This study applied a theory of bystander intervention to teachers and has proven to have much utility in understanding how other bystanders may influence a teacher's direct intervention in instances of school bullying. Middle-school teachers (n = 63) completed an online survey, which utilized video scenarios, and quantitative methods were utilized in analysis. Factors analyzed in relation to direct intervention included teacher accuracy in identifying bullying behavior, intended teacher response, perception of administrator support and peer response, and self-efficacy. Results indicate that peer response (F(8, 58) = 6.067, p = .014) and administrator support (F(14, 58) = 6.515, p = .009) have significant impact on a teacher's direct intervention in incidents of school bullying. Results also suggest that all teachers do not perceive administrator support or effective peer response in incidents of school bullying.

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The expansion of infant mental health (IMH) to at-risk preschoolers and their families has contributed to the integration of relational play therapy (RPT) into IMH treatment services for this population. Integrating RPT allows access to specialized play and expressive techniques specific to preschool and family development, which improves the clinical ability to meet the multiple and complex needs of at-risk parent-child dyads and their families. This article will examine the RPT literature and explore the similarities and differences between IMH and RPT. In addition, two case studies will highlight a five-phase, integrative clinical-treatment process and provide insight into how IMH clinicians are integrating RPT models and maintaining adherence to the IMH treatment approach.

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