Rural elementary students', parents', and teachers' perceptions of bullying.
ABSTRACT To examine the prevalence and correlates of bullying in 7 rural elementary schools from students', parents', and teachers' perspectives.
Surveys were completed by 739 fourth, fifth, and sixth grade students, 367 parents, and 37 teachers.
Students tended to report higher prevalence of bullying than did parents or teachers, and their reports were associated with aggression, attitudes toward violence, and perceptions of school safety.
Bullying behavior is prevalent in rural elementary schools and is indicative of aggression and proviolence attitudes. Parents and teachers need to pay closer attention to bullying behavior among schoolchildren and to impart their knowledge to children in a comprehensive, coordinated manner.
- International Journal of Mental Health Promotion. 11/2013; 16(1):42-52.
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ABSTRACT: Purpose Whereas past research has examined the effect of individual-level and neighborhood-level predictors of bullying victimization separately, the current study examines their effects collectively. Methods Middle and high school students (n = 1972) in randomly selected classes within a Southeastern school district completed a battery of self-report measures. Levels of self-control (an individual-level factor) and neighborhood disorganization (a neighborhood-level factor) were regressed onto measures of the six-week prevalence of verbal, physical, and cyber bullying victimization. Results Low self-control and neighborhood disorder were found to be associated with each type of bullying victimization, though the impact of self-control was partially mediated by neighborhood disorder when included in the same model. The effect of self-control was mediated when subsequently controlling for poly-victimization experiences. Net of these controls, neighborhood disorder continued to be associated with a statistically significant increase in the odds of bullying victimization. Conclusions Economic and social decay within neighborhoods increased the likelihood of bullying victimizations. These effects hold true across verbal, physical and cyber victimizations, suggesting a need to consider both community characteristics when staging bullying intervention campaigns. Additionally, the findings suggest a need for further research considering the relationship between self-control and neighborhood conditions on the risk of victimization generally.Journal of Criminal Justice 07/2014; 42(4):347–355. · 1.24 Impact Factor
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ABSTRACT: In the present study, attitudes of elementary school teachers toward different types of bullying (verbal, physical, and relational) were investigated. Six written vignettes describing all types of bullying were given to 405 elementary school teachers (F = 218; M = 187). Results indicated that teachers perceived relational bullying, specifically, social exclusion, less serious than verbal and physical bullying. Unlike previous findings, however, the teachers considered verbal bullying behaviors more serious than physical bullying behaviors and were also more empathetic toward the victim physically bullied and the victim verbally bullied than the victim relationally bullied. Coherent with the findings of empathy, they were also more likely to intervene in verbal and physical bullying behaviors than relational bullying behaviors. Gender of the participant was a significant factor for all variables. The most rated intervention strategy was having a serious talk with the bully, regardless of the type of victimization. Multiple regression analysis illustrated that seriousness and empathy scores both predicted the need for intervention scores significantly in all types of bullying. The findings of this study highlight the importance of increasing teachers’ awareness and knowledge about all types of bullying, their consequences, and intervention skills to lessen bullying behaviors.Psychology in the Schools 12/2013; 50(10). · 0.72 Impact Factor