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Direct linkLei Liu; Yan Huang; Xudong Liu; Li Zhang – Social Psychology of Education: An International Journal, 2025
This empirical study examined how subjective norms (SNs) and perceived severity affected teachers' intention to intervene and their intervention behaviors in real-life bullying incidents in primary and secondary schools. A total of 362 teachers who witnessed or were told about bullying incidents participated in this study by completing related…
Descriptors: Intervention, Bullying, Behavior Standards, Social Behavior
Duffy, Amanda L.; Nesdale, Drew – Social Development, 2009
Drawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra-group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed…
Descriptors: Group Membership, Bullying, Children, Peer Groups
Download full textLaRocco, Diana J.; Nestler-Rusack, Donna; Freiberg, Jo Ann – Online Submission, 2007
Background: In June 2002, the State of Connecticut General Assembly (CGA) passed Public Act 02-119, An Act Concerning Bullying Behavior in Schools and Concerning the Pledge of Allegiance. Section 1 mandated that each local and regional board of education (school district) develop a policy to address bullying in its schools. Conn. Gen. Statute…
Descriptors: Public Schools, Bullying, School Districts, Technical Assistance
