Teachers' Perceptions of Bullying: A Focus Group Approach

Autor/inn/en	Rosen, Lisa H.; Scott, Shannon R.; DeOrnellas, Kathy
Titel	Teachers' Perceptions of Bullying: A Focus Group Approach
Quelle	In: Journal of School Violence, 16 (2017) 1, S.119-139 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2015.1124340
Schlagwörter	Bullying; Teacher Attitudes; Focus Groups; Qualitative Research; Victims; Public School Teachers; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; High Schools; Risk; Aggression; Coping; Shyness; Physical Characteristics; Emotional Response + Suchen Sie Ihr Suchwort? Mobbing; Lehrerverhalten; Qualitative Forschung; Victim; Opfer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; Oberschule; Risiko; Bewältigung; Schüchternheit; Körperliche Erscheinung; Emotionales Verhalten
Abstract	The current qualitative study used a focus group approach to examine teachers' perceptions of student aggressors and victims. Participants in the current study included 35 teachers from public elementary, middle, and high schools. Teachers' responses to five questions about risk factors for aggression and victimization, adaptive and maladaptive coping strategies, and advice for victimized youth were analyzed using thematic analysis. Teachers frequently identified family factors as a risk factor for becoming an aggressor. Appearance-based factors, shyness, and emotional reactivity were commonly mentioned as risk factors for victimization. Teachers believed that strong displays of emotions, physical retaliation, and ignoring the situation were ineffective means for victims to respond to peer aggression. Reporting the aggression to an adult, appropriately standing up for oneself, and seeking support from friends were viewed as more effective strategies for responding to peer victimization. Directions for future research and implications for intervention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01