TY - JOUR
T1 - Influence of a Summer Wellness Program on Bullying Reduction Among School-Age Children
AU - Wei, Mengyi
AU - Richards, Kevin Andrew
AU - Khan, Naiman A
AU - Woods, Amelia Mays
AU - Espelage, Dorothy l.
AU - Graber, Kim C
PY - 2023/10
Y1 - 2023/10
N2 - Purpose: The purpose of this study was to examine children’s, camp counselors’, and activity leaders’ perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children’s personal and social responsibility.
AB - Purpose: The purpose of this study was to examine children’s, camp counselors’, and activity leaders’ perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children’s personal and social responsibility.
KW - life skills
KW - teaching personal and social responsibility
KW - social and emotional learning
UR - http://www.scopus.com/inward/record.url?scp=85173005697&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85173005697&partnerID=8YFLogxK
U2 - 10.1123/jtpe.2022-0111
DO - 10.1123/jtpe.2022-0111
M3 - Article
SN - 0273-5024
VL - 42
SP - 710
EP - 720
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
IS - 4
ER -