Teachers who bully students: a hidden trauma.

Full 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.

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Author information

Author/s: Twemlow, Stuart W (SW); Fonagy, Peter (P); Sacco, Frank C (FC); Brethour, John R (JR);

Affiliation: The Menninger Clinic, Houston, TX 77280-9045, USA. stuart.twemlow(-atsign-)gmail.com

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: The International journal of social psychiatry (Int J Soc Psychiatry), published in England. (Language: eng)

Reference: 2006-May; vol 52 (issue 3) : pp 187-98

Dates: Created 2006/07/31; Completed 2006/11/30;

PMID: 16875191, status: MEDLINE (last retrieval date: 12/26/2008)

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Adult
Aggression - psychology
Child
Crime Victims - psychology; statistics & numerical data
Factor Analysis, Statistical
Faculty
Female

Humans
Interpersonal Relations
Male
Middle Aged
Questionnaires
Students - psychology
Violence - psychology; statistics & numerical data

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