TY  - JOUR
PY  - 2012//
TI  - Contextual attributes of indirect bullying situations that influence teachers' decisions to intervene
JO  - Journal of school violence
A1  - Blain-Arcaro, Christine
A1  - Smith, J. David
A1  - Cunningham, Charles E.
A1  - Vaillancourt, Tracy
A1  - Rimas, Heather
SP  - 226
EP  - 245
VL  - 11
IS  - 3
N2  - Indirect bullying occurs frequently yet receives little attention by teachers. Using conjoint analysis, we examined the influence of situational attributes on teachers' decisions to intervene in indirect bullying. <br><br>RESULTS revealed that teachers (N = 235) were most influenced by victimized children's distress. Additional analyses identified two subgroups that differed in terms of degree of influence: protective teachers (61%) who were highly influenced by victimized children's distress and by physical aspects of bullying, and contextually sensitive teachers (39%) who considered relatively more situational attributes and showed more sensitivity to indirect bullying. These findings indicate that teachers could benefit from professional development that sensitizes them to the psychosocial and health risks to children who bully and to children who are victims of indirect bullying.<p /> <p>Language: en</p>
LA  - en
SN  - 1538-8220
UR  - http://dx.doi.org/10.1080/15388220.2012.682003
ID  - ref1
ER  -