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School Psychology International
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Middle School Students’ Preferences for Anti-Bullying Interventions

Laura M. Crothers

Department of Counseling, Psychology, and Special Education, Duquesne University, Pittsburgh, PA, USA, crothersl{at}duq.edu

Jered B. Kolbert

Department Counseling and Development, Slippery Rock University, Slippery Rock, PA, USA

William F. Barker

Department of Educational and School Psychology, Indiana University of Pennsylvania, Indiana, USA

In this study, 285 middle school students in the United States were surveyed to obtain their preferences regarding anti-bullying intervention strategies. Participants rated their preferences for 15 common anti-bullying intervention strategies involving teachers, students, and non-teaching staff. The strategies were generated based on a review of the literature. Overall, students rated seven of the 15 strategies as being ‘sometimes’ or ‘almost always’ helpful. Participants tended to prefer intervention strategies in which teachers effectively managed their classrooms, thereby deterring bullying, as well as providing direct assistance to students. The results were also suggestive of students desiring teachers to be proactive in helping them solve bully-victim conflicts. Students tended not to prefer strategies that involved non-teaching staff.

Key Words: anti-bullying interventions • childhood bullying • peer victimization • quasi-experimental design • student preferences

School Psychology International, Vol. 27, No. 4, 475-487 (2006)
DOI: 10.1177/0143034306070435
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