The Phenomenological Experience of Student Advocates Trained as “Defenders” to Stop School Bullying

Aida Midgett; Steven J. Moody; Blaine Reilly; Sarah Lyter

doi:10.1002/johc.12044

The Phenomenological Experience of Student Advocates Trained as “Defenders” to Stop School Bullying

Aida Midgett, Steven J. Moody, Blaine Reilly, Sarah Lyter

Counselor Education

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

Abstract

The authors investigated lived experiences of student-advocates trained in a brief, bystander bullying intervention program to stop bullying as “defenders.” Personal values, taking perceived risks, implementation of bullying intervention strategies, and positive sense of self were core themes with a textural-structural description that helped define students' experiences. Implications and future research are discussed.

Original language	American English
Pages (from-to)	53-71
Number of pages	19
Journal	Journal of Humanistic Counseling
Volume	56
Issue number	1
DOIs	https://doi.org/10.1002/johc.12044
State	Published - Apr 2017

Keywords

STAC
bullying
bystander
defenders
school counseling

EGS Disciplines

Marriage and Family Therapy and Counseling

Access to Document

10.1002/johc.12044

The Phenomenological Experience of Student Advocates Trained as Accepted author manuscript, 223 KBLicense: Other

Cite this

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title = "The Phenomenological Experience of Student Advocates Trained as “Defenders” to Stop School Bullying",

abstract = "The authors investigated lived experiences of student-advocates trained in a brief, bystander bullying intervention program to stop bullying as “defenders.” Personal values, taking perceived risks, implementation of bullying intervention strategies, and positive sense of self were core themes with a textural-structural description that helped define students' experiences. Implications and future research are discussed.",

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AB - The authors investigated lived experiences of student-advocates trained in a brief, bystander bullying intervention program to stop bullying as “defenders.” Personal values, taking perceived risks, implementation of bullying intervention strategies, and positive sense of self were core themes with a textural-structural description that helped define students' experiences. Implications and future research are discussed.

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KW - bullying

KW - bystander

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UR - https://scholarworks.boisestate.edu/counsel_facpubs/90

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The Phenomenological Experience of Student Advocates Trained as “Defenders” to Stop School Bullying

Abstract

Keywords

EGS Disciplines

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