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SUMMARY The purpose of the Peer Victimization Intervention (PVI) was to develop and implement a culture-specific pilot intervention to address the effects of bullying on middle school students who are victims utilizing the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004). The involvement of participants who serve as cultural brokers in the system and/or stakeholders was used to encourage acceptability, integrity, ecological validity, sustainability, and institutionalization of the intervention. The pilot intervention was conducted in an urban, multiethnic school system and implemented during the school day by a multidisciplinary team of service providers. Twenty-eight students (11 sixth graders, 13 seventh graders, 4 eighth graders) participated in a 6-session pilot intervention group. Qualitative and quantitative data were collected from the students and cofacilitators of each group to assess acceptability, integrity, and efficacy. Quantitative pilot data indicated that levels of post-traumatic stress symptoms decreased from pre-test to post-test. Qualitative data provided information about students' perceptions of reasons for bullying, characteristics of bullies and victims, student and adult responses to bullying, and places where bullying incidents occur. Qualitative findings also indicated a high degree of intervention acceptability and integrity.
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