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Now showing items 1-10 of 11
Pupils’ perceptions of bullying and disruptions to concentration and attention to school work
(Wiley, 2008)
This article discusses how disrupted concentration and attention to school work due to bullying can impact on academic success. Using pupil perceptions as the source of data, the two main aims were to quantify the proportion of pupils affected by bullying in this way, and to solicit their views on possible solutions. Subsidiary aims were to test for gender and school year differences in these variables. Among the 485 participants as a whole, only modest levels of disruptions attributable to bullying were evident but more disturbing was the finding that on nine out of eleven separate questions, around one in twenty pupils reported that this happened ‘lots of times’.
Associations between being bullied, perceptions of safety in classroom and playground, and relationship with teacher among primary school pupils
(Taylor & Francis, 2009)
This study examined three main issues among 364 primary school children: (1) self‐reported levels of perceived safety in classroom and playground, and relationship with teacher, (2) associations between perceived safety in the two contexts and peer reported levels of being bullied, and (3) if relationship with teacher moderated the associations between peer reported levels of being bullied and perceived safety in classroom and playground.
User perceptions of process–outcome linkages in pupil peer counselling for bullying services in the UK
(Routledge, 2007)
50 users of pupil peer counselling for bullying services rated their most helpful and their least helpful experiences of these services on five counselling process variables.
Concurrent and short-term longitudinal associations between peer victimization and school and recess liking during middle childhood
(Wiley, 2009)
This article discusses a study of 429 pupils (aged 9 - 11 years) in the UK which examined concurrent and short-term longitudinal associations between peer victimization (physical, malicious teasing, deliberate social exclusion, and malicious gossiping) and two measures of school adjustment (school liking and recess liking), and test if these associations were moderated by year and sex.
Associations between peer victimization, fear of future victimization and disrupted concentration on class work among junior school pupils
(Wiley, 2008)
This article discusses a study of 485 pupils aged 10-11 (from 11 junior schools in the UK) and levels of, and associations between, physical, verbal, and social exclusion victimization, fear of future victimization, and disrupted classroom concentration.
Short-term longitudinal relationships between children's peer victimization/bullying experiences and self-perceptions: Evidence for reciprocity
(SAGE, 2010)
This study tested transactional models to explain the short-term longitudinal links between self-perceptions and involvement in bullying and victimization among 115 9- to 10-year-old children.
The effects of victim of bullying reputation on adolescents’ choice of friends: Mediation by fear of becoming a victim of bullying, moderation by victim status, and implications for befriending interventions
(Elsevier, 2013-01)
This article discusses the effects of victim of bullying reputation on friendship formation.
Secondary school pupils’ views of their school peer counselling for bullying service
(Routledge, 2007)
This article discusses a study of 99 interviews with pupils from two secondary schools in the UK on their views and experiences of the peer counselling for bullying service set up in their school. They were asked about various things concerning the characteristics of the service and service providers that they valued and their reasons for not using the service.
The social skills problems of victims of bullying: Self, peer and teacher perceptions
(Wiley, 2005-06)
This article discusses the extent to which self, peers, and teachers regard victims as having poorer social skills than non-victims across 20 behaviours/competencies. The finding that victims are percieved by three different sources to have poor social skills has implications for interventions to support victims of bullying.
Associations between adults' recalled childhood bullying victimization, current social anxiety, coping, and self-blame: Evidence for moderation and indirect effects
(Taylor & Francis, 2012)
This article discusses a study of 582 students aged 23+ years at two universities in the UK which tested for associations between adults' recall of four common subtypes of childhood bullying victimization and their current social anxiety. It also provided the first test of whether coping moderated those associations, if they were indirect effects through self-blame, and if sex differences existed.