Contextual Attributes of Indirect Bullying Situations That Influence Teachers' Decisions to Intervene

• NCJ Number: 241724
• Journal: Journal of School Violence Volume: 11 Issue: 3 Dated: July - September 2012 Pages: 226-245
• Author(s): Christine Blain-Arcaro; J. David Smith; Charles E. Cunningham; Tracy Vaillancourt; Heather Rimas
• Date Published: July 2012
• Length: 20 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study determined what characteristics of indirect bullying situations influence teachers' decisions to intervene.

Abstract

Indirect bullying occurs frequently yet receives little attention by teachers. Using conjoint analysis, the authors examined the influence of situational attributes on teachers' decisions to intervene in indirect bullying. Results revealed that teachers (N=235) were most influenced by victimized children's distress. Additional analyses identified two subgroups that differed in terms of degree of influence: protective teachers (61 percent) who were highly influenced by victimized children's distress and by physical aspects of bullying, and contextually sensitive teachers (39 percent) who considered relatively more situational attributes and showed more sensitivity to indirect bullying. These findings indicate that teachers could benefit from professional development that sensitizes them to the psychosocial and health risks to children who bully and to children who are victims of indirect bullying. Abstract published by arrangement with Taylor and Francis.