The perceptions of 30 mentors of middle and high school students was examined to determine their identification, definition, and advocacy against school bullying. Three scales were developed to measure each of these three constructs. It was hypothesized that gender, mentor experience (yes/no), and bully specific training (yes/no) would effect identification, definition, and advocacy. Results of independent samples t-test were not significant for any of the comparisons. Mentors, however, were knowledgeable about defining bullying (M = 4.55; SD = 0.44) on a 5-point scale, and in providing advocacy (M = 4.61; SD = 0.72) for bullying. Mentors were not adept at identifying bullying behaviors (M = 3.61; SD = 0.27). Mentor training in bullying behavior was recommended.
|Advisor:||Lam, Brian Trung|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/02M, Masters Abstracts International|
|Subjects:||Middle School education, Social work, School counseling, Secondary education|
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