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Northwest Missouri State University
Bullying
1
Running Head: Bullying
DIFFERENCES BETWEEN ELEMENTARY TEACHER AND STUDENT
PERCEPTIONS OF BULLYING CLASSROOM MANAGEMENT
By
Marsha Roth
Submitted to
The Faculty of the Educational Specialist Program
Northwest Missouri State University
Department of Educational Leadership
College of Education and Human Services
Maryville, MO 64468
Field Study Committee Members
Dr. Phil Messner
Submitted in Fulfillment for the Requirements for
61-724 Field Study
Spring 2012
ABSTRACT
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This study analyzed the influence of “class meeting” experience and the number of student
referrals to the office. The purpose of the study was to see if there is a correlation between “class
meetings” and bullying based on the number of students referred to the office. The study group
was 315 3rd
, 4th
, and 5th
grade students and 12 classroom teachers in a suburban school district,
Liberty Oaks Elementary School. This study will show that students in grades 3rd
through 5th
grade do feel safe in their classroom environment and that they feel that their teacher is aware of
and handling the bullying that is taking place in their classroom. The data will also show that
students and teachers primarily view certain behaviors as bullying.
CHAPTER 1
INTRODUCTION TO THE STUDY
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This study examined Elementary students’ perceptions of how bullying issues are addressed in
their classroom. Relevant data were obtained from 3rd
, 4th
and 5th
grade Elementary school
students and from 12 Elementary school teachers. The goal of the study is to determine the
correlation between teachers and students perceptions of bullying in the classroom. SS
Elementary teachers lack the information in knowing how their students perceive bullying in the
classroom.
This report contains the following elements: 1) Background, issues and concerns, 2) Practice
under investigation, 3) School policy, 4) Conceptual underpinnings, 5) Statement of the problem,
6) Purpose of the study, 7) Research questions, 8) Null hypotheses, 9) Anticipated benefits of the
study, 10) Review of literature, 11) Research methods, 12) Findings, 13) Conclusions, and 14)
References.
Background, Issues and Concerns
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In the current climate of school bullying, teachers, counselors and administrators are struggling
to create emotionally safe and respectful school environments. They are doing so without fully
understanding how students feel in the school environment (Davis, 2011, p. 18). There is no set
way to teach future and current educators to respond to or handle bullying behaviors in the
classroom.
Although bullying is a growing concern, there has been little research done to examine the
potential differences between student and staff perceptions of the frequency of bullying, forms of
bullying, severity of the problem, social norms related to bullying, and responses to witnessing
bullying (Bradshaw, 2007, p. 361).
Practice Under Investigation
Teachers, Counselors and Administrative personnel in the elementary school studied would like
to better understand how to create safe environments and improve overall school climate for
students. Stakeholders would like to know if any of the behavior intervention strategies as well
as basic classroom management is coinciding to make SS Elementary School a safe place for
students.
School Policy
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All statistical data and research will be presented to the school counselor and administration
of SS Elementary School. Final reports will be presented to the 3rd
-5th
grade teachers to
determine if changes need to be made in professional development in the areas of classroom
management and classroom climate.
Conceptual Underpinnings
In a climate where school bullying is becoming more and more prevalent, it is important to
ensure the safety of elementary school students. To establish where the need for safety is, it is
important to know where the issues lie. Establishing effective discipline practices is critical to
ensure academic success and to provide a safe learning environment Students and teachers must
work together to make school a safe learning environment. Students and teachers must see the
reality in the classroom and building before beginning to work together to effectively manage
bullying.
Statement of Problem
There is a clear discrepancy between the perceptions of bullying behaviors from students to
teachers. Each group views bullying and the classroom management put in place to deal with
bullying differently; causing a break down between teachers and students.
Purpose of the Study
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The purpose of this study is to determine whether or not there is a correlation between
students and teachers perception of bullying behaviors in the classroom and teacher awareness at
SS Elementary School.
Research Questions
The following research questions were constructed to investigate the problem.
RQ1-My teacher is aware of the bullying behaviors in the classroom. (student)/ I am aware of
the bullying behaviors in my classroom. (teacher)
RQ2-My teacher takes action when bullying occurs. (student)/ I take action when I see or hear
about bullying behaviors. (teacher)
RQ3-My teacher listens to every bullying complaint. (student)/ I listen to every bullying
complaint. (teacher)
RQ4-I feel safe in my classroom. (students)/ Students feel safe in my classroom. (teachers)
RQ5-Do you perceive the following actions as bullying behaviors: Leaving others out, giving
mean looks, hitting or kicking others, eye rolling, and making fun of other people.
Null Hypothesis alpha level
There will be a discrepancy between teachers and students perception of bullying behaviors
and classroom management.
Anticipated Benefits of Study
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The benefits of this study will apply to administrators, counselors and elementary teachers..
This study provides a look into what students are actually seeing and feeling about their safety in
the school environment. The implications of this study will be to determine if new professional
development should be offered in the areas of bullying and classroom management specific. By
determining the staff and student perceptions on school bullying the counselor and teachers can
better meet the needs of students.
Definition of Terms
Staff Development – "High-quality professional development...refers to rigorous and relevant
content, strategies, and organizational supports that ensure the preparation and career-long
development of teachers and others whose competence, expectations and actions influence the
teaching and learning environment" -United States Department of Education
Classroom Management Strategies-School and classroom management aims at encouraging and
establishing student self-control through a process of promoting positive student achievement
and behavior. Thus academic achievement, teacher efficacy, and teacher and student behavior
are directly linked with the concept of school and classroom management.
Bullying- Bullying is intentional aggressive behavior. It can take the form of physical or verbal
harassment and involves an imbalance of power (a group of children can gang up on a victim or
someone who is physically bigger or more aggressive can intimidate someone else, for
instance).Bullying behavior can include teasing, insulting someone (particularly about their
weight or height, race, sexuality, religion or other personal traits), shoving, hitting, excluding
someone, or gossiping about someone. –United States Department of Education
CHAPTER TWO
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Review of Literature
What is bullying, how do we solve it and is it really happening? The first question is much easier
answered than the last two. According to Catherine P. Bradshaw, “bullying is broadly defined as
a class of intentional and repeated acts that occur through physical, verbal, and relational forms
in situations where a power difference is presents.” All can agree on a bullying definition. Where
the road gets muddy is in how to solve it, and is it really happening. When adults in school
settings depend only on themselves for the answers to these questions they fall short of providing
students with the safest possible environment to learn in. But when the two begin to work
together and truly listen to each other on the topic then things in the educational setting will
begin to change.
Many of the bullying problems that are facing schools today exist because teachers are unaware
of the seriousness of peer victimization at their school. “School staff and teachers tend to
underestimate the number of students being bullied and frequently expect students and peers to
work out the problem on their own. “ (Bradshaw, 2007). School personnel are seemingly
unaware of the problems going on in their own building. Every “report” or “tattle” is treated as
such, and the bottom line is that teachers and staff are treating them all the same, instead of with
the delicacy that each deserves.
By not truly taking a look into bullying in every case and every building, teachers have put on
“blinders” to who is doing the bullying. Bullying has taken on many forms and comes from all
different types of students. In his article, Bullying, Ron Banks shares that bullying is not the “old
school boys on the playground” mentality that many teachers are used to. Bullies can be
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comprised of a group of boys who tend to be more direct, or, girls who are more apt to utilize
more subtle indirect strategies of bullying. Girls tend to fight more passively by spreading
rumors, forcing social isolation, manipulation and cyber bullying. All of these methods, while
new to many veteran teachers are still methods that can inflict the same amount of damage as the
more typical hitting and kicking.
In an age where we are connected 24 hours a day by phones, video chats and social networking
cyber bullying is on the rise. Since it is not necessarily done at school teachers are often times
not aware of it or the impact that it is having in the educational setting. “Cyber bullying is often
anonymous and can occur anytime and without regard to geographical barriers.” (Slovak &
Singer, 2011). Cyber bullying is the “perfect crime” because it can involve hundreds of kids,
thanks to social networking sites, and can be completely anonymous. Teachers are not ready for
this, nor do they know what to do to help prevent things like this.
Oliver, Hoover, and Hazler (1994) surveyed students in the Midwest and found that a clear
majority of students felt that adults were willing to help. Stating that adult intervention is
infrequent and ineffective and that telling an adult will only bring more harassment from bullies.
Schools need to become more aware of what is going on inside and outside their walls. Oneb
theory on how to prevent bullying came from Oliver, Hoover and Hazler (1994):
-Send out an initial questionnaire to students and adults. This will serve as a benchmark
to measure the impact of improvements in school climate.
-Begin a parental awareness campaign. The goal is to increase parental awareness of the
problem. Publish initial questionnaire results for parents to see in a newsletter or
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through PTA.
-Teachers and counselors begin working with all students at the class level to develop
anti-bullying rules and engage in role playing exercises. Teachers not only focus
on bully victim roles, but also showing students how to assist victims and how
everyone can work together to create a school climate where bullying is not
tolerated
-Begin individualized interventions with specific known bullies and victims.
-increase adult supervision at key times ie. recess, lunch, passing times
Once schools begin to view bullying as a problem that is not just going to go away or an easy fix,
they can actually begin to work out the problem and truly help students through a trying and
difficult time.
Bullying not only affects the victim but often times those around who hear or see the
victimization every day. Bullying has many negative effects and can result in long term low self-
esteem or self-worth. Kutob, Senf, Crago, and Shisslak (2010) did a longitudinal study on self-
esteem in girls over a period of 4 years. Although not all of the girls were teased or bullied the
outlying effects of hearing bullying or malicious jokes were great. Positive self-esteem is
associated with academic achievement, positive relationships with others and good coping skills
as well as many others. When someone begins to threaten one of those areas you begin to shut
down. When someone is around a bully even if they are not the intended target, they begin to
hear the negative things and may internalize them themselves and, even if they are not true, they
begin to believe them. Body weight is one of the most important factors contributing to physical
apparenc. It has been demonstrated in a variety of studies that overweight children and
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adolescents geerally have more negative self-esteem than those of normal weight. (Kutob, Senf,
Crago, and Shisslak, 2010).
With the staggering news that even bystanders may be feeling the effects of bullying we need to
be teaching our students to stand together. Part of our bullying curriculum should be focused on
what to do when you see someone being bullied. We need to teach our young people to ally
together against a bully, not as a gang or a mob, but as peaceable students who refuse to be
afraid. One thing that victims of bullying said helped them the most was a peer. (Davis, Nixson,
2011). Victims stated that when a peer: offered support, became an ally, listened to them, gave
them advice and helped them talk to a teacher they immediately began to feel safe again. The
power that a peer has is unbelievable, but many students don’t know how to be that peer helper.
As a teacher it is our job to begin to educate students how to do just that.
Because bullying to the magnitude that we see today is ever changing, there is little curriculum
in place to help provide support to teachers and administrators. The most important things that
teachers can remember was taken from a survey done by Stan Davis and Charisse Nixon, when
asked what adults could do to help the students responded, “Support me, encouragement, and
vigilance.” The students in this study went on to say that when adults listened to them,
maintained supervision, gave them support and triaged with them to make sure they were still
feeling safe things got better. We as the adults and the safety figure should not respond to
students by telling them to work things out on their own, or problem solve with that person.
Their fight should be our fight! Our vigilance is of the utmost importance to the young people in
our schools today.
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CHAPTER THREE
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RESEARCH DESIGN AND METHODOLOGY
Research Method
The following research methods were used to investigate the research questions stated above.
The methods of 1) research design, 2) study group identification, 3) data collection, and 4)
statistical analysis are described below.
Research Design
This research design was a survey created with corresponding questions for the teachers and the
students. Comparative research was conducted using a pairwise comparison in order to analyze
the difference between the teachers and students, and also between the grade levels.
Study Group Description
The elementary teachers consisted of 12 total teachers. Four 3rd
grade, four 4th
grade, and four 5th
grade teachers. The elementary students consisted of 102 3rd
graders, 108 4th
graders, and 105 5th
graders.
Data Collection Methods and Instruments to be Used
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Data were collected through the use of a survey given in the regular classroom. The classroom
teacher was out of the room and no names were put on any of the surveys, classroom teacher or
student. The same survey was given to all 3rd
, 4th
and 5th
graders. The teachers were asked to fill
out the corresponding survey and return them anonymously. Data was collected and put in to the
ASP software program. It was collected to determine if there was a significant difference in the
perceptions of bullying between the teachers and students.
Statistical analysis methods used
The study reported means, standard deviations, and t-tests. The ASP program was used to
calculate the findings.
CHAPTER FOUR
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PRESENTATION AND ANALYSIS
An item analysis was run for each grade level and teacher response.
Item 1 Analysis: More than 58% of all responding teachers believe that they are always
aware of the bullying behaviors going on in their classroom. While only 28% of students believe
this to be true. There was a significant difference (CHI 5.31; P=.07) between teacher opinion and
student opinion. As shown in Table 1, more students agreed that teachers were only sometimes
aware of bullying behaviors in the classroom.
Table 1
Summary Analysis of Students v. Teachers: My teacher is aware of the bullying behaviors in the
classroom.
CHI SQUARE (2): 5.31 P-VALUE: 0.07
PERCENT OF COLUMN TOTALS
Students Teachers Total
Aware (1) 8.7 0 8.3
Aware (2) 62.8 41.7 61.9
Aware (3) 28.5 58.3 29.8
Legend: (1) Never (2) Sometimes (3) Always
Green=Students Blue=Teachers
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Item 2 Analysis: More than 83% of all responding teachers believe that they only
sometimes respond and take action to bullying behaviors going on in their classroom. While 63%
of students believe their teacher is always responding to bullying behaviors. There was a
significant difference (CHI 14.9; P=.00057) between teacher opinion and student opinion. As
shown in Table 2, teachers and students did not agree that teachers always respond to bullying
behaviors.
Table 2
Summary of Students v. Teachers: My teacher takes action when bullying occurs
CHI SQUARE (2): 14.9 P-VALUE: 0.00057
PERCENT OF COLUMN TOTALS
Students Teachers Total
Take Action (1) 4.3 8.3 4.5
Take Action (2) 32.1 83.3 34.3
Take Action (3) 63.5 8.3 61.2
Legend: (1) Never (2) Sometimes (3) Always
Green=Students Blue=Teachers
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Item 3 Analysis: The responding teachers were split 50% to 50% when it came to
listening to student complaints about bullying. 50% of responding teacher believes that they
always listen to bullying complaints and 50% responded that they only sometimes listen to
complaints. While 62% of students believe their teacher is always listening to reports on bullying
behaviors. There was a not significant difference (CHI 2.78; P=0.25) between teacher opinion
and student opinion. As shown in Table 3, teachers and students both reported 50% or higher in
favor of teachers always listening to complaints about bullying behaviors.
Table 3
Summary of Students v. Teachers: My Teacher listens to every bullying report
CHI SQUARE (2): 2.78 P-VALUE: 0.25
PERCENT OF COLUMN TOTALS
Students Teachers Total
Listen (1) 7.6 0 7.3
Listen (2) 29.6 50 30.4
Listen (3) 62.8 50 62.3
Legend: (1) Never (2) Sometimes (3) Always
Green=Students Blue=Teachers
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Item 4 Analysis: The responding teachers stated that 66% of their students always feel
safe in the classroom environment. While 66% of reported that they always feel safe in their
classroom environment. There was a not significant difference (CHI 0.90; P=0.64) between
teacher opinion and student opinion. As shown in Table 4, teachers and students both reported
66% feeling that safety is not an issue in the classroom.
Table 4
Summary of Students v. Teachers: I feel safe in my classroom
CHI SQUARE (2): 0.90 P-VALUE: 0.64
PERCENT OF COLUMN TOTALS
Students Teachers Total
Feel Safe (1) 6.1 0 5.9
Feel Safe (2) 27.1 33.3 27.3
Feel Safe (3) 66.8 66.7 66.8
Legend: (1) Never (2) Sometimes (3) Always
Green=Students Blue=Teachers
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Item 5 Analysis: 100% of the responding teachers stated that leaving others out is a
bullying behavior. This means that the teachers will treat this as a bullying behavior when they
see it. Only 78% of students feel that leaving someone out is a bullying behavior. There was not
a significant difference (CHI 3.28; P=0.07) between teacher opinion and student opinion.
However, there are 21% of students who believe that this is not a bullying behavior which state
that 21% of the students will carry out this behavior without thinking anything is wrong. This is a
concern for the counselor and will be addressed during monthly counselor visits to the
classroom.
Table 5
Summary of Students v. Teachers on Bullying Behavior: Leaving Students out
CHI SQUARE (1): 3.28 P-VALUE: 0.07
PERCENT OF COLUMN TOTALS
Students Teachers Total
Leaving Out (1) 21.7 0 20.8
Leaving Out(2) 78.3 100 79.2
Legend: (1) No, not a bullying behavior (2) Yes, a bullying behavior
Green=Students Blue=Teachers
Item 6 Analysis: 91% of the responding teachers stated that giving mean looks to others is
a bullying behavior. While only 69% of students feel that giving mean looks is a bullying
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behavior. There was not a significant difference (CHI 2.68; P=0.10) between teacher opinion
and student opinion. However, there are 8% of teachers who believe that this is not a bullying
behavior. This will result in professional development for teachers to help them identify the
differing types of bullying that they could see in the classroom.
Table 6
Summary of Students v. Teachers on Bullying Behavior: Giving Mean Looks
CHI SQUARE (1): 2.68 P-VALUE: 0.10
PERCENT OF COLUMN TOTALS
Students Teachers Total
Mean Looks (1) 30.3 8.3 29.4
Mean Looks(2) 69.7 91.7 70.6
Legend: (1) No, not a bullying behavior (2) Yes, a bullying behavior
Green=Students Blue=Teachers
Item 7 Analysis: 100% of the responding teachers stated that hitting or kicking is bullying
behavior. While only 89% of students feel that hitting or kicking is bullying behavior. There was
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not a significant difference (CHI 1.34; P=0.25) between teacher opinion and student opinion.
However, there are 10% of students who believe that this is not a bullying behavior. This will
result in further explanation of what a bully is to students through counselor session or individual
student sessions.
Table 7
Summary of Students v. Teachers on Bullying Behavior: Hitting/Kicking
CHI SQUARE (1): 1.34 P-VALUE: 0.25
PERCENT OF COLUMN TOTALS
Students Teachers Total
Hitting/Kicking (1) 10.1 0 9.7
Hitting/Kicking (2) 89.9 100 90.3
Legend: (1) No, not a bullying behavior (2) Yes, a bullying behavior
Green=Students Blue=Teachers
Item 8 Analysis: 91% of the responding teachers stated that eye rolling is a bullying
behavior. While only 67% of students feel that eye rolling is a bullying behavior. There was a
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significant difference (CHI 3.19; P=0.07) between teacher opinion and student opinion. This
particular behavior, since it is left up for interpretation by each individual it stands that it too is a
topic for the counselor to discuss. 32% of students see nothing wrong with eye rolling and may
use the behavior yielding the wrong results from others.
Table 8
Summary of Students v. Teachers on Bullying Behavior: Eye Rolling
CHI SQUARE (1): 3.19 P-VALUE: 0.07
PERCENT OF COLUMN TOTALS
Students Teachers Total
Eye Rolling (1) 32.9 8.3 31.8
Eye Rolling (2) 67.1 91.7 68.2
Legend: (1) No, not a bullying behavior (2) Yes, a bullying behavior
Green=Students Blue=Teachers
Item 9 Analysis: 100% of the responding teachers stated that making fun of others is a
bullying behavior. Majority of responding students agree by 93%, that making fun of others is a
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bullying behavior. There was not a significant difference (CHI .88; P=0.34) between teacher
opinion and student opinion. However, 6% of students believed that making fun of others is not
actually bullying behavior. This statistic in particular is overwhelming. This suggests that the
students at SS Elementary School may result to this behavior as a means to communicate, when
in fact they will be perceived by 93% of their peers as a bully. Further student life skills
development will need to be implemented.
Table 9
Summary of Students v. Teachers on Bullying Behavior: Making fun of others
CHI SQUARE (1): .88 P-VALUE: 0.34
PERCENT OF COLUMN TOTALS
Students Teachers Total
Making fun of (1) 6.9 0 6.6
Making fun of (2) 93.1 100 93.4
Legend: (1) No, not a bullying behavior (2) Yes, a bullying behavior
Green=Students Blue=Teachers
CHAPTER 5
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OVERVIEW, FINDINGS AND RECOMMENDATIONS
Discussion of Findings
The overall test results indicate that the overall null hypothesis was rejected. When comparing
the results of student and teacher perception with the test, it shows that there was not a
significant difference in recognizing bullying behaviors. However, there was a significant
difference in certain areas of classroom management between students and teachers. A
significant difference was found for Item 1 analysis (p = 0.07). A significant differences was also
found for the Item 2 analysis (p = 0.00).
Conclusions
The findings of this study are conclusive enough to determine that at school XYZ the
perception of bullying and bullying behaviors between students and teachers are similar.
Teachers and students at XYZ Elementary see the same types of bullying behaviors going on.
They also agree on teacher intervention. The null hypothesis is rejected when completing the
item analysis. When looking at the data from students and teachers there is not a significant
difference between their perceptions of bullying and teacher management.
A problem of this study is that while the surveys were anonymous students may still
have felt nervous to answer the questions completely open and honestly. The scale used for
teacher management was a 2, 1, 0 scale or (always, sometimes, never) and there for a significant
gain or loss cannot be acquired. The results would be more conclusive if the scale offered more
possibilities, truly defining the sometimes category.
According to Barnett, Davis and many other bullying research experts, there is a need for
the teaching of bullying strategies and classroom management. It is important to make sure that
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teachers and students are on the same page. Students need to know that they have a voice and
that when expressed their teacher will make them safe.
Recommendations
There are many factors that contribute to students' ability to feel safe in their school
environment. I would recommend that teachers and all school staff be provided opportunities for
professional development to stay current on effective classroom management and identifying
bullying in any form. As technology becomes a big part of our culture teachers will need to be
continuously trained on how to spot and identify bullying behaviors.
I would also recommend that as a yearly practice schools begin to survey students to get a
baseline for school culture and environment. It is important to always know how students feel
when they step through the doors. This survey would also be an effective tool to share with
teachers so that they too can seek professional development or mentor new teachers in the area of
classroom management.
References
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Banks, R. (2011, March 1). Bullying. Educational Resources Information Center, 97(4), 171.
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Barnett, M.A., Barlett, N.D., Livengood, J.L., & Murphy, D. L. (2010, November). Factors
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Genetic Psychology, 171(1), 54-72.
Bradshaw, C. P., Sawyer, A. L., & O'Brennan, L. M. (2007). Bullying and Peer Victimization at
School: Perceptual Differences between Students and School Staff. School Psychology
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Davis, S., & Nixon, C. (2011, August). What Students Say About Bullying. Educational
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Jansen, D., Veenstra, R., Ormel, J., Verhulst, F. C., & Reinjneveld, S., (2011). Early Risk factors
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