Abstract
Bullying is a significant problem in the USA, with both school bullying and cyberbullying peaking in middle school. Although 80% of students witness bullying, only half of middle school students report bullying to their teachers. Bystander training is effective in teaching students how to intervene; however, teachers play an instrumental role in shaping bystander behavior. The purpose of this qualitative study was to understand the perspectives of middle school personnel on the content, usefulness, relevance, and feasibility of a teacher training designed as a companion module to a brief, bullying bystander intervention (STAC). School personnel (N = 15) recruited from two schools participated in focus groups to provide feedback on the STAC Teacher Module. Thematic analyses elicited eight key themes. Participants provided specific feedback on ways the program could be improved, including providing more information about cyberbullying. Overall, participants liked the content of the training, but shared they would like built-in discussion time. Participants also indicated the program was useful, relevant, and feasible for middle schools in their communities. Participants indicated their current school offerings are limited and that there is a need for bullying-specific training. Participants also identified implementation challenges, including limited time and financial resources, as well as the need for teacher buy-in. Finally, participants reported liking the flexibility of a technology-based program, but expressed concerns that it would be harder to engage teachers in an online format. This study serves as a first step in developing the STAC Teacher Module for middle schools.
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Midgett, A., Doumas, D.M. & Hausheer, R. Development of a Teacher Module for a Brief, Bystander Bullying Intervention for Middle Schools: Perspectives from School Personnel. Contemp School Psychol 27, 491–504 (2023). https://doi.org/10.1007/s40688-022-00413-9
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DOI: https://doi.org/10.1007/s40688-022-00413-9