Teachers as obligated bystanders: Grading and relating administrator support and peer response to teacher direct intervention in school bullying

Farley, Jennifer

doi:10.1002/pits.22149

Cited by 22 publications

(20 citation statements)

References 56 publications

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“…As discussed above, teacher bystanders may not have thought the incident warranted attention, feared retaliation, or not known what to do given the lack of reporting procedures. Any implemented anti-violence strategy should emphasize the role of bystanders, this may affect change at the peer level (Lodge & Frydenberg, 2005) and increase teacher efficacy in addressing school violence (Farley, 2018).…”

Section: Discussionmentioning

confidence: 99%

Will You Protect Me or Make the Situation Worse?: Teachers’ Responses to School Violence Against Students With Disabilities

Njelesani

Lai

Gigante

et al. 2021

J Interpers Violence

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School violence is a global public health epidemic, with students with disabilities at a significantly greater risk than their non-disabled peers. Students with disabilities are more vulnerable to school violence from peers, teachers, and school staff due to stereotypes and prejudice. Teachers are pivotal in preventing violence and intervening, but literature on the role that teachers play in responding to disability-based violence is limited. Guided by the social–ecological framework of bullying, this qualitative study explored educators’ responses to school violence against students with disabilities in Zambia. Data generation included document review, interviews, and focus groups with 33 teachers and 12 parents, and child-friendly methods with 90 students with disabilities. Findings illuminated that students with disabilities are less safe in schools. Teachers are not responding to violence seen or heard about due to stigmatizing beliefs and cultural norms surrounding disability and violence, with students with disabilities blamed for the violence and the response being their burden. Students with disabilities felt protected by special education teachers; however, disability-based stigma did not end with the student. By association, special education teachers were experiencing stigma from other teachers and were discouraged to respond. This stigma undermined the support special education teachers could provide to decrease school violence. Findings provide direction so teachers can respond to school violence in prosocial ways that create an environment where students with disabilities feel safe.

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Section: Discussionmentioning

confidence: 99%

Will You Protect Me or Make the Situation Worse?: Teachers’ Responses to School Violence Against Students With Disabilities

Njelesani

Lai

Gigante

et al. 2021

J Interpers Violence

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show abstract

“…Second order perspectives, however, incorporate social contexts as the basis of bullying and address teachers' bystander behavior as the goal of prevention strategies (Kousholt & Fisker, 2015). These kinds of approaches shift the focus away from individual bullying experiences to the overall school environment to implement prevention methods on multiple levels and bring about large-scale cultural change (Farley, 2018). Second order change takes place when social structures change (Kousholt & Fisker, 2015).…”

Section: Faculty Role In Shaping Campus Culturementioning

confidence: 99%

“…Second order change takes place when social structures change (Kousholt & Fisker, 2015). Therefore, teachers have the ability to influence the culture of the classroom through their beliefs about appropriate behavior and their actions towards students (Farley, 2018;Storer et al, 2017).…”

Section: Faculty Role In Shaping Campus Culturementioning

confidence: 99%

“Culture-Bearer, Culture-Sharer, Culture-Changer”

Robinson

Elias-Lambert

Casiano³

et al. 2020

ASW

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Sexual violence is a prevalent issue on university campuses today. Bystander intervention programs, which frame violence as a community problem, are a possible solution to address the issue of sexual violence on campus. As members of the university community, faculty can play an integral role in preventing sexual violence on campus. However, little research has assessed faculty members’ perceptions of their role on campus in the prevention of sexual violence. In this study, three focus groups were conducted with ten faculty members who had participated in a faculty-focused bystander intervention workshop. Researchers coded the narrative data from the focus groups and three themes emerged about faculty members’ perceptions of their role on campus: 1) modeling bystander behavior, 2) ally to students, and 3) changing cultural norms. The study findings reveal that faculty see themselves as having varied roles in the prevention of sexual violence on campus. Social work faculty can use their unique skillset to raise awareness among their faculty colleagues about the need for bystander intervention training for all faculty. The findings also reveal important implications about including faculty in bystander intervention programs in order to change cultural norms around sexual violence on university campuses.

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“…However, since 2002 researchers, advocacy groups, and classroom curricula apply the term ‘upstanding’ to a diverse set of behaviors and context. The bullying prevention literature narrowly defines upstanding behavior as action which ‘defends’ the target and may involve confronting the student perpetrating bullying behavior (Olweus, 2003; Salmivalli, 2014; Salmivalli et al, 1996; Sutton and Smith, 1999) and Latane and Darley’s bystander intervention framework has been applied to explore teacher and student behaviors (Farley, 2018; Pozzoli and Gini, 2013). Advocacy groups (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

Disrupting narrow conceptions of justice: Exploring and expanding ‘bullying’ and ‘upstanding’ in a university honors course

Farley

Gallagher

Bruna

2019

Education, Citizenship and Social

Self Cite

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The term ‘upstanding’ encompasses actions and behaviors grounded in one’s defense of their own beliefs and others. While such broad application of the term has merit, from a critical education perspective it lacks direction. To efficaciously address injustice, upstanding action must go beyond one’s beliefs. A directional application of upstanding behavior, or the notion of ‘upstanding for justice,’ frames upstanding as action to address chronic social victimization via systems of oppression. In this article, we describe the development of a new heuristic to support students’ understanding of upstanding and detail the university honors course in which we used the heuristic to explore the phenomena of ‘bullying’ and historical injustice to expand ideas of ‘upstanding’. Results indicate that students in the course broadened their conceptions of justice and the use of historical cases aided in their understanding of the interplay between individual agency and social structure in social justice efforts.

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Teachers as obligated bystanders: Grading and relating administrator support and peer response to teacher direct intervention in school bullying

Cited by 22 publications

References 56 publications

Will You Protect Me or Make the Situation Worse?: Teachers’ Responses to School Violence Against Students With Disabilities

Will You Protect Me or Make the Situation Worse?: Teachers’ Responses to School Violence Against Students With Disabilities

“Culture-Bearer, Culture-Sharer, Culture-Changer”

Disrupting narrow conceptions of justice: Exploring and expanding ‘bullying’ and ‘upstanding’ in a university honors course

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