Bullying: Elementary Teachers' Attitudes and Intervention Strategies

27 R has consistently documented that bullying behaviours are associated with serious shortand long-term outcomes for both victims and perpetrators. For example, Craig (1998) found that repeatedly victimised children are more likely to report internalising problems such as anxiety and depression. Bullying is also associated with peer rejection, early school dropout, involvement in crime, and adult psychopathology (Crick, 1995; Parker and Asher, 1987). Aggression and bullying in schools have become major concerns for educators. Classroom teachers face challenges to deal with a perpetrator and a victim, which means less time devoted to class work and instruction. Owing to the negative outcomes associated with bullying and victimisation, psychological and educational research continues to search for effective ways to address bullying behaviours. Proactive school-wide programmes have been proposed to prevent bullying behaviours (Olweus, 1991; Pepler et al., 1994; Smith and Sharp, 1994). These programmes are designed to promote systematic changes in school culture against bullying behaviours or school violence. The systematic approach reflects current conceptualisation of bullying as ‘an interaction that occurs between an individual bully and a victim and unfolds within a social ecological context’ (Atlas and Pepler, 1998, p. 86). However, less attention has been given to individual teachers’ responses to bullying behaviours. Given that teachers are the individuals most likely to handle a bullying incident (Smith and Sharp, 1994; Smith and Thompson, 1991), they play an important role in creating a positive school climate. Teachers’ responses should be carefully examined and teachers’ roles also should be considered in prevention and intervention of bullying behaviours. Teachers’ responses to bullying behaviours may influence future behaviours of both victims and perpetrators. Huesmann and Eron (1984) explain that bullying behaviours are reinforced when a bully successfully dominates a victim and does not experience negative consequences (i.e. punishments). That is, unless appropriate consequences are consistently and immediately given after each bullying episode, bullying behaviours have a greater chance of recurring in the future, especially when there is continuing success in Bullying