Open Access. Powered by Scholars. Published by Universities.®
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Social Work
The Influence Of Individual And Perceived Organizational Characterisitics On Teacher Interventions In Bullying Situations, Sarah Vanzoeren
The Influence Of Individual And Perceived Organizational Characterisitics On Teacher Interventions In Bullying Situations, Sarah Vanzoeren
Wayne State University Dissertations
Complex issues, such as bullying, have brought to light the importance of expanding school social work to include interventions focused on multiple levels of practice. Recognizing that teachers play an important role in influencing educational, social, and emotional outcomes for students, this study seeks to broaden our understanding of what motivates teachers to intervene in bullying situations in order to inform school social work practice as well as future anti-bullying programs and policies. A cross-sectional descriptive design was utilized to gather data from middle school teachers in ten districts across the state of Michigan (n=176). Participants completed an online survey …
Identifying Potential Mediators And Moderators Of The Association Be-Tween Child Maltreatment And Bullying Perpetration And Victimization In School, Jun Sung Hong, Dorothy L. Espelage, Andrew Grogan-Kaylor, Paula Allen-Meares
Identifying Potential Mediators And Moderators Of The Association Be-Tween Child Maltreatment And Bullying Perpetration And Victimization In School, Jun Sung Hong, Dorothy L. Espelage, Andrew Grogan-Kaylor, Paula Allen-Meares
Social Work Faculty Publications
A growing body of literature is demonstrating associations between childhood maltreatment and bullying involvement at school. In this literature review, five potential mediators (explanatory) and three potential moderators (mitigates or exacerbates) of the association between childhood maltreatment and school bullying are proposed. Mediators include emotional dysregulation, depression, anger, and social skills deficits. Moderators reviewed include quality of parent-child relationships, peer relationships, and teacher relationships. Although there might be insurmountable challenges to addressing child maltreatment in primary or universal school-based prevention programs, it is possible to intervene to improve these potentially mediating and moderating factors.