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The relationship between staff maltreatment of students and bully-victim group membership.
Child Abuse Negl 2009; 33(12):914-23CA

Abstract

OBJECTIVES

The current study presents the prevalence of students' reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students' category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims).

METHOD

This study is based on a large, nationally representative sample of 16,604 students in grades 7-11 in 324 schools across Israel, who completed questionnaires during class. Using Multivariate Analyses of Variance (MANOVA), the study explores the differences between bully-victim group memberships on their reports of staff maltreatment. It also examines the interaction of students' gender, nation (Jewish vs. Arab students) and school level (junior high vs. high school student) with physical and emotional maltreatment.

RESULTS

Significant MANOVA results were found for gender (boys more than girls), nation (Arabs more than Jews) and bully-victim group membership for both emotional and physical maltreatment. Post hoc follow-up analyses revealed that bully-victims reported significantly more staff maltreatment than other students, followed by bullies and victims. Students who were not involved in bullying reported the lowest levels of staff maltreatment. In addition, the interaction analysis revealed that differences in bully-victim subgroup membership vary by gender, nations and school level in both physical and emotional maltreatment.

CONCLUSION

The findings showed that levels of staff maltreatment toward students vary according to the category of students' involvement in bullying, with bully-victims boys being at the highest risk. These findings mirror past research suggesting that bully-victims present multiple challenges for school staff and they are in need for special attention.

PRACTICE IMPLICATION

The findings emphasize the need to invest more efforts in helping bully-victims that were found at highest risk for staff maltreatment in both Jewish and Arab schools. Furthermore, it is essential to support teachers to help them cope effectively with difficult situations without resorting to aggression. To achieve this goal, training opportunities for teachers in Israel and other countries need to be expanded. This intervention should be designed and implemented from a "whole school" approach that includes students, school staff, and parents.

Authors+Show Affiliations

School of Social Work and Social Welfare, The Hebrew University of Jerusalem, Mt. Scopus, Jerusalem 91905, Israel.

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

19892403

Citation

Khoury-Kassabri, Mona. "The Relationship Between Staff Maltreatment of Students and Bully-victim Group Membership." Child Abuse & Neglect, vol. 33, no. 12, 2009, pp. 914-23.
Khoury-Kassabri M. The relationship between staff maltreatment of students and bully-victim group membership. Child Abuse Negl. 2009;33(12):914-23.
Khoury-Kassabri, M. (2009). The relationship between staff maltreatment of students and bully-victim group membership. Child Abuse & Neglect, 33(12), pp. 914-23. doi:10.1016/j.chiabu.2009.05.005.
Khoury-Kassabri M. The Relationship Between Staff Maltreatment of Students and Bully-victim Group Membership. Child Abuse Negl. 2009;33(12):914-23. PubMed PMID: 19892403.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - The relationship between staff maltreatment of students and bully-victim group membership. A1 - Khoury-Kassabri,Mona, Y1 - 2009/11/05/ PY - 2007/11/21/received PY - 2009/05/27/revised PY - 2009/05/31/accepted PY - 2009/11/7/entrez PY - 2009/11/7/pubmed PY - 2010/3/2/medline SP - 914 EP - 23 JF - Child abuse & neglect JO - Child Abuse Negl VL - 33 IS - 12 N2 - OBJECTIVES: The current study presents the prevalence of students' reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students' category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims). METHOD: This study is based on a large, nationally representative sample of 16,604 students in grades 7-11 in 324 schools across Israel, who completed questionnaires during class. Using Multivariate Analyses of Variance (MANOVA), the study explores the differences between bully-victim group memberships on their reports of staff maltreatment. It also examines the interaction of students' gender, nation (Jewish vs. Arab students) and school level (junior high vs. high school student) with physical and emotional maltreatment. RESULTS: Significant MANOVA results were found for gender (boys more than girls), nation (Arabs more than Jews) and bully-victim group membership for both emotional and physical maltreatment. Post hoc follow-up analyses revealed that bully-victims reported significantly more staff maltreatment than other students, followed by bullies and victims. Students who were not involved in bullying reported the lowest levels of staff maltreatment. In addition, the interaction analysis revealed that differences in bully-victim subgroup membership vary by gender, nations and school level in both physical and emotional maltreatment. CONCLUSION: The findings showed that levels of staff maltreatment toward students vary according to the category of students' involvement in bullying, with bully-victims boys being at the highest risk. These findings mirror past research suggesting that bully-victims present multiple challenges for school staff and they are in need for special attention. PRACTICE IMPLICATION: The findings emphasize the need to invest more efforts in helping bully-victims that were found at highest risk for staff maltreatment in both Jewish and Arab schools. Furthermore, it is essential to support teachers to help them cope effectively with difficult situations without resorting to aggression. To achieve this goal, training opportunities for teachers in Israel and other countries need to be expanded. This intervention should be designed and implemented from a "whole school" approach that includes students, school staff, and parents. SN - 1873-7757 UR - https://www.unboundmedicine.com/medline/citation/19892403/The_relationship_between_staff_maltreatment_of_students_and_bully_victim_group_membership_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S0145-2134(09)00220-8 DB - PRIME DP - Unbound Medicine ER -