%0 Journal Article
%T TEACHERS¡¯ PERCEPTIONS OF ANTI-BULLYING INTERVENTIONS AND THE TYPES OF BULLYING EACH INTERVENTION PREVENTS
%A EMMA ELISE ROBERTS
%J Annual Review of Education, Communication and Language Sciences
%D 2011
%I Newcastle University
%X Teachers have a central role in the management and prevention of bullying within schools and are in turn involved in the implementation of anti-bullying interventions (Kochenderfer-Ladd & Pelletier, 2008). Therefore an assessment of teachers¡¯ attitudes towards bullying interventions is needed to determine how helpful they perceived interventions to be. This study investigated teachers¡¯ attitudes towards anti-bullying interventions and the types of bullying they perceived the interventions would prevent. A 26 item questionnaire analysing teachers¡¯ attitudes towards four ¡®global interventions¡¯; ¡®teacher implemented¡¯, ¡®student implemented¡¯, ¡®non-teaching staff implemented¡¯ and ¡®specific¡¯. The results indicated that teachers perceived ¡®nonteaching staff implemented¡¯ as the most helpful in preventing bullying and was also identified as the most effective in preventing physical bullying, verbal bullying, intimidation, social alienation and social exclusion. Overall the results indicated a consistent pattern which could be analysed further and would benefit schools, local authorities and the government in preventing bullying.
%K Anti-bullying interventions
%K bullying
%K bullying in schools
%K teachers¡¯ perceptions
%U http://research.ncl.ac.uk/ARECLS/vol8_documents/roberts_vol8.pdf