Perceptions Of Bullying Research Articles

Familiarity breeds support: Speech-language pathologists’ perceptions of bullying of students with autism spectrum disorders

Children with autism spectrum disorders (ASD) are primary targets for bullies and victimization. Research shows school personnel may be uneducated about bullying and ways to intervene. Speech-language pathologists (SLPs) in schools often work with children with ASD and may have victims of bullying on their caseloads. These victims may feel most comfortable turning to SLPs for help during one-to-one treatment sessions to discuss these types of experiences. A nationwide survey mailed to 1000 school-based SLPs, using a vignette design technique, determined perceptions about intervention for bullying and use of specific strategies. Results revealed a majority of the SLPs (89%) responses were in “likely” or “very likely” to intervene categories for all types of bullying (physical, verbal, relational and cyber), regardless of whether the episode was observed or not. A factor analysis was conducted on a 14 item strategy scale for dealing with bullying for children with ASD. Three factors emerged, labeled “Report/Consult”, “Educate the Victim”, and Reassure the Victim”. SLPs providing no services to children with ASD on their caseloads demonstrated significantly lower mean scores for the likelihood of intervention and using select strategies. SLPs may play an important role in reducing and/or eliminating bullying episodes in children with ASD.Learning outcomes: Readers will be able to (a) explain four different types of bullying, (b) describe the important role of school personnel in reducing and eliminating bullying, (c) describe the perceptions and strategies selected by SLPs to deal with bullying episodes for students with ASD, and (d) outline the potential role of SLPs in assisting students with ASD who are victimized.

Teacher and Administrator Perceptions of Bullying in Schools

The primary aim of this study was to explore the differences between teacher and administrator perceptions of bullying. Data was collected from 139 practicing educators and administrators who completed a survey regarding their perceptions of bullying in schools. Mann Whitney U tests were conducted in order to determine if perceptions of bullying varied with occupation and gender. Bonferroni adjustments were made for the multiple pairwise comparisons. There were statistically significant differences between teacher and administrator perceptions regarding their role in bullying prevention. Teachers felt more strongly that educators played an important role in bullying prevention; however, administrators felt more comfortable dealing with the parents of bullying victims. Interestingly, teachers were significantly more likely than administrators to perceive a need for bullying prevention training. Significant gender differences concerning the inclusion of bullying prevention in school curriculum were also found.

A qualitative study of perceptions of bullying in Irish primary schools

This small-scale research examined young children’s, aged six to seven (n = 8), perceptions and understanding of bullying in Irish primary schools. It also included the views of the children’s parents (n = 8) and teachers (n = 2) on bullying. The participants’ views were obtained through semi-structured interviews which were analysed using the constant comparative method as per grounded theory approach. The results revealed the complexity of young children’s interactions in school and the difficulty that the adults around them have in accurately defining and addressing bullying behaviour. The data indicate the need for parents and teachers to listen attentively and sensitively to children’s accounts of bullying and to provide consistent advice on how to address bullying.

For children only? Effects of the KiVa antibullying program on teachers

The effects of an antibullying program, KiVa, on Grade 1–3 teachers' perceptions of bullying were investigated. Data were gathered from 128 teachers in 33 intervention schools and 110 teachers in 29 control schools. Two-level regression models showed that, at the end of the intervention year, self-evaluated competence to tackle bullying was at a higher level in the intervention schools than in the control schools. In addition, in the intervention schools, participation in KiVa activities was associated with teacher perceptions of bullying. The need to take teacher and organization perspectives into consideration in future whole-school intervention studies is discussed.

Trust restoration: an examination of senior managers' attempt to rebuild employee trust

This article advances discussions surrounding the extent to which senior management can rebuild damaged trust relationships in a context where the founding principle of respect had been contravened. More specifically, our article is concerned with a senior management team's attempt to regain trust through addressing workplace bullying. The study draws on a quantitative methodology where the population of the case study organisation were surveyed (n = 206) at two points in time (2004 and 2007). The findings revealed that managements’ actions had a significant effect on perceptions of bullying. T‐tests, however, provided only partial support for the notion that trust had improved as a result of management actions. In particular, there were significant differences in the levels of loyalty and benevolent motives and also openness, whereas no significant changes were observed for other dimensions of trust (integrity, competence, consistency and respect).

Bullying perceptions among post-graduate dental students of Andhra Pradesh, India

Introduction: of bullying are common in field of medicine. However, the extent of this problem remains unknown. Bullying among students and professionals has been studied in developed countries, but has received limited, practically, no attention in India. This study was thus planned with an aim to know the prevalence and the perceptions of bullying by the post-graduate dental college students of Andhra Pradesh, India. Objectives: This study aimed to find out bullying practices experienced by the students and the sources of bullying. To assess the extent of reporting of bullying faced at the workplace.Materials and Methods: A descriptive cross sectional study was conducted among post-graduate students of five randomly selected dental colleges of A.P. The students, belonging to 2, 3 years of the course were approached to fill in a self-administered questionnaire to record details regarding bullying practices, sources of bullying and the extent of reporting to the respective authorities. Results: A total of 156 post-graduates participated in the study. Bullying was experienced by 79% of them during their training. Pressure to overwork (69.9%) and threat to professional status (60.3%) were the most prevalent forms of bullying. Main source for bullying was the department staff (89.1%) followed by administrative staff (16%). Only 34% of prevalent bullying was being reported to authorities and no anti bullying policies and measures are in vogue at present in the dental colleges.Conclusions: The prevalence of bullying is high and it acts as a chief stress or among the post-graduate dental students.

Repetition, Power Imbalance, and Intentionality

The criteria that researchers use to classify aggressive behaviour as bullying are 'repetition', 'power imbalance', and 'intent to hurt'. However, studies that have analyzed adolescents' perceptions of bullying find that most adolescents do not simultaneously consider these three criteria. This paper examines adolescents' perceptions of bullying and of the different forms it takes, and whether these perceptions vary according to the teen's role of victim, aggressor, or witness in a bullying situation. The data acquisition instrument was a questionnaire applied to a sample of 2295 teenagers. The results show that none of these three groups considered the criterion of repetition to be important to define bullying. A further conclusion was that both aggressors and witnesses used the criteria of 'power imbalance' and 'intent to hurt' to identify a situation of bullying, although the aggressors placed especial emphasis on the superiority of power over the victim, while the witnesses emphasized the intent to hurt the victim. One noteworthy finding was that victims do not consider the factor 'power imbalance'. The factor that determined their perceptions was the 'intent to hurt'. Finally, some modes of bullying were seen as forms of typical teen social interactions, and the perception depended significantly on the adolescent's role as aggressor, victim, or witness.

Bullying, School-Based Speech-Language Pathologists, and English Language Learners: Seriousness, Intervention, and Strategy Selection

Abstract Bullying in schools is a worldwide problem. School personnel, including speech-language pathologists (SLPs), play a critical role in the prevention of, and intervention in, bullying incidences. In this study, the authors examined SLPs' perceptions of bullying and endorsement of potential strategies for dealing with bullying as it relates to English language learners (ELLs). A survey was developed and mailed to 1,000 school-based SLPs. Eight vignettes describing unobserved and observed episodes of physical, verbal, relational, and cyber bullying were included. Survey data from 390 SLPs were analyzed. SLPs perceive physical, verbal, and cyber bullying as serious problems and report the likelihood of some type of intervention. In contrast, relational bullying (e.g., social exclusion, rejection) was rated less serious and likely to require less intervention. The majority of SLPs recommended ELLs should “try to blend in better,” “not be bothered by the bully,” “be more aggressive,” or “ignore the bully” when dealing with relational bullying. This study extends the literature on perceptions of school personnel, specifically SLPs, and their role in preventing student victimization. Many SLPs are likely to assist clients in dealing with physical, verbal, and cyber bullying, but may need further education regarding the seriousness of, and need for intervention in, relational bullying.

Divergence in aggressors' and victims' perceptions of bullying: A decisive factor for differential psychosocial intervention

The study of children' and adolescents' perceptions of bullying has become a topic of particular interest in the scientific community as it enables one to better understand the processes of aggression and victimization, and consequently the emergence of new perspectives that will allow anti-bullying programs to be better matched to their targets. This paper analyzes adolescents' perceptions of bullying and the forms in which it is manifest, finding a difference between the perceptions held by aggressors and victims. It also examines the influence of the factor 'frequency of aggression' on those perceptions. The data acquisition instrument was a questionnaire applied to a sample of 2295 teenagers ( M = 13.8, SD = 1.4). The results show that the victims' sole criterion for their conceptualization and identification of bullying is the 'intent to cause harm'. The aggressors, however, stress the criterion of 'power imbalance' rather than 'intent to harm'. The results also show that, as the aggression committed or suffered decreases in frequency, both aggressors and victims tend to legitimize various modes of bullying as a form of peer interaction.

Pupil and staff perceptions of bullying in secondary schools: comparing behavioural definitions and their perceived seriousness

Background: How bullying is understood by members of the school community is important because differences in definitions could result in an inconsistent approach and affect the success of intervention work. Research evidence suggests that pupils and teachers may have different interpretations of what constitutes bullying. This evidence has, however, been largely obtained from investigations in which the two groups have been questioned in different ways. This means that some of the differences obtained could be functions of methodology, rather than functions of differing perceptions. In addition, the perceptions of support staff have been largely neglected in the literature to date. Purpose: This study examines the perceptions of bullying of pupils held by pupils, teachers and school support staff in English secondary schools by the use of identical questionnaires for each group. Sample: A total of 1302 individuals participated in the research from four urban secondary schools. These four schools came from the same Local Education Authority in North West England. The sample consisted of 685 Year 8 pupils aged 12–13 years (341 males, 324 females, 20 unspecified), 415 Year 11 pupils aged 15–16 years (212 males, 187 females, 16 unspecified), 144 teachers (59 males, 81 females, 4 unspecified) and 58 support staff (14 males, 37 females, 7 unspecified). Design and methods: The study utilised a survey design whereby written responses to scenario-based questionnaires were scored. The scenarios described a range of direct bullying, indirect bullying and ambiguous behaviours. Respondents were asked whether they thought the behaviour described was bullying and how serious it was if experienced by a male or a female pupil. Questionnaires were completed by pupils during supervised class time. Staff questionnaires were distributed to staff members individually and completed independently. Results: Indirect bullying behaviours were less likely to be defined as bullying and were regarded as less serious than direct bullying behaviours. Scenarios with a female victim were rated more seriously than those with a male victim, and female respondents rated the behaviours more seriously than males. Teachers and support staff considered a wider range of scenarios to constitute bullying compared to pupils and also rated these to be more serious. Differences between schools indicated that perceptions could be affected by school factors. Conclusions: The differences in perceptions of bullying between pupils and staff indicate that teachers need to invest more time in talking with pupils about the nature of bullying. Indirect behaviours in particular need more attention to ensure they are included in definitions of bullying, and taken seriously. Further research is needed to investigate how school factors may influence perceptions of bullying.

Leadership Styles as Predictors of Self‐reported and Observed Workplace Bullying

The connection between leadership or management style, on the one hand, and perceptions of bullying, on the other, has received little attention within bullying research. Hence, the aim of this study is to examine the relationship between subordinates' ratings of their immediate superiors' behaviours, and both perceived exposure and claims of observations of bullying at work. Based on a sampling process which emphasized randomness and representativeness, the responses from 5288 respondents in Great Britain taking part in a nationwide study on psychosocial issues at work were included in the analysis. Bullying correlated with all four leadership styles measured. Yet, ‘non‐contingent punishment’ emerged as the strongest predictor of self‐perceived exposure to bullying, while autocratic leadership was the strongest predictor of observed bullying. Hence, while observers particularly associate bullying with autocratic or tyrannical leader behaviour, targets relate bullying more to non‐contingent punishment, i.e. an unpredictable style of leadership, where punishment is meted out or delivered on leaders' own terms, independent of the behaviour of subordinates. In addition, laissez‐faire leadership emerged as a predictor of self‐reported as well as observed bullying. Thus, leadership styles seem to play an important but complex role in the bullying process.

Bullying in children who stutter: Speech-language pathologists’ perceptions and intervention strategies

Bullying in school-age children is a global epidemic. School personnel play a critical role in eliminating this problem. The goals of this study were to examine speech-language pathologists’ (SLPs) perceptions of bullying, endorsement of potential strategies for dealing with bullying, and associations among SLPs’ responses and specific demographic and practice-oriented variables. A survey was developed and mailed to 1000 school-based SLPs. Six vignettes describing episodes of physical, verbal, and relational bullying of hypothetical 10-year students who stutter were developed. Three vignettes described bullying specifically mentioning stuttering behaviors, while three described bullying without mentioning stuttering behavior. The data from 475 SLPs were analyzed. SLPs rated physical bullying as most serious and in need of intervention, followed by verbal bullying. Relational bullying was rated as not serious or in need of intervention. SLPs also responded to the likelihood of using strategies for dealing with bullying. Physical and verbal bullying elicited the use of “talking with the teacher”, “working with school personnel”, and “reassuring the child of his safety” strategies. Relational bullying elicited “ignore the problem” and “be more assertive” strategies. Correlations among variables are reported. The seriousness of physical and verbal bullying, likelihood of intervention, and the lack of knowledge about relational bullying is discussed. Educational objectives: Readers should be able to: (1) summarize the research describing the negative effects of three major types of bullying, (2) summarize the research describing bullying and children with communication disorders, especially stuttering, (3) report results of a survey of speech-language pathologists’ (SLPs) perceptions of bullying in school-age children, (4) explain the perceived seriousness of the problem by SLPs and likelihood of intervention, and (5) describe the need for continued prevention and intervention activities for children who stutter.

Bullying and harassment: a case of success?

PurposeThis paper aims to examine an attempt by an organisation to address the significant problem of bullying and harassment. In doing so the paper particularly centres on the question of how the relative success of bullying and harassment policies might be measured.Design/methodology/approachThe paper is based on a quantitative longitudinal study of a single organisation.FindingsThe findings revealed that there was a significant reduction in perceptions of bullying in the organisation. The level of trust in senior management, however, was not enhanced as a result of the success.Research limitations/implicationsThe study emphasises the need for further research on measuring the outcomes of bullying and harassment policies and also work is required to further the understanding of trust between senior management and their workforce.Practical implicationsThe paper highlights the importance, and difficulties, in assessing the success of policies such as bullying and harassment. In many respects this paper contains a mixed message for senior managers. Employees may acknowledge the impact of management actions on reducing the level of bullying and harassment but was not associated with a noticeable improvement of trust in senior management.Originality/valueThere is a plethora of literature on understanding the complexities and effects of workplace bullying. The literature, however, is relatively silent on the issue of measuring success of a policy and this paper seeks to contribute discussion on the subject.

Evaluating the impact of Rtime: An intervention for schools that aims to develop relationships, raise enjoyment and reduce bullying

Developing social and emotional well-being amongst children and young people is part of national educational policy (e.g. Department for Education and Skills (DfES), 2004; Department for Children, Schools and Families (DCFS), 2008). A relatively recent intervention known as ‘Rtime’ (Sampson, 2004) appears to be able to improve relationships in school and at the same impact upon reducing bullying behaviours and raising enjoyment. Rtime is a 15-minute, weekly, structured relationship programme where children work in random pairs on a co-operative activity, incorporating time to greet and thank each other. The aim of this study was to research whether Rtime really did have the effects on children that it claimed. The study took place in 21 educational settings within a city in the south-west of England with 149 school-aged participants from Foundation to Key Stage 3 from both mainstream and specialist educational settings. The participants completed a questionnaire that investigated the above themes. Overall, the statistical analysis of the questionnaire responses suggested that Rtime had made a significant positive impact on children’s development of relationships and friendships and contributed to some changes in the children’s perceptions of bullying and enjoyment at school. Teachers reported that Rtime had made an impact on collaborative working, manners and general social skills. It is concluded that Rtime is a valuable programme that promotes significant positive changes in classrooms and schools consistent with national initiatives.

Percezione di bulli e di vittime nella scuola dell'obbligo: un confronto fra insegnanti delle elementari e delle medie

- Bullying is a widespread social phenomenon involving both individual and group variables. Few researches have explicitly evaluated how this phenomenon is perceived among teachers. The present study is aimed at analyzing and comparing elementary and middle school teachers' perception of bullying. Perceived problems among children/adolescents in the classroom, perceived peer'attitudes toward bullies, perceived victim' attitudes and perceived seriousness of bullying situations were assessed using a questionnaire completed by 81 teachers. Results highlighted differences in perceived seriousness of phenomenon across two di¬ferent conditions (elementary and middle school teachers). Specifically, middle school teachers perceived bullying situations more serious than elementary school teachers. Theoretical and practical implications of these results are discussed in terms of directions for future research and intervention in bullying.Keywords: Bullying, Teachers, School Communities

Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety

This study examined 427 urban middle school students' perceptions of bullying, cyberbullying, and school safety utilizing the Student Survey of Bullying Behavior-Revised 2 (Varjas, Meyers, & Hunt, 2006). A unique finding is that cyberbullying may represent a unique modality of victimization and bullying compared with other school-based modalities. Cyberbullying and relational bullying were not associated with perceived school safety. Males reported more physical victimization, verbal victimization, and verbal bullying, and less relational victimization. Males and older students reported feeling safer at school. Older students reported less physical, verbal, and relational victimization, and less physical and verbal bullying. Importantly, physical, verbal, and relational bullying and victimization may represent more general underlying constructs of bullying and victimization, calling into question the distinctiveness of individual forms.

The impact of a peer counselling scheme to address bullying in an all‐girl London secondary school: A short‐term longitudinal study

A variety of peer support schemes are now widely used in schools, notably to reduce bullying. However, there has been little systematic investigation of the impact and effectiveness of these approaches. To assess the impact of a peer counselling scheme on peer counsellors and the school community. The research was conducted in a North London all-girls state secondary school. Data were collected from all lower school classes (years 7, 8, and 9) and some staff members, in addition to year 10 peer counsellors and an age equivalent comparison group. A detailed 1-year longitudinal study combined qualitative and quantitative methods of assessment. Peer counsellors benefited from their involvement through an acquisition of transferable communication and interpersonal skills, and, compared to age-matched control pupils, had increased social self-esteem. There were no reductions in self-reported bullying and victimization, but in general pupils believed that there was less bullying in school and that the school was doing more about bullying, with year 7 students showing the most positive changes. Peer-counselling schemes can improve self-esteem of peer supporters, and also impact positively on perceptions of bullying in the school; but impact on actual experiences of bullying is less clear, and there may be problems with the acceptance and use of such programmes by older students.

Acoso Escolar a Estudiantes de Educación Básica y Media

Determining the characteristics and level of bullying in state schools in Ciudad Bolivar (Locality 19) in Bogotá, Colombia. A sample of 3 226 basic education students was taken, the students being in the sixth to eleventh grades in state schools in the locality of Ciudad Bolivar in Bogotá. The data was collected by applying a survey in which the perception of bullying in the schools was established. SPSS 14.0 was used for statistical analysis. This research took statistical results indicating the level of indifference, aggressiveness and other kinds of violence in the schools. The initial conclusion was that a high percent of students were rejected and humiliated by their peers. The level of bullying depended on the students' scholastic level rather than their socioeconomic level. Bullying situations such as giving students nicknames which they did not like or not including them in class activities were more frequent in the sixth, seventh and eighth grades. Overall, intensity and strategic indices revealed that school is a place where each day brings more suffering, where many violent situations may arise thereby making students feel afraid and that this affects the children's life for a high percentage of the students. The student community from the locality of Ciudad Bolivar in Bogotá, Colombia, is affected by a high number of bullying situations.

Children's Literature: Perceptions of Bullying

(2008). Children's Literature: Perceptions of Bullying. Childhood Education: Vol. 84, International Focus Issue 2008: Bullying and Violence Issues in Children's Lives: Examining the Issues and Solutions, pp. 379-382.

Missing Voices: Fourth through Eighth Grade Urban Students' Perceptions of Bullying

ABSTRACT This qualitative study aims to investigate urban students' perceptions of bullying. Thirty participants were recruited from the fourth through eighth grade in an urban school system. Five primary themes emerged representing these youths' perceptions of: (a) the nature of the bullying; (b) the characteristics of victims and bullies; (c) the perceived reasons for bullying; (d) reactions to bullying; and (e) preventive measures. Discrepancies pertaining to perceived power and the intent to inflict harm were found between student responses and adult-generated views of bullying in the literature. Future research is needed to verify the discrepancies found and to inform intervention development.