Perceived Barriers that Prevent High School Students Seeking Help from Teachers for Bullying and their Effects on Disclosure Intentions

Boulton, Michael J.; Boulton, Louise; Down, James; Sanders, Jessica; Craddock, Helen

dc.contributor.author	Boulton, Michael J.	*
dc.contributor.author	Boulton, Louise	*
dc.contributor.author	Down, James	*
dc.contributor.author	Sanders, Jessica	*
dc.contributor.author	Craddock, Helen	*
dc.date.accessioned	2017-03-13T13:20:38Z
dc.date.available	2017-03-13T13:20:38Z
dc.date.issued	2017-01-29
dc.identifier.citation	Boulton, M. J., Boulton, L., Down, J., Sanders, J. & Craddock, H. (2017). Perceived barriers that prevent high school students seeking help from teachers for bullying and their effects on disclosure intentions. Journal of Adolescence, 56, 40-51. DOI: 10.1016/j.adolescence.2016.11.009	en
dc.identifier.issn	0140-1971
dc.identifier.doi	10.1016/j.adolescence.2016.11.009
dc.identifier.uri	http://hdl.handle.net/10034/620429
dc.description.abstract	Many adolescents choose not to tell teachers when they have been bullied. Three studies with 12-16 year-old English adolescents addressed possible reasons. In study 1, students (N = 411, 208 females/203 males) identified reasons with no prompting. Three perceived negative outcomes were common; peers would disapprove, disclosers would feel weak/undermined, and disclosers desired autonomy. In study 2, students (N = 297, 153 females/134 males/10 unspecified) indicated how much they believed that the perceived negative outcomes would happen to them, and a substantial proportion did so. Perceived negative outcomes significantly predicted intentions to disclose being bullied. Study 3 (N = 231, 100 females/131 males) tested if the perceived negative outcomes would be strong enough to stop participants from telling a teacher even though the teacher would stop the bullying. This was the case for many of them. Participants did not report disliking peers who disclosed bullying. Theoretical and practical implications are discussed.
dc.language.iso	en	en
dc.publisher	Elsevier	en
dc.relation.url	http://www.sciencedirect.com/science/article/pii/S0140197116301658	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	en
dc.subject	Bullying	en
dc.subject	Disclosure	en
dc.subject	Pupils	en
dc.title	Perceived Barriers that Prevent High School Students Seeking Help from Teachers for Bullying and their Effects on Disclosure Intentions	en
dc.type	Article	en
dc.identifier.eissn	1095-9254
dc.contributor.department	University of Chester	en
dc.identifier.journal	Journal of Adolescence	en
dc.internal.reviewer-note	AO version?	en
dc.date.accepted	2016-11-15
or.grant.openaccess	Yes	en
rioxxterms.funder	Unfunded	en
rioxxterms.identifier.project	Unfunded	en
rioxxterms.version	AM	en
rioxxterms.versionofrecord	https://doi.org/10.1016/j.adolescence.2016.11.009
rioxxterms.licenseref.startdate	2018-07-29
html.description.abstract	Many adolescents choose not to tell teachers when they have been bullied. Three studies with 12-16 year-old English adolescents addressed possible reasons. In study 1, students (N = 411, 208 females/203 males) identified reasons with no prompting. Three perceived negative outcomes were common; peers would disapprove, disclosers would feel weak/undermined, and disclosers desired autonomy. In study 2, students (N = 297, 153 females/134 males/10 unspecified) indicated how much they believed that the perceived negative outcomes would happen to them, and a substantial proportion did so. Perceived negative outcomes significantly predicted intentions to disclose being bullied. Study 3 (N = 231, 100 females/131 males) tested if the perceived negative outcomes would be strong enough to stop participants from telling a teacher even though the teacher would stop the bullying. This was the case for many of them. Participants did not report disliking peers who disclosed bullying. Theoretical and practical implications are discussed.