The prevalence of teachers who bully students in schools with differing levels of behavioral problems

Objective: This study looked for a relationship between the prevalence of teachers who bully students and school behavioral problems reflected in suspensions from school.Method: A convenience sample of 214 teachers answered an anonymous questionnaire about their perceptions of teachers who bully students and their own practices. Teachers were grouped into whether they taught at schools with low, medium, or high rates of suspensions. Analyses of variance were used to analyze continuous variables, and chi-square statistics were used to study categorical variables.Results: Teachers from schools with high rates of suspensions reported that they themselves bullied more students, had experienced more bullying when they were students, had worked with more bullying teachers over the past 3 years, and had seen more bullying teachers over the past year.Conclusions: These findings suggest that teachers who bully students may have some role in the etiology of behavioral problems in schoolchildren

Reducing violence and prejudice in a Jamaican all age school using attachment and mentalization theory

A study is reported of a psychoanalytic intervention in a very violent and prejudiced Jamaican school with disenfranchised children 7-9 grades who had failed academic streaming examinations. Over the period of 3 years of the intervention using mentalization and power issues approaches grounded in attachment theory, children were assisted to feel connected and valued by their school. There were striking improvements in academic performance, decreased victimization, and increased helpfulness especially in boys including significant trickle down effects to grades 1-6. Overall, the school became a place teachers wanted to join and the Jamaican government recognized their success and built a new school for them in a better location

The role of the bystander in the social architecture of bullying and violence in schools and communities

The bystander is defined as an active and involved participant in the social architecture of school violence, rather than a passive witness. Bullying is redefined from a triadic (bully-victim-bystander) rather than dyadic (bully-victim) perspective. Teachers, including administrators, and students can promote or ameliorate bullying and other forms of violence when in this social role. Cases are used to illustrate this phenomenon, including one in which a teacher is murdered. Data are presented from a study of teachers' perceptions of other teachers who bully students, suggesting that bullying of students by teachers and bullying of teachers by students is a factor in the aggravation of school bullying and violence that needs to be more openly discussed. An intervention in nine elementary schools involving 3,600 students is outlined to illustrate how a focus on reflective mentalizing and awareness of the importance of the helpful bystander role can promote a peaceful school-learning environment for students and teachers. The paper concludes with an outline for research into how communities and schools adopt bystanding roles when faced with complex problems like youth violence, and how they may avoid facing the problems by blaming law enforcement and educators

Teachers who bully students: a hidden trauma

Objective: The study examined teachers' perceptions of bullying by other teachers to see what causes and characteristics were attributed to such bullying teachers, and how often teachers were themselves bullied by students.Method: 116 teachers from seven elementary schools completed an anonymous questionnaire reflecting their feelings and perceptions about their own experiences of bullying, and how they perceive colleagues over the years.Results: Results confirmed that teachers who experienced bullying themselves when young are more likely to both bully students and experience bullying by students both in classrooms and outside the classroom. Factor analysis revealed two types of bullying teacher: a sadistic bully type and a bully-victim type.Conclusions: The implications for the mental health of children and for effective teaching are discussed, in the light of widespread recognition of the traumatic effects of bullying on childhood development

Creating a peaceful school learning environment: the impact of an antibullying program on educational attainment in elementary schools

The impact of a bullying and violence prevention program on education attainment was studied in five elementary schools (K-5), over a 5-year period.A multiple baseline design was used and academic attainment test scores of 1,106 students were monitored before and after the introduction of the program across the school district. This sample was contrasted with an equivalent control sample of 1, 100 students from the school district who attended schools that did not join the program.Program participation was associated with pronounced improvements in the students' achievement test scores. Notable reductions in the scores of those students who left schools with active programs were also observed.This simple, low-cost anti-violence intervention, involves all those who work in schools, not just students. It appears to significantly benefit educational performance of children in the participating elementary schools. The program focuses attention on the interaction between the bully, victim and audience of bystanders who are seen as pivotal in either promoting or ameliorating violence.Buy in to the philosophy by teachers & administration is high, because the format allows each school to create materials with its own personal stamp, and since there is no classroom curriculum add on, the burden to teachers is vastly reduced. Psychiatrists who work with schools could easily assist a school to put the program in place as part of their consultation work

A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression

While school-based anti-bullying programs are widely used, there have been few controlled trials of effectiveness. This study compared the effect of manualized School Psychiatric Consultation (SPC), CAPSLE (a systems and mentalization focused whole school intervention), and treatment-as-usual (TAU) in reducing aggression and victimization among elementary school children.Participants were 1,345 third to fifth graders in nine elementary schools in a medium-sized Midwestern city who took part in a cluster-level randomized controlled trial with stratified restricted allocation, to assess efficacy after two years of active intervention and effectiveness after one year of minimal input maintenance intervention. Outcome measures included peer and self-reports of bullying, bystanding, and mentalizing behavior and classroom behavioral observations of disruptive and off-task behavior.CAPSLE moderated the developmental trend of increasing peer-reported victimization (p < .01), aggression (p < .05), self-reported aggression (p < .05) and aggressive bystanding (p < .05), compared to TAU schools. CAPSLE also moderated a decline in empathy and an increase in the percent of children victimized compared to SPC (p < .01) and TAU conditions (p < .01). Results for self-reported victimization, helpful bystanding, and beliefs in the legitimacy of aggression did not suggest significantly different changes among the study conditions over time. CAPSLE produced a significant decrease in off-task (p < .001) and disruptive classroom behaviors (p < .01), while behavioral change was not observed in SPC and TAU schools. Superiority with respect to TAU for victimization (p < .05), aggression (p < .01), and helpful (p < .05) and aggressive bystanding (p < .01) were maintained in the follow-up year.A teacher-implemented school-wide intervention that does not focus on disturbed children substantially reduced aggression and improved classroom behavior

Protocol for the PACE trial: A randomised controlled trial of adaptive pacing, cognitive behaviour therapy, and graded exercise as supplements to standardised specialist medical care versus standardised specialist medical care alone for patients with the chronic fatigue syndrome/myalgic encephalomyelitis or encephalopathy

<p>Abstract</p> <p>Background</p> <p>Chronic fatigue syndrome (CFS, also called myalgic encephalomyelitis/encephalopathy or ME) is a debilitating condition with no known cause or cure. Improvement may occur with medical care and additional therapies of pacing, cognitive behavioural therapy and graded exercise therapy. The latter two therapies have been found to be efficacious in small trials, but patient organisations' surveys have reported adverse effects. Although pacing has been advocated by patient organisations, it lacks empirical support. Specialist medical care is commonly provided but its efficacy when given alone is not established. This trial compares the efficacy of the additional therapies when added to specialist medical care against specialist medical care alone.</p> <p>Methods/Design</p> <p>600 patients, who meet operationalised diagnostic criteria for CFS, will be recruited from secondary care into a randomised trial of four treatments, stratified by current comorbid depressive episode and different CFS/ME criteria. The four treatments are standardised specialist medical care either given alone, or with adaptive pacing therapy or cognitive behaviour therapy or graded exercise therapy. Supplementary therapies will involve fourteen sessions over 23 weeks and a 'booster session' at 36 weeks. Outcome will be assessed at 12, 24, and 52 weeks after randomisation. Two primary outcomes of self-rated fatigue and physical function will assess differential effects of each treatment on these measures. Secondary outcomes include adverse events and reactions, subjective measures of symptoms, mood, sleep and function and objective measures of physical activity, fitness, cost-effectiveness and cost-utility. The primary analysis will be based on intention to treat and will use logistic regression models to compare treatments. Secondary outcomes will be analysed by repeated measures analysis of variance with a linear mixed model. All analyses will allow for stratification factors. Mediators and moderators will be explored using multiple linear and logistic regression techniques with interactive terms, with the sample split into two to allow validation of the initial models. Economic analyses will incorporate sensitivity measures.</p> <p>Discussion</p> <p>The results of the trial will provide information about the benefits and adverse effects of these treatments, their cost-effectiveness and cost-utility, the process of clinical improvement and the predictors of efficacy.</p

Evidence-based Kernels: Fundamental Units of Behavioral Influence

This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior–influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physiological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior