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Teachers who bully students: a hidden trauma

Twemlow, SW; Fonagy, P; Sacco, FC; Brethour, JR; (2006) Teachers who bully students: a hidden trauma. International Journal of Social Psychiatry , 52 (3) 187 - 198. 10.1177/0020764006067234. Green open access

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Abstract

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.

Type: Article
Title: Teachers who bully students: a hidden trauma
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/0020764006067234
Publisher version: http://dx.doi.org/10.1177/0020764006067234
Language: English
Additional information: This is the authors' submitted version of this published article.
Keywords: Violence, victimization, bystander, schools
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/133791
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