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Article
The Phenomenological Experience of Student Advocates Trained as “Defenders” to Stop School Bullying
The Journal of Humanistic Counseling
  • Aida Midgett, Boise State University
  • Steven J. Moody, Idaho State University
  • Blaine Reilly, Idaho State University
  • Sarah Lyter, Boise State University
Document Type
Article
Publication Date
4-1-2017
Abstract
We investigated lived experiences of student-advocates trained in a brief, bystander bullying intervention program to stop bullying as “defenders.” Personal values, taking perceived risks, implementing bullying intervention strategies, and positive sense of self were core themes with a textural-structural description helping define student’ experiences. Implications and future research are discussed.
Comments

The published title is, "The Phenomenological Experience of Student-Advocates Trained as Defenders to Stop School Bullying".

Copyright Statement

This is the peer reviewed version of the following article:

Midgett, Aida; Moody, Steven J.; Rilley, Blaine; and Lyter, Sarah. (2017). The Phenomenological Experience of Student-Advocates Trained as Defenders to Stop School Bullying. The Journal of Humanistic Counseling, 56(1), 53-71. http://dx.doi.org/10.1002/johc.12044

which has been published in final form at doi: 10.1002/johc.12044. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

Citation Information
Aida Midgett, Steven J. Moody, Blaine Reilly and Sarah Lyter. "The Phenomenological Experience of Student Advocates Trained as “Defenders” to Stop School Bullying" The Journal of Humanistic Counseling (2017)
Available at: http://works.bepress.com/aida_hutz/26/