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<p>This study evaluates the effectiveness of the <i>Empower with Empathy</i>,<i> Defeat Bullying</i> program as a school-based intervention to address peer bullying and support socio-emotional development among early adolescents in Turkey. A mixed-methods design integrated a quantitative pretest–posttest control group model with qualitative phenomenological inquiry. The quantitative sample included 272 sixth-grade students aged 11–13 years (136 experimental, 136 control), and focus group interviews were conducted with 11 participants. Following the five-week intervention, students in the experimental group demonstrated a significant reduction in bullying behaviors, whereas no significant change was observed in victimization levels. Qualitative findings indicated enhanced empathy, improved anger regulation, increased help-seeking, and stronger peer support. Participants also demonstrated broader understandings of bullying, including relational and cyber forms. These findings suggest that empathy-based school interventions can reduce bullying behaviors while strengthening relational competencies and safer peer environments. The study offers implications for child and adolescent social work practice, particularly school-based prevention and collaborative support systems.</p>

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Empower with Empathy, Defeat Bullying: A Mixed-Methods Evaluation of a School-Based Prevention Program

  • 期刊论文

  • 发表日期：

    2026年7月8日

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  • Özge Canoğulları

摘要

This study evaluates the effectiveness of the Empower with Empathy, Defeat Bullying program as a school-based intervention to address peer bullying and support socio-emotional development among early adolescents in Turkey. A mixed-methods design integrated a quantitative pretest–posttest control group model with qualitative phenomenological inquiry. The quantitative sample included 272 sixth-grade students aged 11–13 years (136 experimental, 136 control), and focus group interviews were conducted with 11 participants. Following the five-week intervention, students in the experimental group demonstrated a significant reduction in bullying behaviors, whereas no significant change was observed in victimization levels. Qualitative findings indicated enhanced empathy, improved anger regulation, increased help-seeking, and stronger peer support. Participants also demonstrated broader understandings of bullying, including relational and cyber forms. These findings suggest that empathy-based school interventions can reduce bullying behaviors while strengthening relational competencies and safer peer environments. The study offers implications for child and adolescent social work practice, particularly school-based prevention and collaborative support systems.