Building Resilience and Fortitude Among Victims of School Bullying: Lessons from a Customized Yoga Education Program by
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Building Resilience and Fortitude Among Victims of School Bullying: Lessons from a Customized Yoga Education Program by Older Adult Volunteers Samta P. Pandya 1 Accepted: 19 October 2020 # California Association of School Psychologists 2020
Abstract This article reports a study on the effectiveness of yoga to build resilience and fortitude among victims of school bullying. A cohort of children who underwent an older adult volunteer taught yoga education programme (OAVYEP) were compared with a cohort who underwent a young volunteer taught yoga education programme (YVYEP). The OAVYEP and YVYEP had a common repertoire of face-to-face yoga lessons. The OAVYEP had additional components of home practice or do-it-yourself exercises and additional session time comprising experience and anecdotal sharing by older adults. Results indicated that participants who underwent the OAVYEP reported greater resilience and fortitude post-test. Outcome scores were higher for intervention group girls, middle class, with mother as primary caregiver, and living in standard family arrangements. Attendance at OAVYEP lessons and home practice mediated the relationship between demographic predictors and outcomes. The OAVYEP is an effective intervention to address concerns of bullying victims in US schools. Keywords Yoga education . School bullying . Victims . Resilience . Fortitude . Older volunteers
Bullying is the most common expression of violence in school involving verbal attacks, physical behaviours, relational/social aggression and cyberbullying (Menesini and Salmivalli 2017). Victims are rendered powerless, which has several consequences. Research on bullying and victimization is a growing area, though far less research has been done thus far in low- and middleincome countries (Zych et al. 2015). Bullies generally have attitudes and tendencies that favour aggression and low levels of empathy towards others (Van Noorden et al. 2016). Victims of bullying behaviour often experience several internalizing problems such as depression, anxiety and low self-esteem as well as health consequences (Cook et al. 2010; Coyle et al. 2019; Wolke and Lereya 2015). Interventions to address the issue of bullying include school-based and peer-education programmes and metaanalyses have shown mixed results in examining their effectiveness (Langford et al. 2015; Palladino et al. * Samta P. Pandya [email protected] 1
Tata Institute of Social Sciences, Sion-Trombay Road, Deonar, Mumbai, Maharashtra 400088, India
2016; Ttofi and Farrington 2011). Randomized trials have mostly looked at reducing aggressive behaviour, which is then linked to reducing school bullying (Mytton et al. 2009). A systematic review by Da Silva et al. (2017) found four types of interventions: multi-component or the whole school, social skills training, curricular and computerized. Furthermore, another systematic review by Cantone et al. (2015) on bullying and cyber-bullying interventions found that such programmes are effective in the short run. Results also differ based on gend
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