Bullying

Yoon, Jina; Kerber, Karen

doi:10.7227/rie.69.3

Cited by 207 publications

(105 citation statements)

References 18 publications

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“…Indeed, reporting bullying may be the first, and in some cases only, step toward stopping victimization. For example, although teachers' interventions can prevent subsequent bullying (Nicolaides, Toda, & Smith, 2002;Yoon & Kerber, 2003), researchers (Crothers, Kolbert, & Barker, 2006;Novick & Isaacs, 2010) have found that, without significant awareness-raising efforts and specific training in the identification of bullying, teachers often do not recognize some interactions as bullying (e.g., see it as teasing) or are otherwise unaware of the bullying that takes place. Moreover, even when teachers witness clear cases of bullying, they are often reluctant to intervene either because they feel unprepared to respond effectively or because they are not sure if the victimized students would welcome their help (Novick & Isaacs, 2010).…”

Section: To Tell or Not To Tellmentioning

confidence: 99%

“…Moreover, even when teachers witness clear cases of bullying, they are often reluctant to intervene either because they feel unprepared to respond effectively or because they are not sure if the victimized students would welcome their help (Novick & Isaacs, 2010). Thus, although teachers are likely to intervene when they feel the bullying is serious (e.g., physical, bodily harm; Craig et al 2000, Yoon & Kerber, 2003, in many cases, they are not likely to intervene unless students approach them directly for help (Novick & Isaacs, 2010). Thus, it becomes critical that teachers have created a climate in which children feel comfortable and safe to approach them about bullying.…”

Section: To Tell or Not To Tellmentioning

confidence: 99%

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To tell or not to tell: What influences children’s decisions to report bullying to their teachers?

Cortes

Ladd

2014

School Psychology Quarterly

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Teachers are the primary agents for creating and maintaining a positive classroom climate-and promoting healthy interpersonal relations with, and among, their students (including the prevention of school bullying) is key to achieving this goal. For this study, it was posited that students' willingness to report bullying to their teachers is an indicator of the degree to which teachers have successfully created such environments. Data were gathered on 278 (135 boys; 152 girls) ethnically diverse (46.4% Hispanic; 43.5% White; 10.2% Black and Other) 8-to-10 year old students. Results showed that classrooms in which children reported greater willingness to report bullying evidenced lower levels of victimization. Moreover, believing that teachers would take an active role in intervening, such as by separating involved students or involving parents and principals, was associated with greater willingness to report than child level characteristics, such as grade, personal blame, and individuals' propensity toward aggression.

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Section: To Tell or Not To Tellmentioning

confidence: 99%

Section: To Tell or Not To Tellmentioning

confidence: 99%

To tell or not to tell: What influences children’s decisions to report bullying to their teachers?

Cortes

Ladd

2014

School Psychology Quarterly

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“…PSTs studied by Kahn et al (2012) said they were more likely to take action in response to overt aggression than to covert. However, the negative outcomes experienced by pupils regardless of the type of victimization is an indicator that these teachers were not trained and sensitized to address the problem properly.ISTs are generally less likely to get involved and intervene personally in cases of relational aggression (Yoon and Kerber, 2003). This population is more prone to leave the solution to children, both bullies and victims (Yoon et al, 2016).…”

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confidence: 99%

Teachers’ Intervention in School Bullying: A Qualitative Analysis on Italian Teachers

2017

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The chances that a teacher will intervene in a case of bullying appear to be associated with several variables, which may be resumed as the confidence that he has in his capability to deal with problems at school. In accordance with Social Cognitive Theory and Attribution Theory, the three-factor model of self-confidence was used to investigate the differences between preservice teachers (PSTs) and in service teachers (ISTs). A qualitative approach was used to examine the strategies of intervention suggested against bullying at school by teachers. Results showed that there are different profiles to PSTs and ISTs. In both groups, participants with low outcome expectations (OEs) revealed a propension to intervention in the classroom, while those characterized by high external locus of control tend to intervene only upon the victims and the bullies. ISTs with high OEs are the group most likely to intervene directly, because they are self-confident in their abilities to put an end to the problem. Overall, the data show that professional experience is important for the interpretation of the phenomenon and remedies suggested. This does not mean that interventions suggested by IST are necessarily effective, but that they tend to have a stronger sense of self-efficacy. Keywords: bullying, qualitative approach, victims, teacher, italy inTrODUcTiOn School bullying is a serious and pervasive problem that has been scrutinized by psychologists, social scientists, and educators since at least the 1970s. It is defined as a repeated, intentionally aggressive behavior that involves an actual or perceived imbalance of power between the perpetrator(s) and the victim(s) (Olweus, 1993(Olweus, , 2003Patton et al., 2017). Bullying generally occurs at school (in the classrooms, the hallways, the bathrooms, the courtyards, and so on) (Hong and Espelage, 2012) and may take different forms. In a dichotomous classification, it may be overt (consisting of material actions such as hitting, punching, or kicking, or verbal aggressions such as insults and threats) or covert (consisting of less visible acts, like gossiping, social exclusion, laughing at, and isolating) (Byers et al., 2011;Power-Elliott and Harris, 2012;Platt et al., 2016). Research has mostly studied bullying at the peer group level, emphasizing its role in influencing the current and future behaviors of the perpetrators, victims, and witnesses (Salmivalli et al., 1996;Salmivalli, 2010;Boulton et al., 2017). However, while reactions from peers certainly affect how students may become involved in and cope with these events (Saarento et al., 2015), other facts are just as important.Recent research has stressed the role of teachers in recognizing episodes of bullying and identifying their actors, as well as in preventing and intervening on them (DeOrnellas and Spurgin, 2017 reinforces or inhibits the various possible behaviors on the part of the bullies, the victims, and the bystanders (Craig et al., 2011), and in general affects how pupils perceive and react to bullying (Gini, ...

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“…There is evidence that these practices reduce the frequency of bullying (Rigby, 2014;Veenstra, Lindenberg, Huitsing, Sainio, & Salmivalli, 2014, Yoon & Kerber, 2003. Teaching practices of direct intervention are positively related to students' perceptions of support at school (Burger, Strohmeier, Sprober, Bauman, & Rigby, 2015;Marshall, Yarber, Sherwood-La, Gray, & Estell, 2015;Reinke & Herman, 2002).…”

mentioning

confidence: 99%

Teaching Practices, School Support and Bullying

Rodríguez¹,

Noriega

Cuervo

2017

WJE

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Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study's aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and 278 (41.9%) girls from 30 primary schools were selected in a city in the northwest of Mexico. The average age of students was 10.4 years (SD = 1.3 years). From the results of the calculation of a model of structural equations, it is inferred that permissive teaching practices are directly related positively to bullying, whereas direct intervention does it in a negatively. It is seen that both types of practices are indirectly related to bullying through its effects on school support. These findings confirm the role of the teacher in the prevention of bullying.

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Bullying

Cited by 207 publications

References 18 publications

To tell or not to tell: What influences children’s decisions to report bullying to their teachers?

To tell or not to tell: What influences children’s decisions to report bullying to their teachers?

Teachers’ Intervention in School Bullying: A Qualitative Analysis on Italian Teachers

Teaching Practices, School Support and Bullying

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