Bullying Experiences of Child and Adolescent Mental Health Service-users: A Pilot Survey

Dyer, Kevin; Teggart, Tom

doi:10.1080/13575270701488733

Cited by 26 publications

(22 citation statements)

References 26 publications

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“…Several papers referred to bullying in general terms, not accounting for different types (e.g., physical or verbal), and most presented the students with definitions of what it encapsulated. The majority of studies focused on the adolescent years and gathered data in schools, with the exception of Dyer and Teggart () who collected data in the Child and Adolescent Mental Health (CAMHS) service users in Northern Ireland. Details of these studies are provided in Table S2.…”

Section: Resultsmentioning

confidence: 99%

Bullying and cyberbullying studies in the school‐aged population on the island of Ireland: A meta‐analysis

Foody

Samara

Norman

2017

Brit J of Edu Psychol

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Section: Resultsmentioning

confidence: 99%

Bullying and cyberbullying studies in the school‐aged population on the island of Ireland: A meta‐analysis

Foody

Samara

Norman

2017

Brit J of Edu Psychol

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“…In a long-term perspective, victims (Rigby 2003;Dyer and Teggart 2007) and offenders (Sourander et al 2006) alike may be harmed-even if in different waysby their violent experiences at school. However, the occurrence of violence and threats at school may affect all pupils, even those who are not directly involved at the moment, and consequently this could affect negatively the social climate of the whole group.…”

Section: Safetymentioning

confidence: 98%

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Westling

2009

Soc Psychol Educ

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This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics of educational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments. Definition and rationale of social climateThe social climate in educational settings is shaped by the relationships between teachers and students, and between students. The quality, quantity and directions of these relationships influence the social climate, affecting further students' self-concept, motivation and performance (Fraser 1986). Learning environment research has showed that quantitative and qualitative aspects of educational settings can be described and

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“…Oliver and Candappa (2003) also document how children who had experienced bullying viewed counselling services as an important source of support. Dyer and Teggart (2007) note from research in Northern Ireland with Child and Adolescent Mental Health service users who have experienced bullying, their preference for therapy and/psychological coping strategies in rating the helpfulness of bullying interventions. Berry and Hunt (2007) also report from Australia on the effectiveness of a small group-based cognitive behavioural intervention, the 'Confident Kids' programme piloted with adolescent boys (n0 64, 12Á15 years) who had been bullied in school.…”

Section: School Counselling * An Effective Support Intervention?mentioning

confidence: 98%

“…Moreover, following the completion of a systematic review and meta-analysis of longitudinal studies, Ttofi, Farrington, Losel, and Loeber concluded that ''bullying victimisation is a major childhood risk factor that uniquely contributes to later depression' ' (2011, p. 63). These adverse effects can also impact other areas of victims lives, including their education engagement and attainment (Dyer & Teggart, 2007;Glew, Fan, Katon, Rivara, & Kernic, 2005), life-chances and inter-personal relationships (Farrington & Ttofi, 2009).…”

Section: School Bullyingmentioning

confidence: 99%

Impact Evaluation of a School-based Counselling Intervention in Northern Ireland: Is it Effective for Pupils Who Have Been Bullied?

McElearney¹,

Adamson

Shevlin

et al. 2012

Child Care in Practice

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Bullying remains a significant issue in the lives of many children and young people at school and can have serious negative implications for emotional health and well-being in the short and longer term. This paper reports on an impact evaluation of the effectiveness of a school counselling intervention in promoting positive change in the peer relationships of pupils who have been bullied. Longitudinal data were collected from 202 pupils (mean age 012.5, standard deviation 02.3) using the self-rated Strengths and Difficulties Questionnaire (SDQ). In total, 27.2% of referrals (55 pupils) to the intervention related to being bullied. Latent growth curve modelling confirmed that pupils who had been bullied scored significantly higher initial status scores (1.40, p B0.01) on the Peer problems subscale of the SDQ and experienced a significantly more rapid rate of decrease on this subscale ((0.25, p B0.01) with each successive session of school counselling compared with those pupils who had accessed the intervention for another reason. Results indicate that school counselling is an effective intervention in supporting pupils who have been bullied and should be a key component of an effective whole school approach aimed at addressing bullying. The implications for research and practice development are considered.

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Bullying Experiences of Child and Adolescent Mental Health Service-users: A Pilot Survey

Cited by 26 publications

References 26 publications

Bullying and cyberbullying studies in the school‐aged population on the island of Ireland: A meta‐analysis

Bullying and cyberbullying studies in the school‐aged population on the island of Ireland: A meta‐analysis

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Impact Evaluation of a School-based Counselling Intervention in Northern Ireland: Is it Effective for Pupils Who Have Been Bullied?

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