Teachers' Perceptions of Teasing in Schools

• NCJ Number: 229579
• Journal: Journal of School Violence Volume: 9 Issue: 1 Dated: January-March 2010 Pages: 2-22
• Author(s): Heather Smith; Kris Varjas; Joel Meyers; Megan L. Marshall; Cristina Ruffner; Emily C. Graybill
• Date Published: January 2010
• Length: 21 pages
• Sponsoring Agency: Society for the Study of School Psychology; National Assoc of School Psychologists; Ctr for School Safety, School Climate, and Classroom Management
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This article presents an exploratory investigation into teachers' perceptions of teasing in schools, an underrepresented perspective in the literature.

Abstract

Teasing is a prevalent behavior in schools that can result in both positive and negative outcomes for students. Semistructured interviews with 28 teachers of grades four through eight revealed complex decisionmaking processes regarding how they differentiate between teasing and bullying interactions and how they select and implement interventions. These processes suggested that teachers conceptualize teasing as a prosocial or an antisocial behavior. Implications and opportunities for future research also are discussed. 1 figure and 52 references (Published abstract)