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Kovacevic Lepojevic M, Trajkovic M, Mijatovic L, Popovic-Citic B, Bukvic L, Kovacevic M, Parausic Marinkovic A, Radulovic M. The relationship between teachers' disciplinary practices and school bullying and students' satisfaction with school: The moderated mediation effects of sex and school belonging. PLoS One 2024; 19:e0303466. [PMID: 38805502 PMCID: PMC11132461 DOI: 10.1371/journal.pone.0303466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 04/25/2024] [Indexed: 05/30/2024] Open
Abstract
An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers' disciplinary practices and bullying in school and students' satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students' Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers' disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers' disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers' negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers' disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.
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Affiliation(s)
| | | | - Luka Mijatovic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
| | | | - Lidija Bukvic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
| | - Milica Kovacevic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
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Zhang Y, Li H, Chen G, Li B, Li N, Zhou X. The moderating roles of resilience and social support in the relationships between bullying victimization and well-being among Chinese adolescents: Evidence from PISA 2018. Br J Psychol 2024; 115:66-89. [PMID: 37632426 DOI: 10.1111/bjop.12678] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Accepted: 07/06/2023] [Indexed: 08/28/2023]
Abstract
Bullying victimization can undermine adolescents' well-being. However, few studies have comprehensively investigated the contributions of various victimization forms to well-being and compared which forms were more harmful than others. Evidence on whether resilience and social support moderate such associations is also limited. Using a sample of 12,058 Chinese adolescents in the Programme for International Student Assessment (PISA) 2018, this cross-sectional study aimed to (1) investigate the associations of physical, verbal and relational victimization with well-being; (2) compare the strengths of these associations; and (3) examine the moderating roles of resilience and teacher and parent support in these associations. Results showed that three victimization forms were associated with poorer well-being. Relational and physical victimization were more harmful to most studied well-being outcomes than verbal victimization. Furthermore, resilience weakened the negative effects of physical victimization on negative affect and life satisfaction but aggravated the negative effects of verbal victimization on both outcomes and the negative effect of relational victimization on school belonging. Teacher support intensified the negative effects of physical victimization on school belonging. Parent support was not effective in regulating the victimization-well-being association. The findings underscored the detrimental effects of bullying victimization on adolescents' well-being and the potentially harmful sides of resilience and social support. Implications for bullying prevention were discussed.
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Affiliation(s)
- Ying Zhang
- Faculty of Education, The University of Hong Kong, Hong Kong, China
| | - Hao Li
- Faculty of Education, The University of Hong Kong, Hong Kong, China
| | - Gaowei Chen
- Faculty of Education, The University of Hong Kong, Hong Kong, China
| | - Bo Li
- School of Mathematics and Statistics, Central China Normal University, Wuhan, China
| | - Na Li
- School of Mathematics and Statistics, Central China Normal University, Wuhan, China
| | - Xin Zhou
- The Middle School Attached to Sichuan University, Chengdu, China
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Jones C. Still a rite of passage? A perspective on current therapeutic attitudes and interventions in relation to cyberbullying. COUNSELLING & PSYCHOTHERAPY RESEARCH 2023. [DOI: 10.1002/capr.12635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2023]
Affiliation(s)
- Callum Jones
- Beacon Counselling UK
- The University of Chester Chester UK
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Gizzarelli E, Burns S, Francis J. School staff responses to student reports of bullying: A scoping review. Health Promot J Austr 2022; 34:508-517. [PMID: 36436208 DOI: 10.1002/hpja.680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 11/15/2022] [Accepted: 11/17/2022] [Indexed: 11/28/2022] Open
Abstract
ISSUE ADDRESSED Bullying in schools has been associated with poor academic and mental health outcomes in students. While students are often encouraged to report bullying incidents to school staff, some students avoid reporting incidents as they lack faith in staff members' ability to intervene. This scoping review explored what is known about: staff responses to student reports of bullying; individual and school factors influencing staff responses; and strategies to improve staff responses when students report bullying incidents. METHODS Articles published between 2000 and 2021 were identified from six databases: ProQuest, EMBASE, PsycInfo, MEDLINE, CINAHL Plus and Taylor & Francis. RESULTS Fifteen studies were included in the final review. Three studies explored staff responses to student reports of bullying, while 12 studies examined responses to observed or hypothetical bullying incidents. Staff responses to student reports of bullying included no response, as well as responses addressing bullying targets, perpetrators, peers, and the school and wider community. Staff preparedness was a predictor of staff involvement following bullying incidents. Strategies to improve staff responses included whole-school antibullying programs and training to increase staff efficacy. CONCLUSIONS Few studies have examined real-life responses to student reports of bullying, with most addressing staff responses to hypothetical bullying incidents. Professional development and preservice education for school staff should address responses to student reports of bullying. SO WHAT?: Further research is needed to understand staff responses to real-life student reports of bullying. Addressing individual and school factors influencing staff responses may ultimately prevent bullying behaviour in schools.
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Affiliation(s)
- Emily Gizzarelli
- Collaboration for Evidence, Research and Impact in Public Health, Curtin University, Perth, WA, Australia.,Telethon Kids Institute, Perth, WA, Australia
| | - Sharyn Burns
- Collaboration for Evidence, Research and Impact in Public Health, Curtin University, Perth, WA, Australia
| | - Jacinta Francis
- Telethon Kids Institute, Perth, WA, Australia.,Centre for Child Health Research, The University of Western Australia, Perth, WA, Australia
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van Gils FE, Colpin H, Verschueren K, Demol K, ten Bokkel IM, Menesini E, Palladino BE. Teachers' Responses to Bullying Questionnaire: A Validation Study in Two Educational Contexts. Front Psychol 2022; 13:830850. [PMID: 35356319 PMCID: PMC8959665 DOI: 10.3389/fpsyg.2022.830850] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Accepted: 02/09/2022] [Indexed: 11/16/2022] Open
Abstract
Given the high prevalence and dramatic impact of being bullied at school, it is crucial to get more insight into how teachers can reduce bullying. So far, few instruments have measured elementary teachers' responses to bullying. This study investigated the validity of the student-reported Teachers' Responses to Bullying Questionnaire. The factor structure and measurement invariance were tested across two educational contexts among fourth and fifth grade students from Italy (n = 235) and Belgium (n = 667). Furthermore, associations between student-perceived teachers' responses and students' bullying behavior were examined. Confirmatory Factor Analysis supported the predicted five-factor structure, distinguishing Non-Intervention, Disciplinary Methods, Group Discussion, Mediation, and Victim Support. A partial factor means invariance model was found, allowing for valid comparisons between the Italian and Belgian educational contexts. Significant associations were found between self-reported, but not peer-nominated, bullying behavior and most student-perceived teachers' responses.
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Affiliation(s)
- Fleur Elisabeth van Gils
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Hilde Colpin
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Karine Verschueren
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Karlien Demol
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Isabel Maria ten Bokkel
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Ersilia Menesini
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
| | - Benedetta Emanuela Palladino
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
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Strohmeier D, Solomontos-Kountouri O, Burger C, Doğan A. Cross-National evaluation of the ViSC social competence programme: Effects on teachers. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1080/17405629.2021.1880386] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Affiliation(s)
- Dagmar Strohmeier
- Faculty of Medical Engineering and Applied Social Sciences, Department of Social Work, University of Applied Sciences Upper Austria, Linz, Austria
| | | | | | - Aysun Doğan
- Department of Psychology, Ege University, Izmir, Turkey
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The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17145162. [PMID: 32708941 PMCID: PMC7400453 DOI: 10.3390/ijerph17145162] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 07/07/2020] [Accepted: 07/15/2020] [Indexed: 12/02/2022]
Abstract
Background: Bullying is a serious public issue, which mainly occurs in school with negative consequences for the students involved as victims. Very few teacher-delivered interventions have shown positive changes in the victims. The present study aimed at implementing the P.E.A.C.E. (Preparation, Education. Action, Coping, Evaluation) pack program, developed in Australia, in Italian high schools. Method: The effectiveness of the program was analyzed through an observational study (pre/post-intervention), involving 551 Italian high school students who completed a questionnaire on bullying victimization, self-efficacy, and bystander behavior. The students were divided into three groups (not involved students, occasional and severe victims) according to their self-reported victimization in the pre-intervention. Results: After the intervention, severe victims (victimized once/week or more often) showed a significant decrease in victimization and higher scores in self-efficacy, while an increase in victimization was observed in the not involved students. As reported by all the groups after the intervention, classmates were perceived more likely to intervene when a bullying episode occurred. By contrast, occasional and severe victims perceived their teachers as less likely to intervene. Conclusions: The P.E.A.C.E. pack is a promising program confirming in Italian schools the effectiveness already shown in other countries. This program is very useful for severe victims, supporting their self-confidence with a decrease in the frequency of aggressive episodes.
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