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The document referenced below is part of the NCJRS Library collection.
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How to Obtain Documents
 
NCJ Number: NCJ 229579     Find in a Library
Title: Teachers' Perceptions of Teasing in Schools
  Document URL: HTML 
Author(s): Heather Smith ; Kris Varjas ; Joel Meyers ; Megan L. Marshall ; Cristina Ruffner ; Emily C. Graybill
  Journal: Journal of School Violence  Volume:9  Issue:1  Dated:January-March 2010  Pages:2 to 22
Date Published: 01/2010
Page Count: 21
  Annotation: This article presents an exploratory investigation into teachers' perceptions of teasing in schools, an underrepresented perspective in the literature.
Abstract: Teasing is a prevalent behavior in schools that can result in both positive and negative outcomes for students. Semistructured interviews with 28 teachers of grades four through eight revealed complex decisionmaking processes regarding how they differentiate between teasing and bullying interactions and how they select and implement interventions. These processes suggested that teachers conceptualize teasing as a prosocial or an antisocial behavior. Implications and opportunities for future research also are discussed. 1 figure and 52 references (Published abstract)
Main Term(s): Juvenile victims
Index Term(s): Problem behavior ; Educators ; Educators child-abuse neglect role ; School delinquency programs ; School discipline ; Bullying
Sponsoring Agency: Society for the Study of School Psychology
United States of America

National Assoc of School Psychologists
United States of America

Ctr for School Safety, School Climate, and Classroom Management
United States of America
Publisher URL: http://www.taylorandfrancis.com 
Type: Report (Study/Research)
Country: United States of America
Language: English
   
  To cite this abstract, use the following link:
https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=251609

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