(An item from the ISHN Member information service) Three articles in the June 2013 issue of the Journal fo School Health help us to understand how teacher concerns, their perceived efficacy and their normative beliefs will determine their responses to student bullying. The first article describes how teachers in conflict prone urban schools employed a number of strategies associated with resilience, such as prayer and seeking support from family and colleagues, but also engaged in some avoidance strategies, such as emotional withdrawal and avoiding difficult students. The second study of reported that perceived threat and efficacy were associated with teachers' likelihood of intervening. For less experienced teachers, perceived efficacy, but not perceived threat, was strongly associated with likelihood of intervening. For more experienced teachers, both perceived threat and perceived efficacy were significantly associated. The third article notes that teacher normative beliefs about sexual harassment reduced the likelihood of intervention. Read more>>
0 Comments
(An item from ISHN Member information service) An article in Issue #5, 2012 of Prevention Science uses ecological analysis to identify the bullying prevention interventions that are more effective in the school context. The researchers report that" Data for this study are drawn from the School-Wide Information System (SWIS) with the final analytic sample consisting of 1,221 students in grades K – 12 who received an office disciplinary referral for bullying during the first semester. Using Kaplan-Meier Failure Functions and Multi-level discrete time hazard models, determinants of the probability of a student receiving a second referral over time were examined. Of the seven interventions tested, only Parent-Teacher Conference (AOR = 0.65, p < .01) and Loss of Privileges (AOR = 0.71, p < .10) were significant in reducing the rate of the reoccurrence of bullying and aggressive behaviors. By using a social-ecological framework, schools can develop strategies that deter the reoccurrence of bullying by identifying key factors that enhance a sense of connection between the students’ mesosystems as well as utilizing disciplinary strategies that take into consideration student’s microsystem roles. Read more.
(An item from ISHN Member information service) Intervention strategies, such as educational policies, programs, and a supportive environment that improve the social climate for LGBT students in secondary schools and universities are discussed in an article in Issue #4, 2012 of the Jpurnal of LGBT Youth. The authors note that "no studies have compiled and synthesized existing research to show the exclusively positive effect safe school interventions and supportive environments have on LGBT youth. This article presents a summary of the various intervention strategies, examines the strengths and limitations of the existing body of knowledge, and makes recommendations for future research". Read more.
(An item from ISHN Member information service) Most of the attention in bullying prevention has focused on bullying, some of which seeking to explain the relationship between the bully and the school. An article in Issue #17, 2012 of the Journal of Interpersonal Violence examines the subsequent bonds between victims of bullying and their schooling. The authors note that " Using a sample of 10th-grade students from the Educational Longitudinal Study of 2002, HLM models were developed to explore the relationship between school-based victimization and the adolescent’s social bond to school. The results suggest that school-based victimization has a negative association with three elements of the adolescent’s social bond to school: attachment, commitment, and belief." Read more.
(An item from ISHN Member information service) An intriguing article in Issue #6, 2012 of Crime & Delinquency uses a criminology theory to examine if strained relationships with parents or teachers as well as anger can explain the propensity to bully. This South Korea study reports that there is no such correlation and therefore "strain theory" does not explain bullying behaviour. The authors note that "Using longitudinal data on 2,817 South Korean youth, the current study attempts to fill the gaps by examining whether general strain theory can explain school bullying. As the theory suggests, youth who experience victimization by peers and conflict with parents are more likely to engage in bullying. However, there is limited evidence of the expected interaction effects between strains and conditioning factors. Inconsistent with general strain theory, parental attachment and positive relationships with teachers do not condition the effects of strains, and anger is not a mediating variable". Read more.
(An item from ISHN Member information service) With a recent teen suicide in Canada causing significant concern, similar concerns and even legislation in Iowa and Facebook launching a campaign to prevent bullhying, an article in Issue #6, 2012 of The Journal of Adolescent Research, written by Canadian researchers, is both timely and saddening. The descriptive study helps us to understand how teen learn from their mistakes in disclosing personal information online and offers throughts on relevant education programs. The authors note that: "In a sample of 256 adolescent Facebook users, the authors explore the relationship between having a negative experience, privacy knowledge, and behavior. Their reports of bad experiences on Facebook are categorized as bullying/meanness, unwanted contact, exposure/unintentional disclosure, and misunderstandings. Adolescents who report having a bad experience are more likely to protect their privacy, and this relationship is mediated by knowledge of the privacy settings. Participants who experience negative consequences are more aware of the risks of online disclosure and how to protect themselves, which results in greater information control. Read more.
(An item from ISHN Member information service) An article in Issue #4, 2012 of Social Development explores the impact of two different cultures (Italy & Singapore) on teen bystander reactions to bullying. The researchers report that: "Participants were 1031 school-age children from two culturally diverse settings, namely Italy and Singapore, which are similar on several dimensions (e.g., quality of life, child welfare) but dramatically differ on other aspects, such as individualism—collectivism orientation. Multilevel analyses showed that country and participants' gender moderated the relations between individual predictors and behavior during bullying episodes. In particular, although individual attitudes were a stronger predictor of Italian students'—especially girls'—behavior, perceived peer expectations were more strongly associated with behavior of Singaporean participants. Read more.
|
Welcome to our
|