Abstract
In the present study, 82 undergraduate students in a teacher education program responded to 6 written vignettes describing school bullying incidents. Scenarios described physical bullying, verbal bullying, and relational bullying events. Respondents rated relational bullying as the least serious of the 3 types. Participants had the least empathy for the victims of relational bullying and were least likely to intervene in relational bullying incidents. When asked to describe interventions they would use in these cases, the preservice teachers proposed the least severe actions for both perpetrators and victims of relational bullying compared with other forms of bullying. Results were compared with those of practicing teachers in a previous study. Implications for teacher education programs are discussed. Two supplemental studies, conducted to address concerns about seriousness of bullying scenarios, are also described.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 219-231 |
| Number of pages | 13 |
| Journal | Journal of Educational Psychology |
| Volume | 98 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 2006 |
Keywords
- Preservice teachers
- Relational bullying
- School bullying
- Teacher interventions
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology