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Bullying in school children: How much do teachers know?
CONTEXT: Bullying is an emerging serious problem in schools worldwide resulting in physical and mental health problems in victimized children. Teachers play a critical role in identifying the acts of bullying, assisting the children who are victimized, linking up with healthcare providers for managi...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Wolters Kluwer - Medknow
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6691415/ https://www.ncbi.nlm.nih.gov/pubmed/31463264 http://dx.doi.org/10.4103/jfmpc.jfmpc_370_19 |
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author | Shamsi, Nida I. Andrades, Marie Ashraf, Hiba |
author_facet | Shamsi, Nida I. Andrades, Marie Ashraf, Hiba |
author_sort | Shamsi, Nida I. |
collection | PubMed |
description | CONTEXT: Bullying is an emerging serious problem in schools worldwide resulting in physical and mental health problems in victimized children. Teachers play a critical role in identifying the acts of bullying, assisting the children who are victimized, linking up with healthcare providers for managing physical and emotional consequences of bullying, as well as managing bullying at school. AIMS: To determine teachers’ knowledge regarding bullying among secondary school children. SETTINGS AND DESIGN: A cross-sectional study conducted in five public and five private schools of Jamshed Town, Karachi, Pakistan. METHODS AND MATERIALS: The study continued from October 2012 to February 2013. Stratified random sampling was used to select teachers. Data were collected through a pre-piloted structured questionnaire. STATISTICAL ANALYSIS USED: Data were analyzed using the SPSS v19.0. Descriptive analysis was done by calculating frequencies and percentages of the categorical variables such as teacher's age, educational level, and presence of adequate knowledge regarding bullying. The outcome variable of interest was knowledge about bullying. RESULTS: Almost half of the153 teachers (n = 82, 53.6%) lacked adequate knowledge about bullying in school children. A statistically significant association was present between knowledge of bullying with gender (P-value = 0.02), educational level of the teachers (P-value = 0.05), years of teaching experience (P-value = 0.04), and educational training of teachers (P-value = 0.01). CONCLUSIONS: More than half of the teachers were deficient in their knowledge about bullying in school children |
format | Online Article Text |
id | pubmed-6691415 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Wolters Kluwer - Medknow |
record_format | MEDLINE/PubMed |
spelling | pubmed-66914152019-08-28 Bullying in school children: How much do teachers know? Shamsi, Nida I. Andrades, Marie Ashraf, Hiba J Family Med Prim Care Original Article CONTEXT: Bullying is an emerging serious problem in schools worldwide resulting in physical and mental health problems in victimized children. Teachers play a critical role in identifying the acts of bullying, assisting the children who are victimized, linking up with healthcare providers for managing physical and emotional consequences of bullying, as well as managing bullying at school. AIMS: To determine teachers’ knowledge regarding bullying among secondary school children. SETTINGS AND DESIGN: A cross-sectional study conducted in five public and five private schools of Jamshed Town, Karachi, Pakistan. METHODS AND MATERIALS: The study continued from October 2012 to February 2013. Stratified random sampling was used to select teachers. Data were collected through a pre-piloted structured questionnaire. STATISTICAL ANALYSIS USED: Data were analyzed using the SPSS v19.0. Descriptive analysis was done by calculating frequencies and percentages of the categorical variables such as teacher's age, educational level, and presence of adequate knowledge regarding bullying. The outcome variable of interest was knowledge about bullying. RESULTS: Almost half of the153 teachers (n = 82, 53.6%) lacked adequate knowledge about bullying in school children. A statistically significant association was present between knowledge of bullying with gender (P-value = 0.02), educational level of the teachers (P-value = 0.05), years of teaching experience (P-value = 0.04), and educational training of teachers (P-value = 0.01). CONCLUSIONS: More than half of the teachers were deficient in their knowledge about bullying in school children Wolters Kluwer - Medknow 2019-07 /pmc/articles/PMC6691415/ /pubmed/31463264 http://dx.doi.org/10.4103/jfmpc.jfmpc_370_19 Text en Copyright: © 2019 Journal of Family Medicine and Primary Care http://creativecommons.org/licenses/by-nc-sa/4.0 This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms. |
spellingShingle | Original Article Shamsi, Nida I. Andrades, Marie Ashraf, Hiba Bullying in school children: How much do teachers know? |
title | Bullying in school children: How much do teachers know? |
title_full | Bullying in school children: How much do teachers know? |
title_fullStr | Bullying in school children: How much do teachers know? |
title_full_unstemmed | Bullying in school children: How much do teachers know? |
title_short | Bullying in school children: How much do teachers know? |
title_sort | bullying in school children: how much do teachers know? |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6691415/ https://www.ncbi.nlm.nih.gov/pubmed/31463264 http://dx.doi.org/10.4103/jfmpc.jfmpc_370_19 |
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