Telling is compelling: the impact of student reports of bullying on teacher intervention
Telling is compelling: the impact of student reports of bullying on teacher intervention
复制标题
DOI：
10.1080/01443410903573123
复制
发表时间：
2010-01-01
影响因子：
3.2
通讯作者：
Isaacs, Jenny
中科院分区：
文献类型：
--
作者：
Novick, Rona Milch;Isaacs, Jenny
研究越来越多地认识到学生旁观者和成人教育者对成功预防欺凌的共同责任的重要性。本研究以115名中学教师为对象，调查了教师观察与学生霸凌报告，以及教职员准备作为教师参与的预测因子的作用。被学生告知欺凌事件是教师参与的最强预测因子。然而，被告知欺凌或观察欺凌与指导学生如何管理欺凌之间的关系在教师对处理欺凌情况做好充分准备时最为明显。本研究的结果表明，教师准备和学生报告在教师对欺凌的反应中都起着关键作用。讨论了对培训学校专业人员和预防欺凌方案的影响。
Research increasingly recognises the importance of student bystander and adult educator shared responsibility for successful bully prevention. The role of teacher observations versus student reports of bullying, as well as staff preparedness, as predictors of teacher involvement was investigated in 115 middle school teachers. Being told by students about bullying incidents was the strongest predictor of teacher involvement. However, the relation between being told about bullying, or observing it, and coaching students on how to manage bullying was most evident when teachers felt highly prepared to handle bullying situations. Results from this study point to the pivotal role that both teacher preparedness and student reporting play in teacher responsiveness to bullying. Implications for training school professionals and bully prevention programmes are discussed.