Bullying Intervention in Schools
A Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective
Bibliographic Data
| ID | 11670953 |
|---|---|
| Authors | Sebastian Wach (0000-0003-2787-6646, University of Potsdam, corresponding author), Ludwig Bilz (0000-0003-3017-0492, Brandenburg University of Technology, Cottbus, Germany), Saskia Niproschke (University of Potsdam), Wilfried Schubarth (0000-0002-5639-5094, University of Potsdam) |
| Year | 2018 |
| Volume | 39 |
| Issue | 5 |
| Pages | 642-668 |
| Publication date | 2018-06-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431618780423 |
| OpenAlex | W2808376877 |
| Language | EN |
| Citations received | 49 |
| References cited | 49 |
To date, little has been known about teachers’ success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student’s bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers’ interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed
Developmental psychology · Intervention (counseling · Perspective (graphical · Poison control · Psychological intervention · Suicide prevention · Applied Psychology · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Insect and Pesticide Research · Medicine · Psychology
Psychological adjustment of ethnically victimized adolescents
Multi-Informant Assessment of Bullying in Austrian Schools
Unveiling the black box
Teachers’ Beliefs About Bullying, Analysis to Reorient Teacher Training
Using Machine Learning Approaches to Explore Non-Cognitive Variables Influencing Reading Proficiency in English among Filipino Learners
Outcomes of teachers’ responses to general and stigma-based bullying
Bullying in special schools
Teacher educators’ sensitivity to bullying and its coverage in their teaching
Safe schools
Enhancing pre-service teachers’ critical thinking and self-efficacy in bullying prevention through Odip-based human-robot paired learning
Patterns of teachers' responses to school bullying and their associations with training, self‐efficacy, and age
The role of teacher support in increasing youths’ intentions to disclose cyberbullying experiences to teachers
Optimal educational climate among students at risk
Perceived parental prejudice and a tolerant class context in ethnic bullying
Preservice Teachers’ Knowledge and Attitudes Toward Bullying
Perceptions of teachers' responses to children's peer victimization
Ecological correlates of bullying and peer victimization among urban African American adolescents
Effects of Implementing Multiple Components in a School-Wide Antibullying Program
The Family Context in Cybervictimization
A Scoping Review of Empirical Studies Addressing the Prevention of Cyberviolence
Teacher-Student and Student-Student Relationship Quality in Relation to Adolescents’ Defending Behaviors
The Impact of Dialogic Teacher Training on Students’ Peer Intervention to Address School Violence
Teachers’ responses to a case of relational bullying
Why do teachers intervene? understanding the relationship between subjective norms and teachers’ intervention in real-life bullying incidents
Teachers’ personal history of bullying involvement and their intentions to engage in anti-bullying interventions
Bullying Prevention and School Climate
How online inhibition fuels incivility through moral disengagement
Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying
Loneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents
How Teachers Deal with Cases of Bullying at School
Students’ Willingness to Intervene in Bullying
Cross-lagged analyses between peer bullying, teacher-student relationships, and non-suicidal self-injury among high school students
The role of hope in bullying and cyberbullying prevention
Maternal Insights into Bullying Types and Effective Interventions for Children with Autism Spectrum Disorder in Jordanian Schools
Mapping the language of professional vision
Students’ perceptions of teachers’ responses to LGBTQ+ bullying and general bullying
Defending behavior in school bullying
Adolescents' Retributive and Restorative Orientations in Response to Intergroup Harms in Schools
Teachers’ responses to student bullying
Teachers’ responses to bullying
A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness
Barriers, resources, and attitudes towards (cyber-)bullying prevention/intervention in schools from the perspective of school staff
Intention to intervene in weight-related bullying in elementary school
Teachers’ Experiences With Difficult Bullying Situations in the School
Low-achieving adolescent students' perspectives on their interactions with classmates. An exploratory study to inform the implementation of a social emotional learning program in prevocational education
Teachers Can Make a Difference in Bullying
Developmental changes in young people's evaluations of sexual harassment
An exploratory study on the perceived effectiveness of teacher interventions in bullying
Teachers' bullying‐related cognitions as predictors of their responses to bullying among students
A Systematic Review of School-Based Interventions to Prevent Bullying
A review of research on bullying and peer victimization in school
Bullying
Effectiveness of school-based programs to reduce bullying
Cyberbullying
Families promote emotional and behavioural resilience to bullying
Developing Measures of Teachers’ Mathematics Knowledge for Teaching
How effective are school bullying intervention programs? A meta-analysis of intervention research.
Bullying in schools
Bullying and the peer group
Preservice teachers' responses to bullying scenarios
Traditional, Cyber and Combined Bullying Roles
Naturalistic Observations of Peer Interventions in Bullying
How teachers respond to school bullying
Moral Disengagement About Cyberbullying and Parental Monitoring
Willingness to Intervene in Bullying Episodes Among Middle School Students
Developmental Trajectories of (Cyber)Bullying Perpetration and Social Intelligence During Early Adolescence
Teachers' perspectives on effective responses to overt bullying
Middle school victims of bullying
Cognitive processes and the persistence of aggressive behavior
Perceptions of teachers’ support, safety, and absence from school because of fear among victims, bullies, and bully‐victims
Teachers' views on bullying
What Good Schools can Do About Bullying
Bullying and Internalizing Problems
| Unique citing works | 49 |
|---|---|
| Citations per year | 6,13 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 49 |