Effectiveness of a Theory-Based Peer Bullying Counseling Program on Cognition,Empathy,Friendship,and Anger Control: A Quasi-Experimental Study Among Middle School Students

Abstract

This quasi-experimental study evaluated the effectiveness of the Theory-Based Peer Bullying Counseling Program (TB-PBCP), grounded in Peplau's Interpersonal Relations Theory, in reducing cognitive distortions, enhancing empathy, and improving friendship relations and anger control among children who bully. The study was conducted with 61 students aged 11–12 years from two middle schools in western Türkiye who scored high on the Peer Bullying Determination Scale. The intervention group (n = 29) received seven structured TB-PBCP sessions over 26 days, while the control group (n = 32) received no intervention. Data were collected using the Cognitions Related to Bullying Scale for Children, the Empathy Scale for Children and Adolescents, and the Friendship Relations and Anger Control Evaluation Form, and were analyzed with nonparametric tests. Results demonstrated that the TB-PBCP significantly reduced bullying-related cognitions, increased empathy, and improved friendship relations and anger control (all p < .001). These findings emphasize the importance of individualized, theory-driven interventions targeting perpetrators of bullying.

Keywords

anger bullying cognition empathy friendship nursing school health intervention theory

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