| Current anti-bullying programs favor universally-implemented comprehensive programs where indicated actions, i.e., intervening those involved in a case of bullying, are much less developed compared to universal actions. In particular, those bullying others often do not receive as much attention for being the perpetrators of aggression. This study aimed to examine the effectiveness of a forgiveness intervention program on reducing adolescents' bullying. The goal of the program was to help those bullying others heal from their own experience of injustice through forgiving and so become less angry. 12 adolescents (Grades 7-8) from a middle school in a Midwestern city were referred by teachers as exhibiting bullying behavior and were randomly assigned to 2-male groups and 2-female groups. Two interventionists, working with either all-male or all-female groups, delivered 8 one-hour long intervention sessions in a small-group format, focusing on helping them in the areas of anger and forgiveness. The key component of the program was to encourage them to see the inherent worth in all people including those who have hurt them. To see changes as they occur, specifically in their level of anger, a multiple-baseline design was implemented, measuring participants' anger twice a week for 4 months. Other variables examined in the study include self- and teacher-reported bullying, forgiveness, attitude to school, and school performance. Teacher-reported bullying showed significant decreases in all 4 groups without any clear evidence for the intervention effect. No other systematic changes across all 4 groups were reported. Implications, limitations, and future directions are discussed. |
