Tackling Bullying: Victimized by Peers as a Pupil, an Effective Intervener as a Teacher?

From Section:
Instruction in Teacher Training
Nov. 10, 2009

This article was published in Teaching and Teacher Education, Vol 25 number 8, Authors: Teemu H.J. Kokko and Maili Pörhölä, "Tackling Bullying: Victimized by Peers as a Pupil, an Effective Intervener as a Teacher?", Pages 1000-1008, Copyright Elsevier (November 2009)”.

The present study focuses on student teachers as a prospective special resource in the prevention of school bullying in the course of their future professional careers.

Special attention is paid to the influence the respondents' own childhood experiences of bullying may have in this regard.

To investigate this question, the authors assessed the respondents' estimations of the level of empathy they felt towards the victims of bullying, the degree of effort they made to prevent bullying, and their ability to identify it. Further, an attempt to assess the long-term consequences of bullying was made, using two different communicative indices: the willingness to communicate and self-perceived communication competence.

It is suggested that teachers' own experiences of victimization may enhance their ability to communicate effectively when fighting against bullying at school.

Updated: Jan. 17, 2017
Bullying | Interpersonal communication | Peer relationship | Student teachers | Teacher role | Victims of crime