How Students and Teachers View the Seriousness of Peer Harassment: When Is It Appropriate to Seek Help?

By R. Newman, B. Murray. 2005

110 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bbf058924c828f93167d15ae0b1c7ec908a47d58

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Citations in the corpus

Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff (2007, background): “Much of the difficulty surrounding whole-school bullying prevention efforts appears to stem from the perceptual differences between school staff and students (Houndoumadi & Pateraki, 2001; Newman & Murray, 2005; Stephens, Kyriacou, & Tonnessen, 2005).”
Telling is compelling: the impact of student reports of bullying on teacher intervention (2010, background): “Prior research has demonstrated issues with both teachers’ limited observational sophistication (Atlas & Pepler, 1998 ) and students’ perceptions that reporting bullying to teachers will actually make the situation worse (Newman & Murray, 2005 ; Smith & Shu, 2000 ).”
Links from Teacher Beliefs to Peer Victimization and Bystander Intervention (2012, background): “Unfortunately, in light of this link, teachers in many studies have professed a belief that victims need to stand up for themselves (e.g., Crothers & Kolbert, 2004; Newman & Murray, 2005; Nicolaides, Toda, & Smith, 2002; Troop-Gordon & Ladd, 2010).”
Adaptive and Nonadaptive Help Seeking With Peer Harassment: An Integrative Perspective of Coping and Self-Regulation (2008, background): “According to Newman and Murray (2005), when asked to compare the severity of three types of direct, nonrelational, nonsexual aggression (i.e., teasing, threats, physical aggression) in the classroom and on the playground, fourth- and fifth-graders consistently say threats and physical aggression…”
Some of My Best Friends——Experiences of Bullying Within Friendships (2008, background): “It is critical that practitioners appreciate that having or desiring a friendship with the child who bullies may complicate the situation and inhibit the victimized child’s ability to disclose (Mishna, 2004; Mishna and Alaggia 2005; Newman and Murray, 2005).”
Factors Associated With Perceptions and Responses to Bullying Situations by Children, Parents, Teachers, and Principals (2006, background): “…we examined the perspectives of students, their parents, and educators to actual situations that they raised for discussion, which takes into account the possibly emotionally charged aspect of bullying incidents for children and adults, which can influence their responses (Newman & Murray, 2005).”
The Role of Teachers in Bullying: The Relation between Antibullying Attitudes, Efficacy, and Efforts to Reduce Bullying. (2014, background): “…students are concerned that if they report bullying incidents, their reports may be dismissed as unbelievable, or that peers will find out, which could result in reprisals (Fekkes, Pijpers, & Verloove-Vanhorick, 2005; Newman & Murray, 2005; Newman, Murray, & Lussier, 2001; Oliver & Candappa, 2007).”
Adults make a difference: the protective effects of parent and teacher emotional support on emotional and behavioral problems of peer‐victimized adolescents (2010, background): “Some children and adolescents may be reluctant to seek help from teachers because they believe that the problem will not be resolved, the conflict may be exacerbated, or they will experience reprisal from the aggressor (Newman & Murray, 2005; Newman, Murray, & Lussier, 2001).”
Peer Victimization Among Schoolchildren: Correlations, Causes, Consequences, and Considerations in Assessment and Intervention (2008, background): “Several similar versions of this approach exist, with the most widely known being that described by Olweus (1993). The comprehensive approaches focus on systemic change, including changing the perceptions and behaviors of school personnel, students, and parents regarding victimization.”
Bullying Perpetration and Victimization in Special Education: A Review of the Literature (2011, background): “In addition, students surveyed indicated that seeking help for indirect events could “backfire” and escalate perpetration (Newman & Murray, 2005).”