| Reference : Effectiveness of bullying intervention teams in German schools |
| Scientific congresses, symposiums and conference proceedings : Unpublished conference | |||
| Social & behavioral sciences, psychology : Education & instruction Social & behavioral sciences, psychology : Treatment & clinical psychology Social & behavioral sciences, psychology : Multidisciplinary, general & others | |||
| Educational Sciences | |||
| http://hdl.handle.net/10993/42458 | |||
| Effectiveness of bullying intervention teams in German schools | |
| English | |
Böhmer, Matthias  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >] | |
| Franck, André [] | |
| Schirra, Helmut [] | |
| Steffgen, Georges [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >] | |
| Nov-2019 | |
| Yes | |
| Yes | |
| International | |
| 24th Workshop on Aggression | |
| November 2019 | |
| University of Stavanger | |
| Stavanger | |
| Norway | |
| [en] Bullying ; Prevention ; School | |
| [en] In recent years, bullying has increasingly been recognized as a widespread problem - also in the school context. Numerous examples illustrate that bullying at school is not an unfortunate individual case, but is often part of everyday school life. Large-scale international comparative studies such as HBSC underline the high bullying prevalence rate and thus the relevance of the topic. According to these studies, classmates bully every sixth child in Germany several times a week. Teachers have a special responsibility in dealing with bullying. As a rule, they are at the center of the action and have the task of recognizing bullying in good time and of (re)acting quickly, decisively and reflectively. Since bullying is a complex phenomenon, professional action in this area poses a major challenge. For this reason, a program against bullying introduced in some federal states explicitly aims at teachers who are trained as bullying intervention teams on three days. Currently, we are systematically evaluating this program. In particular, we are interested in the extent to which the previous knowledge of teachers on the subject of mobbing is transformed by the program into consolidated knowledge relevant for acting and decision-making. In connection with the intervention of teachers in the case of bullying, there is (a) the expression of their expectation of self-efficacy, (b) the teaching climate, i.e. the social climate in teaching situations in a class, and (c) the experience and behavior of their students. We will present and discuss first results of the effectiveness of the program. | |
| Researchers ; Professionals | |
| http://hdl.handle.net/10993/42458 |
There is no file associated with this reference.
All documents in ORBilu are protected by a user license.
