Teachers' Attitudes Towards Overt and Covert Bullying, and Perceived Efficacy to Intervene

Byers, Dianne L.; Caltabiano, Nerina Jane; Caltabiano, M. L.

doi:10.14221/ajte.2011v36n11.1

Cited by 75 publications

(101 citation statements)

References 43 publications

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“…Nevertheless, many staff, particularly male and non-metropolitan respondents, did not agree that covert bullying is usually more harmful than overt bullying (despite young people themselves reporting that covert bullying is often more harmful; e.g., Patchin & Hinduja, 2006;Kawabata et al, 2010;Espelage & Swearer, 2003). Reduced adult recognition of the distress resulting from covert bullying, particularly in comparison to overt bullying has also been found in previous research (Bauman & Del Rio, 2006;Byers et al, 2011;Hazler et al, 2001). Gender differences in attitudes to covert bullying may relate to the greater tendency of females than males to report experiencing covert bullying (Cross et al, 2009), though further study is needed to examine this relationship.…”

Section: Staff Attitudes To Covert Bullying and The Need To Respondsupporting

confidence: 80%

The Invisibility of Covert Bullying Among Students: Challenges for School Intervention

Barnes

Cross

Lester

et al. 2012

Aust. j. guid. couns.

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Covert bullying behaviours are at least as distressing for young people as overt forms of bullying, but often remain unnoticed or unacknowledged by adults. This invisibility is increased in schools by inattention to covert bullying in policy and practice, and limited staff understanding and skill to address covert behaviours. These factors can lead to a school culture that appears to tolerate and thus inadvertently encourages covert bullying. This study explores these dynamics in Australian primary and secondary schools, including the attitudes of over 400 staff towards covert bullying, their understanding of covert bullying behaviours, and their perceived capacity to address these behaviours both individually and at a whole-school level. While most respondents felt a responsibility to intervene in bullying situations, nearly 70% strongly agreed with statements that staff need more training to address covert bullying. Only 10% of respondents described their current whole-school strategies as very effective in reducing covert bullying, and fewer than 40% reported their school had a bullying policy that explicitly referred to covert bullying. These results suggest an urgent need for sustainable professional development to enhance school staff understanding, skills and self-efficacy to address covert bullying through school policy and practice, and the need to identify and consolidate effective strategies to better address these behaviours.

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Section: Staff Attitudes To Covert Bullying and The Need To Respondsupporting

confidence: 80%

The Invisibility of Covert Bullying Among Students: Challenges for School Intervention

Barnes

Cross

Lester

et al. 2012

Aust. j. guid. couns.

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“…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).…”

mentioning

confidence: 99%

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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“…A esse respeito, compete destacar que, apesar de existirem evidências indicando que as agressões psicológicas geralmente são interpretadas pelos professores como possuindo natureza menos grave, as vítimas desta violência a classificam como sendo o pior de todas, especialmente a exclusão social (Byers et al, 2011). Ademais, as agressões psicológicas são mais fortemente relacionadas ao estresse emocional do que as agressões físicas, apresentando também maior ligação com a depressão e ideação suicida (Bauman & Del Rio, 2006).…”

Section: Discussionunclassified

“…Na adolescência, o envolvimento em agressões verbais e psicológicas torna-se prevalente para meninos e meninas, embora os meninos igualmente participem em maior quantidade de agressões físicas em relação às meninas (Archer, 2004). Como a maioria das agressões praticadas no bullying possui natureza velada e tendem a ocorrer em locais da escola ou em atividades que possuem menor supervisão de adultos, o relato de sua ocorrência, especialmente às autoridades escolares e aos pais é fundamental para o seu enfrentamento (Byers, Caltabiano, & Caltabiano, 2011;Waasdorp, Bradshaw, & Duong, 2011).…”

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Assistência oferecida a estudantes que relatam serem vítimas de bullying

Silva¹,

Oliveira²,

Sampaio

et al. 2017

Estud. psicol. (Natal)

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ResumoEstudo transversal que objetivou verificar se estudantes vítimas de bullying contam que estão sendo agredidos e se o tipo de agressão sofrida se relaciona à assistência que recebem. Participaram 232 estudantes do sexto ao nono ano do Ensino Fundamental que responderam um questionário autoaplicável. Os resultados indicaram um percentual de vítimas de 22,2%. Prevaleceu para os meninos não contar a ninguém sobre as agressões sofridas e para as meninas contar aos professores. Agressão verbal se associou com não contar a ninguém, o mesmo ocorrendo em relação a se sofrer agressão psicológica e contar aos pais. Não fazer nada foi a reação predominante frente aos relatos feitos pelos meninos. Já as meninas foram auxiliadas na maioria das vezes que contaram a alguém. Houve associação entre agressão verbal e a intervenção de se conversar/orientar a vítima. Denota-se a necessidade de atenção aos relatos de bullying, com vistas ao oferecimento de intervenções resolutivas. Palavras-chave: bullying; violência nas escolas; intervenção social; professor; pais. AbstractHelp provided to students reporting to be victims of bullying. The objective of this cross-sectional study was to verify whether victims of bullying report when they are attacked and if the type of aggression is related to the help they receive. A total of 232 students from the 6th to the 9th grade answered a self-applied questionnaire. The results indicate a percentage of victims of the 22.2%. Most of the boys did not tell anyone about aggressions, while most girls told their teachers. Verbal aggression was associated with not telling anyone, while psychological aggression was associated with telling parents. Not doing anything was the response most frequently observed among the boys, while the girls received help in most instances when they reported the problem to someone. Verbal aggression was associated with talking to/advising the victim. There is a need to establish effective interventions to cope with reports of bullying. Keywords: bullying; school violence; social intervention; teacher; parents. ResumenAsistencia ofrecida a estudiantes que informaron haber sido víctimas de acoso. Un Estudio transversal tuvo como objetivo verificar si estudiantes víctimas de acoso cuentan que están siendo agredidos y si el tipo de agresión sufrida se relaciona con la asistencia que reciben. Participaron 232 estudiantes desde 6º (sexto) a 9º (noveno) año de Ensenãnza Primaria los cuales respondieron un cuestionario autoaplicable. Los resultados indicaron un porcentaje de víctimas de 22,2%. Para los niños, prevaleció el no contar para nadie sobre las agresiones sufridas, y para las niñas, contar para los profesores. La agresión verbal se asoció con el no contar a nadie, aconteciendo lo mismo en relación a si se sufre una agresión psicológica y contar a sus padres. No hacer nada fue la reacción predominante frente a los relatos dados por los niños. En cambio, las niñas fueron auxiliadas la mayoría de las veces que contaron a alguien. Hubo asociación entre la agresión ver...

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Teachers' Attitudes Towards Overt and Covert Bullying, and Perceived Efficacy to Intervene

Cited by 75 publications

References 43 publications

The Invisibility of Covert Bullying Among Students: Challenges for School Intervention

The Invisibility of Covert Bullying Among Students: Challenges for School Intervention

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

Assistência oferecida a estudantes que relatam serem vítimas de bullying

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