How Teachers Deal with Cases of Bullying at School: What Victims Say

Rigby, Ken

doi:10.3390/ijerph17072338

Cited by 29 publications

(41 citation statements)

References 34 publications

(39 reference statements)

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“…pack in Maltese schools that showed a significant reduction in the level of self-reported bullying among severely bullied students [25]. The effectiveness of the intervention for severe victims, even with a small effect size is particularly relevant since previous studies have showed that children with high levels of peer rejection may continue to be victimized after anti-bullying interventions [21], especially when the interventions were delivered by teachers [22]. In addition, our study suggested that it is possible to intervene not only in relation to severe victims [23,24], but to include the whole class in the program.…”

Section: Discussionmentioning

confidence: 99%

“…However, Kaufman and colleagues [21] pointed out that even if universal anti-bullying interventions can produce effective results, some children with high levels of peer rejection and individual risk factors (e.g., internalizing and parent-child relationship problems) continue to be victimized. In addition, Rigby [22] stressed that when bullying is particularly severe, teacher-led interventions were less successful.…”

Section: Effectiveness Of Anti-bullying Interventions On Victimsmentioning

confidence: 99%

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The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying

Guarini

Menabò

Menin

et al. 2020

IJERPH

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Background: Bullying is a serious public issue, which mainly occurs in school with negative consequences for the students involved as victims. Very few teacher-delivered interventions have shown positive changes in the victims. The present study aimed at implementing the P.E.A.C.E. (Preparation, Education. Action, Coping, Evaluation) pack program, developed in Australia, in Italian high schools. Method: The effectiveness of the program was analyzed through an observational study (pre/post-intervention), involving 551 Italian high school students who completed a questionnaire on bullying victimization, self-efficacy, and bystander behavior. The students were divided into three groups (not involved students, occasional and severe victims) according to their self-reported victimization in the pre-intervention. Results: After the intervention, severe victims (victimized once/week or more often) showed a significant decrease in victimization and higher scores in self-efficacy, while an increase in victimization was observed in the not involved students. As reported by all the groups after the intervention, classmates were perceived more likely to intervene when a bullying episode occurred. By contrast, occasional and severe victims perceived their teachers as less likely to intervene. Conclusions: The P.E.A.C.E. pack is a promising program confirming in Italian schools the effectiveness already shown in other countries. This program is very useful for severe victims, supporting their self-confidence with a decrease in the frequency of aggressive episodes.

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Section: Discussionmentioning

confidence: 99%

Section: Effectiveness Of Anti-bullying Interventions On Victimsmentioning

confidence: 99%

The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying

Guarini

Menabò

Menin

et al. 2020

IJERPH

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“…We also found that in the case of teachers it is more likely that they approve the non-confrontative interventions, such as discussions with the actors involved with a view to improve the situation or to cooperate/communicate with the family representatives and do not greatly favor the authority-based measures, which are mostly mentioned by the majority of the pupils (imposing discipline through grounding or harsher penalty). Teachers' resilience to active involvement in bullying situations is also mentioned in findings from other studies, where it is stated that, in general, teachers who become aware of bullying incidents choose to take measures rather than to ignore the situation (Rigby et al 2020).…”

Section: Suggested Measures At the Family Levelmentioning

confidence: 83%

How to Tackle Bullying in School – Investigation Study

Sîrbu

Bacter

2021

RREM

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This study deals with the way in which society, through its local actors and stakeholders can move towards concrete actions of commitment and involvement in the suppression of bullying in schools. Bullying issue represents a current international and national scale concern, having serious implications on the mental and social health of the individuals involved. This paper is preoccupied about the perceived possibilities to manage this one of the most common and severe forms of negative behaviour among pupils. Within the first pages of the paper we present relevant aspects considering bullying phenomenon and its implications according to the results provided by international papers research, with emphasis on the pupils’ quality of life. In the second part we present a set of recommendations for improving the intervention in cases of school. The recommendations were drawn while considering pupils’ and teachers’ proposals related to the strategies and measures to prevent and combat school bullying. The study involved 72 pupils from Romanian middle schools and 41 teachers (teachers, school psychologists, and principals) from educational establishments of Bihor County. The research method used for data gathering was the interview-based inquiry. For analyzing participants’ responses, we employed thematic and content analysis techniques through QSR NVIVO 12 software. The analysis of pupils’ position in relation to school bullying pointed out the uncertainty and the feelings of insecurity they experience about this issue. The interviewed teachers’ priorities the role of family in the fight against this phenomenon and suggest the necessity of an active and collaborative strategic undertaking between actors and stakeholders at the community and society levels.

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“…However, some feel sorry for the victim and try to ease the situation in their capacity (Rigby, 1997). Studies have also shown that victims seldom seek help from their teachers or parents; they think intervention from teachers or parents is ineffective and only brings in more harassment from the bullies (D Olweus & Gredler, 1993;Rigby, 2020b). Literature Review School management is responsible for promptly addressing any reported bullying cases within their schools and should have defined policies and procedures compliant with the school's culture.…”

Section: ___________________________________________________________________________mentioning

confidence: 99%

Principals’ Self-Efficacy Beliefs about Managing Bullying Cases in Secondary Schools

Siddiqui¹,

Muhammad²,

Naseer³

2021

ojs

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School education is termed as the foundation that has the whole life of the child dependent upon. Schools are expected to be at par with the latest educational trends, shaping the students' personalities by mitigating the adversities of life yet contemplating skills needed to succeed in life later on. For the very same reason, modern schools ensure an overall environment conducive to the overall development of children. Several factors can hinder the process, among which bullying in schools has become the major concern. School principals have the encumbrance to maintain a hassle-free environment and an uninterrupted teaching-learning process in school. The study, therefore, sought to explore the efficacy beliefs of the principal to deal effectively with bullies while interplaying with different paradigms of bullying management. The theoretical framework was nested in the six approaches presented by Rigby as in Traditional Disciplinary Approach, Strengthening the Victim, Mediation, Restorative Justice, The Support Group Method, and the Shared Concern Approach. A Phenomenological research design was used, and seven principals of schools in Lahore were selected as participants of the study through purposive sampling. A self-constructed, semi-structured interview guide was used as the basic data collection tool. The obtained data were interpreted to meaningful information in relevance to the study by using profiling and then the reflexive thematic analysis technique. Findings revealed that participants are well aware of the concept of bullying, its types, and the adversities associated with bullying. Most of them have devised their hybrid systems to counter bullying in their schools. However, strengthening the victim was found to be the approach the participants feel most efficacious to work with. They regard it fruitful and rewarding in terms of the outcome.

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How Teachers Deal with Cases of Bullying at School: What Victims Say

Cited by 29 publications

References 34 publications

The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying

The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying

How to Tackle Bullying in School – Investigation Study

Principals’ Self-Efficacy Beliefs about Managing Bullying Cases in Secondary Schools

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