Supporting the Chronically Bullied Child: A Competency-Based Framework for Elementary School Teachers
Gregus, Samantha J. Smith, Sarah L. Cavell, Timothy A.
Gregus, Samantha J.
Smith, Sarah L.
Cavell, Timothy A.
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Original Date
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Issue Date
2023-12
Type
Article
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Keywords
Peer victimization,School bullying,Children,Teachers,Competencies,Training
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Citation
Gregus, SJ., Smith, S.L., & Cavell, T.A. (2023). Supporting the Chronically Bullied Child: A Competency-Based Framework for Elementary School Teachers, Journal of School Violence. https://doi.org/10.1080/15388220.2023.2289115
Abstract
Described is an effort to develop and gather feedback on a competency-based framework designed to assist elementary school teachers in their support of children who are chronically bullied. Drawing from extant research, we identified 25 potential competencies to construct a guiding framework organized by knowledge, attitudes, and skills. In Study 1, we gathered feedback on the clarity, comprehensiveness, and usability of the framework from focus groups of elementary school teachers (N=26). In Study 2, we gathered feedback from subject-matter experts who study school bullying (N=14) to assess the degree to which identified competencies reflected the current state of the science. Both teachers and experts viewed the framework positively and agreed it offers a potentially useful guide for practicing teachers. Feedback was also used to refine the competency framework. Discussed are the potential implications this framework has for school staff seeking to support persistently bullied children.
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Publisher
Routledge
Journal
Book Title
Series
Journal of School Violence
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ISSN
1538-8220