Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-xfwgj Total loading time: 0 Render date: 2024-06-16T15:27:24.435Z Has data issue: false hasContentIssue false

11 - Pre-service Teachers’ Understanding of Bullying in Australia and India

Implications for Practice

from Part III - Working with Students and Teachers

Published online by Cambridge University Press:  10 May 2018

Peter K. Smith
Affiliation:
Goldsmiths, University of London
Suresh Sundaram
Affiliation:
Annamalai University
Barbara A. Spears
Affiliation:
University of South Australia
Catherine Blaya
Affiliation:
Université de Nice, Sophia Antipolis
Mechthild Schäfer
Affiliation:
Ludwig-Maximilians-Universität Munchen
Damanjit Sandhu
Affiliation:
Punjabi University, Patiala
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Bullying, Cyberbullying and Student Well-Being in Schools
Comparing European, Australian and Indian Perspectives
, pp. 208 - 235
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alvarez, H. K. (2007). The impact of teacher preparation on responses to student aggression in the classroom. Teaching and Teacher Education, 23(7), 11131126.CrossRefGoogle Scholar
Anderson-Levitt, K. (2003). A world culture of schooling? In Anderson-Levitt, K. (ed.), Local Meanings, Global Schooling: Anthropology and World Culture Theory (pp. 126). New York: Palgrave Macmillan.Google Scholar
Australian Bureau of Statistics (ABS). (2014). Schools Australia 4221.0 Table 40a Number of Full Time Students 2000–2014. Retrieved from www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/4221.02014?OpenDocument.Google Scholar
Australian Bureau of Statistics (ABS). (2013). Australian Demographic Statistics3101.0 Table 59. Estimated Resident Population by Single Year of Age, Australia, Retrieved from www.abs.gov.au/ausstats/abs@archive.nsf/log?openagent&3101059.xls&3101.0&Time%20Series%20Spreadsheet&126E206869D54112CA257CA7000DD128&0&Sep%202013&27.03.2014&Latest.Google Scholar
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191215.Google Scholar
Barnes, A., Cross, D., Lester, L., Hearn, L., Epstein, M. & Monks, H. (2012). The invisibility of covert bullying among students: Challenges for school intervention. Australian Journal of Guidance and Counselling, 22(2), 206226.CrossRefGoogle Scholar
Bauman, S. & Del Rio, A. (2005). Knowledge and beliefs about bullying in schools. Comparing pre-service teachers in the United States and the United Kingdom. School Psychology International, 26(4), 428442.CrossRefGoogle Scholar
Bauman, S. & Del Rio, A. (2006). Preservice teachers’ responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219231.CrossRefGoogle Scholar
Begotti, T., Tirassa, M. & Acquadro Maran, D. (2017). School bullying episodes: Attitudes and intervention in pre-service and in-service Italian teachers. Research Papers in Education, 32(2), 170182.CrossRefGoogle Scholar
Beran, T. (2005). A new perspective on managing school bullying: Pre-service teachers’ attitudes. Journal of Social Science, 8, 4349.Google Scholar
Boulton, M. J. (1997). Teachers’ views on bullying: Definitions, attitudes and ability to cope. British Journal of Educational Psychology, 67(2), 223233.Google Scholar
Boulton, M. J., Hardcastle, K., Down, J., Fowles, J. & Simmonds, J. A. (2014). A comparison of preservice teachers’ responses to cyber versus traditional bullying scenarios: Similarities and differences and implications for practice. Journal of Teacher Education, 65(2), 145155.CrossRefGoogle Scholar
Bradshaw, C. P., Sawyer, A. L. & O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361382.CrossRefGoogle Scholar
Brislin, R. W. (1976). Comparative research methodology: Cross‐cultural studies. International Journal of Psychology, 11(3), 215229.CrossRefGoogle Scholar
Craig, K., Bell, D. & Lescheid, A. (2011). Pre-service teachers’ knowledge and attitudes regrading school-based bullying. Canadian Journal of Education, 34(2), 2133.Google Scholar
Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L. & Thomas, L. (2009). Australian covert bullying prevalence study (ACBPS). Retrieved from www.deewr.gov.au/Schooling/NationalSafeSchools/Pages/research.aspx.Google Scholar
Giallo, R. & Little, E. (2003). Classroom behaviour problems: The relationship between preparedness, classroom experiences and self-efficacy in graduate and student teachers. Australian Journal of Educational and Developmental Psychology, 3(1), 2334.Google Scholar
Goyal, S. & Pandey, P. (2009). How Do Government and Private Schools Differ? Findings from Two Large Indian States. South Asian Human Development Sector Report #30. Retrieved from http://datatopics.worldbank.org/hnp/files/edstats/INDwp09b.pdf.Google Scholar
Guillaume, E. & Funder, D. (2016). Theoretical and methodological issues in making cross-national and cross-cultural comparisons. In Smith, P. K., Kwak, K., & Toda, Y. (eds.), School Bullying in Different Cultures: Eastern and Western Perspectives (pp. 211228). Cambridge: Cambridge University Press.Google Scholar
Harris, M. (1976). History and significance of the emic/etic distinction. Annual Review of Anthropology, 5(1), 329350.CrossRefGoogle Scholar
Huang, Y. Y. & Chou, C. (2013). Revisiting cyberbullying: Perspectives from Taiwanese teachers. Computers & Education, 63, 227239.Google Scholar
Kahn, J. H., Jones, J. L. & Wieland, A. L. (2012). Preservice teachers’ coping styles and their responses to bullying. Psychology in the Schools, 49(8), 784793.CrossRefGoogle Scholar
Kallestad, J. H. & Olweus, D. (2003). Predicting teachers’ and schools’ implementation of the Olweus bullying prevention program: A multilevel study. Prevention and Treatment, 6(1) October. No Pagination Specified Article 21. Retrieved from http://dx.doi.org/10.1037/1522–3736.6.1.621a.Google Scholar
Katz, I., Keeley, M., Spears, B., Taddeo, C., Swirski, T. & Bates, S. (2014). Research on Youth Exposure to, and Management of, Cyberbullying Incidents in Australia: Synthesis Report (SPRC Report 16/2014) (PDF) [431 Kb]. Sydney: Social Policy Research Centre, UNSW Australia.Google Scholar
Kochenderfer-Ladd, B. & Pelletier, M. E. (2008). Teachers’ views and beliefs about bullying: Influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, 46(4), 431453.Google Scholar
Lester, L., Cross, D., Dooley, J. & Shaw, T. (2013). Bullying victimisation and adolescents: Implications for school-based intervention programs. Australian Journal of Education, 57(2), 107123.Google Scholar
Lester, L., Waters, S., Pearce, N. & Spears, B. (2018). Pre-service teachers: Knowledge, attitudes and their perceived skills in addressing student bullying. Australian Journal of Teacher Education.Google Scholar
Li, Q. (2008). Cyberbullying in schools: An examination of preservice teachers’ perception. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 34(2). doi: 10.21432/T2DK5GGoogle Scholar
Lopata, J. A., & Nowicki, E. A. (2014). Pre-service teacher beliefs on the antecedents to bullying: A concept mapping study. Canadian Journal of Education, 37(4), 1.Google Scholar
Microsoft Corporation Safety and Security Center. (2012). Worldwide online bullying survey. Retrieved from www.microsoft.com/en-us/download/details.aspx?id=30148.Google Scholar
Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA). (2011). National safe schools framework. Retrieved from https://docs.education.gov.au/system/files/doc/other/national_safe_schools_framework.pdf.Google Scholar
Mishna, F., Scarcello, I., Pepler, D. & Wiener, J. (2005). Teachers’ understanding of bullying. Canadian Journal of Education/Revue canadienne de l’éducation, 28(4), 718738.CrossRefGoogle Scholar
Nicolaides, S., Toda, Y. & Smith, P. K. (2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology, 72(1), 105118.Google Scholar
Novick, R. M. & Isaacs, J. (2010). Telling is compelling: The impact of student reports of bullying on teacher intervention. Educational Psychology, 30(3), 283296.Google Scholar
O’Moore, M. (2000). Critical issues for teacher training to counter bullying and victimisation in Ireland. Aggressive Behavior, 26(1), 99111.3.0.CO;2-W>CrossRefGoogle Scholar
Pike, K. L. (1967). Language in Relation to a Unified Theory of the Structures of Human Behavior (2nd edn.). The Hague: Mouton.Google Scholar
Ramya, S. G. & Kulkarni, M. L. (2011). Bullying among school children: Prevalence and association with common symptoms in childhood. Indian Journal of Pediatrics, 78(3), 307310.CrossRefGoogle ScholarPubMed
Rigby, K. & Johnson, K. (2016). The prevalence and effectiveness of anti-bullying strategies employed in Australian schools. Retrieved from http://apo.org.au/node/66537.Google Scholar
Rigby, K. & Slee, P. (1999). Suicidal ideation among adolescent school children, involvement in bully–victim problems, and perceived social support. Suicide and Life-Threatening Behavior, 29(2), 119130.Google Scholar
Rigby, K. & Smith, P. K. (2011). Is school bullying really on the rise? Social Psychology of Education, 14(4), 441455.Google Scholar
Rivers, I. (2001). Retrospective reports of school bullying: Stability of recall and its implications for research. British Journal of Developmental Psychology, 19(1), 129141.CrossRefGoogle Scholar
Ryan, T., & Kariuki, M. (2011). A two year comparative analysis of cyberbullying perceptions of Canadian (Ontario) preservice educators. Journal of the Research Center for Educational Technology, 7(2), 100111.Google Scholar
Smith, P. K., Kwak, K. & Toda, Y. (eds.) (2016). School Bullying in Different Cultures: Eastern and Western Perspectives. Cambridge: Cambridge University Press.Google Scholar
Spears, B., Campbell, M., Tangen, D., Slee, P. & Cross, D. (2015). Australian pre-service teachers’ knowledge and understanding of cyberbullying: Implications for school climate. Les Dossiers des sciences de l’éducation, 33, 109130.Google Scholar
Spears, B., Cox, G., Stretton, A. & Mattiske, J. (2017). Existing Bullying and Wellbeing Resources and Future Needs: An Evidence-Informed Account. Adelaide: University of South Australia.Google Scholar
Spears, B., Keeley, M., Bates, S. & Katz, I. (2014). Research on Youth Exposure to, and Management of, Cyberbullying Incidents in Australia: Part A: Literature Review on the Estimated Prevalence of Cyberbullying Involving Australian Minors (SPRC Report 9/2014). Sydney: Social Policy Research Centre, UNSW Australia.Google Scholar
Spears, B., Taddeo, C. M., Daly, A. L., Stretton, A. & Karklins, L. T. (2015). Cyberbullying, help-seeking and mental health in young Australians: Implications for public health. International Journal of Public Health, 60(2), 219226.Google Scholar
Thomas, R. Y. A. N., Kariuki, M. & Yilmaz, H. (2011). A comparative analysis of cyberbullying perceptions of preservice educators: Canada and Turkey. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 112.Google Scholar
Triandis, H. C. & Brislin, R. W. (1984). Cross-cultural psychology. American Psychologist, 39(9), 10061016.Google Scholar
Waasdorp, T. E., Pas, E. T., O’Brennan, L. M. & Bradshaw, C. P. (2011). A multilevel perspective on the climate of bullying: Discrepancies among students, school staff, and parents, Journal of School Violence, 10(2), 115132.Google Scholar
Yilmaz, H. (2010). An examination of preservice teachers’ perceptions about cyberbullying. Eurasia Journal of Mathematics, Science & Technology Education, 6(4), 263270.Google Scholar
Yoon, J., Bauman, S., Choi, T. & Hutchinson, A. S. (2011). How South Korean teachers handle an incident of school bullying. School Psychology International, 32(3), 312329.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×