Journal
JOURNAL OF ABNORMAL CHILD PSYCHOLOGY
Volume 43, Issue 1, Pages 77-80Publisher
SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s10802-014-9948-8
Keywords
Commentary; Peer victimization; Classroom norms; Teacher attitudes
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This commentary reviews research findings of the five papers in the special entitled School-related Factors in the Development of Bullying Perpetration and Victimization, which represent critical areas that are often overlooked in the literature. First, one paper points to the complex interaction between a genetic disposition for aggression and classroom norms toward aggression. Second, an intervention paper unpacks the underlying mechanisms of an efficacious school-wide bully prevention program by opening the black box and testing for mediators. Third, the remaining studies employ a wide range of rigorous designs to identify how teachers' attitudes, behaviors, and classroom practices play a critical role in the prevalence of victimization and bullying in the classroom. Further, teachers' attitudes and behaviors are shown to be predictive of youth's willingness to intervene to assist a peer who is being victimized. Results are situated in what is known about bullying prevention, and how the findings from these studies could maximize the sensitivity of future prevention efforts.
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