Teachers' victimization-related beliefs and strategies: associations with students' aggressive behavior and peer victimization

Journal of Abnormal Child Psychology
Wendy Troop-Gordon, Gary W Ladd

Abstract

Although teachers are often called upon to reduce children's bullying and aggression, little is known regarding teachers' responses to students' harassment of peers or the beliefs which may inform their response strategies. To address this limitation, data were collected from 170 6th- and 7th-grade teachers (33 men; 137 women) and 2,938 (1,413 girls; 1,525 boys) of their students. Teachers beliefs regarding peer victimization were predictive of their efforts to advice victims how to cope with peer harassment. In particular, teachers who held more normative views of peer victimization were less likely to report reprimanding aggressive students and were more likely to utilize passive response strategies. Specific links emerged between teachers' beliefs and strategies and classroom-levels of aggression and peer victimization in the fall and in the spring, as well as changes in students' aggressive behavior and victimization over the course of the school year. Implications for intervention are discussed.

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Citations

Sep 27, 2015·Journal of School Psychology·Nicole SokolRonald M Rapee
Sep 5, 2015·Journal of Abnormal Child Psychology·L Christian ElledgeTimothy A Cavell
Sep 13, 2014·Journal of Abnormal Child Psychology·Mara Brendgen, Wendy Troop-Gordon
Jan 11, 2019·Scandinavian Journal of Psychology·Rafael MirandaAlberto Amutio
Jul 26, 2018·Frontiers in Psychology·Francisco J García BaceteJesús F Rosel
Apr 3, 2019·International Journal of Environmental Research and Public Health·Ida Risanger SjursøErling Roland
Sep 12, 2018·The Journal of School Health·Natalie M GolaszewskiAlexandra Loukas
Sep 3, 2019·Frontiers in Psychology·Lisa De LucaErsilia Menesini
Dec 19, 2020·Frontiers in Psychology·Karlien DemolHilde Colpin
Feb 3, 2021·Indian Journal of Pediatrics·Prahbhjot Malhi, Bhavneet Bharti

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