期刊名称：Interpersona: An International Journal on Personal Relationships
印刷版ISSN：1981-6472
出版年度：2015
卷号：9
期号：1
页码：72-99
DOI：10.5964/ijpr.v9i1.181
语种：English
出版社：PsychOpen
摘要：An analysis of archival data retrieved from a school counselor’s careful recording of student responses during the conducting of 35 “undercover anti-bullying teams” reveals a highly positive qualitative account of the success of these teams. A targeted, non-punitive, restorative process calls forth peer influence to transform the bullying relation in a short time-frame. The bullies are involved in the transformation and the victim is never required to confront the bullies. Student responses show that participants value the chance to help a peer, take up the responsibility of stopping bullying responsibly, and victims are happy with the results.
其他摘要：An analysis of archival data retrieved from a school counselor’s careful recording of student responses during the conducting of 35 “undercover anti-bullying teams” reveals a highly positive qualitative account of the success of these teams. A targeted, non-punitive, restorative process calls forth peer influence to transform the bullying relation in a short time-frame. The bullies are involved in the transformation and the victim is never required to confront the bullies. Student responses show that participants value the chance to help a peer, take up the responsibility of stopping bullying responsibly, and victims are happy with the results.
