How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies

Burger, Christoph; Strohmeier, Dagmar; Spröber, Nina; Bauman, Sheri; Rigby, Ken

doi:10.1016/j.tate.2015.07.004

Cited by 162 publications

(166 citation statements)

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“…Thus, for ISTs, the source of distress is the variable on which to intervene. In line with these findings, Burger et al (2015) found that most ISTs prefer to intervene directly on the bully in nonpunitive ways.…”

Section: Discussionsupporting

confidence: 71%

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: Discussionsupporting

confidence: 71%

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

2017

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“…Los docentes prefieren las intervenciones basadas en la autoridad, seguidas por el trabajo no punitivo con los victimarios y la participación de otros adultos o figuras educativas, el trabajo con las víctimas o simplemente aprender cómo ignorar el incidente (Burger, Strohmeier, Spröber, Bauman, & Rigby, 2015) La desventaja potencial para los docentes que realizan intervenciones principalmente paternalistas, es que no pretenden aumentar la empatía de acosador o dar la idea a este del daño en que se ha traducido en los afectados, sino que se centran simplemente en suprimir los aspectos observables de la conducta sancionada, es decir el acto violento o la agresión específica (Burger et al, 2015).…”

Section: Ntroducciónunclassified

“…La modestia en los resultados reportados en otros estudios y experiencias internacionales para la prevención y atención del acoso escolar (Espelage, 2015), se puede mejorar al contar con las herramientas para la medición y recolección de datos que permitan elaborar programas fundamentados en la evidencia y no solamente basadas en la autoridad (Burger et al, 2015) o con enfoques paternalistas que sólo se enfocan en aprender como ignorar el incidente (Burger et al, 2015).…”

Section: Iscusión Y Conclusionesunclassified

Hacia la adaptación de una medida del acoso escolar mediante el Cuestionario Multimodal de Interacción Escolar (CMIE-IV) en una muestra mexicana

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ResumenLa intimidación ocurre en prácticamente todos los sectores de la sociedad, en todos los contextos, escenarios sociales y entornos locales, desde el empleo, la educación y el ocio, lo que justifica su medición y evaluación. El objetivo de este trabajo es validar la estructura del Cuestionario Multimodal de Interacción Escolar (CMIE-IV) en una muestra del norte de México. Se utilizó un diseño cuantitativo, con alcances explicativos. La muestra estuvo compuesta por 703 niños de educación básica de la ciudad de Saltillo, Coahuila, México, pertenecientes a 77 instituciones educativas. Se utilizó el CMIE-IV para la recolección de los datos. La fiabilidad del instrumento fue de .861 y la correlación promedio fue positiva con un valor .157. Los indicadores de bondad de ajuste del análisis confirmatorio demostraron ajuste en algunos de los índices. Los datos demuestran estabilidad y consistencia para la exploración de conductas de acoso, tanto de victimización como de victimarios. Palabras claveBullying, acoso, interacción escolar, medición ResumoA intimidação acontece em quase todos os setores da sociedade, em todos os contextos, cenários sociais e entornos locais, desde o emprego, a educação e o ócio, o que justifica sua mensuração e avaliação. O objetivo deste trabalho é validar a estrutura do Questionário Multimodal de Interação Escolar (CMIE-IV) em uma amostra do norte do México. Utilizou-se um delineamento quantitativo, com escopos explicativos. A amostra foi constituída por 703 crianças da educação básica da cidade de Saltillo, Coahuila, México, pertencentes a 77 instituições de ensino. Foi usado o CMIE-IV para coletar os dados. A confiabilidade do instrumento foi de .861 e a correlação media foi positiva com um valor de .157. Os indicadores de bondade de ajuste da analise confirmatória mostraram ajuste em alguns dos índices. Os dados demostram estabilidade e consistência para a exploração de comportamentos de assedio assim dos vitimados como dos algozes. Palavras chaveAssedio escolar (bullying), interação escolar, mensuração AbstractBullying occurs in practically all sectors of society, in all contexts, social settings and local environments, from employment, education and leisure, which justifies its measurement and evaluation. This work aims to validate the structure of the Multimodal Questionnaire for School Interaction (CMIE-IV) in a sample from northern Mexico. A quantitative design was used, with explanatory scopes. The sample consisted of 703 children of basic education from the city of Saltillo, Coahuila, Mexico, belonging to 77 educational institutions. The CMIE-IV was used to collect the data. The reliability of the instrument was .861 and the average correlation was positive with a value of .157. The indicators of goodness of fit of the confirmatory analysis showed adjustment in some of the indices. The data demonstrate stability and consistency for the exploration of harassment behaviors, both from victimization and victimizers. KeywordsBullying, harassment, school interaction, measurement. 7...

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“…During recent decades, peer‐to‐peer aggression or bullying has been widely acknowledged as a pervasive societal problem that has affected children and adolescents in schools (Burger et al ., ), inmates in prisons (Ireland and Ireland, ) and adolescents placed in residential care institutions (Sekol, ; Sekol and Farrington, , ). Regardless of the diversification in its definitions, bullying is commonly considered a specific type of aggressive behaviour or a form of abuse at the hands of peers that infringes on the rights of the other person (Craig and Pepler, ; Olweus, ).…”

Section: Peer Aggression In the Context Of Institutionalised Childrenmentioning

confidence: 99%

Peer Exploitation: Findings from a Romanian National Representative Sample of Children Living in Long‐Term Residential Centres

et al. 2017

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This study emphasises different facets of peer exploitation awareness and experience identified in closed-type institutions, including a couple of abusive behaviours that have not been previously identified in long-term residential centres.A national representative sample of 1391 children (743 boys and 648 girls) seven to 20 years of age living in 44 long-term residential centres was analysed to identify the prevalence of awareness and experience of peer exploitation. Multilevel logistic regression models were used to identify the predictors of peer exploitation experience.In total, 40.1 per cent of children reported that they were aware of peer exploitation, and 28.5 per cent that they were victims of such exploitation. Additionally, it was shown that (a) children who reported past abuse by a staff member were more likely to be victims of exploitation than those who did not; and (b) an increased number of children in a dorm room predicted a decrease in the odds of peer exploitation experience.This study provides a picture of the developmental environment for children in Romanian orphanages in the late 1990s, prior to subsequent child protection reforms, and underlines the prevalence of exploitation and the risk factors for peer exploitation in closed institutional systems.

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How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies

Cited by 162 publications

References 55 publications

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

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

Hacia la adaptación de una medida del acoso escolar mediante el Cuestionario Multimodal de Interacción Escolar (CMIE-IV) en una muestra mexicana

Peer Exploitation: Findings from a Romanian National Representative Sample of Children Living in Long‐Term Residential Centres

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