Citation

Begotti T, Tirassa M, Acquadro Maran D. Int. J. Environ. Res. Public Health 2018; 15(9): e15091908.

Affiliation

Department of Psychology, Università di Torino, Via Verdi 10⁻10124 Torino I, Italy. daniela.acquadro@unito.it.

Copyright

(Copyright © 2018, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph15091908

PMID

30200541

Abstract

Background: The aim of the study was to compare the level of self-confidence in dealing with problems at school, the attitude towards bullying situations and the recommended strategies to cope with bullying in two samples of pre-service teachers (PSTs). The PSTs were in training to become teachers with special education needs students (SEN) and came from two different countries (Italy and Greece). Methods: A questionnaire survey was made involving 110 Italian and 84 Greek PSTs. Results: The results about self-confidence showed that Greek PSTs had lower outcome expectations and a higher external locus of causality than Italian PSTs. Teachers' training programs and school preventive intervention were also discussed. Conclusions: Because the participants in this investigation will be teachers in the near future, they require specific training on bullying in general and in students with SEN in particular.

Language: en

Keywords

bullying; intervention; pre-service teachers; special education needs students