ABSTRACT

The purpose of this article is to determine the effectiveness of role-playing games (RPGs) as an intervention program to reduce bullying. Eighty-six French 6th-graders were randomly assigned to either the empathy training program involving three RPG sessions of 60 minutes or to the control condition in which students benefited from three sessions of video and discussion on the topic of school bullying. The participants completed questionnaires assessing their levels of empathy, bullying, and aggressive behavior before (pretest) and after (posttest) the three sessions of the RPGs group vs control group. The results revealed a significant increase in the level of empathy and a significant decrease in bullying and aggressive behavior for those students who participated in the RPGs group. Role-playing games could be an interesting tool for interventions in real settings with students to combat school bullying.

摘要

本文的目的是确定角色扮演游戏 (RPG) 作为减少欺凌的干预计划的有效性。86 名法国 6 年级学生被随机分配到涉及三个 60 分钟 RPG 会议的同理心训练计划或控制条件，在该控制条件下，学生从关于学校欺凌主题的三个视频会议和讨论中受益。参与者完成了问卷，评估他们在 RPG 组与对照组的三个会话之前（前测）和之后（后测）的同理心、欺凌和攻击行为水平。结果显示，参加 RPGs 小组的学生的同理心水平显着提高，欺凌和攻击行为显着减少。