Protective Factors and Working with Students Involved in Bullying: Commentary on the Special Issue and Dedication to Dan Olweus

Nickerson, Amanda B.; Ostrov, Jamie M.

doi:10.1007/s12310-021-09471-5

Cited by 4 publications

(1 citation statement)

References 56 publications

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“…С социально-экологической точки зрения существует несколько факторов индивидуального уровня (например, когнитивные установки, эмоциональный интеллект и другие), которые защищают людей от негативного воздействия буллинга. Также особую роль играют учителя, родители, друзья, а также вовлеченность школы (администрации и учителей) (Nickerson, Ostrov, 2021). В частности, как показывают исследования, мощными факторами защиты будут являться хорошая успеваемость, а также социальные компетенции уча-щегося.…”

Section: Introductionunclassified

Current Problems of Preventing Aggressive Behavior in the Educational Environment: A Case Study of Three Schools in the Russian Countryside

Guryanova

Selivanova

2021

RUDN J. Psychol. Pedagog.

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Among the most acute socio-pedagogical problems facing the modern Russian school is the increasing number of aggressive manifestations in the educational environment. This situation actualizes the schools need for the prevention and correction of aggressive behavior. The article presents the results of a socio-pedagogical research, the purpose of which was to identify the types and forms of aggressive behavior in the educational environment and to explore the current state of preventive work. The study was conducted by the Institute for the Study of Childhood, Family and Upbringing in July 2021 in the form of a questionnaire survey of directors of educational organizations. The methodology of the research included a socio-pedagogical analysis of situations of aggressive manifestations among students, teachers and parents; study of social, environmental, family and personal factors of aggressive behavior; and identification of mechanisms for preventing aggressive behavior in the educational environment. The results are presented in the format of socio-psychological portraits of three schools located in the countryside, which are prominent representatives of Russian rural society. The study made it possible to draw the following main conclusions: (1) preventive work becomes an independent type of pedagogical work; (2) cyber-aggression, which was actively manifested during the period of distance learning and now requires comprehensive preventive work with students, teachers, and parents, is an over-pressing problem for educational organizations; (3) todays school is faced with the urgent task of developing and implementing programs for the prevention and correction of aggressive behavior. The ideas presented in the article can be used in the practice of educational organizations of different types.

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Section: Introductionunclassified

Current Problems of Preventing Aggressive Behavior in the Educational Environment: A Case Study of Three Schools in the Russian Countryside

Guryanova

Selivanova

2021

RUDN J. Psychol. Pedagog.

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Race-based Bullying Victimization and Adjustment Difficulties: Racial-Ethnic Differences in the Protective Role of School Equity

Perepezko

Bradshaw

et al. 2023

Int Journal of Bullying Prevention

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Understanding Teachers’ Likelihood of Intervention in Bullying Situations: Testing the Theory of Planned Behavior

van Aalst,

Huitsing,

Veenstra

2024

Int Journal of Bullying Prevention

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Despite the expanding body of research on school bullying and interventions, knowledge of what makes teachers intervene in bullying situations remains limited. Based on the Theory of Planned Behavior, a theoretical framework that combined the predictive elements contributing to teachers’ likelihood of intervening was tested empirically. The model used teachers’ characteristics and behavior as predictors of their tendencies to identify, prevent, and reduce bullying. Survey data of 114 primary school teachers (Mage = 42 years, 87% female, 10 schools) and 66 secondary school teachers (Mage = 40 years, 44% female, 5 schools) were analyzed using multilevel regression models. Teachers’ attitudes (including perceived seriousness of bullying) and behavioral control (including attribution styles) were related to teachers’ likelihood of intervening in six hypothetical bullying situations. Two other main elements of the Theory of Planned Behavior (subjective norms, as measured with perceived collegial support) and the additional element of knowledge (about the distinguishing characteristics of bullying) were unrelated to the likelihood of intervention. These findings emphasize the importance of teachers’ attitudes and attribution styles to the likelihood of intervention. These can be emphasized in teacher training and anti-bullying programs to empower teachers more systematically.

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Protective Factors and Working with Students Involved in Bullying: Commentary on the Special Issue and Dedication to Dan Olweus

Cited by 4 publications

References 56 publications

Current Problems of Preventing Aggressive Behavior in the Educational Environment: A Case Study of Three Schools in the Russian Countryside

Current Problems of Preventing Aggressive Behavior in the Educational Environment: A Case Study of Three Schools in the Russian Countryside

Race-based Bullying Victimization and Adjustment Difficulties: Racial-Ethnic Differences in the Protective Role of School Equity

Understanding Teachers’ Likelihood of Intervention in Bullying Situations: Testing the Theory of Planned Behavior

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