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1.
Teacher intervention is an important factor in stopping bullying. Several studies indicate that teachers who believe they are capable of stopping bullying intervene more often in bullying. But this finding has only been based on hypothetical situations. It remains unclear if these results can be replicated in bullying interventions that the teachers actually performed. In addition, some studies claim that self‐efficacy is only connected to teacher intervention in direct forms of bullying, rather than indirect forms. In the current study, teachers' self‐efficacy in bullying interventions and the probability that they will intervene is investigated using self‐reported real‐life bullying situations in a sample of German teachers. Results show that teachers who feel more confident in dealing with bullying report intervening more often in bullying episodes they observed. Teacher training should include discussions of real‐life experiences to promote teachers' self‐efficacy beliefs and increase the probability of teacher intervention.  相似文献   

2.
Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention‐deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why children display ADHD behaviors, and how such attributions affect their experiences with children in the context of interventions to manage these behaviors. Participants were 32 preservice teachers undertaking a practicum in a summer program for 137 children (Grades 1–3), some of whom had ADHD. Teachers were trained to implement classroom‐wide behavioral management. Teachers' attributions for children's ADHD behaviors were assessed using a vignette measure, before teachers had met their students or begun training on intervention techniques. When controlling for attributions regarding oppositional behavior, teachers' initial attributions for ADHD behaviors as less internal/controllable predicted children reporting more positive relationships with that teacher during the summer program. Teachers' initial attributions for ADHD behaviors as less stable predicted teachers' greater satisfaction with the intervention techniques during the summer program and their greater attunement to children's social networks. Cognitions about the causes of children's ADHD behaviors held by preservice teachers may relate to their subsequent experiences with children in the context of implementing classroom behavioral management.  相似文献   

3.
This study examined the prevalence of bullying and victimisation among students in special schools in Taiwan. The sample included 140 students with various disabilities, aged 12–18, from 10 special schools throughout Taiwan. Trained interviewers conducted face-to-face surveys using structured questionnaires. Results show that 31.8% of students in special schools experienced peer victimisation within the past year, while 26.5% of students had bullied others during that period. While the findings did not yield gender differences, students in junior high grades tended to report more victimisation experiences than did their senior high counterparts. Severity of disability was positively associated with both bullying and being bullied; however, no difference was found regarding types of disability. Delinquency was positively associated with student bullying and victimisation. Students who suffered victimisation also reported a higher number of suicide attempts. Implications for policy and practice are discussed.  相似文献   

4.
This study explores the prevalence of different types of bullying and victimisation among Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull‐out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self‐efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion.  相似文献   

5.
The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated.  相似文献   

6.
Bullying and victimisation remains a pervasive problem within the nation’s schools. International research has indicated that students who are enrolled in special education curricula are victimised and perpetrate more bullying than their general education peers. Few empirical studies have examined bullying and victimisation rates among American schoolchildren within special education programmes. The current study examined rates of bullying and fighting perpetration and victimisation among middle‐school students (n = 7331) and high‐school students (n = 14,315) enrolled in general education and special education programmes. As hypothesised, students in special education reported greater rates of bullying and fighting perpetration, and victimisation than general education students. Students who were in self‐contained classrooms reported more perpetration and victimisation than those in inclusive settings. Fighting perpetration was similar for younger and older students in special education settings, whereas fighting perpetration was lower for older students, versus younger students, in general education.  相似文献   

7.
Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools. A video depicting bullying in the presence of bystanders was viewed by late primary (n = 200) and early secondary school students (n = 200). Some 43% of the students indicated that they were likely to help the victim. Questionnaires were employed to assess student attitudes towards victims, beliefs about the expectations of parents, friends, and teachers, perceived self‐efficacy, and social desirability response set. Multiple regression analysis identified as significant predictors of expressed intention to intervene: attending primary school, having rarely or never bullied others, having (reportedly) previously intervened, positive attitude to victims, and believing that parents and friends (but not teachers) expected them to act to support victims. Implications for action to reduce bullying in schools are discussed.  相似文献   

8.
The present study focuses on student teachers as a prospective special resource in the prevention of school bullying in the course of their future professional careers. Special attention is paid to the influence the respondents' own childhood experiences of bullying may have in this regard. To investigate this question, we assessed the respondents' estimations of the level of empathy they felt towards the victims of bullying, the degree of effort they made to prevent bullying, and their ability to identify it. Further, an attempt to assess the long-term consequences of bullying was made, using two different communicative indices: the willingness to communicate and self-perceived communication competence. It is suggested that teachers' own experiences of victimization may enhance their ability to communicate effectively when fighting against bullying at school.  相似文献   

9.
A sample of 575 secondary school students aged 11–15 years was administered a checklist on experiences of bullying, then divided into groups of victims, witnesses and not exposed, and by gender. Participants completed the Strengths and Difficulties Questionnaire on psychosocial adjustment. Victims and witnesses completed another questionnaire on the extent to which they would endorse retaliation/vengeance and avoidance towards the perpetrator. Girls reported being victimised significantly more than boys. Amongst victims, boys scored higher than girls on desire for retaliation/vengeance and on externalising behaviours; girls scored higher on internalising behaviour. Experience of bullying victimisation, rather than merely witnessing it or not being exposed to it, was associated with internalising behaviours for both boys and girls. These measures of psychosocial adjustment were associated with the desire for retaliation/vengeance. Implications are discussed of the links between gender, exposure to bullying, reactions and psychosocial adjustment of secondary school children.  相似文献   

10.
Bullying and victimisation may result from ineffective coping with interpersonal stressors. However, little is known about the preadolescents who are most susceptible to dysfunctional coping styles. Self-efficacy beliefs may be one source of individual differences in coping among those involved in bullying and victimisation. The purpose of the present research was to examine whether links between bullying/victimisation and coping were moderated by self-efficacy beliefs. Participants were 262 Greek preadolescents who completed self-report assessments of bullying/victimisation, coping, and self-efficacy. Results indicated that self-efficacy moderated the association between bullying/victimisation and coping, in that greater use of ineffective coping (i.e., resignation, passive avoidance) predicted bullying and victimisation among preadolescents with moderate and low levels of social and emotional self-efficacy, whereas greater use of adaptive coping (i.e., positive self-instructions, social support) was reported by those with higher self-efficacy beliefs. Practical implications of the findings are discussed.  相似文献   

11.
Teacher education has struggled to better prepare beginning teachers for an increasingly diverse student population. This research examines the role that cooperating teachers play in developing multicultural/equity pedagogy knowledge and skills among student teachers. Five cooperating teachers working in California, USA, each of whom had extensive and successful experiences teaching multicultural/equity pedagogy curricula, were asked to describe how they encourage their student teachers to engage in the materials and strategies they promote. Generally, the cooperating teachers reported that their most successful student teachers were those who came to understand the difference between expecting high-quality work from their students and sympathizing and identifying with their students’ plight as low-income Latino children. More specifically, they noted that student teachers had difficulty leading instructional conversations in small groups of students.  相似文献   

12.
While previous research has consistently cited education as a high risk profession for negative workplace relationships, there has been little consideration of the impact of workplace bullying for those involved. This paper seeks to address this lacuna through the analysis of 24, in-depth interviews with self-identified victims of workplace bullying who work, or have worked, in primary schools. The study reveals the profound physical, psychological, social, and economic effects of these toxic behaviors upon the interviewees, along with the resistance strategies they employed to help them cope with their experiences. Through a lens of Foucauldian conceptualisation of power, this study explores the broader implications for school organizational culture, as well as for individual teachers and the pupils they teach.  相似文献   

13.
Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students’ self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes.  相似文献   

14.
The purpose of this study was to describe the reflections of adults with visual impairments regarding bullying experiences during their school-based education. An interpretative phenomenological analysis research approach was used and 11 participants (aged 20–35 years; seven women, four men) participated in this study. The sources of data were semi-structured audiotaped telephone interviews and reflective field notes. Thematic development was undertaken utilizing a three-step analytical process guided by the research approach. Based on the data analysis, three interrelated themes were constructed: (a) “It would be when they knew there weren't teachers watching”: bullying experiences in unowned and unstructured spaces; (b) “Going through the motions”: feelings about verbal, social, and physical victimization; and (c) “They had their own insecurities”: understanding the bullies and bystanders. The emerged themes provide a unique insight into the way in which those with visual impairments experienced bullying in schools and the meaning they ascribed to those experiences.  相似文献   

15.
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16.
Anti-bullying commitment across school communities is seen as crucial to the effectiveness of interventions. This exploratory study used a mixed-methods design to investigate bullying behaviour, intentions and aspects of the classroom ecology within the context of an anti-bullying initiative that was launched with a declaration of commitment. Across the sample of 14 primary school classes, containing 338 children aged 8–11 years, changes over time in peer-assessed and self-reported bullying and victimisation were found to be associated with changes in pupils’ sense of school belonging and perceptions of their classroom climate. Using a newly-developed theory of planned behaviour measure, changes in bullying were found to be associated with pupils’ intentions and perceived control with regard to engagement in bullying behaviour. No differences were found between intervention and comparison classes on any of the pupil outcome measures. However teachers of intervention classes reported a relative increase in perceived control over undertaking anti-bullying work with their class. The role of the class as a meaningful unit of analysis in the investigation of ecological-systemic bullying interventions in primary schools is highlighted.  相似文献   

17.
ABSTRACT

This paper examines lesbian and gay teachers’ identities and experiences in schools in the context of school policies relating to homophobia and to sex and sexuality education. Drawing on semi-structured interviews with 12 lesbian and gay teachers working in English and Welsh schools, and using the concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/transphobic bullying and sex/uality education and their enactment are perceived by lesbian and gay teachers. The article examines teachers’ personal experiences in relation to sexuality in school, and then broadens out into related issues for pupils and a discussion of the varied approaches to sex and relationships education in the schools. I argue that the enactment of these policies is not straightforward, and that they could be better supported by a more inclusive and comprehensive sexuality education curriculum.  相似文献   

18.
Accumulating evidence suggests that the prevalence of bullying is significantly higher for students with Autism Spectrum Disorder (ASD) than for typically developing students. Additionally, the prominence and growth of social networking and resultant focus on cyberbullying in the last 10 years has added a new dimension to the traditional definitions, environments and experiences of bullying. This paper describes current anti-bullying strategies and the legal climate in regard to bullying in Australia. It then reports on interviews with 10 students with ASD and their parents, and discusses recommendations based on their perceptions for dealing with bullying in schools. Data analysis indicated that both students and parents made a range of recommendations to increase awareness of bullying; improve policies and procedures that can be more clearly communicated to students, teachers and parents; and support programmes that develop communication and relationship building within families and in schools to both prevent bullying and provide coping strategies to deal with bullying if it occurs. Parents also called for schools to give harsher penalties for offenders, particularly repeat offenders. These student and parent recommendations may contribute to the development of school and government policy and practice to help reduce the incidence of all forms of bullying in schools.  相似文献   

19.
《Africa Education Review》2013,10(2):161-174
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20.
Chronic victimisation in adolescence is a traumatic experience with potential negative long-term health consequences. Given that victimisation has been shown to increase over the transition from primary to secondary school, longitudinal data from 1810 students transitioning from primary to secondary school were used to identify victimisation trajectory groups; classified as low-increasing, low-stable, medium-stable and not-bullied. Males with emotional and behavioural difficulties (both internalising and externalising behaviours) and females with externalising behaviours were more likely to be in the increasing and stable victimised groups than the not-bullied group. The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school, and that transition programmes need to emphasise and support social interaction between peers to reduce victimisation and the harms caused by long-term exposure to bullying.  相似文献   

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