Teachers' Perceptions of Bullying: A Focus Group Approach

The current qualitative study used a focus group approach to examine teachers' perceptions of student aggressors and victims. Participants in the current study included 35 teachers from public elementary, middle, and high schools. Teachers' responses to five questions about risk factors fo...

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Bibliographic Details
Published in:Journal of school violence 2017-01, Vol.16 (1), p.119-139
Main Authors: Rosen, Lisa H., Scott, Shannon R., DeOrnellas, Kathy
Format: Article
Language:English
Subjects:
Aggression
Aggressiveness
Bullying
Coping
Data collection
Elementary School Teachers
Elementary schools
Emotional Response
Emotions
Focus Groups
High Schools
Middle School Teachers
Perceptions
Physical Characteristics
Public School Teachers
Public schools
Qualitative Research
Risk
Risk factors
School Violence
Secondary School Teachers
Secondary schools
Shyness
Teacher Attitudes
Teachers
Victimization
Victims
Victims of Crime
Youth
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Summary:The current qualitative study used a focus group approach to examine teachers' perceptions of student aggressors and victims. Participants in the current study included 35 teachers from public elementary, middle, and high schools. Teachers' responses to five questions about risk factors for aggression and victimization, adaptive and maladaptive coping strategies, and advice for victimized youth were analyzed using thematic analysis. Teachers frequently identified family factors as a risk factor for becoming an aggressor. Appearance-based factors, shyness, and emotional reactivity were commonly mentioned as risk factors for victimization. Teachers believed that strong displays of emotions, physical retaliation, and ignoring the situation were ineffective means for victims to respond to peer aggression. Reporting the aggression to an adult, appropriately standing up for oneself, and seeking support from friends were viewed as more effective strategies for responding to peer victimization. Directions for future research and implications for intervention are discussed.
ISSN:1538-8220
1538-8239
DOI:10.1080/15388220.2015.1124340