@article{ref1,
title="Concordance in peer victimization-related beliefs across parents and in-service and preservice early childhood teachers",
journal="Early child development and care",
year="2016",
author="Garner, Pamela W. and Parker, Tameka and Dortch, Marlon K.",
volume="187",
number="11",
pages="1732-1744",
abstract="The present study examined differences in the victimization-related beliefs of 173 adults (65 early childhood preservice teachers, 62 early childhood in-service teachers, and 46 parents). Additionally, confidence about managing victimization was evaluated as a predictor of proposed responses to negative peer encounters. In-service teachers were more likely to endorse the belief that peer victimization is a normal part of childhood and reported a stronger endorsement of assertiveness in response to it than preservice teachers. Parents had the highest avoidance beliefs, followed by in-service teachers. Group status positively predicted advising independent coping, with in-service teachers being more likely than preservice teachers to encourage independent coping in response to victimization. <br><br>FINDINGS provide evidence about victimization beliefs and proposed responses of parents and experienced and novice early childhood teachers and could contribute to anti-bullying efforts directed specifically at preschoolers, success of which relies on a commitment of both parents and teachers.<p /> <p>Language: en</p>",
language="en",
issn="0300-4430",
doi="10.1080/03004430.2016.1186017",
url="http://dx.doi.org/10.1080/03004430.2016.1186017"
}