Prospective Teachers' Attitudes toward Bullying and Victimization

By Wendy Craig, Kathryn E. Henderson, J. Murphy. 2000

387 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/84d9f8e565e3206fa5bd168d6a342ed08b6af04a

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Citations in the corpus

Teachers: A Critical But Overlooked Component of Bullying Prevention and Intervention (2014, background): “Craig, Henderson, and Murphy (2000) and Bauman and Del Rio (2006) found that preservice teachers’ empathy for victims was related to the likelihood of intervention.”
Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts (2016, result): “Although the current study did not measure empathy as a reaction to the vignettes, previous studies have reported that teachers’ empathy toward victims is associated with more teacher involvement with bullying intervention (Craig et al., 2000; Yoon & Kerber, 2003).”
A Comparison of Preservice Teachers’ Responses to Cyber Versus Traditional Bullying Scenarios (2014, methodology): “Given the findings of heterogeneous responses to the latter found here and elsewhere (Boulton, 1997; Craig et al., 2000; Kochenderfer-Ladd & Pelletier, 2008; Nicolaides et al., 2002, Ellis & Shute 2007), it is feasible to expect that pre- and serving teachers might differ in how they respond to,…”
School Bullying : Belief in a Personal Just World of Bullies, Victims, and Defenders (2008, background): “( Craig, Henderson, & Murphy, 2000 ) and was designed to test the following hypotheses: The”
Teachers' Understanding of Bullying. (2005, background): “(Boulton, 1997; Craig et al., 2000; Townsend‐Wiggins, 2001) and teachers both require and want further training to increase their confidence and competence (Nicolaides et al.”
The Culture of Bullying in Middle School (2003, methodology): “Given the extremely low levels of intervention noted by Craig et al. (2000), it is very likely that few of the students who have prosocial beliefs, and even fewer of the students with indeterminate beliefs, act on them by defending the victim.”
Understanding the Effects of Physical and Relational Victimization: The Utility of Multiple Perspectives in Predicting Social-Emotional Adjustment (2005, result): “This is consistent with findings from a study conducted by Craig, Henderson, and Murphy (2000) in which teachers were less likely to view exclusionary behaviors as bullying compared to overt behaviors.”
Knowledge and Beliefs about Bullying in Schools (2005, background): “Clearly, additional empathy training would be in order, and Craig et al. (2000a) strongly support that approach with prospective teachers.”
Bullying: Considerations for defining and intervening in school settings (2004, background): “For example, North Americans tend to relate the term “victimization” to bullying whereas Scandinavians associate the term “mobbing” (Craig et al., 2000).”
Teachers' Attitudes Towards Overt and Covert Bullying, and Perceived Efficacy to Intervene (2011, methodology): “Feeling empathy for the victim means that the teachers are more likely to understand and identify with the experience of being victimised (Eslea & Smith, 2000) and furthermore, empathy has also been linked with helping behaviour (Mehrabian & Epstein, 1972, as cited in Craig et al., 2000).”
Factors Associated With Perceptions and Responses to Bullying Situations by Children, Parents, Teachers, and Principals (2006, background): “The study is unique in that it investigated the respondents’ reactions to “real life” situations in which the students reported having been bullied (Craig et al., 2000; Eslea & Smith, 2000).”