Date of Award:

5-2008

Document Type:

Thesis

Degree Name:

Educational Specialist (EdS)

Department:

Psychology

Committee Chair(s)

Donna Gilbertson

Committee

Donna Gilbertson

Committee

Carolyn Barcus

Committee

Melanie Domenech-Rodriguez

Abstract

Research has demonstrated the effectiveness of school-based interventions for children to use to deal with being bullied. However, the research has not looked at the effectiveness of these interventions for Latino students. These students come to school with different cultural experiences and values. In theory, treatment that is evaluated as acceptable and potentially effective is more likely to be used. This study investigates and compares the treatment acceptability ratings of White American (n = 87) and Mexican descent (n = 28) students for two intervention skills that are often taught in bully intervention programs: assertiveness and seeking help from an adult. Students were taught each skill in an analog group setting and asked to rate the acceptability of each skill. Results showed that White American students had a higher acceptability rating of the assertiveness skill than the Mexican descent students. White American females rated the assertiveness skill higher than Mexican descent males, and rated the skill of seeking adult help higher than White American males. No differences in treatment acceptability were found between the groups of students for the intervention on seeking help from adults. Similar barriers to implementation were reported by both Mexican descent and White American students. Finally, no relationship was found between the Mexican descent students’ acculturation level and treatment acceptability ratings. Implications of these findings for school-based practice and research are discussed.

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23aafebc74298cdbd38efeda53d8b0a3

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