Chapter 14: A Mixed Methods Investigation of Hispanic Students’ Sense of Self-Efficacy in Reaction to Bullying Stressors

In this chapter, we utilize a mixed methods approach to evaluate the degree that the McKay School Safety Program (MSSP) (The McKay Foundation, 2004), a bilingual, bicultural school safety program, reduced stressful conditions and improved the self-efficacy (Bandura, 1997, 2001, 2002) of Hispanic students affected by bullying. Specifically, we investigated whether MSSP was effective in increasing the knowledge and levels of self-efficacy related to bullying stressors of urban, Hispanic, fourth-grade students. Mixed methods techniques were used to collect quantitative data using pre- and post-tests as well as qualitative data using verbal responses to pre- and postvideo scenarios.

Bullying issues need to be addressed in schools because that is where the majority of bullying occurs (Smith & Brain, 2000). More school prevention programs are needed to stop bullying and, subsequently, more research on their effectiveness is needed, especially programs used in early childhood (Samples, 2004). Failure to identify methods of decreasing the stressors and increasing self-efficacy regarding bullying can possibly increase the numbers of students who are bullied on a daily basis. Current estimates of bullying indicate that 33% to 50% of all students experience bullying in school (Charach, Pepler, & Ziegler, 1995; Farrington, 1993; Newman, Holden, & Delville, 2005).