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Abstract
Bullying behavior has problematic psychosocial ramifications for the bully, victim, and those who are both a bully and a victim. The Bully Prevention Challenge Course Curriculum utilizes a challenge ropes course to address bully behaviors in seventh-grade middle school classes. The program incorporates the use of challenge activities framed with metaphors reflecting bully behaviors and encourages participants to discuss how to identify and address bully behaviors, as well as to challenge themselves to promote self-growth. The purpose of this study was to ascertain through focus group discussions the experiences of students and teachers/staff directly involved in the program. Findings revealed that positive outcomes were attributed to participation in the program including enhanced communication and interaction among the students, improved trust in self and others, a greater awareness of behaviors that can lead to bullying, and a common language for students and teachers to dialogue about the topic of bullying. The vast majority of those associated with the program found it to be beneficial and advocated for the program to be continued in the future.
Keywords bullying, victimization, focus groups, ropes challenge course, middle school
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