Bullying: Elementary Teachers' Attitudes and Intervention Strategies

By Jina S. Yoon, K. Kerber. 2003

297 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a588d7b6fd9410d2aa692f4840bd265169e15c49

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Citations in the corpus

Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts (2016, methodology): “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).”
Preschool teachers' attitudes, beliefs, and emotional reactions to young children's peer group behaviors (2015, background): “Consistent with this finding, elementary school teachers have also previously reported a high tendency to directly intervene in response to physical aggression in their classroom (Bauman & Del Rio, 2006; Yoon & Kerber, 2003).”
A Comparison of Preservice Teachers’ Responses to Cyber Versus Traditional Bullying Scenarios (2014, methodology): “…two forms of bullying are perceived to be similar in how covert they are, perhaps less covert than physical bullying but more overt than relational bullying (see Yoon & Kerber, 2003, and below), although some forms of cyber bullying may be hidden from adults (Wolak, Mitchell, & Finkelhor, 2007).”
Teachers: A Critical But Overlooked Component of Bullying Prevention and Intervention (2014, background): “Ignoring bullying tells students that they cannot expect teachers to assist them, and may communicate a lack of concern about the behavior (Yoon & Kerber, 2003).”
Predictors of teacher intervention in indirect bullying at school and outcome of a professional development presentation for teachers (2014, background): “The present results support previous findings (e.g. Yoon & Kerber, 2003) that teachers rate indirect bullying less seriously than direct bullying, despite evidence that its effect on victims is at least as serious (e.g. Mynard et al., 2000).”
Relational Aggression in Middle School (2004, background): “Unfortunately, teachers’ mishandling and lack of involvement in relational aggression behaviors can be interpreted as condoning the behaviors thereby creating a hidden curriculum that reinforces bullying behaviors (Yoon & Kerber, 2003).”
Promoting Mental Health Literacy Among Educators (2013, background): “Yoon and Kerber (2003) found that teachers judged indirect relational bullying as less serious than direct physical bullying, and consequently proposed to intervene less frequently and to be more lenient with children who bullied using relational strategies.”
The Role of Teachers in Bullying: The Relation between Antibullying Attitudes, Efficacy, and Efforts to Reduce Bullying. (2014, background): “For example, teachers may not identify relational aggression as bullying (Boulton, 1997; Craig, Henderson, & Murphy, 2000), or they may perceive it as being less serious than physical and verbal bullying (Bauman & Del Rio, 2006; Yoon & Kerber, 2003).”
Telling is compelling: the impact of student reports of bullying on teacher intervention (2010, background): “Investigating the specific interventions teachers endorse for various types of bullying, Yoon and Kerber (2003) found that 10% of teacher responses to social exclusion involved discipline of the perpetrators, compared with 50% in the instance of verbal or physical bullying.”
Teachers' Attitudes Towards Overt and Covert Bullying, and Perceived Efficacy to Intervene (2011, methodology): “Past studies have revealed that not all teachers consider the non-physical covert forms of bullying to be serious and as a result, have not always intervened appropriately (Bauman & Del Rio, 2006; Boulton, 1997; Craig, et al., 2000; Jacobson & Bauman, 2007; Yoon & Kerber, 2003).”
Bullying in Schools: School Counselors’ Responses to Three Types of Bullying Incidents (2007, methodology): “The findings are similar to Yoon and Kerber’s (2003) results with teachers regarding the relative ratings of the three types of bullying.”
Pupil and staff perceptions of bullying in secondary schools: comparing behavioural definitions and their perceived seriousness (2010, background): “Social exclusion was rated as less serious by teachers than other bullying behaviours, and they were less likely to intervene with such incidents – or they adopted more passive strategies (Yoon and Kerber 2003).”
US teachers' and school counsellors' strategies for handling school bullying incidents (2008, methodology): “Drawing upon earlier studies as well as the authors’ experience consulting with teachers and counsellors (see Yoon & Kerber, 2003; Bauman & Del Rio, 2006), and proposals about how cases of bullying should be addressed, it was hypothesised that addressing cases of bullying in schools may be…”
Knowledge and Beliefs about Bullying in Schools (2005, background): “When consequences are not immediately and consistently enforced in bullying, the behaviours are more likely to be repeated (Yoon and Kerber, 2003).”