ABSTRACT

This study examined school staff reported behavioural responses to bullying, general likelihood of intervening and perceived self-efficacy for intervening with student bullying. We explored if the existence of school bullying-related policies and/or policy trainings was associated with the ways in which school staff responded to bullying. Data came from 8,668 school staff from 156 elementary, middle and high schools in the U.S. Results suggested that while the existence of anti-bullying policies was an important contributor to increased staff self-efficacy for intervening with bullying, it was not associated with self-reports of increased responses to bullying. However, being trained on their schools’ anti-bullying policy was associated with higher odds of intervening with the involved students, discussing the incident with other school staff (e.g., administrators, counsellors), and referring the students involved to the school counsellor/psychologist. Moreover, there were clear role and grade level differences in staff responses, such as being less likely to respond to bullying in high school, as compared to middle and elementary school. The results suggested that the existence of a school policy is not likely sufficient to shift behaviour. Additional training and professional development are necessary across all school staff, especially in upper grades.

摘要

这项研究检查了学校工作人员报告的对欺凌的行为反应、干预的一般可能性以及干预学生欺凌的自我效能感。我们探讨了与学校欺凌相关的政策和/或政策培训的存在是否与学校工作人员应对欺凌的方式有关。数据来自美国 156 所小学、初中和高中的 8,668 名学校教职员工 结果表明，虽然反欺凌政策的存在是提高教职员工干预欺凌行为的自我效能的重要因素，但与自我干预无关。对欺凌的反应增加的报告。然而，接受学校反欺凌政策培训与干预相关学生、与其他学校工作人员讨论事件（例如 、行政人员、辅导员），并将涉及的学生转介给学校辅导员/心理学家。此外，与初中和小学相比，工作人员的反应存在明显的角色和年级差异，例如在高中时不太可能对欺凌做出反应。结果表明，学校政策的存在可能不足以改变行为。所有学校工作人员都需要额外的培训和专业发展，特别是在高年级。结果表明，学校政策的存在可能不足以改变行为。所有学校工作人员都需要额外的培训和专业发展，特别是在高年级。结果表明，学校政策的存在可能不足以改变行为。所有学校工作人员都需要额外的培训和专业发展，特别是在高年级。