Journal ArticleDOI
Self-reported handling of bullying among junior high school teachers in Finland
Leena Sairanen,Karen Pfeffer +1 more
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This paper examined teachers' views on the extent and ways in which they would intervene in bullying situations and found that teachers with over 20 years of experience were more likely to report that they would work with the bully than teachers with less than ten years service.Abstract:
Teachers play an important role in bullying prevention. This study examines teachers' views on the extent and ways in which they would intervene in bullying situations. The sample comprised 136 teachers from junior high schools in Finland (107 females and 29 males). Years of service ranged from newly qualified to over 20 years of experience. Seventy teachers reported they had previously received training for school bullying situations. Participants completed the Handling Bullying Questionnaire which measures teachers' responses to five key aspects of intervention: working with bullies, working with victims, disciplining the bully, enlisting other adults and the extent of ignoring the incident. Results indicated that, overall, teachers were most inclined to discipline the bullies, followed by enlisting other adults, working with bullies, working with victims, and finally ignoring the incident. Anti-bullying training was found to be a significant factor in explaining teachers' handling of bullying. Teachers with over 20 years of experience were more likely to report that they would work with the bully than teachers with less than ten years service. Implications of the findings were discussed with regards to the provision of anti-bullying training.read more
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Journal ArticleDOI
Affective and Cognitive Empathy as Mediators of Gender Differences in Cyber and Traditional Bullying.
Çiğdem Topcu,Özgür Erdur-Baker +1 more
TL;DR: In this article, the authors examined the role of the cognitive and affective empathy in explaining gender differences in bullying through multiple mediation analysis and found that only the combined effect of affective and cognitive empathy mediated the gender difference in cyberbullying.
Journal ArticleDOI
How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies
TL;DR: For example, the authors found that about 60% of teachers would apply authority-based interventions toward bullies without working with victims at the same time, while only 3% would work with victims without using authoritybased intervention toward bullies.
Journal ArticleDOI
Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts
TL;DR: This article investigated teacher responses to bullying incidents and the effects of individual and contextual variables on these responses, finding that teachers were more likely to discipline bullies and to teach victims prosocial skills in physical bullying as opposed to relational or verbal bullying.
Journal ArticleDOI
Teacher characteristics and peer victimization in elementary schools: a classroom-level perspective.
Beau Oldenburg,Marijtje A. J. van Duijn,Miranda Sentse,Gijs Huitsing,Rozemarijn van der Ploeg,Christina Salmivalli,René Veenstra +6 more
TL;DR: The results support the notion of an association between teacher characteristics and peer victimization and suggest that both teachers’ perceived ability to handle bullying among students and teachers' own bullying history were positively associated with the classroom victimization rate.
Journal ArticleDOI
Bullying Intervention in Schools: A Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective:
TL;DR: In this paper, a study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2% female) from 24 schools.
References
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Book
Bullying at School: What We Know and What We Can Do
TL;DR: In this paper, the authors present an overview of intervention programs for bullying in Norway and Sweden, focusing on three levels of intervention: the individual level: serious talks with the bully, the teacher level, and the class level.
Journal ArticleDOI
Bullying at School: Basic Facts and Effects of a School Based Intervention Program
TL;DR: The author reviewed both literature dealing with the incidence of bullying in schools in Norway and Sweden and the results of an evaluation of a school intervention program aimed at bullying, finding no empirical support for three common myths about bullying.
Journal ArticleDOI
Early predictors of male delinquency: a review.
Rolf Loeber,Thomas J. Dishion +1 more
TL;DR: A systematic review is presented of prediction studies on delinquency to identify etiological variables for delinquency that, in different studies and across different populations, show good predictive validity.
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