Bullying: teachers’ views and school effects

Siann, Gerda; Callaghan, Margaret; Lockhart, Ruth; Rawson, Lorraine

doi:10.1080/0305569930190306

Cited by 50 publications

(44 citation statements)

References 2 publications

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“…This finding is agrees with Zindi (1994) study conducted in Zimbabwe, who revealed that 16% of boarding school students were bullied now and then while 18% were bullied more often. However, the findings of this study contradicts the findings of Whitney andSmith (1993), andSiann et al (1993) whose findings indicated that within the school, the play ground is the most common setting for bullying.…”

Section: Discussion Of Findingscontrasting

confidence: 57%

Exploring Bullying in Nigerian Secondary School and School Administrators Strategies for Its’ Management Department of Educational Administration and Policy Studies

Asiyai¹

2015

JESR

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Section: Discussion Of Findingscontrasting

confidence: 57%

Exploring Bullying in Nigerian Secondary School and School Administrators Strategies for Its’ Management Department of Educational Administration and Policy Studies

Asiyai¹

2015

JESR

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“…Sin embargo, características tales como el desequilibrio de poder, la intencionalidad, la frecuencia y la duración no se toman en consideración. Estos resultados obtenidos en la medida inicial son similares a los obtenidos en otras investigaciones que apuntan en la misma dirección Boulton, 1997;Hazler et al, 2001;O'Moore, 2000;Siann, Callaghan, Lockhart y Rawson, 1993). Sin embargo, los datos varían al revisar los resultados finales del grupo experimental.…”

Section: Discusión Y Conclusionesunclassified

Impacto de un curso sobre maltrato entre iguales en el currículum universitario del profesorado

Muñoz¹,

Berbén²,

Cabezas³

2017

EJREP

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Impacto de un curso sobre maltrato entre iguales en el currículum universitario del profesorado ResumenIntroducción. Aunque el maltrato entre alumnos afecta directamente al profesorado, la formación de estos profesionales para hacer frente al fenómeno es escasa. Una de las posibles vías de intervención para evitar esta situación es la inclusión de contenidos de formación específicos sobre maltrato entre iguales en el currículum universitario. Se presenta un trabajo que muestra el impacto de un curso de formación sobre malos tratos entre iguales sobre los conocimientos, percepciones y actitudes del profesorado en formación.Método. Los participantes (n=199) son profesores en formación de Educación Infantil, Primaria y Secundaria. Para la recogida de datos se utiliza el Cuestionario sobre maltrato entre iguales en la escuela (2002) adaptado al español para esta investigación. Ésta se realiza siguiendo un diseño cuasi-experimental pre-post de dos grupos no equivalentes.Resultados. Los resultados obtenidos indican mejoras estadísticamente significativas entre los miembros del grupo experimental relacionadas con la caracterización del fenómeno, identificación de agentes implicados, caracterización de víctimas y agresores, elección de estrategias de enfrentamiento al maltrato, así como una mejora en la percepción de la auto-eficacia para afrontar con garantías el tratamiento del problema. Discusión y conclusiones.Los resultados obtenidos, acordes a otras investigaciones realizadas, permiten afirmar que los miembros del grupo experimental han modificado y mejorado los conocimientos y percepciones sobre el maltrato entre iguales. La formación específica tiene un impacto positivo y pone de manifiesto la necesidad de introducir contenidos específi-cos en los planes de estudio del profesorado que permitan al alumnado conocer problemas educativos.Palabras clave. Maltrato entre iguales, profesorado, intervención, currículum universitario. AbstractIntroduction. Although bullying directly affects teachers their formation for facing it is scarce. One of the possible intervention ways for avoiding this situation is to include specific contents about bullying within initial university curriculum. We present a work that shows the impact of specific training on trainee teachers' knowledge, perceptions and attitudes towards this problem. Results. The results point out significant statistical improvement among experimental group members related with characterization of the phenomenon, detection of involved agents, victims and aggressors characterization, coping strategies for tackling bullying as well as an improvement of self-efficacy for facing bullying with guarantee. Discussion and conclusions.The results similar to other researches allows to affirm that experimental group members have modified and improved their knowledge and perceptions about bullying. Specific training has a positive impact and advice about the necessity of including specific contents about scholar problems into the university teachers' curriculum those allow...

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“…This allows them, for a time, to feel competent and as though they have proved themselves to be worthwhile. Siann et al (1993) interviewed teachers in regard to whether they believed there was a specific personality that bullies had in common. It was found that most of the teachers (16 out of 20) did not believe that there was, with one teacher commenting that if teachers only looked for a particular type of bully then other bullying incidents would go unnoticed.…”

Section: Introductionmentioning

confidence: 99%

Coping and Psychological Distress as a Function of the Bully Victim Dichotomy in Older Children

Cassidy

Taylor

2005

Soc Psychol Educ

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While it has been well established that bullying and being bullied have negative psychological consequences for children, the more recent literature has suggested a more complex relationship based on social cognition. A debate has arisen as to whether bullies have deficits or strengths in social cognition. In a study of 236 children (112 males and 124 females) aged between 12 and 15 years the current research explored three main aspects of social cognition, problem-solving style, perceived control and optimism in both bullies and victims. The findings suggest that the debate may hinge on whether the bullies are also victims. In this study bullies had higher scores on problem-solving control while bully victims had the lowest scores. These variations corresponded to differences in psychological distress suggesting that bullies may have developed more effective coping strategies with the reverse being true for bully victims.

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Bullying: teachers’ views and school effects

Cited by 50 publications

References 2 publications

Exploring Bullying in Nigerian Secondary School and School Administrators Strategies for Its’ Management Department of Educational Administration and Policy Studies

Exploring Bullying in Nigerian Secondary School and School Administrators Strategies for Its’ Management Department of Educational Administration and Policy Studies

Impacto de un curso sobre maltrato entre iguales en el currículum universitario del profesorado

Coping and Psychological Distress as a Function of the Bully Victim Dichotomy in Older Children

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