Purpose: The purpose of this study was to examine children’s, camp counselors’, and activity leaders’ perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children’s personal and social responsibility.

目的：本研究的目的是调查儿童、营地辅导员和活动领导者对为期 4 周的基于个人和社会责任模型的暑期学习和强化计划的效果的看法，及其减少欺凌行为的能力。学龄儿童。方法：数据收集包括对 30 名儿童和 8 名营地工作人员的半结构化访谈。儿童参与者完成了以下前后调查：个人和社会责任问卷以及伊利诺伊州欺凌量表。此外，4 周内的每日观察结果均记录在现场记录日志中。使用描述性统计和双变量相关性对调查数据进行分析，所有观察和访谈数据均使用归纳和演绎技术进行编码。结果：结果表明，个人和社会责任教学模式的实施被认为与欺凌行为的减少有关。结论：本研究的结果表明，教授个人和社会责任可以促进社会和情感学习，并提高儿童的个人和社会责任。