Teachers' and pupils' definitions of bullying

Abstract

The most important implication of the findings of this study that there are important differences between teachers' and pupils' definitions of bullying is that teachers need to listen carefully to what pupils have to say about bullying and work with and help them to develop their conceptions of the phenomenon. Some teachers, too, need to develop their conceptions of bullying.

Bullying in schoolchildren – its relationship to dental appearance and psychosocial implications: an update for GDPs

“…3,10,15 The prevalence of indirect aggression is possibly underestimated due to the failure of both individuals and teachers to recognise it as a form of bullying. 6,7 The most common form of direct aggression is verbal abuse comprising of name-calling. 9, 10 Fekkes and co-workers 22 reported the frequency of name calling at 30.9%, followed by spreading rumours at 24.8% and physical forms such as kicking and pushing at 14.7%.…”

“…3 Negative actions can be classified as direct or indirect forms of aggression that cause harm to the victim. 4 The definition of bullying has been reported to vary according to the age of the child, 5 between teachers and adolescents 6,7 and due to variations Bullying in school-aged children is a global phenomenon. The effects of bullying can be both short-and long-term, resulting in both physiological and psychological symptoms.…”

The Impact of Cyberbullying and Cyber Harassment on Academic Achievement

“…Lack of robust theory and definitions, a mix of different measurement approaches and the fact that cyberbullying consists of a wide range of ever-changing types of negative behaviour are some of the issues that researchers struggle with. Furthermore, from research on traditional bullying, we have learned that students perceive bullying differently from teachers (Stockdale et al, 2002, Naylor et al, 2006, and that younger children tend to include a wider range of negative conduct than their older peers (Frisen et al, 2008). These issues are probably not less substantial in the context of cyberbullying.…”

Características do bullying na percepção de alunos e professores de uma escola de ensino fundamental

“…Também pode-se constatar que os professores identifi cam com maior frequência os comportamentos de bullying verbal do que físico ou psicológico, o que pode estar amparado no fato de os professores terem mais acesso aos alunos dentro da sala de aula, espaço onde estes dois últimos tipos de violência costumam ocorrer com menor frequên-cia, em decorrência da supervisão do professor. Tais resultados corroboram dados encontrados em pesquisas realizadas anteriormente (Bandeira & Hutz, 2012;Fekkes et al, 2005;Moura, Cruz, & Quevedo, 2011), as quais apontam que comportamentos de maus-tratos verbais tendem a ser identifi cados com maior frequência do que comportamentos de maus-tratos físicos, bem como comportamentos diretos são identifi cados mais facilmente por serem mais visíveis do que comportamentos considerados indiretos (Bulach, Fulbright, & Williams, 2003;Naylor, Cowie, Cossin, Bettencourt, & Lemme, 2006;Olweus, 2006). Todavia, embora a violência psicológica seja menos discutida do que os outros tipos de…”

“…Em grande parte dos estudos realizados sobre este tipo de violência, identifi cam-se práticas de bullying mais facilmente observadas, tais como agressões físicas e verbais (Bulach et al, 2003;Naylor et al, 2006;Olweus, 2006). Entretanto, práticas mais sutis, que se tornam mais difíceis de ser aferidas por professores e colegas, ainda passam despercebidas pela maioria das pessoas.…”