Changes In Bullying Bystanders’ Empathy Following Group Counseling Using Role-Playing Techniques: A Pre-Experimental Study Among High School Students
DOI:
https://doi.org/10.31851/5ean5511Keywords:
Bullying Bystanders; Empathy; Group Counseling; Role-Playing; Pre-Experimental StudyAbstract
Bullying is a complex social phenomenon involving perpetrators, victims, and bystanders whose responses may influence bullying dynamics. This study aimed to examine changes in empathy among bullying bystanders following group counseling using role-playing techniques at SMA Negeri 17 Bandar Lampung, Indonesia. A quantitative pre-experimental approach with a one-group pretest–posttest design was employed. Six students with low to moderate empathy levels were selected through purposive sampling. The intervention consisted of five structured group counseling sessions incorporating psychoeducation, role-playing, group discussion, and reflection. Empathy was assessed using a researcher-developed scale based on Davis's multidimensional empathy framework. Data were analyzed using descriptive statistics and the Wilcoxon signed-rank test. The results revealed an increase in mean empathy scores from 62.83 to 80.50, representing a mean improvement of 17.67 points. The exact two-sided Wilcoxon test indicated a statistically significant difference (p = .03125). These findings suggest positive changes in self-reported empathy following the intervention. However, the small sample and absence of a control group limit causal interpretation. Further controlled studies are recommended to establish intervention effectiveness
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