Resistant to the message: are pupils unreceptive to teachers’ anti-bullying initiatives and if so why?

Boulton, Michael J.; Boulton, Richard

doi:10.1080/03055698.2011.643112

Cited by 12 publications

(16 citation statements)

References 3 publications

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“…Yet, as Boulton and Boulton (2012) suggest, this form of systematic aggression continues to be common in schools, with students becoming more and more unreceptive to teachers' anti-bullying lessons. Not only that, research has shown that bullying can have longterm mental health implications (Copeland et al 2013;Wolke 2014).…”

Section: Introductionmentioning

confidence: 95%

‘Man up!’ bullying and resilience within a neoliberal framework

Sims‐Schouten

Edwards

2016

Journal of Youth Studies

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This study investigates perceptions in relation to bullying, with a particular focus on discussions around resilience, drawing on data from focus group interviews with young people (mean age 14 years old), parents and teachers (N = 40). We view self-conduct and the governance of human behaviour as situated within a neoliberal framework, locating accountability and responsibility within the individual. Our methodological framework consists of a multi-level 'synthesised' discourse analysis. Firstly, drawing on discursive psychology, we focus on the interactive accomplishments of talk, such as managing facts, blame and accountability. The second level of discourse analysis focuses on the wider discourses that participants draw on to make sense of themselves, including common sense discourses and ideologies. In their narratives, the participants construct resilience in relation to bullying in terms of individual empowerment, responsibility and 'manning up'; a skill that can be taught and acquired. Not only that, long-term implications of bullying are negated in favour of a neoliberal approach towards self-responsibility in the here and now. This has implications for strategies in relation to bullying and supporting young people in building resilience. More research is needed to establish key notions in relation to resilience, and the multidimensionality of protective factors in relation to bullying. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 95%

‘Man up!’ bullying and resilience within a neoliberal framework

Sims‐Schouten

Edwards

2016

Journal of Youth Studies

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“…Teaching children about avoiding dangers posed by other people, dangers that characterize many of the online risks identified by scholars (see Table 1), is not always easy, and sometimes they report failing to listen to 'formal' lessons delivered by teachers 11 . With this is in mind, it is also encouraging that the intervention was deemed to be acceptable by those who experienced it, and that there was a significant increase in the number of CATZ tutees who expressed a desire to learn about online safety from older students.…”

Section: Discussionmentioning

confidence: 99%

“…They were encouraged to work in their class table groups but could swap groups. Because students have perceived adult-implemented initiatives to tackle pastoral/safety issues as 'boring', 11 we engendered a sense of fun and ownership of the lesson that complemented tutors' sense of responsibility. Tutors were informed that we would provide them with the required content (Table 1), and suggestions about how they might plan, test and deliver a lesson, but that the details would be left to them.…”

Section: The Catz Interventionmentioning

confidence: 99%

“…10 On the other hand, some degree of resistance to having teachers lead sessions on these kinds of 'pastoral' issues has been found. 11,9,12 An alternative to teacher-led instruction is to use cross-age teaching, i.e., have older students teach younger students. Young people often regard older peers as role models and hence may be more open to learning about online safety issues from them than from teachers.…”

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confidence: 99%

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Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study

Boulton

Camerone

et al. 2016

Cyberpsychology, Behavior, and Social Networking

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Children are heavy users of the Internet and prior studies have shown that many of them lack a good understanding of the risks of doing so and how to avoid them. This study examined if the cross-age teaching zone (CATZ) intervention could help children acquire important knowledge of online risks and safety. It allowed older students to act as CATZ tutors to design and deliver a lesson to younger schoolmates (tutees), using content material about online risks and safety provided by adults. Students in Year 6 (mean age = 11.5 years) were randomly assigned to act as either CATZ tutors (n = 100) or age-matched controls (n = 46) and students in Year 4 (mean age = 9.5 years) acted as either CATZ tutees (n = 117) or age-matched controls (n = 28) (total N = 291). CATZ tutors, but not matched controls scored significantly higher on objective measures of knowledge of both online risks and safety, and CATZ tutees, but not matched controls did so for online safety. Effect sizes were moderate or large. CATZ was highly acceptable to participants. The results suggest that CATZ is a viable way to help school students learn about online dangers and how to avoid them.

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“…Þar sem stór hluti eineltis fer fram á skólatíma bera kennarar, skólastjórnendur og annað fagfólk sem starfar við grunnskóla eðlilega mikla ábyrgð (Garandeau, Vartio, Poskiparta og Salmivalli, 2016;Vanda Sigurgeirsdóttir og Sif Einarsdóttir, 2004;Yoon, Sulkowski og Bauman, 2016). Rannsóknir hafa sýnt að kennurum gengur ekki alltaf vel að taka á einelti þó að þeir reyni oftast að grípa inn í fái þeir vitneskju um slíkt (Burger, Strohmeier, Spröber, Bauman og Rigby, 2015) og hafi jafnvel fulla trú á því sjálfir að aðgerðir þeirra séu árangursríkar (Boulton og Boulton, 2012). Nemendur eru alla jafna ekki sammála þessu og telja aðgerðir kennara bera mun minni árangur en kennararnir telja sjálfir.…”

Section: Kennarar Og Eineltiunclassified

Viðhorf íslenskra grunnskólanema til eineltis og inngripa í eineltismál út frá reynslu þeirra af einelti

Sigurgeirsdóttir¹,

Arnarsson²

2019

Netla

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Einelti er algengt og alvarlegt vandamál í skólastarfi. Þó að skólayfirvöld hér á landi hafi gripið til ýmissa aðgerða til að sporna við einelti hefur árangurinn ekki verið eins góður og vonast var til. Í þessari rannsókn var skoðuð reynsla íslenskra grunnskólanema af einelti og jafnframt könnuð viðhorf þeirra til ýmissa þátta, eins og inngripa kennara, ábyrgðar nemenda, viðbragða áhorfenda og eineltisáætlana skóla. Rannsóknarspurningar voru eftirfarandi: Eru viðhorf nemenda til eineltis ólík eftir reynslu þeirra af einelti? Eru viðhorf nemenda til eineltisáætlana og viðbragða við einelti ólík eftir reynslu þeirra af einelti? Svarendur voru 10.651 nemandi í 6., 8. og 10. bekk á Íslandi veturinn 2013–14 eða 84% af heildarfjölda nemenda í þessum árgöngum. Niðurstöður sýna að hægt er að skipta þátttakendum í fjóra hópa eftir tengslum þeirra við einelti. Hóparnir eru þolendur, gerendur, hvoru tveggja þolendur og gerendur og svo þau börn sem ekki tengjast einelti með beinum hætti. Í rannsókninni voru svör þátttakenda við níu spurningum um einelti skoðuð út frá þessum fjórum hópum. Í ljós kom að viðhorf nemendanna lituðust af reynslu þeirra af einelti. Gerendur og þolendur/gerendur höfðu til að mynda neikvæðari viðhorf til ýmissa þátta. Einnig kom í ljós að aðeins um helmingur þátttakenda taldi sig þekkja eineltisáætlun skóla síns. Þá vakti athygli að um tíu prósent nemenda töldu að einelti væri þolendum að kenna. Auk þess óttaðist nokkur hluti nemenda að mæta í skólann vegna eineltis. Niðurstöður rannsóknarinnar benda til þess að vinna þurfi með viðhorf nemenda og auka umræður og fræðslu um eineltisáætlanir og inngrip í eineltismál.

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Resistant to the message: are pupils unreceptive to teachers’ anti-bullying initiatives and if so why?

Cited by 12 publications

References 3 publications

‘Man up!’ bullying and resilience within a neoliberal framework

‘Man up!’ bullying and resilience within a neoliberal framework

Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study

Viðhorf íslenskra grunnskólanema til eineltis og inngripa í eineltismál út frá reynslu þeirra af einelti

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