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1.
Teacher intervention is an important factor in stopping bullying. Several studies indicate that teachers who believe they are capable of stopping bullying intervene more often in bullying. But this finding has only been based on hypothetical situations. It remains unclear if these results can be replicated in bullying interventions that the teachers actually performed. In addition, some studies claim that self‐efficacy is only connected to teacher intervention in direct forms of bullying, rather than indirect forms. In the current study, teachers' self‐efficacy in bullying interventions and the probability that they will intervene is investigated using self‐reported real‐life bullying situations in a sample of German teachers. Results show that teachers who feel more confident in dealing with bullying report intervening more often in bullying episodes they observed. Teacher training should include discussions of real‐life experiences to promote teachers' self‐efficacy beliefs and increase the probability of teacher intervention. 相似文献
2.
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
3.
Eleni Andreou Eleni Didaskalou Anastasia Vlachou 《Emotional and Behavioural Difficulties》2013,18(4):235-248
The aim of this paper was to examine the short‐term and long‐term effects of a curriculum‐based anti‐bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully–victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and was implemented by trained teachers within the classroom context. The sample consisted of 454 pupils drawn from fourth to sixth grade classrooms of 10 primary schools in central Greece. A quasi‐experimental pre‐test/post‐test design was used. The findings indicate positive short‐term program outcomes concerning students' attitudes towards bullies and victims, perceived efficacy of intervening in bully–victim incidents and actual rates of intervening behavior. However, the magnitude of the program effects was quite small, since the positive short‐term outcomes were not sustained in the long‐term (post‐test two measures). The results of the study also indicated clear time effects for attitudes towards bullies and victims, self‐efficacy of intervening and intention, as well as actual intervening behavior. The results are discussed in terms of their implications for anti‐bullying interventions. 相似文献
4.
Bullying and victimisation remains a pervasive problem within the nation’s schools. International research has indicated that students who are enrolled in special education curricula are victimised and perpetrate more bullying than their general education peers. Few empirical studies have examined bullying and victimisation rates among American schoolchildren within special education programmes. The current study examined rates of bullying and fighting perpetration and victimisation among middle‐school students (n = 7331) and high‐school students (n = 14,315) enrolled in general education and special education programmes. As hypothesised, students in special education reported greater rates of bullying and fighting perpetration, and victimisation than general education students. Students who were in self‐contained classrooms reported more perpetration and victimisation than those in inclusive settings. Fighting perpetration was similar for younger and older students in special education settings, whereas fighting perpetration was lower for older students, versus younger students, in general education. 相似文献
5.
It is critically important to understand why victims of bullying decide to seek help when they do, particularly from adults, because this reduces the probability of being victimized in the future. This study sought to understand more clearly the patterns of help‐seeking by students who reported being victims of bullying. Participants were students in Years 5 and 6 from six different schools in a large Australian city (N = 259). Data were collected using a self‐report questionnaire. Several factors were explored, including victim category, source of help, and the victim's goals. The results indicated that victims of bullying perceived different sources of help to be related to achieving different goals. Furthermore, the results showed that students who self‐identified as victims of bullying perceived informal sources of help to be easier to talk to about being bullied. Victims also realized that teachers were concerned about them being bullied, but this was not related to being able to ask them for help. Help‐seeking is a complex process involving conflicting goals. The results highlighted several avenues for future research as well as some practical implications. 相似文献
6.
A random sample of 213 school psychologists working in a school setting completed a survey on their schools' current anti‐bullying practices. Talking with bullies following bullying incidents, disciplinary consequences for bullies, and increasing adult supervision were the three most frequently used strategies. Peer juries/court, an anti‐bullying committee, and peer counselors were least frequently used, according to respondents. School‐wide positive behavior support, modifying space and schedule, and immediate responses to bullying incidents were perceived as most effective, whereas avoiding contact between bullies and victims, a zero‐tolerance policy with bullies, and a written anti‐bullying policy were least effective. Results and implications are discussed within the context of empirically supported practices. © 2010 Wiley Periodicals, Inc. 相似文献
7.
Within the context of a widespread concern with children's antisocial behaviour, especially bullying, the development of ‘whole‐school’ policies on bullying, and also recent national guidelines which emphasise the importance of fostering children's prosocial behaviours, this research examines the extent to which children, parents and teachers exhibit within‐ and between‐group consensus, both in their perceptions and relative judgements of different forms of child prosocial and antisocial behaviours, and in their responses to such behaviours. Less consensus was found in judgements of prosodal than of antisocial behaviours, both within and between groups, and significant between‐group differences are discussed in the context of the teaching of social behaviour. 相似文献
8.
The literature suggests that teacher responses to bullying are a function of the type of aggression (overt vs. relational), the gender of the children involved, and characteristics of the teacher. We extended the literature by examining teachers' dispositional coping styles as a predictor of their responses to bullying. Preservice teachers (N = 97) completed a measure of coping styles and then responded to eight vignettes showing overt or relational aggression occurring among boys or girls. Overt aggression was viewed as a bigger problem than relational aggression, and teacher interventions were deemed more necessary for overt than relational aggression. Preservice teachers who typically use more active coping, less denial coping, and less self‐blame responded more actively to bullying, especially in response to relational aggression among boys. These findings point to the need to consider teacher coping styles when working with them to intervene effectively in responding to bullying. © 2012 Wiley Periodicals, Inc. 相似文献
9.
Study goals were to explore whether children clustered into groups based on reactions to witnessing bullying and to examine whether these reactions predicted bullying intervention. Seventy‐nine children (M = 10.80 years) watched bullying videos in the laboratory while their heart rate (HR) was measured, and they self‐reported on negative emotion after each video. Bullying intervention was assessed by school peers. Two groups emerged based on reactions to the bullying videos: The Emotional group (43% of children) displayed HR acceleration and reported high negative emotion, whereas the Unemotional group (57% of children) showed HR deceleration and reported low negative emotion. Group membership predicted bullying intervention, with peers reporting that Emotional children were more likely to stop a bully than Unemotional children. 相似文献
10.
The present study reports the short‐ and long‐term effects of an anti‐bullying intervention program based on a particular set of curricular activities that aimed to create classroom opportunities for awareness raising, self‐reflection, and problem‐solving situations relevant to bullying. The core of the intervention was a four‐week period during which a series of activities were organised in each individual class. An experimental pre‐test/post‐test design with a control group was used. The sample consisted of 454 pupils (206 control: 123 boys and 83 girls; and 248 experimental: 126 boys and 122 girls) drawn from the fourth‐ to sixth‐grade classrooms of 10 primary schools in central Greece (mean age = 10.23, SD = .84). Data were collected using self‐report measures, before the intervention (December 2003), immediately after the intervention, at the end of the same school year (May 2004), and six months afterwards (November 2004). The results indicated that the program contributed to a positive reduction in outsider behaviour (children remaining uninvolved and thus silently allowing bullying to continue) and enhanced students’ self‐efficacy beliefs for both assertion and intervening in bully/victim incidents. However, the long‐term effectiveness of the program was limited. These findings have important implications for interventions to tackle the negative effects associated with bullying in schools. 相似文献
11.
Donna Cross Helen Monks Marg Hall Thérèse Shaw Yolanda Pintabona Erin Erceg Greg Hamilton Clare Roberts Stacey Waters Leanne Lester 《British Educational Research Journal》2011,37(1):105-129
A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied. 相似文献
12.
Chris Lee 《Emotional and Behavioural Difficulties》2013,18(1):61-75
This paper is based upon detailed research over a two‐year period into primary school teachers' attitudes and approaches to bullying. All the teaching staff in a single school contributed to the research and they were thoughtful and reflective in their engagement with the research. The project focuses on the key issue of how teachers define bullying and begins with a consideration of factors that might influence their definition before moving on to develop a framework of key concepts that inform definitions and the problems that emerge from that framework. Teachers' own understanding and the differing forms of definition that developed are discussed. What emerges is a picture of a shared vocabulary and a strong personal understanding about what is meant by ‘bullying’, but little consensus is evident. It leads to a conclusion that endorses the importance of shared understanding amongst the professionals within an institution, and those who work alongside them, that are often called upon to resolve bullying issues. 相似文献
13.
Cross‐sectional studies indicate how many students are victims of bullying at a single time, but do not tell us whether the same students continue to be bullied or whether there is a cumulative impact of bullying over time. This study examined the longitudinal stability and the cumulative impact of victimization in a sample of 382 students assessed in the fall and the spring of Grades 6, 7, and 8. Victimization assessed by both self‐ and peer reports indicated substantial variability in who was bullied, with nearly 51% of students reporting bullying victimization during at least one of the six assessments. The cumulative impact of victimization over 3 years was demonstrated on Grade‐8 outcome measures of absences, disciplinary infractions, suspensions, grade point averages, standardized test scores, reports of youth risk behavior, and perceptions of school climate. This study provides new information about the cumulative impact of peer‐ and self‐reported bullying across middle school. 相似文献
14.
Donna S. Cross Kevin C. Runions Ken A. Resnicow Eileen F. Britt Caitlin Gray 《Psychology in the schools》2018,55(5):464-475
Intervention approaches to bullying are largely preventive in nature, and even these have been shown to be ineffective, if not iatrogenic, with adolescents. Responses to bullying are limited to traditional punitive approaches or “no‐blame” approaches aiming to restore the relationship between the targeted students. Neither of these approaches may effectively engage the perpetrator of bullying at a motivational level, and we propose motivational interviewing (MI) as a means of promoting meaningful behavioral change among youths who bully. We provide a narrative review of MI and map its core features onto the extant literature on self‐reported motivations for bullying, highlighting the ways that MI fits with bullying and could serve as a potent solution that could be deployed by school psychologists and other student support staff members. Qualitative preliminary feedback and initial competency in MI from trained practitioners are presented as preliminary data from a cluster‐randomized control trial, documenting school staff perspectives on the integration of MI into their approach to bullying with recommendations for integrating MI into school settings. 相似文献
15.
Jackie Turnbull 《Emotional and Behavioural Difficulties》2013,18(4):237-247
Children who stammer are often negatively stereotyped by other children and by teachers. They can also be easily identified as targets for teasing and bullying by peers. This may adversely affect their interaction levels in school and lower their self‐esteem. This article suggests an approach aimed at reducing the development of adverse attitudes and behaviours. It describes presentations about stammering given to 9–11‐year‐olds. It shows how these can increase children's understanding of this speech difficulty and alter their negative behaviour towards a child in their class who stammers. A case study is used to illustrate the benefits of such a presentation for one such child who stammers. 相似文献
16.
Cyberbullying behavior among youth has become a growing concern among parents, educators, and policymakers due to emerging evidence documenting its harmful consequences on youths’ development. As such, schools are increasingly required to address to this form of bullying. Thus, effective responses by school staff are needed. However, no study to date has examined the likelihood of cyberbullying intervention among certified and noncertified school personnel. To that end, the present study assessed whether perceptions, attitudes, and self‐efficacy beliefs predicted the likelihood of cyberbullying intervention and examined whether these relationships were moderated by staff status (e.g., certified and noncertified). Results revealed that attitudes toward victims and self‐efficacy beliefs to intervene were significant predictors of the likelihood of cyberbullying intervention among staff; however, the prevalence of bullying and staff attitudes toward bullies were not significant predictors of intervention likelihood. Implications for in‐service staff training efforts are discussed. 相似文献
17.
Allison S. Kert Robin S. Codding Georgiana Shick Tryon Mariya Shiyko 《Psychology in the schools》2010,47(2):193-204
This study examined whether the definition and use of the word “bully” would result in lower self‐reports of bullying behavior by providing students with one of three versions of a self‐report measure with: (a) no reference to the word bully or its definition, (b) the definition of the word bully followed by use of the word in each item, or (c) the definition of the word bully and no further mention of the word bully in the item stems. Participants (N = 114) completed surveys, and statistical comparisons examined the impact of the word bully on reports of bullying behavior. Analyses indicated that respondents provided with a definition of and repeated exposure to the word bully reported significantly less bullying behavior than those who were not exposed to the word or its definition. © 2009 Wiley Periodicals, Inc. 相似文献
18.
Surveys were carried out to assess the UK government’s anti‐bullying pack Don’t suffer in silence in 1996 (after the first edition) and 2002 (after the second edition), to investigate what schools are doing about bullying, and the effect of anti‐bullying policies becoming a legal requirement. Schools in England were approached, randomly but within the constraint of having a spread across geographical regions. In 1996 109 schools and in 2002 148 schools were asked about school policy, interventions, and bullying frequency. Most schools moved from having a bullying policy as part of a broader policy on behaviour and discipline, to having a separate anti‐bullying policy. More schools attempted to survey the extent of bullying and there were changes in the use of particular interventions. Most interventions were rated as moderately useful. Some variations in use and satisfaction between different school levels were found. The implications of anti‐bullying work at schools and its success are discussed. 相似文献
19.
Many school‐aged children have experienced the cruelty of bullying. The impact and effects of bullying have been described extensively in scholarly literature. Unfortunately, the impact of bullying has also made contemporary headlines with the recent rash of school shootings and other forms of school‐based violence. The current body of students brings an additional threat to bullying. Due to their sophisticated use of technology, today's students are using contemporary delivery systems to taunt, tease, and threaten their classmates. Cyberbullying is the newest form of bullying, and it brings additional challenges for school personnel. Because of the unique aspects of cyberbullying, school psychologists need strategies to guide school communities faced with this threatening behavior. © 2008 Wiley Periodicals, Inc. 相似文献
20.
This article addresses Systems Theory as it applies to school-age children's bullying behavior. It focuses on the interrelationships, mutual influences, and dynamics of relationships within the family, and how these may affect children's behavior toward their peers. The theory helps to explain the ways family patterns are reflected in children's negative interactions with peers, particularly bullying behavior. As such, Systems Theory was used to guide development of the content and strategies that formed the family component of Friendly Schools Friendly Families, a whole-school bullying prevention intervention. The intervention was designed to systematically target parenting factors identified as protective of bullying behavior and other problem behaviors, including parent–child communication, parent modelling, parenting style, parent bullying attitudes and beliefs, normative standards about bullying, family management techniques, connectedness, and cohesion. This whole-school program thus actively engaged and enhanced the self-efficacy of both parents and teachers, and was found to be effective in reducing bullying behavior. 相似文献