Bullying behaviour, intentions and classroom ecology

Learning Environments Research

Volumn 16, Issue 2, 2013, Pages 183-199

  Pryce, Sarah ^b   Frederickson, Norah ^a  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b Staffordshire Educational Psychology Service   (United Kingdom)

Author keywords

Bullying; Classroom climate; Intentions; Intervention; School belonging; Victimisation

Indexed keywords

EID: 84878501692     PISSN: 13871579     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10984-013-9137-7     Document Type: Article

References (48)

1. Ajzen, I. (1991). The theory of planned behaviour. Organisational Behaviour and Human Decision Processes, 50, 179-211.
2. Ajzen, I. (2002). Constructing a TOPB questionnaire: Conceptual and methodological considerations. Retrieved from 05. 10. 10 http://people. umass. edu/aizen/pdf/tpb. measurement. pdf.
3. Andreou, E., Didaskalou, E., & Vlachou, A. (2008). Outcomes of a curriculum-based anti-bullying intervention programme on students' attitudes and behaviour. Emotional and Behavioural Difficulties, 13, 235-248.
4. Astor, R. A., Benbenishty, R., Zeira, A., & Vinokur, A. (2002). School climate, observed risky behaviours and victimization as predictors of high school students' fear and judgements of school violence as a problem. Health Education and Behaviour, 29, 716-736.
5. Beran, T. N., Tutty, L., & Steinrath, G. (2004). The evaluation of a bullying prevention programme for primary schools. Canadian Journal of School Psychology, 19, 99-116.
6. Bosworth, K., Espelage, D. L., & Simon, T. R. (1999). Factors associated with bullying behavior in middle school students. The Journal of Early Adolescence, 19, 341-362.
7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
8. Burnett, P. C. (2002). Teacher praise and feedback and students' perceptions of the classroom environment. Educational Psychology, 22, 1-16.
9. Cornell, D. G., Sheras, P. L., & Cole, J. C. M. (2006). Assessment of bullying. In S. R. Jimerson & M. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 191-209). Mahwah, NJ: Lawrence Erlbaum Associates.
10. Department for Children Schools and Families, UK (DCSF). (2007). Anti-bullying charter. Nottingham: DCSF Publications.
11. Eslea, M., & Smith, P. K. (1998). The long-term effectiveness of anti-bullying work in primary schools. Educational Research, 40, 203-218.
12. Fraser, B. J. (1982). Development of short forms of several classroom environment scales. Journal of Educational Measurement, 19, 221-227.
13. Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7-33.
14. Frederickson, N., Simmonds, E., Evans, L., & Soulsby, C. (2007). Assessing the social and affective outcomes of inclusion. British Journal of Special Education, 34, 105-115.
15. Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V. S., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the steps to respect programme. Developmental Psychology, 41, 479-491.
16. Goodman, R., Meltzer, H., & Bailey, V. (1998). The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry, 7, 125-130.
17. Gratton, L., Povey, R., & Clark-Carter, D. (2007). Promoting children's fruit and vegetable consumption: Interventions using the theory of planned behaviour as a framework. British Journal of Health Psychology, 12, 639-650.
18. Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years' research on peer victimisation and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 441-455.
19. Higgins, A., & Conner, M. (2003). Understanding adolescent smoking: The role of the Theory of Planned Behaviour and implementation intentions. Psychology, Health & Medicine, 8, 173-186.
20. Juvonen, J., Nishina, A., & Graham, S. (2001). Self-views versus peer perceptions of victim status among early adolescents. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and vicitimized (pp. 105-124). New York: Guilford Press.
21. Kumpulainen, K., Rasanen, E., & Puura, K. (2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behaviour, 27, 102-110.
22. Leff, S. S., Power, T. J., & Goldstein, A. B. (2004). Outcome measures to assess the effectiveness of bullying-prevention programmes in the schools. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention (pp. 269-293). Mahwah, NJ: Lawrence Earlbaum Associates.
23. Limber, S. P., Nation, M., Tracy, A. J., Melton, G. B., & Vlerx, V. (2004). Implementation of the Olweus bullying prevention programme in the Southeastern United States. In P. K. Smith, D. Pepler, & K. Rigby (Eds.), Bullying in schools: How successful can interventions be? (pp. 55-79). Cambridge, England: Cambridge University Press.
24. MacKay, T. (2006). From the cradle to the grave: The declaration study. West Dumbartonshire, Scotland: West Dumbartonshire Council.
25. Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programmes? A meta-analysis of intervention research. School Psychology Quarterly, 23, 26-42.
26. Miles, M., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage.
27. Muris, P., Meesters, C., Eijkelenboom, A., & Vincken, M. (2004). The self-report version of the Strengths and Difficulties Questionnaire: Its psychometric properties in 8-13-year-old non-clinical children. British Journal of Clinical Psychology, 43, 437-448.
28. Nabuzoka, D., & Smith, P. K. (1993). Sociometric status and social behaviour of children with and without learning difficulties. Journal of Child Psychology and Psychiatry, 34, 1435-1448.
29. Nesdale, D., Durkin, K., Maass, A., Kiesner, J., & Griffiths, J. A. (2008). Effects of group norms on children's intentions to bully. Social Development, 17, 889-907.
30. Nishina, A., Juvonen, J., & Witkow, M. R. (2005). Sticks and stones may break my bones, but names will make me feel sick: The psychosocial, somatic, and scholastic consequences of peer harassment. Journal of Clinical Child and Adolescent Psychology, 34, 37-48.
31. Office of National Statistics. (2008). Special educational needs in England 2008. London: DfES.
32. Olweus, D. (1991). Bully/victim problems among school children: Some basic facts and effects of a school based intervention Programme. In D. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-438). Hillsdale, NJ: Erlbaum.
33. Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.
34. Powell, H., Mihalas, S., Onwuegbuzie, A. J., Suldo, S., & Daley, C. E. (2008). Mixed methods research in school psychology: A mixed methods investigation of trends in the literature. Psychology in the Schools, 45, 291-309.
35. Rigby, K. (2002). New perspectives on bullying. London: Jessica Kingsley.
36. Rigby, K., & Johnson, B. (2006). Expressed readiness of Australian schoolchildren to act as bystanders in support of children who are being bullied. Educational Psychology, 26, 425-440.
37. Rigby, K., & Slee, P. (1993). Dimensions of interpersonal relations among Australian children and implications for psychological well-being. Journal of Social Psychology, 133, 33-42.
38. Slee, P. T., & Mohyla, J. (2007). The PEACE Pack: an evaluation of interventions to reduce bullying in four Australian primary schools. Educational Research, 49, 103-114.
39. Smith, D. J., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programmes: A synthesis of evaluation research. School Psychology Review, 33, 548-561.
40. Solomon, D., Battistich, V., Kim, D., & Watson, M. (1997). Teacher practices associated with students' sense of the classroom as a community. Social Psychology of Education, 1, 235-267.
41. Song, S. Y., & Stoiber, K. C. (2008). Children exposed to violence at school: An evidence-based intervention agenda for the "real" bullying problem. Journal of Emotional Abuse, 8, 235-253.
42. Stassen Berger, K. (2007). Update on bullying at school: Science forgotten? Developmental Review, 27, 90-126.
43. Stewart, D. W., Shamdasani, P. N., & Rook, D. W. (2006). Focus groups: Theory and practice. London: Sage.
44. Swearer, S. M., & Espelage, D. L. (2004). Introduction: A social-ecological framework of bullying among youth. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention (pp. 1-12). Mahwah, NJ: Lawrence Erlbaum.
45. Swearer, S. M., Espelage, D. L., & Napolitano, S. A. (2009). Bullying prevention and intervention: Realistic strategies for schools. New York: Guilford Press.
46. Vaughn, S., Schumm, J. S., & Sinagub, J. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage.
47. Viding, E., Simmonds, E., Petrides, K. V., & Frederickson, N. (2009). The contribution of callous-unemotional traits and conduct problems to bullying in early adolescence. Journal of Child Psychology and Psychiatry, 50, 471-481.
48. Wolke, D., Woods, S., Bloomfield, L., & Karstadt, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. Journal of Child Psychology and Psychiatry, 41, 989-1002.