Reducing Bullying through Empathy Training: The Effect of Teacher’s Passive Presence

Abstract

Bullying is a serious problem in schools all around the globe, and implementing intervention strategies effective over time is still difficult, despite the consistent literature on the subject. In this study, we tested the efficiency of a 5-day intensive empathy training program in reducing bullying among third graders. The sample included three classes of third graders (N = 64, Mage = 9.45; SDage = 0.50) from a Romanian school. A 3 × 3 mixed experimental design was used where we manipulated the type of intervention (control group—no empathy training, experimental group 1—empathy training with the teacher present, and experimental group 2—empathy training without teacher present) and the time of measurement (pre-test, post-test, and 3 weeks’ follow-up). The results showed that the intervention determined a significant increase in empathy and a significant decrease in verbal bullying but only for the experimental group where the teacher was physically present in the classroom during the intervention. Moreover, the pattern of results showed that the effects of the intervention increased 21 days after it was completed, meaning that the program could have long-term effects. No significant change in physical bullying behaviors was observed.

Keywords

• verbal bullying
• physical bullying
• empathy
• intervention
• teacher presence