Anti-Bullying-Curricula-Student-Program

Objectives: This study examined bullying trends associated with victimization of teasing, body esteem, and self-esteem among middle school students. Methods: A cross-sectional survey method was used to collect data from 143 students in seventh grade in health classes at a middle school. Results: Overall, 52.8 % of participants admitted that they were bullied within the past 4 weeks. Of those, verbal bullying (46.5%) was the most frequently reported form of bullying experience. Conclusions: The results revealed that verbal bullying (eg, teasing) was the most frequently reported form of bullying and competency teasing and its victimization were more concerning than weight-related teasing in this study. Additional research is needed to determine if competency teasing is more prevalent than weight-related teasing among middle school students.

Professional …, 2007

School counselors responded to an Internet survey containing vignettes describing physical, verbal, and relational bullying. Respondents rated relational bullying the least serious of the three types, they had the least empathy for victims of relational bullying, and they were least likely to intervene in relational bullying incidents. Counselors with anti-bullying training rated relational bullying as more serious and were more likely to intervene in relational bullying incidents than were those without training. Implications for counselor education are discussed.

Australian Journal of Teacher Education, 2011

Covert bullying has become a serious problem in Australian schools. Past research has focused on overt bullying, especially physical forms. This study explores teacher characteristics that influence their attitudes and responses to covert bullying. Responses to three scales measuring teacher attitudes towards bullying, perceived self-efficacy and preferred style of handling bullying incidents, as well as background questions were sought from 62 teachers from a Catholic Diocese in Queensland. Overt bullying incidents were taken more seriously than covert bullying; victims were shown empathy and intervention was likely. All teachers showed high levels of selfefficacy and were likely to intervene in overt bullying incidents. The most predominant style for handling bullying was one that focused on punishing the bully. Ongoing professional development is warranted to help ease this insidious problem in schools.

International Journal of Secondary Education, 2014

This study compares the responses to bullying incidents of 101 forth year preservice teacher trainees in an education college in central South Korea. The subjects were asked to respond to 6 vignettes that varied in the types of bullying, relational, verbal or physical and in the gender of the students in the vignettes in that they either took place at a girls' high school or boys' high school. They were then asked what they would do with the perpetrators and the victims of the bullying. The subjects were much more likely to respond to physical and verbal bullying than relational bullying and when they did respond they took stronger action for both victims and perpetrators of verbal and physical bullying. When comparing the responses across the gender of the high school students the respondents were more likely to respond to cases of male physical bullying if the respondents themselves were male and to female relational bullying if the respondents themselves were female. This research suggests that preservice teachers require more in depth training in how to deal with differing bullying types.

2015

ABSTRACT The purpose of the study was to examine teacher perceptions and teacher characteristics about bullying and to see how distinctions in these variables relate or affect teacher attitudes, when responding to bullying situations in preschool classrooms. The researcher was also interested in investigating how other variables such as preschool program type (i.e., community- based/center models or non-community/school-based models) and race impacted teacher perception when responding to preschool bullying scenarios. Survey data were collected from 133 preschool teachers working in a nonprofit agency serving preschool children across a 13 county area in one state. The study used the Bullying Attitudes Questionnaire-Modified-Revised (BAQ-M Revised; Davis, Burnham, & Mills, 2015). The revised measure was based on Yoon and Kerber’s (2003) questionnaire referred to as the Bullying Attitudes Questionnaire Modified (BAQ-M, 2003). The revised measure maintained the original six vignettes depicting three types of bullying: physical, social, and relational bullying. The revision to the instrument involved the creation of additional questions after each vignette to improve the content validity of scale constructs (i.e., Seriousness, Empathy, and Response). Teacher self-perceptions about classroom behavior management was measured using the Efficacy in Classroom Management subscale of the Teachers Sense of Efficacy Scale Short Form (TSES; Tschannen-Moran & Woolfolk-Hoy, 2001). ANOVAS were used to analyze the first research question. Significant differences were found between Black and White teachers on the construct of Empathy based upon race. Specifically, Black teachers scored significantly higher on the construct of Empathy. A two-way ii ANOVA tested the independent variables of race and setting on the construct of Seriousness. Results of the ANOVA indicated that there were significant differences in race. Regression models were used to analyze the second research question. The results of a four-predictor model comprised on Seriousness, Empathy, Response, and Efficacy in Classroom Management was significant. However, the classroom management subscale of the Teacher Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk-Hoy) was not found to be a significant predictor in the model.

Social Development, 2005

This research examined the effects of three factors (friendship, gender, and topic of teasing) on adolescents’ predicted emotional reactions to hypothetical teasing episodes regarding appearance and academic competence. The 8th graders (n =131) in Study 1 made predictions regarding the negative emotions and humor experienced when teasing occurred in a same-sex dyad of either friends or classmates. The 6th and 8th graders (n=211) in Study 2 responded to hypothetical teasing interactions between same-sex or cross-sex dyads of friends or classmates. The results revealed that teasing by friends was interpreted with a more benevolent frame than that accorded to classmates. Overall, girls expected greater negative affect to result from the teasing than did the boys, especially when teasing was regarding weight. Although 8th graders reported more frequent teasing at school among same-sex peers, there were few grade differences in the predicted emotional reactions. For all students, teasing about weight was predicted to generate the most negative affect and least humor. The results support the relevance of the three factors for understanding the interpretation of teasing.

Today students confront more than writing, reading, and arithmetic in school.

Frontline Learning Research, 2014

Research on bullying has confirmed that social identity processes and group-based emotions are pertinent to children's responses to bullying. However, such research has been done largely with child participants, has been quantitative in nature, and has often relied on scenarios to portray bullying. The present paper departs from this methodology by examining group processes in qualitative reports of bullying provided by teachers. Fifty-one teachers completed an internet-based survey about a bullying incident at a school where they worked. Thematic analysis of survey responses concerned two core themes in the reports: (a) children ganging up on another child and (b) children sticking together to protect each other. There was evidence that children act in specific ways, in line with social identity processes, in order to support or resist bullying. There was also evidence that teachers understand bullying to be a group phenomenon. The implications of these findings for anti-bullying interventions are discussed.