Indirect Bullying: Predictors of Teacher Intervention, and Outcome of a Pilot Educational Presentation about Impact on Adolescent Mental Health

Autor/inn/en	Dedousis-Wallace, Anna; Shute, Rosalyn H.
Titel	Indirect Bullying: Predictors of Teacher Intervention, and Outcome of a Pilot Educational Presentation about Impact on Adolescent Mental Health
Quelle	In: Australian Journal of Educational & Developmental Psychology, 9 (2009), S.2-17 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Control Groups; Teacher Characteristics; Bullying; Self Efficacy; Mental Health; Empathy; Adolescents; Intervention; Predictor Variables; Vignettes + Suchen Sie Ihr Suchwort? Mobbing; Self-efficacy; Selbstwirksamkeit; Psychohygiene; Empathie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Prädiktor
Abstract	We examined teacher characteristics predicting likelihood of intervening in indirect bullying (N=55) and piloted a 45-minute educational presentation about its mental health impact. Teachers' global empathy and perceived seriousness of indirect bullying vignettes were predictors of their likelihood of intervening, but knowledge of mental health impact was not. The presentation increased knowledge of impact and perceived seriousness, immediately and seven weeks later, compared with a treated control group. However, empathy for victims and likelihood of intervening did not increase. Recommendations include adding skills-based material, a self-efficacy measure and a focus on increasing global empathy rather than specific empathy for victims. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10