A Comparison of Teacher-Rated and Self-Reported Threats of Interpersonal Violence

The association between teachers’ identification of children who use threats and children’s self-identification as threateners was explored. The role of age, gender, and various student characteristics in influencing teachers’ identification of threateners was examined. Participants were 3,201 children in Grades 3 through 6. Results indicated significant but low associations between teacher and child self-reports of threatening behavior. Although there was agreement among the majority (67%) of students, teacher and self-reports diverged for a significant number of students (33%), thereby revealing the unique perspectives each brings to the task of documenting verbal threats. Concordance rates between teacher identification and children self-reports of threatening behavior were lower for students with higher levels of aggression and peer rejection. Implications for schools are discussed

Aggression · Association (psychology · Concordance · Developmental psychology · Identification (biology · Interpersonal communication · Interpersonal relationship · Psychotherapist · Task (project management · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Education Discipline and Inequality · Psychology · Social Psychology

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