Standing Up or Standing By? Middle School Students and Teachers Respond to Bullying: A Responsive Program Evaluation

ABSTRACT

Using a responsive program evaluation method, the researchers conducted interviews with stakeholders following implementation of a brief classroom intervention, based on the Olweus Bullying Prevention Program (OBPP), with 7th-grade students in 1 school. Thematic analysis yielded several themes related to participants' perspectives on bullying prevention, bystanding, outcomes of a cooperative learning classroom intervention, and recommendations for participative bullying prevention programs.

KEYWORDS:

• Bullying prevention
• bystanding
• middle school
• responsive program evaluation

Additional information

Notes on contributors

Sondra Smith-Adcock

Sondra Smith-Adcock is an associate professor of counselor education at the University of Florida. Her research focuses on family-school-peer relationships in childhood and adolescence, especially as relationships relate to increased social competence and prevention of bullying and delinquency. She also studies play and filial counseling approaches, and counseling supervision and pedagogy.

Jacqueline Swank

Jacqueline Swank is an associate professor of counselor education at the University of Florida. Her research interests include play and nature-based interventions for children and adolescents to promote healthy growth and development and academic success, assessment, counselor development, and counseling in international settings.

Taneshia Greenidge

Taneshia Greenidge is a doctoral candidate in the Counseling and Counselor Education doctoral program at the University of Florida. Her research interests include examining the role of self-esteem in African-American college women. She is also interested in preventive measures for bullying, and the role of the family in bullying incidents.

Rachel Henesy

Rachel Henesy is a doctoral candidate in the Counseling and Counselor Education doctoral program at the University of Florida. Her research interests are in counselor training related to LGBTQ+ affirmative counseling and intersectionality theory. She is interested in multicultural, social justice, and LGBTQ+ affirmative competencies.