Researchers have found that youths react in a variety of ways when faced with a bullying incident in their schools (Kochenderfer-Ladd, 2004). Despite being aware of the negative consequences of being victimized and holding generally negative attitudes towards bullying, youths tend to show reluctance to seek help from an adult or to intervene in defense of their victimized peer (Hawkins, Pepler, & Craig, 2001; Newman, Murray, & Lussier, 2001). Given the importance of the aforementioned behaviours in reducing bullying in schools, two studies were designed to examine the determinants of victim help seeking and bystander intervening behaviours in young people using Ajzen’s Theory of Planned Behaviour (TPB: Ajzen, 1991). In Study 1, I examined the full TPB model using short-term longitudinal data collected from a sample of 609 secondary school students. To further examine the utility of the TPB model and to determine the impact of school climate on the model, in Study 2 I examined cross-sectional data collected from 113 middle school students. In Study 1, multiple regression analyses and path analyses indicated that the TPB model significantly predicted student’s intentions to intervene on behalf a bullied peer and their actual self-reported intervention behaviour. The results for help seeking intentions and behaviours were mixed, with the TPB variables significantly predicting victim help seeking intentions but not self-reported behaviour. In Study 2, the TPB model significantly predicted both help seeking and intervention intentions. Additionally, the TPB variables of attitude, subjective norms, and perceived behavioural control significantly mediated the relationship between school climate and victim help seeking and bystander intervention intentions. The results are discussed in terms of their implications for methodology, theory, and policy.

Bullying in schools has been an issue that has affected students since the 1970’s (Tsiantis et al., 2013). There are interventions that can help prevent bullying within the classroom such as the Olweus Bullying Prevention Program, and the KiVa Bullying Prevention Program. The purpose of this study is to survey teachers about their knowledge of bullying and how to prevent it as well as how they feel bullying affects the students they work with and what interventions they have tried to help prevent bullying. Survey research was used to conduct this study. Surveys were sent to 25 teachers at an elementary school. 9 teachers responded to the survey. The teachers included both general education and special education who teach grades K-6. Teachers who were familiar with intervention strategies were asked to explain what interventions they have tried. A feelings dry erase board where a student could rate the intensity of their feelings and also explain on the board was one strategy used. Cool down pass and sand timers to complete task given, visual checklist on desk for procedures, and preferential seating were among other strategies used in the classroom. This study emphasizes the need for teacher resources to help them prevent bullying in their classroom. Bullying affects student development in all areas, which is why it was important to the researcher to investigate this topic and provide a teacher handbook that includes lots of resources for teachers to utilize.

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No / This report, by Helge Hoel and Sabir I Giga of the University of Manchester Business School, with contributions from Brian Faragher, can be accessed here. The research has resulted in the successful completion of the first academic anti-bullying intervention study, comparing the effectiveness of interventions across different organisational contexts and involving the implementation of a complex design in order to apply scientific rigour. Phase 1 established for the first time the apparent scale of bullying at work, and the sectors in which it appears to be most prevalent. Research evidence obtained from this work was input to phase 2 which was completed in 2006 and was designed to Establish a risk assessment tool kit for assessing the risk of bullying in organisations Identify the interventions most likely to be effective in given situations Although the study was unable to establish beyond doubt the efficacy of a particular intervention, there is evidence to suggest that theoretically sound, well planned and aptly delivered interventions can make a difference, particularly when sufficient time is allocated and the proportion of staff being trained is significant enough to have an impact upon behaviour. A conference to launch the findings of this research took place in November 2006. It attracted substantial media attention. The application of these tools in organisations where bullying does occur had the capability to substantially improve morale and staff retention, and to reduce risk of claims for compensation or at employment tribunals.

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