.org/10.1007/s10935-015-0412-5"
}