The purpose of this study was to investigate how participation in an experiential, adventure-based Anti-Bullying Initiative (ABI) impacted adolescent Latino resilience. Specifically the study examined the ABI's impact on four resilience factors including empathy, goals, problem solving, and efficacy.
The population consisted of 5th grade Latino students from four different elementary schools. Schools were assigned as either treatment or control groups. The treatment group participated in 13 ABI sessions, ten school-based and three adventure-based. The three control schools attended school as per usual. A mixed method approach was used, informed by a resiliency framework called the Resilience and Youth Development Module (RYDM). Quantitative data were collected pre, post, and four months post program using the 36-item, Likert style, ABI survey which included a resilience scale derived from the California Healthy Kids Survey. Qualitative data were collected from focus groups conducted with 12 students selected by teachers at the treatment school as well as interviews with teachers, the school principal, program facilitators and direct observation of program activities. Focus group questions focused on resilience skills acquired as a result of participation in the program. Quantitative and qualitative data were treated separately and then brought together for comparison.
There were no significant differences between the treatment and comparison groups at pre, post, or four month post observations for any of the four stated outcomes; however, differences existed within the treatment group based on gender, a finding supported by qualitative themes. Qualitative themes also indicated that future programs would do well to include clearly stated goals, promote safe and supportive learning environments, and enact actionable strategies for change.
Results did suggest that outdoor, adventure-based experiences can positively enhance students' resilience, reduce bullying, and help to develop empathy, especially in girls. Findings also suggest that the positive outcomes from the program can be transferred back to their school environment therefore enhancing the protective factors available to the students in more than one setting, and promoting their long-term resilience.
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