SUMMARY
This article presents the results of a qualitative interview study of the experience of empathy in the easily aroused child. Participants were asked about their perception and vicarious experience of emotions in others and the cognitive process used to choose responses. These children were able to identify and differentiate emotions of both themselves and the victims. They used a complex cognitive process that considered the action, the context, strategies, and possible consequences. Reactions of peers, the need to assist the victims, and providing intervention for the aggressor were major themes they discussed. The violation of the sense of fairness was critical in their choice of responses. This article also discusses temperamental characteristics of the easily aroused child, emotional expression, and self-regulation. The findings of this study led to the development of a bully prevention program which incorporates the elements of the experience of empathy identified by the children. The program can be used at the K-5 level. Components include (a) identifying types and characteristics of bullies, (b) recognizing feelings of victims, (c) perspective taking, (d) problem solving applied to frequently encountered school bully situations, and (e) strategies for victims and witnesses. A variety of activities and materials are included in the program. Results of surveys done with classes are presented, and the impact of the program on the school community is discussed. An important aspect of the program has been the participation of the classroom teacher and site administrator. Students need to know they can report bully behavior and obtain assistance with intervention. This works towards creating a change in the school climate that is more supportive to students becoming part of a sharing community.