Date of Graduation
Master of Science in Psychology
bullying, students of the arts, interactive theater intervention, self-efficacy, outcome expectations, psychiatric symptoms
This study examined whether a specialized population of high school students in the arts report increased risk for victimization and whether the consequences of being bullied would include increased risk for psychiatric symptoms. I also examined the effectiveness of an interactive theater program, entitled Giving Voice, in bullying intervention and response. Research participants included 92 high school students from across a Midwestern state identified for their exceptional talent in the arts. Results indicated a high percentage of students in the arts reported being bullied in the past year (54.3%). Bullied students reported significantly more psychiatric symptoms than non-bullied students (λ = .835, F(8, 83) = 2.055, p = .05). Contrary to the non-bullied group (p's > .05), the bullied group showed significant enhancements in self-efficacy (t (49) = 2.30, p = .013) and outcome expectation (t (49) = 2.04, p = .024) following the interactive theater workshop. Results suggest students in the arts may be at increased risk for victimization and bullied students may be particularly responsive to interventions that build understanding along with communication and problem-solving skills.
© Hannah Morgan Rowsey
Rowsey, Hannah Morgan, "Bullying: Psychiatric Sequelae and Response to Theatrical Intervention" (2015). MSU Graduate Theses. 2190.