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1.
Trude Havik 《School Effectiveness & School Improvement》2017,28(3):350-373
This study investigated bullying victims’ perceptions of their teachers’ support and monitoring when controlling for level of mental health problems, peer relationships, gender, and grade level. Given the nested structure of the data, multilevel analyses were employed to examine these associations. The quality of classroom interaction is highly relevant for bullying prevention and intervention. A survey was administered to 1,571 fifth- to 10th-grade students in 10 schools. The findings revealed that bully victimization was significantly associated with weak teacher instructional support, but no significant association was observed between bully victimization and teachers’ emotional support or monitoring. These associations were negative when peer relationships were not controlled for because victims reported teacher support and monitoring issues less frequently than non-victims. The findings underscore the importance of classroom interaction and peer relationships for bullying prevention and intervention and the need to create positive relationships between teachers and students and among students in the classroom. 相似文献
2.
The Relations of Parental Characteristics and Practices to Children''s Vicarious Emotional Responding 总被引：3，自引：0，他引：3
Nancy Eisenberg Richard A. Fabes Mark Schaller Gustavo Carlo Paul A. Miller 《Child development》1991,62(6):1393-1408
We examined the relation of parental empathy-related characteristics and emotion-related child-rearing practices to third and sixth graders' vicarious emotional responding. Children's heart rate, skin conductance, facial, and self-reported reactions to a sympathy-inducing film were assessed, as were their dispositional sympathy, empathy, and self-monitoring. Parental sympathy was positively related to low levels of personal distress in same-sex children and, for both parents, with sons' dispositional sympathy or empathy. Parental emphasis on problem-focused coping strategies when their sons were anxious was positively correlated with indexes of sons' situational and dispositional sympathy. Same-sex parental restrictiveness in regard to the control of inappropriate, hurtful emotional displays was associated with sons' and daughters' dispositional and situational sympathy, whereas maternal restrictiveness in regard to emotions that are unlikely to hurt others was correlated with nonverbal indexes of personal distress and self reports of low distress. Parental emphasis on control of the child's own negative emotion was associated with children's self-monitoring. 相似文献
3.
Baki Duy 《Psychology in the schools》2013,50(10):987-1002
In the present study, attitudes of elementary school teachers toward different types of bullying (verbal, physical, and relational) were investigated. Six written vignettes describing all types of bullying were given to 405 elementary school teachers (F = 218; M = 187). Results indicated that teachers perceived relational bullying, specifically, social exclusion, less serious than verbal and physical bullying. Unlike previous findings, however, the teachers considered verbal bullying behaviors more serious than physical bullying behaviors and were also more empathetic toward the victim physically bullied and the victim verbally bullied than the victim relationally bullied. Coherent with the findings of empathy, they were also more likely to intervene in verbal and physical bullying behaviors than relational bullying behaviors. Gender of the participant was a significant factor for all variables. The most rated intervention strategy was having a serious talk with the bully, regardless of the type of victimization. Multiple regression analysis illustrated that seriousness and empathy scores both predicted the need for intervention scores significantly in all types of bullying. The findings of this study highlight the importance of increasing teachers’ awareness and knowledge about all types of bullying, their consequences, and intervention skills to lessen bullying behaviors. 相似文献
4.
As part of an international study that examined students' bystander behaviour when witnessing bullying in the school environment, we asked 216 junior high and 190 elementary Israeli school students to respond to a questionnaire addressing various issues related to bystander behaviours, following viewing a video showing various bullying incidents. Results showed that more than half of the students observed verbal and physical bullying and more than third of the students observed sexual coercion type of bullying on a weekly basis. Overall, most of the students reported that they would not support the bully when witnessing bullying and would support the victims and/or call a teacher. In other words, verbally they possess the right attitude towards bullying. Further analysis of students' responses, based on their status in relation to bullying, that is, reported being a victim, bully, bully/victim or neither, revealed that victims tend to report calling teachers more than students who reported being bullies and also bully/victims. Notably, bullies as bystanders were more likely to support bullies and not to get a teacher. Implications of these results for teachers who attempt to combat bullying in their schools are discussed. 相似文献
5.
Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools. A video depicting bullying in the presence of bystanders was viewed by late primary (n = 200) and early secondary school students (n = 200). Some 43% of the students indicated that they were likely to help the victim. Questionnaires were employed to assess student attitudes towards victims, beliefs about the expectations of parents, friends, and teachers, perceived self‐efficacy, and social desirability response set. Multiple regression analysis identified as significant predictors of expressed intention to intervene: attending primary school, having rarely or never bullied others, having (reportedly) previously intervened, positive attitude to victims, and believing that parents and friends (but not teachers) expected them to act to support victims. Implications for action to reduce bullying in schools are discussed. 相似文献
6.
7.
The present study focuses on student teachers as a prospective special resource in the prevention of school bullying in the course of their future professional careers. Special attention is paid to the influence the respondents' own childhood experiences of bullying may have in this regard. To investigate this question, we assessed the respondents' estimations of the level of empathy they felt towards the victims of bullying, the degree of effort they made to prevent bullying, and their ability to identify it. Further, an attempt to assess the long-term consequences of bullying was made, using two different communicative indices: the willingness to communicate and self-perceived communication competence. It is suggested that teachers' own experiences of victimization may enhance their ability to communicate effectively when fighting against bullying at school. 相似文献
8.
Lindsey M. O'Brennan Catherine P. Bradshaw Anne L. Sawyer 《Psychology in the schools》2009,46(2):100-115
Bullying poses a threat to children's social‐emotional functioning and their perceptions of school climate, yet few studies have examined different types of social‐emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary‐, middle‐, and high‐school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive‐impulsive behavior and endorsed retaliatory attitudes. High‐school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
9.
Marloes D. A. van Verseveld Ruben G. Fukkink Minne Fekkes Ron J. Oostdam 《Psychology in the schools》2019,56(9):1522-1539
Even though teachers are key figures of a program's effectiveness, most intervention studies have not focused explicitly on the effects of antibullying programs at teacher level. We conducted a meta‐analysis into the effects of school‐based antibullying programs on determinants of teacher intervention, including teachers’ attitudes towards bullying, their self‐efficacy and knowledge regarding intervention strategies, and the effects on teachers’ bullying intervention itself. Following the PRISMA guidelines, 13 peer‐reviewed papers were retrieved that reported outcomes on teachers, staff, and students (N = 948, 2,471, and 138,311, respectively). Antibullying programs had a significant moderate effect on determinants of teacher intervention (g = 0.531) and a significant small to moderate effect on teacher intervention in bullying situations (g = 0.390). Results of the meta‐analysis indicate that the effectiveness of antibullying programs may increase when components are included to reinforce teachers’ attitudes, subjective norms, self‐efficacy, knowledge, and skills towards reducing bullying in the school. 相似文献
10.
While the poor psychosocial outcomes of young people who have experienced bullying are well known, the harm associated with experiences that do not meet the bullying criteria is not well understood. The aim of this study was to examine the level of harm associated with experiences of peer aggression, as well as bullying, by directly measuring the four elements of intent, perceived harm, repetition and power imbalance that comprise the bullying criteria. The purpose of the study was to establish whether bullying was the most harmful form of peer aggression and whether other types of peer aggression that did not comprise all elements of bullying were comparably harmful. Over 6000 students (aged 11–16) from 10 countries completed a student victimization and aggression questionnaire. Data showed that approximately 50% of participants were not intentionally harmed through peer aggression, although this varied across countries, ranging from 10% in India to 87.5% in Taiwan. In all countries, analyses identified a group that had experienced repeated peer aggression, but with no power imbalance, comparable in size to the bullied group, suggesting that bullying is just “the tip of the iceberg”. Victims of bullying self-reported the greatest experiences of harm, although victims of repeated aggression reported comparable harm. The findings show that peer aggression experiences that do not meet the bullying criteria are also rated as harmful by victims. More research is needed to fully understand negative peer interactions that include behaviors outside the scope of the bullying definition, particularly with regard to repeated peer aggression. This study suggests that researchers should consider the level of harm experienced by individuals and avoid terminology such as bullying, while policy makers should place a strong and explicit focus on encompassing a broader realm of harmful peer aggression. 相似文献
11.
This study with 326 girls-school teachers developed and tested a model of predictors of the likelihood that teachers will intervene in indirect bullying, and evaluated a professional development presentation. Teachers responded to bullying vignettes before and after a presentation on indirect bullying (Experimentals) or adolescent mental health (Controls). In accord with the model, perceived seriousness of indirect bullying mediated between empathy for victims and likelihood of intervening. Self-efficacy also had a direct effect on likelihood of intervention, though level of knowledge of the impact of indirect bullying made only a small contribution. Compared with Controls, the Experimental Group scored more highly, after the presentation, on perceived seriousness of indirect bullying, empathy for victims, likelihood of intervening and self-efficacy, but not on knowledge of impact. It is concluded that teacher education about indirect bullying may be most effective if it focuses on feelings rather than facts, and provides practical intervention strategies. 相似文献
12.
Paul D. Flaspohler Jennifer L. Elfstrom Karin L. Vanderzee Holli E. Sink Zachary Birchmeier 《Psychology in the schools》2009,46(7):636-649
Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well‐being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to “bystanders” (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school‐wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc. 相似文献
13.
Hye-Young Yun 《Child development》2020,91(4):e814-e832
Using latent profile analysis, this study refined the traditional defender and outsider roles in bullying research and examined intrapersonal, interpersonal, and contextual factors associated with subtypes of roles. Participants were 1,373 adolescents (40% girls, Mage: 14 years) from 54 classrooms in six middle schools. The results revealed that defenders could be classified as either assertive or comforting and that outsiders could be classified as either sympathetic or indifferent. These different profiles were explained by affective empathy, antibullying attitudes, self-efficacy, and responsibility to intervene at the intrapersonal level; popularity and peer preference at the interpersonal level; and peers’ antibullying attitudes and expectations at the contextual level. Implications for studying participant roles in bullying research and for advancing antibullying interventions were discussed. 相似文献
14.
The present study aimed to investigate the diverse aspects of prospective teachers’ dispositional hopes, teaching-specific hopes, and their sources, as well as to explore whether these would significantly predict their preparation for the teaching profession. A total of 851 prospective teachers voluntarily participated in the study. A series of confirmatory factor analyses, multiple regression analyses, and structural equation modeling analyses were conducted to answer the research questions appropriately. The results showed that prospective teachers’ dispositional hopes can be examined based on four factors (i.e. active hope, passive hope, internal sources, and external sources), whereas their teaching-specific hopes can be examined based on seven factors (i.e. student motivation, student development, student achievement, teaching, relationships with students, internal sources, and external sources). The results also demonstrated that the teaching-specific hopes in relation to student development, relationships with students, teaching, and their external sources significantly motivated prospective teachers to be involved in a number of activities related to teaching during teacher education. 相似文献
15.
This research examines empathic dispositions of 178 pre-service teachers. We analyzed open ended responses to animated narrative vignette simulations (ANVs), which served as stimulated experimental situations depicting students in victim and perpetrator scenarios. Empathy was examined by addressing the following questions: (1) Do participants’ responses differ over vignettes? (2) What is the dimensionality of the empathy construct? (3) Is word count an indicator of empathy? (4) Is there a dispositional effect? (5) To what extent do pre-service teachers express empathy? After the text responses of pre-service teachers were coded, log-linear and log-multiplicative association models, which have graphical representations, were used to analyze the data and to develop a context dependent measure of empathy. The results suggest that a single latent variable underlies the responses, and from our measurement model, very few teachers expressed empathy toward the victim in the ANVs. 相似文献
16.
Are teachers aware of how well each of their students is embedded in the sympathy-based peer network of the classroom? In this research, we asked students of 39 classes (N = 821) from different types of schools and grades to nominate the three peers they liked most within their class. At the same time, the 39 classroom teachers were asked to reproduce the nominations they thought every single student would undertake. Using the Jaccard coefficient, we compared the similarity of the social networks that emerged from students’ and the respective teacher’s nominations. Results showed that on average, teachers identified 30.1% of the peer nominations correctly. Elementary school teachers were better attuned to their students’ sympathy relations than secondary school teachers. Teachers’ accuracy in identifying peer relations was predicted by the extent to which they intentionally observed peer interactions in the classroom and by their beliefs whether teachers are accountable for the quality of peer relationships in the classroom. Future studies should further investigate whether students profit in their social and academic development from their teacher being highly accurate in the perception of the classroom’s sympathy peer network. 相似文献
17.
Christina Salmivalli 《理论付诸实践》2014,53(4):286-292
This article provides a view of school bullying as a group phenomenon and practical implications stemming from this approach. The motivation for bullying perpetration often relates to one's social standing in the group. Peer bystanders are typically present when bullying takes place, often providing the perpetrators with social rewards. The more such rewards (e.g., laughing, cheering) are present and the less the victimized children are supported and defended, the more likely bullying is maintained in a classroom or a peer group. However, bystanders are not necessarily aware of the consequences of their responses when witnessing bullying, and they may not know how to support and defend vulnerable peers. In interventions aiming to reduce bullying, peer bystanders' awareness of their own role, their empathy toward victimized youth, as well as their self-efficacy related to defending those youth should be enhanced. Intervention evaluations have shown that changing bystander responses to bullying is a fruitful way to reduce bullying and victimization. 相似文献
18.
Mona Khoury-Kassabri 《Child abuse & neglect》2009,33(12):914-923
ObjectivesThe current study presents the prevalence of students’ reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students’ category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims).MethodThis study is based on a large, nationally representative sample of 16,604 students in grades 7–11 in 324 schools across Israel, who completed questionnaires during class. Using Multivariate Analyses of Variance (MANOVA), the study explores the differences between bully-victim group memberships on their reports of staff maltreatment. It also examines the interaction of students’ gender, nation (Jewish vs. Arab students) and school level (junior high vs. high school student) with physical and emotional maltreatment.ResultsSignificant MANOVA results were found for gender (boys more than girls), nation (Arabs more than Jews) and bully-victim group membership for both emotional and physical maltreatment. Post hoc follow-up analyses revealed that bully-victims reported significantly more staff maltreatment than other students, followed by bullies and victims. Students who were not involved in bullying reported the lowest levels of staff maltreatment. In addition, the interaction analysis revealed that differences in bully-victim subgroup membership vary by gender, nations and school level in both physical and emotional maltreatment.ConclusionThe findings showed that levels of staff maltreatment toward students vary according to the category of students’ involvement in bullying, with bully-victims boys being at the highest risk. These findings mirror past research suggesting that bully-victims present multiple challenges for school staff and they are in need for special attention.Practice implicationThe findings emphasize the need to invest more efforts in helping bully-victims that were found at highest risk for staff maltreatment in both Jewish and Arab schools. Furthermore, it is essential to support teachers to help them cope effectively with difficult situations without resorting to aggression. To achieve this goal, training opportunities for teachers in Israel and other countries need to be expanded. This intervention should be designed and implemented from a “whole school” approach that includes students, school staff, and parents. 相似文献
19.
Little research attention has been paid to bullied students who function better than expected and are therefore defined as “resilient”. The present longitudinal study aimed to identify individual, family and peer factors that predict fewer than expected levels of depression and delinquency following experiences of bullying victimization. The sample consisted 3,136 adolescents. Self-report data were used to measure bullying victimization at age 13 and 14 and depression and delinquency at age 14. We examined the effects of gender, self-esteem, social alienation, parental conflict, sibling victimization and number of close friends on levels of emotional and behavioral resilience following bullying victimization. The resilience measures were derived by regressing depression and delinquency scores at age 14 on levels of bullying victimization at age 13 and 14, respectively. The adolescents who reported low depression despite frequently experiencing bullying tended to be male, had higher self-esteem, were feeling less socially alienated, were experiencing low levels of conflict with parents and were not victimized by siblings. On the other hand, the adolescents who reported low delinquency despite frequently experiencing bullying tended to be female, had higher self-esteem, were experiencing low levels of conflict with parents, were not victimized by siblings and had less close friends. Relationships with parents and siblings continue to play some role in promoting emotional and behavioral adjustment among victims of bullying and, therefore, interventions are more likely to be successful if they target both the psychosocial skills of adolescents and their relationships with their family. 相似文献
20.
Jason J. Barr 《Educational studies》2011,37(3):365-369
This research examined the relationship between teachers’ empathy and perceptions of their school’s culture. Teachers’ ability to change their school’s culture might be limited by their inability to interpret and respond appropriately to student behaviour. As teachers’ empathic abilities increase, it seems likely that they would be better able to understand and respond appropriately to their students. Teachers’ perspective‐taking was positively associated with their positive perceptions of student–peer relations, school norms and educational opportunities. Teachers’ personal distress was negatively related to student–peer relations. Empathy was unrelated to student–teacher relations. It is postulated that it takes more than just empathy to be able to negotiate the complex relationship between student and teacher. With teacher training programmes currently focusing on teacher dispositions, such programmes need to focus more on training future teachers to recognise and exercise their cognitive and emotional empathic capacities. 相似文献