Bullying Behavior and Teacher Efficacy in Monitoring and Interviewing with Elementary Age Children

bullying;primary education;prevention;School of Health Professions and Studies: Health Education

Prange, Susan S.Flint ;

University of Michigan

关键词: bullying;    primary education;    prevention;    School of Health Professions and Studies: Health Education;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/117737/Prange.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

The purpose of this research was to determine whether a bullying prevention program could affect the incidence of reported bullying behavior in a K-5 environment at a local Catholic school over a specific period of time. The procedure was to monitor the reported incidence during the period that the ;;Bully-proofing Program” was implemented and to gather data regarding the teachers’ experience and efficacy in dealing with bullying in the school as it may pertain to the success of the program.

This longitudinal study used daily diaries to record the incidence of common bullying behaviors. The teachers’ efficacy and prior experience was assessed using a survey, which indicated that their responses to observed bullying behavior were influenced by on-the-job experience rather than formal training. Even without specific training, the research showed that the number of incidents in fact decreased over the period of time the program was implemented at the school.

Conclusion: More formal training, regardless of the program used, will enhance teacher confidence and efficacy to further effect real change in the prevention of bullying in U.S. elementary schools. Health educators familiar with school-based bullying prevention and intervention strategies can enhance the implementation and diffusion of these programs to positively affect incidence and prevalence statistics.