Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings from a National Education Association Study

Autor/inn/en	Bradshaw, Catherine P.; Waasdorp, Tracy E.; O'Brennan, Lindsey M.; Gulemetova, Michaela
Titel	Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings from a National Education Association Study
Quelle	In: School Psychology Review, 42 (2013) 3, S.280-297 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Bullying; Teacher Attitudes; School Personnel; Prevention; Attitude Measures; Interpersonal Relationship; School Policy; Comparative Analysis; Training; Computer Mediated Communication; Sexual Orientation; Gender Issues; Sexual Identity; Racial Differences; Experience; Role; Disclosure; Intervention; Online Surveys; Regression (Statistics); Multivariate Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? Mobbing; Lehrerverhalten; Schulpersonal; Prävention; Vorbeugung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulpolitik; Ausbildung; Computerkonferenz; Sexuelle Orientierung; Geschlechterfrage; Geschlechtsidentität; Sexuelle Identität; Rassenunterschied; Erfahrung; Rollen; Regression; Regressionsanalyse; Multivariate Analyse; Statistische Analyse
Abstract	Given growing concerns regarding the prevalence and seriousness of bullying, the National Education Association recently drew upon its membership to launch a national study of teachers' and education support professionals' perceptions of bullying, and need for additional training on bullying prevention efforts and school-wide policies. The data were collected from a representative sample of 5,064 National Education Association members (2,163 teachers and 2,901 education support professionals). Analyses indicated that compared to education support professionals, teachers were more likely to witness students being bullied, more likely to view bullying as a significant problem at their school, and were more likely to have students report bullying to them. Teachers were more likely to be involved in bullying policies at their school, yet both groups reported wanting more training related to cyberbullying and bullying related to students' sexual orientation, gender issues, and racial issues. Implications for school psychologists and the development of school-wide bullying prevention efforts are discussed. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04