Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach Over Security Measures?

Gerlinger, Julie; Wo, James C.

doi:10.1080/15388220.2014.956321

Cited by 82 publications

(82 citation statements)

References 69 publications

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“…to protect participants), the 11‐year olds were not asked if they had intervened in such incidents. School‐wide interventions to prevent bullying have had limited success (Vreeman et al ; Gerlinger & Wo ), although findings reported here confirmed that teenage peers felt able to act against bullying of particularly vulnerable peers (Cappadocia et al ; Rowley et al ).…”

Section: Discussionsupporting

confidence: 51%

Autism awareness in children and young people: surveys of two populations

Dillenburger

Jordan

McKerr

et al. 2017

J intellect Disabil Res

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Section: Discussionsupporting

confidence: 51%

Autism awareness in children and young people: surveys of two populations

Dillenburger

Jordan

McKerr

et al. 2017

J intellect Disabil Res

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“…In contrast, authoritative school discipline (Gregory and Cornell 2009) and an authoritative teacher style (not to be confused with an authoritarian teacher style) includes warmth, responsiveness, autonomy-supportiveness, high expectations, demandingness, and fair and consistent rule enforcement (Wentzel 2002). Authoritative school discipline and teacher style are related to both greater academic achievement (Gregory and Weinstein 2004) and less antisocial behavior, aggression, and bullying (Cornell and Huang 2016; Gerlinger, and Wo 2016; Gregory et al 2010). An authoritative teacher style is also prominent in the core principles behind the Olweus Bullying Prevention Program (Olweus and Limber 2007) and should counteract all three CU traits as well as promote harm-effect moral reasoning among children.…”

Section: Discussionmentioning

confidence: 99%

Callous-Unemotional Traits, Harm-Effect Moral Reasoning, and Bullying Among Swedish Children

Thornberg

Jungert

2017

Child Youth Care Forum

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BackgroundAlthough callous-unemotional (CU) traits have been associated with bullying among children and adolescents, relatively little is known about whether each of the three sub-constructs of CU traits—callous, uncaring, and unemotional—are associated with bullying when they are considered concurrently in the analysis.ObjectiveThis study was the first to examine in a single model whether callous, uncaring, and unemotional traits are directly related to the perpetration of bullying and to harm-effect moral reasoning in bullying among children as well as whether these three CU traits are indirectly related to bullying mediated by harm-effect moral reasoning.MethodsSelf-reported data on CU traits, harm-effect moral reasoning in bullying situations, and bullying perpetration were collected from 381 children from 13 schools in Sweden. Structural equation modeling was used to test the hypotheses.ResultsWhen all three sub-constructs of CU traits were included in a single model, greater callousness and uncaring were directly associated with greater bullying. In contrast, greater harm-effect moral reasoning was associated with less bullying. Moreover, greater callousness and unemotional were indirectly associated with greater bullying through the reduced use of harm-effect moral reasoning.ConclusionsOur findings demonstrate that all three CU traits are important to address, although their associations with bullying took some different paths, and that callousness appears to be the most important CU trait in relation to bullying.

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“…Theoretical perspectives offer contrasting expectations about the direction of the relationship between school security and adolescent victimization; some hypothesize that increased security should reduce victimization whereas others suggest that increased security should increase it. Moreover, existing empirical findings lend support to both of these hypotheses (e.g., Gerlinger and Wo 2016, Tanner-Smith et al 2017). To further complicate matters, some scholars have suggested that race is an important consideration when assessing the effects of school security measures (Hirschfield 2010, Wacquant 2001).…”

Section: Discussionmentioning

confidence: 79%

“…Some studies have found that school security measures are associated with lower levels of victimization. For example, one study found that adolescents attending schools with more security measures reported less relational bullying victimization (Gerlinger and Wo 2016). Similarly, another study found that having adults supervising the hallways was associated with less victimization, although there were no significant effects for other school security measures (Blosnich and Bossarte 2011).…”

Section: Existing Literature On School Security Measures Adolescent mentioning

confidence: 99%

“…Moreover, the existing empirical literature provides mixed findings. For instance, some studies have found that schools’ use of multiple security measures is associated with increased rates of victimization (Schreck and Miller 2003; Tanner-Smith et al 2017; Taylor 2010) while others have found the opposite (Gerlinger and Wo 2016). Given the mixed findings, it is possible that there is true heterogeneity in the effect of school security measures on victimization; security measures might influence the experiences of different types of students in different ways.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

School Security Measures and Longitudinal Trends in Adolescents’ Experiences of Victimization

Fisher

Mowen

Boman

2018

J Youth Adolescence

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Although school security measures have become a common fixture in public schools across the United States, research on the relationship between security and adolescent victimization is mixed, with very few studies examining trends in adolescent victimization across time. Using two waves of data from the Educational Longitudinal Study 2002 (N = 7659; 50.6% female; 56.7% White, 13.3% Black, 13.5% Hispanic, 11.3% Asian American, 5.4% other race), results from a series of multi-level models demonstrate that adolescents in schools with more security measures report higher odds of being threatened with harm, and no difference in odds of being in a physical altercation or having something stolen over time. Although prior research has established racial disparities in using school security measures, results demonstrate inconsistent patterns in the extent to which adolescents' race conditions the relationship between security and victimization. The findings are discussed in light of existing theoretical and empirical work, and implications for both research and practice are offered.

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Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach Over Security Measures?

Cited by 82 publications

References 69 publications

Autism awareness in children and young people: surveys of two populations

Autism awareness in children and young people: surveys of two populations

Callous-Unemotional Traits, Harm-Effect Moral Reasoning, and Bullying Among Swedish Children

School Security Measures and Longitudinal Trends in Adolescents’ Experiences of Victimization

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