@article{ref1,
title="Addressing violence against teachers: a social-ecological analysis of teachers' perspectives",
journal="Psychology in the schools",
year="2020",
author="McMahon, Susan D. and Peist, Eric and Davis, Jacqueline O. and McConnell, Elizabeth and Reaves, Samantha and Reddy, Linda A. and Anderman, Eric M. and Espelage, Dorothy L.",
volume="57",
number="7",
pages="1040-1056",
abstract="Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed.<p /> <p>Language: en</p>",
language="en",
issn="0033-3085",
doi="10.1002/pits.22382",
url="http://dx.doi.org/10.1002/pits.22382"
}