Preservice teachers' responses to bullying scenarios: Comparing physical, verbal, and relational bullying
Preservice teachers' responses to bullying scenarios: Comparing physical, verbal, and relational bullying
复制标题
DOI：
10.1037/0022-0663.98.1.219
复制
发表时间：
2006-02-01
影响因子：
4.9
通讯作者：
Del Rio, A
中科院分区：
文献类型：
--
作者：
Bauman, S;Del Rio, A
在本研究中，教师教育项目的 82 名本科生对 6 份描述校园欺凌事件的书面小插曲做出了回应。场景描述了身体欺凌、言语欺凌和关系欺凌事件。受访者将关系欺凌视为三种类型中最不严重的。参与者对关系欺凌的受害者最没有同情心，也最不可能干预关系欺凌事件。当被要求描述他们在这些情况下将使用的干预措施时，职前教师提出与其他形式的欺凌相比，对关系欺凌的施暴者和受害者采取最不严厉的行动。结果与之前研究中执业教师的结果进行了比较。讨论了对教师教育计划的影响。还描述了两项补充研究，旨在解决对欺凌情景严重性的担忧。
In the present study, 82 undergraduate students in a teacher education program responded to 6 written vignettes describing school bullying incidents. Scenarios described physical bullying, verbal bullying, and relational bullying events. Respondents rated relational bullying as the least serious of the 3 types. Participants had the least empathy for the victims of relational bullying and were least likely to intervene in relational bullying incidents. When asked to describe interventions they would use in these cases, the preservice teachers proposed the least severe actions for both perpetrators and victims of relational bullying compared with other forms of bullying. Results were compared with those of practicing teachers in a previous study. Implications for teacher education programs are discussed. Two supplemental studies, conducted to address concerns about seriousness of bullying scenarios, are also described.