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In Taiwan, Campus Security Report Center, Ministry of Education endeavors to prevent bullying at school. However, more and more school bullies still call people’s attention to campus security. For the limited effects of school discipline, this quasi-experimental study was conducted to evaluate the effect of intervention for teaching life skills related to school bullying to junior high school students. A total number of 102 seventh-grade students were recruited by purposive sampling. There were 35 students in the intervention group, and 34 in the control group from a junior high school in Taipei County. Additionally, 33 students from another junior high school in Taoyuan County served as another control group. Baseline and post-test Olweus Bullying Questionnaires were administered to the students of three groups. The intervention group received the teaching interventions twice a week for 15 weeks, and the control group only received regular courses. This study found that school bullying decreased significantly in the intervention group after teaching intervention. Moreover, after Johnson-Neyman adjustment, teaching intervention revealed a more significant effect on students who had been seriously bullied, and also reduced students’ bully behavior significantly. In conclusion, learning life skills is more useful to help students to deal with school bullying than only taking courses of empathy or emotional control. Therefore, teachers need to learn how to design specific courses for each student to enhance their problem-solving skills. For further research, large sample size will be necessary to increase external validity.
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