University of South Australia, Adelaide, Australia.
Queensland University of Technology, Kelvin Grove, Australia.
J Interpers Violence. 2022 Aug;37(15-16):NP13766-NP13790. doi: 10.1177/08862605211006355. Epub 2021 Apr 13.
School bullying is a global phenomenon with teachers often at the forefront of responding to this behavior. It is, therefore, important that teachers are able both to understand and articulate what bullying is and to recognize bullying behavior. Ninety-five Australian early childhood teachers participated in an online survey to define bullying, fighting and identify the differences between the two behaviors. They were also asked to identify from 20 scenarios whether the behaviors depicted traditional bullying behaviors, cyberbullying behaviors, non-bullying face-to-face behaviors or non-cyberbullying behaviors. Results found that teachers described some of the three characteristics of bullying, that is, the intention to harm, power difference, and repetition; however, many teachers had difficulty clearly explaining the distinguishing differences between bullying and fighting. The majority of teachers identified the bullying behaviors in the scenarios; however, some teachers misinterpreted some non-bullying behaviors as bullying. The need to increase teacher's knowledge of bullying to support the prevention and intervention of bullying are discussed.
校园欺凌是一种全球性现象，教师通常是应对这种行为的主力军。因此，教师不仅要能够理解和阐明欺凌的含义，还要能够识别欺凌行为。95 名澳大利亚幼儿教师参与了一项在线调查，以定义欺凌、打架，并识别这两种行为之间的区别。他们还被要求从 20 个场景中判断所描述的行为是传统的欺凌行为、网络欺凌行为、非欺凌的面对面行为还是非网络欺凌行为。研究结果发现，教师描述了欺凌的三个特征，即伤害意图、权力差异和重复；然而，许多教师难以清楚地解释欺凌和打架之间的区别。大多数教师能够识别出场景中的欺凌行为；然而，一些教师将一些非欺凌行为误解为欺凌。讨论了增加教师对欺凌的认识以支持欺凌的预防和干预的必要性。
