Increasing Children's Defending Behaviors: Using Deviance Regulation

This study, conducted over the 2017-2018 and 2018-2019 school years examined whether a DRT-based intervention activity resulted in greater increases in defending behaviors in response to witnessed bullying than a more traditional, empathy-based activity. Thirteen schools were randomly assigned to receive either the DRT-based or empathy-based activity, and all fourth-grade and fifth-grade children were invited to participate. Defending behaviors were assessed approximately two weeks prior to participation in the activity and at three-month and six-month follow-ups. Data collected included peer-reports, teacher-reports, and self-reports. Also examined was whether popularity, peer acceptance, prosocial behavior, peer victimization, empathy, self-efficacy for defending, moral disengagement, or gender moderated intervention effects.