Perceived severity of school bullying in elementary schools based on participants’ roles

Chen, Li Ming; Cheng, Wen; Ho, Hsiao-Chi

doi:10.1080/01443410.2013.860220

Cited by 29 publications

(18 citation statements)

References 39 publications

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“…Researchers have also considered moderator variables that could influence bystander responses to traditional versus cyberbullying and severity of the bullying incident and gender have been implicated. Young people are known to make evaluations about the likely impact of different types of bullying on victims (Chen et al 2015;Williams and Guerra 2007) and so severity is thought to influence the bystander responses they make. However, again, there is inconsistency in extant research and theory.…”

mentioning

confidence: 99%

Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

Macaulay

Boulton

Betts

2018

J. technol. behav. sci.

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Young people are frequently exposed to bullying events in the offline and online domain. Witnesses to these incidents act as bystanders and play a pivotal role in reducing or encouraging bullying behaviour. The present study examined 868 (47.2% female) 11-13-year-old early adolescent pupils' bystander responses across a series of hypothetical vignettes based on traditional and cyberbullying events. The vignettes experimentally controlled for severity across mild, moderate and severe scenarios. The findings showed positive bystander responses (PBRs) were higher in cyberbullying than traditional bullying incidents. Bullying severity impacted on PBRs, in that PBRs increased across mild, moderate and severe incidents, consistent across traditional and cyberbullying. Females exhibited more PBRs across both types of bullying. Findings are discussed in relation to practical applications within the school. Strategies to encourage PBRs to all forms of bullying should be at the forefront of bullying intervention methods.

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confidence: 99%

Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

Macaulay

Boulton

Betts

2018

J. technol. behav. sci.

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“…This trend is important to note, as literature suggests that teachers struggle more so in identifying more covert and relational forms of aggression/bullying (e.g., exclusion, rumor spreading) and Note. Proactive behavior expectations and approvals were treated as continuous variables given their distributions; aggression was dichotomized are less likely to perceive these covert forms warrant adult intervention as compared to more overt (e.g., physical) forms (Bauman and Del Rio 2006;Chen et al 2015;Doll et al 2004). Further, studies show that teachers have difficulty deciphering between play and real fighting (e.g., Richards 2016;Schåfer and Smith 1996).…”

Section: Discussionmentioning

confidence: 99%

Coaching Teachers to Detect, Prevent, and Respond to Bullying Using Mixed Reality Simulation: an Efficacy Study in Middle Schools

Pas

Waasdorp

Bradshaw

2018

Int Journal of Bullying Prevention

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Teachers play a critical role in bullying prevention but often struggle to identify bullying and intervene effectively, particularly in real time and in the classroom. The coaching literature suggests that ongoing, tailored supports are often needed to promote changes in teacher practices. The purpose of this study was to examine the efficacy of an adapted version of the Classroom CheckUp (CCU) coaching model, which utilized mixed reality simulation to allow teachers to practice addressing the detection of, prevention of, and responding to bullying in the classroom. The sample included 78 teachers within 5 middle schools, randomized to either receive coaching or serve as a comparison teacher. Teachers provided survey data regarding their perceptions about the occurrence of bullying and how they respond to bullying. Classroom observations of teacher preventive and responding practices as well as student aggression were conducted by trained observers. Regression analyses examining differences between intervention and comparison teachers, following coaching provided during one school year, indicated that intervention teachers were more likely to report responding to bullies with referrals to counselors and other staff, to intervene with the victims and perpetrators, and report that they do not perceive adults at their school do enough to address bullying in schools. Survey data regarding detection approached significance; however, observational data regarding preventive practices and responding showed no differences. Together with prior research findings showing that the intervention was acceptable and feasible, these results demonstrate the promise of this preventive intervention for increasing teachers' responding to and detection of bullying in classrooms.

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“…Each item is associated with one of the four different types of bullying behaviors: physical (5 items, "Being shoved or tripped"), verbal (4 items, "Being cursed at"), relational (4 items, "Being ostracized"), and cyber (4 items, "Being teased online"). Chen et al (2013) developed the survey to assess perceived seriousness of bullying occurrences among students; therefore, the wording was changed in order to assess teachers' perceived seriousness of bullying occurrences, e.g., "Having humiliating photos posted online" became "A student having humiliating photos of them posted online". A definition of bullying was provided by the scale developers and is presented at the top of the survey.…”

Section: Methodsmentioning

confidence: 99%

The Bystander Intervention Model: Teacher Intervention in Traditional and Cyber Bullying

Eldridge

Jenkins

2019

Int Journal of Bullying Prevention

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Bullying, both traditional and cyber, has been associated with several negative outcomes for students, but when bystanders (such as peers or adults) intervene, bullying will often decrease or stop. Teachers are especially important adult bystanders because they are more likely than parents to witness or hear about bullying, especially bullying that occurs in the school setting, but previous research has shown that teachers often do not intervene. Applying the Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act) to bullying in schools may help us understand why teachers may or may not intervene. Via self-report, this study examined associations among affective empathy, perceived bullying seriousness, and each step of the Bystander Intervention Model in Bullying for both traditional bullying and cyber bullying among 150 elementary-high school teachers. Results indicate a positive association between affective empathy and engagement in each step of the Bystander Intervention Model for traditional bullying. Additionally, affective empathy was positively and significantly related to two of the steps (notice the event and take responsibility) for cyber bullying. There was also a positive association between perceived bullying seriousness for two steps of the model (notice the event and interpret as an emergency) for traditional bullying. Implications for teacher involvement in bullying prevention and intervention are discussed.

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Perceived severity of school bullying in elementary schools based on participants’ roles

Cited by 29 publications

References 39 publications

Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

Coaching Teachers to Detect, Prevent, and Respond to Bullying Using Mixed Reality Simulation: an Efficacy Study in Middle Schools

The Bystander Intervention Model: Teacher Intervention in Traditional and Cyber Bullying

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