Master of Arts (Applied Psychology)

Incorporating the essence of various intervention frameworks, the present intervention targeted reducing school bullying problems. A quasi-experimental pre-test/post-test design with a control group was used. The sample consisted of 30 students from a secondary school in Singapore (14 intervention—13 boys and 1 girl—16 control—12 boys and 4 girls). Data was collected using self-report measures before the intervention, one week after the intervention (Post 1) and ten weeks after the intervention (Post 2). In addition, behavioral records of the frequency and type of bullying were conducted weekly. A positive impact of the intervention program was found on several outcome variables, namely knowledge of bullying, self-reported bullying and self-reported victimization during Post 1. However, only the effect for knowledge of bullying was maintained during Post 2. Nevertheless, the present intervention framework saw great potential in tackling school bullying problems in a holistic manner that involved all students [ie. bullies, victims and bystanders]. Implications and details of the findings were discussed in this study.