Teacher Training for Prevention and Management of School Bullying Situations: A Systematic Literature Review

Panosso, Mariana Gomide; Kienen, Nádia; Brino, Rachel de Faria

doi:10.1590/0102.3772e39310.en

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School and Developmental Psychology • Psic.: Teor. e Pesq. 39 • 2023 • https://doi.org/10.1590/0102.3772e39310.en copy

Teacher Training for Prevention and Management of School Bullying Situations: A Systematic Literature Review^* * Support: CAPES - funding code 001. The article is part of the author’s doctoral thesis.

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Abstract

This article presents a systematic review of empirical studies on teacher training in school bullying through goal analysis, research design, participants, dependent and independent variables, taught content and skills, training results, and research limitations. Ten databases were consulted, with 12 articles being selected. Although the studies involve teachers as participants, teacher training in bullying has not yet been the subject of study itself, as only four of the analyzed studies evaluated the effect of training in relation to the teacher. The lack of a detailed description of training contents, study procedures and lack of baseline and follow-up were important limitations. Possibilities for future research are discussed.

Keywords:
bullying; teacher training; teacher capacity; building; systematic review

Study	Author/Year	Objective	Participants
1	Boulton (2014Boulton, M. J. (2014). Teachers’ self-efficacy, perceived effectiveness beliefs, and reported use of cognitive-behavioral approaches to bullying among pupils: Effects of in-service training with the I DECIDE Program. Behavior Therapy, 45, 328-343. https://doi.org/10.1016/j.beth.2013.12.004 https://doi.org/10.1016/j.beth.2013.12.0... )	Assessing teachers' perceived effectiveness of using cognitive behavioral approaches to dealing with bullying; assessing the effects of attending a workshop in cognitive behavioral approaches on these beliefs; assessing the effects of workshop duration on beliefs.	n = 249 elementary school teachers. GE: 124 teachers GC: 125 teachers.
2	Ju et al. (2009Ju, Y., Wang, S., & Zhang, W. (2009). Intervention research on school bullying in primary schools. Frontiers of Education in China, 4, 111-122. https://doi.org/10.1007/s11516-009-0007-0 https://doi.org/10.1007/s11516-009-0007-... )	Reducing the incidence of bullying and building a more respectful, cooperative, helpful and safe approach and practical exploration of intervention strategies.	n = 354 students and teachers.
3	Benitez et al. (2009Benitez, J. L, García-Berbén, A., & Fernández-Cabezas, M. (2009). The impact of a course on bullying with the pre-service teacher training curriculum. Journal of Research in Psychology, 7(1), 191-207.)	Evaluating the impact of a specific training on bullying on a group of teachers in training.	n = 199 Pre-school, primary and secondary school graduates.
4	Goncy et al. (2015Goncy, E. A., Sutherland, K. S., Farrell, A. D., Sullivan, T. N., & Doyle, S. T. (2015). Measuring teacher implementation in delivery of a bullying prevention program: The impact of instructional and procedural adherence and competence on student responsiveness. Prevention Research, 16, 440-450. https://doi.org/10.1007/s11121-014-0508-9 https://doi.org/10.1007/s11121-014-0508-... )	Examining the relationships between instructional and procedural adherence and competence and, student responsiveness to the OBPP program.	Teachers
5	Ross e Horner (2009Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42, 747-759. https://doi.org/10.1901/jaba.2009.42-747 https://doi.org/10.1901/jaba.2009.42-747... )	Examining the effectiveness of the BP-PBS program in reducing problem behaviors outside the classroom and increasing appropriate responses of others to this behavior.	n = 6 students, teachers, and other school staff.
6	Leadbeater et al. (2016Leadbeater, B. J., Thompson, K., & Sukhawathanakul, P. (2016). Enhancing social responsibility and prosocial leadership to prevent aggression, peer victimization, and emotional problems in elementary school children. American Journal of Community Psychology, 58(3-4), 365-376. https://doi.org/10.1002/ajcp.12092 https://doi.org/10.1002/ajcp.12092... )	Investigating the intervention's effects on children's abilities for pro-social leadership and teachers' expectations for children's socially responsible behaviors in reducing peer victimization and its negative emotional and behavioral correlates (aggression).	n = 1,329 students from 1st to 6th grade, their parents and teachers.
7	O’Moore e Minton (2005O’Moore, A. M., & Minton, S. J. (2005). Evaluation of the effectiveness of an anti-bullying programme in primary schools. Aggressive Behavior, 31, 609-622. https://doi.org/10.1002/ab.20098 https://doi.org/10.1002/ab.20098... )	Evaluating an intervention that incorporated a whole-school approach.	n = 11 trainers and n = 197 teachers and parents.
8	Salmivalli et al. (2005Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75, 465-487. https://doi.org/10.1348/000709905x26011 https://doi.org/10.1348/000709905x26011... )	Evaluating the effects of an anti-bullying intervention program after 12 months of intervention.	n = 48 teachers e n = 1,220 students.
11	Buils et al. (2020Buils, R. F., Miendes, A. C., & Oliver, M. R. (2020). Effect of a cyberbullying prevention program integrated in the primary education curriculum. Revista de Psicodidáctica, 25(1), 23-29. https://doi.org/10.1016/j.psicod.2019.08.001 https://doi.org/10.1016/j.psicod.2019.08... )	Evaluating the program's effect on a sample of 159 elementary school students, following a quasi-experimental pre- and post-test design with two groups, including training for teachers and parents.	n = 159 students; 16 teachers; 1 psychologist, 4 teacher-tutors, and 89 parents.
12	Verseveld et al. (2021Verseveld, M.D.A.V., Fekkes, M., Fukkink, R.G., & Oostdam, R.J. (2021) Teacher’s experiences with difficult bullying situations on the school: An explporative study. Journal of Early Adolescence,41(1), 43-69. https://doi.org/10.1177/0272431620939193 https://doi.org/10.1177/0272431620939193... )	Investigating the effectiveness of the PRIMA anti-bullying program in reducing victimization among elementary school students.	n = 4,285 students e 312 teachers.

Study	Dependent Variable	Evaluation of the Dependent Variable	Designing
1	Teachers' beliefs and perceptions about the effectiveness of a program based on the cognitive-behavioral approach (I decide Program) and its self-effectiveness.	Scale developed by the researchers to assess the effectiveness and perception of the cognitive-behavioral approach; self-efficacy; about the use of the I Decide program and, content analysis of the open-ended questions.	Experimental group design. Experimental groups: 35 participants - part-time workshop; 31 participants: 1- day workshop; 30 participants: 2-day workshop; 28 participants: 3-day workshop. There was pre-test, post-test and follow up
2	Student's experience with bullying/victimization on the way from school back home and in the school environment.	The Anonymous Bullying/Victimization Questionnaire modified. Cheklist to assess children's experience with bullying and victimization, based on "My School Life" checklist.	Group experimental design and, for the experimental group, action research (whose objective is to change the target behavior in a real situation). There was pre-test, post-test. There was no follow up
3	Teachers' knowledge about bullying in relation to the definition and incidence of the phenomenon; personal and family characteristics of bullies and victims; and teachers' perceptions of their ability to act in bullying situations.	School Bullying Questionnaire adapted.	Quasi-experimental. Pre-test and post-test with two non-equivalent groups (Experimental Group, n = 106 and Control Group, n = 93). There was pre-test, post-test. There was no follow up
4	Teachers’ adherence to 10 instructional behaviors; teachers’ instructional competence; and student’s responsiveness during the encounters.	Behavioral assessment by direct observation using an observation protocol.	Group design. Constant measurements were taken for 1 year during and after the end of the training.
5	There were 3 target behaviors of intervention: frequency of physical and verbal aggression during lunch. - victims' responses to problem behavior - viewers' social responses to the problem behavior.	For the students: questioning about the knowledge acquired; observation of students' responses (behavior) For teachers: checklist filled out by teachers daily; BP-PBS Acceptability Questionnaire.	Multiple baseline between students and schools. There was pre-test, post-test. The design comprised three phases: baseline, skill acquisition through the program, and full program implementation. There was pre-test, post-test, and follow up.
6	Students' aggressive behaviors such as kicking, biting, hitting others and learning to disengage from conflict and respond proactively.	- Multi-informant reporting to collect the teachers', parents', and children's experiences. - Behaviour Assessment System for Children (BASC); Social Experience Questionnaire (SEQ); Early School Behavior Rating Scale; Behaviour Assessment System for Children (BASC).	Group design: Control condition (11 schools and 638 children) and experimental condition (16 schools and 1,329 children). 2-year longitudinal study. No pre-test, post-test, and follow up were performed.
7	Teachers' knowledge and feelings about bullying and its typology, their perspectives on policy, training, and action against bullying, and on school bullying behavior exhibited by students.	For students: modified Olweus Bully/Victim Questionnaire. For teachers: Rigby Questionnaire.	Quasi-experimental design with pre- and post-test. No follow up was performed.
8	Frequency of bullying and victimization practices through student’s perceptions; extent to which bullying was experienced and observed; student’s attitudes and beliefs about the efficacy of doing something about bullying.	For students: Participant Role Questionnaire (PRQ) Teachers: reports on their concrete actions to make a comparison between the intervention's actual content and what had been previously planned.	Longitudinal cohort with adjacent cohorts. Evaluated the program effects after 12 months of the intervention.
9 10	Teachers' knowledge and skills about bullying. Self-control, interpersonal relationship and response repertoire for dealing with bullying situations.	Teacher Inventory of Skils and Knowledge (TISK); Teacher Efficay Scale (TES); Teacher Efficacy and attribution Measure (TEAM); Osiris School Administration System Activity Tracker (OAS). Questionnaire developed by the researchers.	Quasi-experimental with pre-test and post-test control group. No follow up was performed. Quasi-experimental design with pre- and post-test. No follow up was performed.
11	Self-esteem, empathy, assertiveness, emotional self-control, student conflict resolution, and technology skills.	The Cuestionario de Educación Emocional (Emotional Educa-tion Questionnaire - EEQ); The Escala de Evaluación de la Calidad de la Ciberconducta (Cyberbehavior Quality Assessment Scale).	Quasi-experimental with pre- and post-test control group.
12	Promotion of pro-social and safe environment. Respect among students.	Revised Bully/Victim Questionnaire (OBVQ).	Cluster-randomized with application of pre- and post-test- two experimental conditions and control group.

Study	Skills/behaviors taught
1	The author only mentions that the workshop shows teachers how to prepare students at risk of bullying or how to teach the bullying perpetrators to build more effective alternatives for dealing with situations, but does not describe how it has done.
2	Intervention skills including brainstorming, quality circle, self-confidence training, and roleplay (as described by the authors).
3	Did not submit
4	Teachers' abilities to provide instruction.
5	Did not submit
6	Did not submit
7	Did not submit
8	Did not submit
9	Relaxation skills, coping and collaborative problem-solving skills
10	Did not describe
11	Did not describe
12	Identify, prevent and reduce bullying appropriately, model pro-social and positive behavior, and create and maintain anti-bullying policies.

Study	Results
	Studies that presented as results the evaluation of teachers' knowledge, perception and/or behaviors
1	In the pre-test, – of the teachers considered the cognitive behavioral approach effective in combating bullying although only 54.2% of those who had participated in the I Decide Program at another moment reported using it rarely, and 26.2% reported using it frequently in their practice. Post-test: 52.4% of teachers who participated in the program indicated that they used the approach frequently. There was significant correlation between reported use and duration of training, but not in perceived effectiveness. The association between training duration and reported use of the approach was mediated by self-efficacy.
3	The EG members modified and improved their knowledge and perception about bullying (defining the phenomenon: 41.5% of the EG defined the phenomenon by listing at least three characteristics when compared to 1.2 of the CG). Regarding the identification of the phenomenon's incidence and the aggressors' and victims' personal characteristics, and regarding the self-efficacy in treating bullying, there were statistically significant differences in the EG and none in the CG.
4	Teacher’s behaviors such as: instructional adherence, procedural adherence, instructional competence, and procedural competence were positively and significantly correlated with each other, with student engagement and in following rules.
9	The program increased teachers' knowledge and use of intervention skills, their personal self-efficacy and self-efficacy related to children with specific characteristics, and, the reduction of classroom bullying as measured by disciplinary references.

Instituto de Psicologia, Universidade de Brasília Instituto de Psicologia, Universidade de Brasília, 70910-900 - Brasília - DF - Brazil, Tel./Fax: (061) 274-6455 - Brasília - DF - Brazil
E-mail: revistaptp@gmail.com

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Teacher Training for Prevention and Management of School Bullying Situations: A Systematic Literature Review* * Support: CAPES - funding code 001. The article is part of the author’s doctoral thesis.

Abstract

Teacher Training for Prevention and Management of School Bullying Situations: A Systematic Literature Review^* * Support: CAPES - funding code 001. The article is part of the author’s doctoral thesis.