Teachers' Understanding of Bullying.

By Faye Mishna, Iolanda Scarcello, Debra Pepler, J. Wiener. 2005

262 citations recorded by the source corpus.

Using semi-structured interviews, we examined teachers' understanding of bullying of children in their classes. Although teachers' definitions of bullying included both direct and indirect behaviours, several factors influenced how they characterized and responded to incidents. These factors included whether the teachers viewed an incident as serious or considered a victimized child responsible, whether a child matched their assumptions about victim characteristics and behaviours, and whether they described feeling empathy for a child. The nature of the school environment and organization such as availability of systemic support in addressing bullying incidents were further factors that influenced teachers' awareness and responses.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4b971e12426312f60ce8cc023b320eeb109735e2

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Teachers' Attitudes Towards Overt and Covert Bullying, and Perceived Efficacy to Intervene (2011, background): “As reported in past studies (Bradshaw et al., 2007; Craig et al., 2000; Eslea & Smith, 2000; Mishna et al., 2005) empathy is an important influence on teachers’ attitudes and responses towards bullying.”
Some of My Best Friends——Experiences of Bullying Within Friendships (2008, methodology): “Utilizing basic qualitative methodology (Merriam, 2002), this research was conducted in four urban public schools that were located in neighbourhoods that differed in such factors as income, family composition and percentage of recent immigrants (Astor et al., 1999; Mishna et al., 2005).”
Promoting Mental Health Literacy Among Educators (2013, background): “In a Canadian qualitative study, Mishna et al. (2005) found that teachers’ stereotypes about children who are victimized (e.g., depressed and unassertive) interfered with their ability to identify victimized children who did not fit the stereotypes.”
Definitions of school bullying in Taiwan: A comparison of multiple perspectives (2011, background): “…self-report as bullies or victims, which may result in overestimation or underestimation of the prevalence of school bullying, difficulty in distinguishing normal behaviour from bullying behaviour, and failure to take appropriate measures against bullying cases (Mishna, 2004; Mishna et al., 2005).”
Links from Teacher Beliefs to Peer Victimization and Bystander Intervention (2012, background): “This may be because teachers do not identify nonphysical aggression as bullying (Boulton, 1997; Craig, Henderson, & Murphy, 2000; Mishna et al., 2005) or misperceive physical aggression as rough and tumble play (Boulton, 1996).”
Predictors of teacher intervention in indirect bullying at school and outcome of a professional development presentation for teachers (2014, background): “There is very little research investigating teachers’ perceived self-efficacy regarding indirect bullying (Bauman & Del Rio, 2006; Mishna et al., 2005), therefore we investigated its potential role as a predictor of intervention.”