Is It Bullying or Sexual Harassment? Knowledge, Attitudes, and Professional Development Experiences of Middle School Staff

Charmaraman, Linda; Jones, Ashleigh E.; Stein, Nan; Espelage, Dorothy L.

doi:10.1111/josh.12048

Cited by 62 publications

(40 citation statements)

References 26 publications

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“…This suggests that behavior deemed as sexual harassment may sometimes be intended to express and attract romantic and erotic interest rather than to actually cause distress. Similarly, it has been found that cross-gender bullying, which may to a great extent overlap with behaviors qualifying as sexual harassment (Charmaraman, Jones, Stein, & Espelage, 2013;Shute, Owens, & Slee, 2008), often targets popular children (Sainio, Veenstra, Huitsing, & Samivalli, 2012).…”

Section: Sexuality and Subjection To Harassment And Bullyingmentioning

confidence: 99%

Experiences of sexual harassment are associated with the sexual behavior of 14- to 18-year-old adolescents

Kaltiala-Heino

Savioja

Fröjd

et al. 2018

Child Abuse & Neglect

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Subjection to sexual harassment is associated with a number of negative outcomes, such as internalizing and externalizing symptoms and a disinclination to attend school. Among adolescents, sexual harassment may increase with both their emerging sexual desires and increased socializing in mixed-gender peer groups during early adolescence. We set out to study the possible associations between normative and risk-taking sexual behavior and subjection to sexual harassment among adolescents between the ages of 14 and 18 years. The informants included 90,953 boys and 91,746 girls, with a mean (SD) age of 16.3 (1.2) years, who responded to a classroom survey (School Health Promotion Study 2010-2011) in Finland. We found that even early steps in romantic and erotic experiences were associated with experiences of sexual harassment. The more advanced the adolescents' sexual experiences were, the more commonly they reported differing experiences of sexual harassment. These associations were particularly strong among the girls. Among the sexually active adolescents, the more partners the adolescents had for intercourse, the more commonly they reported experiences of sexual harassment. Adolescents actively interested in romantic and sexual relationships may socialize in contexts where sexual harassment is more likely to occur. They may be more sensitive to sexual cues than their non-interested peers, or sexual harassment may be a traumatic experience predisposing adolescents to risk-taking sexual behavior as a form of acting out. A double standard regarding the appropriate expression of sexuality received some support in our data.

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Section: Sexuality and Subjection To Harassment And Bullyingmentioning

confidence: 99%

Experiences of sexual harassment are associated with the sexual behavior of 14- to 18-year-old adolescents

Kaltiala-Heino

Savioja

Fröjd

et al. 2018

Child Abuse & Neglect

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“…To date, most RA and SA prevention efforts have targeted teens through classroom-based education and training (Edwards, Neal, & Rodenhizer-St€ ampfli, 2017). While classroom-based prevention is one component to RA and SA prevention, experts agree that other strategies are needed, including those that target risk and protective factors at outer realms of the social ecological model (DeGue et al, 2012(DeGue et al, , 2014Tharp et al, 2013) and initiatives that engage the important adults in the lives of teens (Charmaraman, Jones, Stein, & Espelage, 2013;Espelage, Low, Polanin, & Brown, 2013;Yoon & Barton, 2008;Yoon & Bauman, 2014).…”

Section: O R I G I N a L A R T I C L Ementioning

confidence: 99%

Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel

Edwards

Sessarego

Mitchell

et al. 2019

American J of Comm Psychol

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The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander—High School Curriculum (BITB‐HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB‐HSC intervention components was associated with school personnel's knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4‐month follow‐up survey that assessed for intervention exposure (284 participants completed both the baseline and follow‐up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB‐HSC components may be a useful tool in improving school personnel's responses to RA and SA among high school students.

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“…The authors adopted a technique of data triangulation that accomplished breadth, depth, minimized bias, and fostered validity (Leeuwis et al, 2015;Charmaraman et al, 2013). Data arose from different sources employing different data gathering tactics to accomplish data saturation.…”

Section: Methods and Designmentioning

confidence: 99%

“…The choice of teachers as self-reporting research participants stemmed from three motivating factors. (1) The literature gap related to teachersí input in deciphering the bullying dilemma (Charmaraman, Jones, Stein, & Espelage, 2013). (2) Teachers are predisposed to first-hand and secondhand witnessing of bullying as they interact directly with students on almost daily basis.…”

Section: Methods and Designmentioning

confidence: 99%

“…Most explored prior studies about school bullying took place in public elementary and middle schools and some authors recommended a replication in public high schools. Such recommendations inspired the choice in this study to interview public high school teachers addressing sampling limitations and gaps in teacher input (Charmaraman, Jones, Stein, & Espelage, 2013). This study addressed the data limitations from teachers by employing a qualitative exploratory case study design, which entailed data gathering from high school teachers as experienced from the second-person viewpoints and triangulated data collection procedures that guaranteed adequate population representation (Leeuwis et al, 2015;Charmaraman et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

George¹,

Strøm

2017

Journal of Teacher Education for Sustainability

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Bullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative exploratory case study was to examine, in-depth, how some high school teachers from two schools in New Jersey perceived student bullying. The primary research question was: What perceptions do teachers have about student bullying? The main data were from face-to-face interviews with 14 teachers who answered semi-structured, open-ended questions. Secondary data originated from physical artefacts. The data analysis consisted of four phases. Inductive analysis allowed for the composition of individual cases. Cross-case analysis allowed data classification into three main areas of inquiry aligned with the three secondary research questions (a) bullying and victimisation dynamics as perceived by teachers, (b) adequacy of current interventions, and (c) adequacy of teachersí professional development for bullying mitigation. The data unveiled inconsistencies between causes of bullying and interventions. It culminated in recommendations for leadership and suggestions for future research.

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Is It Bullying or Sexual Harassment? Knowledge, Attitudes, and Professional Development Experiences of Middle School Staff

Cited by 62 publications

References 26 publications

Experiences of sexual harassment are associated with the sexual behavior of 14- to 18-year-old adolescents

Experiences of sexual harassment are associated with the sexual behavior of 14- to 18-year-old adolescents

Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel

Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

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