Date of Award:
5-2015
Document Type:
Thesis
Degree Name:
Educational Specialist (EdS)
Department:
Psychology
Committee Chair(s)
Donna Gilbertson
Committee
Donna Gilbertson
Committee
Gretchen Peacock
Committee
Courtenay Barrett
Abstract
This study examined the effectiveness of an intervention that adds a fluency component to teaching bystanders how to defend other students during a bullying situation. Bystander skills were taught to fourth- and fifth-grade classrooms and fluency training was added to several of these classrooms as an experimental group. Students also filled out rating scales to find out what their participant role in bullying situations was (defender of the victim, outsider, bully, victim of the bully, assistant to the bully). Results showed that there was more growth on the fluency scores for those who participated in the fluency training as opposed to those who did not. Results also showed that the scores of the defender of the victim role increased for those students who participated in the fluency training as well.
Checksum
848dca644f8e1bbce99f2e7958d703ea
Recommended Citation
Hagloch, Emilee, "Teaching Bystander Skills Through Fluency Training" (2015). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 4226.
https://digitalcommons.usu.edu/etd/4226
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