Multiple Study Analysis - School Thesis

Likewise, the study concluded that new teachers were significantly less confident in their respective ability to deal with bullies and their parents than with victims of bullying and their parents. The study disclosed that new teachers also realized their limitations in dealing with bullies and recognized the likely benefits of specific training in this area. The most natural extension of this study in the future would be to repeat it using more experienced teachers to determine whether and to what degree increased experience relates to greater response and how much of any recorded difference is a function of confidence on the part of experienced teachers. Finally, one of the most interesting areas of future research would be in the realm of a 2008 study (Song & Soiber) that is not included in this literature review. That study summarized much of the available previous literature on the general subject of childhood bullying and introduces an entirely new perspective in which school bullying is viewed as an ecologically evolving set of problems in the school environment.That study suggests a new way of addressing the problem involving student peers as the primary mechanism for protecting vulnerable children from being victimized instead of faculty members as the primary responders to school bullying.

References

Bauman, S., and Del Rio, a. (2006). "Preservice Teachers' Responses to Bullying

Scenarios: Comparing Physical, Verbal, and relational Bullying" Journal of Educational Psychology; Vol. 98, No.1: 219-231.

Nicolaides, S., Toda, Y., and Smith, P. (2002). "Knowledge and Attitudes About School Bullying in Trainee Teachers" British Journal of Educational Psychology; Vol. 72: 105-118.

Song, S.Y., and Stoiber, K.C. (2008). "Children Exposed to Violence at School: An Evidence-Based Intervention Agenda for the 'Real' Bullying Problem" Journal of Emotional Abuse; Vol. 8(1/2).

Wessler, S.L., and De Andrade, L.L.….....