Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts

Yoon, Jina; Sulkowski, Michael L.; Bauman, Sheri

doi:10.1080/15388220.2014.963592

Cited by 120 publications

(191 citation statements)

References 38 publications

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“…Thus, ISTs with high OEs are more likely to get involved and to not leave the solution to children (see Yoon and Kerber, 2003;Yoon et al, 2016). Furthermore, they have an array of strategies available to meet the students' needs and expectations (Zee and Koomen, 2016).…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ Intervention in School Bullying: A Qualitative Analysis on Italian Teachers

2017

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The chances that a teacher will intervene in a case of bullying appear to be associated with several variables, which may be resumed as the confidence that he has in his capability to deal with problems at school. In accordance with Social Cognitive Theory and Attribution Theory, the three-factor model of self-confidence was used to investigate the differences between preservice teachers (PSTs) and in service teachers (ISTs). A qualitative approach was used to examine the strategies of intervention suggested against bullying at school by teachers. Results showed that there are different profiles to PSTs and ISTs. In both groups, participants with low outcome expectations (OEs) revealed a propension to intervention in the classroom, while those characterized by high external locus of control tend to intervene only upon the victims and the bullies. ISTs with high OEs are the group most likely to intervene directly, because they are self-confident in their abilities to put an end to the problem. Overall, the data show that professional experience is important for the interpretation of the phenomenon and remedies suggested. This does not mean that interventions suggested by IST are necessarily effective, but that they tend to have a stronger sense of self-efficacy. Keywords: bullying, qualitative approach, victims, teacher, italy inTrODUcTiOn School bullying is a serious and pervasive problem that has been scrutinized by psychologists, social scientists, and educators since at least the 1970s. It is defined as a repeated, intentionally aggressive behavior that involves an actual or perceived imbalance of power between the perpetrator(s) and the victim(s) (Olweus, 1993(Olweus, , 2003Patton et al., 2017). Bullying generally occurs at school (in the classrooms, the hallways, the bathrooms, the courtyards, and so on) (Hong and Espelage, 2012) and may take different forms. In a dichotomous classification, it may be overt (consisting of material actions such as hitting, punching, or kicking, or verbal aggressions such as insults and threats) or covert (consisting of less visible acts, like gossiping, social exclusion, laughing at, and isolating) (Byers et al., 2011;Power-Elliott and Harris, 2012;Platt et al., 2016). Research has mostly studied bullying at the peer group level, emphasizing its role in influencing the current and future behaviors of the perpetrators, victims, and witnesses (Salmivalli et al., 1996;Salmivalli, 2010;Boulton et al., 2017). However, while reactions from peers certainly affect how students may become involved in and cope with these events (Saarento et al., 2015), other facts are just as important.Recent research has stressed the role of teachers in recognizing episodes of bullying and identifying their actors, as well as in preventing and intervening on them (DeOrnellas and Spurgin, 2017 reinforces or inhibits the various possible behaviors on the part of the bullies, the victims, and the bystanders (Craig et al., 2011), and in general affects how pupils perceive and react to bullying (Gini, ...

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Section: Discussionmentioning

confidence: 99%

“…This population is more prone to leave the solution to children, both bullies and victims (Yoon et al, 2016). They tend to have low confidence in their ability to deal effectively with bullying, which affects their willingness and ability to get involved.…”

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confidence: 99%

Teachers’ Intervention in School Bullying: A Qualitative Analysis on Italian Teachers

2017

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“…Others are more specifically directed either toward the perpetrator such as disciplining bullying behavior or indicating its intolerability (Yoon & Kerber, 2003), or toward the target, such as giving support, consoling or working with the target (Bauman & Del Rio, 2006). The most common reaction is disciplinary sanctioning of perpetrators (Bauman & Del Rio, 2006;Rigby & Bauman, 2010;Yoon, Sulkowski, & Bauman, 2016).…”

Section: Socialization Of Moral Disengagement Teachers' Responses mentioning

confidence: 99%

“…This is targeted by features such as increased playground supervision, but also by extending the program over time so that attitudes and perceived self-efficacy of intervention can change (Ttofi & Farrington, 2010). Second, the finding that disciplinary sanctions decreased bullying and that this relation was mediated by moral disengagement gives credit to what is not only the most frequently endorsed practice (Bauman & Del Rio, 2006;Rigby & Bauman, 2010;Yoon et al, 2016), but also among the most effective components of school-based bullying intervention programs (Ttofi & Farrington, 2010). Finally, the results regarding victim support enforce the idea that effective prevention requires a focus on the victim.…”

Section: Teachers' Responses To Victimizationmentioning

confidence: 99%

The efficacy of teachers’ responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying

Campaert

Nocentini

Menesini

2017

Aggressive Behavior

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Teachers respond differently to bullying and victimization. Socio-cognitive and moral domain theory suggest that students process teachers' behavior cognitively and that teachers' responses to incidents of bullying and victimization could affect students' level of moral disengagement. We examined the mediating effect of students' moral disengagement between types of teachers' responses to situations of bullying and victimization and individual bullying using multilevel mediation modelling. Participants were 609 students (50% boys, age M = 11.47, SD = 1.14) of central Italy, nested in 34 classes. Students rated the frequency of self-reported bullying and of teachers' responses to incidents of bullying and victimization on a 5-point Likert scale. Teachers' responses to bullying included non-intervention, mediation, group discussion, and sanctions. Teachers' responses to victimization included non-intervention, mediation, group discussion, and victim support. Results indicated that in the teachers' responses to incidents of bullying model, a significant indirect effect of non-intervention (β = .03; 95%CI [.01, .05]) and of sanctions (β = -.02; 95%CI [-.04, -.01]) on bullying through moral disengagement was found at the individual level. Similarly, in the model on teachers' responses toward victims there was a significant indirect effect through moral disengagement of non-intervention (β = .03; 95%CI [.02, .04]) and victim support (β = -.01; 95%CI [-.02, -.001]). At the class level there were no significant indirect effects. In sum, results indicated that moral disengagement is an important mediator at the individual level and suggest including teachers in anti-bullying interventions with a specific focus on their role for moral development.

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“…As agressões físicas, por exemplo, por ocasionarem lesões corporais visíveis, são consideradas mais graves pelos professores e, por essa razão, estes tendem a agir de forma imediata e severa frente a esta modalidade (SILVA et al, 2013;SULKOWSKI;BAUMAN, 2016). Nesta direção, um estudo realizado com estudantes de licenciaturas revelou que os futuros professores propunham intervenções mais severas para a agressão física e sentiam mais empatia pelas vítimas desse tipo de agressão (BAUMAN; DEL RIO, 2006).…”

Section: Crenças Dos Professores Sobre Bullyingunclassified

Prevenção e enfrentamento do bullying: o papel de professores

Silva

Bazon

2017

Rev. Educ. Espec.

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ResumoA boa convivência entre os estudantes no ambiente escolar representa um desafio. Como na escola o pluralismo da sociedade é refletido, as diferenças pessoais, étnicas/ culturais e econômicas podem originar conflitos e violência. A violência entre pares, intencional, repetitiva, que envolve desequilíbrio de poder, é denominada bullying. A escola é o local principal de expressão desta problemática que, no Brasil, ocorre com maior frequência nas salas de aula. O bullying afeta negativamente o clima escolar e o desenvolvimento de todos os envolvidos -agressor, vítima e espectadores. Embora o nível de conhecimento dos professores sobre o bullying varie em termos de abrangência e de profundidade, este não é, de modo geral, suficiente para que identifiquem ou para que sejam sensíveis a todas as agressões em sala de aula. Dentro disso, as intervenções que realizam tendem a ser pontuais e desarticuladas. Para muitos professores e outros agentes escolares prevalece a crença de que o bullying é "brincadeira" de crianças/adolescentes e de que as suas consequências não são muito graves. Assim, denota-se a importância de formação do professor, de modo a incrementar não somente seu conhecimento sobre o tema, mas, principalmente, sua sensibilidade e sua competência para intervir no problema, contribuindo assim para que o clima escolar seja menos violento e excludente. Esse é o foco deste ensaio teórico.Palavras-chave: Bullying; Formação do professor; Intervenção.

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Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts

Cited by 120 publications

References 38 publications

Teachers’ Intervention in School Bullying: A Qualitative Analysis on Italian Teachers

Teachers’ Intervention in School Bullying: A Qualitative Analysis on Italian Teachers

The efficacy of teachers’ responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying

Prevenção e enfrentamento do bullying: o papel de professores

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