Bullying, Victimisation
Conditions
Keywords
Peer bullying, Bullying prevention, School-based intervention, Creative drama, Educational games
Brief summary
This randomized controlled trial evaluated the effectiveness of the Renkli Adımlar (Colorful Steps) game- and drama-based school intervention in promoting empathy and reducing bullying perpetration and victimization among primary school children. Third- and fourth-grade students were allocated to an intervention or control group. The intervention consisted of eight weekly 40-minute sessions including educational games, creative drama, role-playing, storytelling, puppet activities, and collaborative learning. Empathy, bullying perpetration, and victimization were assessed before and immediately after the intervention using standardized instruments.
Detailed description
Peer bullying is a major public health problem that negatively affects children's psychological, social, and educational development. School-based interventions that promote empathy and positive peer relationships may help prevent bullying during the primary school years. This study was designed to evaluate the effectiveness of the Renkli Adımlar (Colorful Steps) program, a game- and drama-based school intervention developed to improve empathy and reduce bullying perpetration and victimization among primary school children. A randomized controlled pretest-posttest study was conducted in public primary schools in Burdur, Türkiye. Two schools were selected and allocated to intervention and control groups. The intervention group participated in the Renkli Adımlar program, which consisted of eight weekly 40-minute sessions incorporating educational games, creative drama, role-playing, storytelling, puppet activities, collaborative learning, and classroom discussions. The control group continued routine school activities during the study period. Empathy was assessed using the Index of Empathy for Children and Adolescents (IECA), and bullying perpetration and victimization were measured using the Peer Bullying Identification Scale-Child Form (PBIS-CF). Outcomes were evaluated before and immediately after completion of the intervention.
Interventions
BEHAVIORALRenkli Adımlar Game- and Drama-Based Program
The Renkli Adımlar (Colorful Steps) program is a researcher-developed, school-based intervention designed to prevent peer bullying and promote empathy among primary school children. The intervention was delivered over eight consecutive weeks, with one 40-minute session per week. The program incorporated educational games, creative drama, role-playing, storytelling, puppet activities, cooperative learning, and classroom discussions. The sessions addressed bullying awareness, emotion recognition, coping with bullying, positive peer communication, cyberbullying, and problem-solving skills.
Sponsors
Burdur Mehmet Akif Ersoy University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
Participants were assigned to either the intervention group or the control group. Outcome measures were collected at baseline and immediately after completion of the intervention.
Eligibility
Sex/Gender
ALL
Age
9 Years to 11 Years
Healthy volunteers
Yes
Inclusion criteria
* Third- and fourth-grade students enrolled in one of the participating public \*primary schools. * Able to attend regular classroom activities. * Written informed consent obtained from a parent or legal guardian. * Child provided verbal assent.
Exclusion criteria
* Parent or legal guardian did not provide written informed consent. * Child did not provide verbal assent. * Student was unable to participate in the intervention or outcome assessments.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Peer bullying perpetration (PBIS-CF Bullying score) | Baseline and immediately after the 8-week intervention | Bullying perpetration was assessed using the Peer Bullying Identification Scale-Child Form (PBIS-CF) bullying subscale. Scores range from 37 to 148, with higher scores indicating greater bullying perpetration. |
| Peer victimization (PBIS-CF Victimization score) | Baseline and immediately after the 8-week intervention | Peer victimization was assessed using the Peer Bullying Identification Scale-Child Form (PBIS-CF) victimization subscale. Scores range from 37 to 148, with higher scores indicating greater peer victimization. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Index of Empathy for Children and Adolescents (IECA) | Baseline and immediately after completion of the 8-week intervention | Empathy was assessed using the 21-item Turkish version of the Index of Empathy for Children and Adolescents (IECA). Scores range from 0 to 21, with higher scores indicating greater empathy. |
Countries
Turkey (Türkiye)
Outcome results
None listed