A whole-school response: From crisis management to prevention

Tattum, Delwyn

doi:10.1080/03033910.1997.10558141

Cited by 22 publications

(16 citation statements)

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“…Following Lane's (1989) discussion of bullying‐induced fear, Tattum (1997, p. 223) says that bullying may involve a desire to cause a person stress ‘not only by what happens but by the threat and fear of what may happen’. Thus, it can be argued that long‐term fear may be induced by a ‘one‐off’ bullying incident.…”

Section: Researchers' Definitions Of Bullyingmentioning

confidence: 99%

Teachers' and pupils' definitions of bullying

Naylor

Cowie

Cossin

et al. 2006

Brit J of Edu Psychol

154

160

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Section: Researchers' Definitions Of Bullyingmentioning

confidence: 99%

Teachers' and pupils' definitions of bullying

Naylor

Cowie

Cossin

et al. 2006

Brit J of Edu Psychol

154

160

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“…Thus, Tattum (1989) described bullying as the "desire to hurt another" (p. 10), rather than actually harming and hurting. However, Tattum (1997) argued that it was the victim's perception of an incident rather than the intention of the other that was important in defining an incident as bullying "an accidental or unwilling hurtful action would not constitute bullying -unless it was perceived to be so by the victim" (p. 223). Most researchers continue to assert, however, that bullying behaviour is intentional.…”

Section: Intentionmentioning

confidence: 99%

Pupils’ definitions of bullying

2002

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Although there has been a growing interest in research on bullying in the last decade the majority of studies have used definitions of bullying and victimisation derived from researchers' perceptions of the problem. The aim of the present study was to examine pupils' definitions of bullying in school. The participants were 166 pupils in the top two years in five primary schools in Ireland (two in urban areas and three in rural areas). There were 89 male and 77 female participants, with a modal age of 12 years. An interview was designed to elicit pupils' perceptions of the defining characteristics of bullying behaviour including (I) the behaviours described as bullying, (II) the importance of repetition, (III) the importance of intention, (IV) the effect on the victim, (V) the role of provocation and (VI) imbalance of power. The results suggest that repetition, intention, and a lack of provocation may not be central to pupils' definitions of bullying. These results indicate some differences between pupils and researchers on what constitutes the most important defining characteristics of bullying. This suggests that approaches to bullying intervention programmes may need to be reconsidered in light of these findings.

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“…Este fenómeno, junto con el absentismo, es uno de los problemas que más preocupan actualmente a los docentes (Simón et al, 2013;Urbina et al, 2011). Tattum (1997) explica que las conductas disruptivas, en el lenguaje de los profesores, se interpretan como un conglomerado de conductas inapropiadas, como son: falta de cooperación y mala educación, insolencia, desobediencia, provocación y agresión, hostilidad y abuso, impertinencia, amenazas, etc. Dicha disrupción genera un escenario muy apropiado para no aprender y para dificultar la buena marcha de la clase.…”

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Conductas disruptivas desde la óptica del docente: validación de una escala

et al. 2016

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Resumen: En los últimos años han aumentado significativamente las dificultades para impartir clases, debido a lo que se conoce como disrupción en el aula. Prueba de ello son las numerosas publicaciones recientes en torno al tema, así como la frecuencia con la que dicha cuestión aparece en los medios de comunicación. El objetivo principal de esta investigación consiste en validar una escala con el propósito de conocer objetivamente la opinión de los profesionales de la educación sobre las conductas disruptivas en el aula. Teniendo en cuenta literatura previa y utilizando un panel de expertos, se desarrolló una nueva escala de 15 ítems. Se aplicó a una muestra de 346 profesionales, con una media de edad de 43 años. Se llevó a cabo un análisis factorial exploratorio, un análisis de componentes principales y un análisis de correlaciones entre factores. Dichos análisis han permitido comprobar que la estructura factorial de las escalas converge con los factores previstos y reafirma su peso y nivel de confianza. Todo ello permite concluir que la escala es válida para medir la óptica del profesorado respecto a la cuestión objeto de estudio. Los datos indican un óp-timo ajuste de la estructura tridimensional para los ítems de la escala. Palabras clave: escala; Likert; conductas disruptivas; convivencia escolar; educación; validez; fiabilidad; análisis factorial exploratorio.Title: Disruptive behaviours from teacher's perception: validating a scale. Abstract: In recent years difficulties in the field of teaching have increased considerably, due to what it is known as disruptive classroom behaviour. Proof of this can be seen in the fact that this topic is the focus of numerous recent studies and also in the fact that this question appears frequently in the media. The main purpose of this study is to validate a scale in order to know objectively the views of educational professionals about disruptive classroom behaviours. Taking into account previous literature and working with a panel of experts, a new scale of 15 items was developed. The scale was distributed to a sample composed of 346 professionals with an average age of 43. An exploratory factor analysis, a principal components analysis and an analysis of correlations between factors were applied. Such analyses have confirmed that the factorial structure of the scales converges towards the anticipated factors and it reaffirms its weight and confidence level. It can be concluded from this that the scale is valid for measuring the perception of teachers regarding the question being studied. The data indicates an optimum fit of the three-dimensional structure to the items of the scale.

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A whole-school response: From crisis management to prevention

Cited by 22 publications

References 1 publication

Teachers' and pupils' definitions of bullying

Teachers' and pupils' definitions of bullying

Pupils’ definitions of bullying

Conductas disruptivas desde la óptica del docente: validación de una escala

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