Greek Students’ & Teachers’ Understanding

of School Bullying: Results from a

Nationwide Research Study

Anastasia Psalti,Department of Early Childhood Care &

Education

Alexander Technological Educational

Institute of Thessaloniki, Greece

Bullying1

• Not a recent phenomenon that emerged in the 20th century

• Not synonymous with violence or aggression, but a particular form of both

• Essential elements (Olweus, 1993):– The harmful act must be intentional, although it

may be physical, verbal, or psychological– The act must also be repetitive– The act must be directed from a more powerful

(physically, verbally or socially) individual towards one who is weaker

1 From: Bauman & Del Rio (2005)

Bullying in Greek Schools• Bullying – a widespread phenomenon around

the world• Growing interest in Greece over the past

decade– A few localized studies– Participants: elementary-school students

• Project PYTHAGORAS: A large-scale research project co-funded by the European Union-Social Fund and National Resources (EPEAEK II)• Objectives:

– To study the phenomenon of school violence in Greek schools (Pre-school through High School) in relation to the formation of gender and cultural identity

– To look into the process of the social construction of both perpetrators and victims

MethodologySTUDY 1

• 2027 elementary-school students from state schools all over Greece– Gender: 49.7% girls & 50.3% boys– Grade: 52.8% 5th grade (age:11) &

47.2% 6th grade (age: 12)

• 1830 secondary-school students from state schools all over Greece• Gender: 52.4% girls & 47.6% boys

• Grade: 58% 1st of Lyceum (age: 16) & 40% 3rd of Gymnasium (age: 15)

STUDY 2

• 135 preschoolers from kindergartens and pre-schools in the greater Metropolitan Area of Thessaloniki• Gender: 54.8% girls

& 45.2% boys

• Age: 4-6 years

MethodologySTUDY 1• Elementary &

Secondary Education• Questionnaire 'Life at

School' (Elementary Form & Secondary Form)

• developed by the research team

• based on: The Revised Olweus Bully/Victim Questionnaire (1996) & the Pro-Victim Scale (PVS) by Rigby & Slee (1991)

STUDY 2• Pre-School Education

• Individual Interview Protocol

• developed by the research team

• bullying scenarios and matching cartoon cards, modified from the cartoon cards of the intervention program “But is it Bullying?” by Margaret Collins (2004).

STUDY 1 - Results

Elementary School Students

• Victims:– 8-14% of students (boys, high achievers)– Victims of verbal (mockery) & social (rumour

spreading) bullying– Place: playground, corridors & classrooms

(minimal supervision)– Duration: >10% for years– Bullies: same age boys, of Greek decent, low

achievers, with behaviour problems• Bullies:

– 3-4% of students (mostly boys)– Verbal bullying

Secondary School Students

• Victims:– 10-13% of students (boys, high achievers)– Victims of verbal (sexual harassment) &

social (rumour spreading) bullying– Place: places with minimal supervision

(playground)– Duration: >10% for years– Bullies: same age boys, of Greek decent, low

achievers, with behaviour problems

• Bullies:– 1 in 10 students (mostly boys)– Verbal bullying (sexual harassment &

teasing)

Some more results…• Report of victimization

– All grades: friends– Elementary school: parents, teachers, siblings,

other person

• Report of Bullying– All grades: friends– Elementary school: parents, siblings, other

person

• Coping mechanisms– All grades: ignore– Elementary: retaliate, avoid, report to teachers,

protect oneself, ask help from friends, stop, run away

– Secondary: ignore

Some more results…• Usual reaction to bullying

– All grades: help– Elementary: help– Secondary: negative or indifferent reactions

• Feelings toward victims– All grades: sympathy & help– Elementary: sympathy & help– Secondary: some sympathy, not much, s/he

deserved it

• Future bullying– All grades: probably not– Elementary: probably not

Elementary School Teachers• Bullying incidents: 8% (physical)

to 68% (verbal-teasing)– Place: playground, corridors,

classrooms– Duration: short (1 week to 1 month)

• Victims:– High achievers, of non-Greek

decent, same age as bullies• Bullies:

– Boys with behaviour problems who act in groups

• Interventions from family & school

Secondary School Teachers• Bullying incidents: 10% (physical) to

40% (verbal)– Place: playground, during breaks– Duration: short (1 week to 1 month)

• Victims:– Boys, high achievers, of non-Greek

decent, same age as bullies• Bullies:

– Boys, low achievers, of Greek decent who act in groups

• Interventions from family & school• A type of conflict among boys; a

personal matter for those involved

STUDY 2 - Results

Bullying at preschool –peer-reports

0

10

20

30

40

50

60

70

80

Bullying Verbal Social Physical Rumors

Victim

Bully

Bully/Victim

Non-participant

Bullying at preschool –self-reports

0

10

20

30

40

50

60

70

80

90

100

Bullying Verbal Social Physical Rumors

Victim

Bully

Bully/Victim

Non-participant

Some more results…

– Report of victimization• Teachers: 69.2% - 85%• Parents: 49% - 66.7%

– Coping strategies• Report to an adult• Ask help from a friend• Retaliate• Flee

CONCLUSION

Bullying in Greek Schools

• Peer reports:– High incidence rates at preschool, peak at

middle school & a small decrease at High School– Forms of bullying:

• Physical – peak at middle school• Verbal – main form at preschool, peak at middle school• Social – (a) social exclusion: gradual decrease with age,

(b) rumours: minimal at preschool, peak at middle school

– Participants’ roles:• Victims – highest rates at preschool, gradual decrease

with age• Bullies – lowest rates at preschool, increase with age• Bullies/Victims – peak at middle school

Bullying in Greek Schools

• Victimization– Peak at middle school except for

mockery (gradual decrease with age)– Physical & Social Exclusion: high

rates at preschool– Rumours: lowest rates at preschool

• Bullying– Peak at middle school– Rumours: lowest rates at preschool

Bullying in Greek Schools

• Report– Victimization: family & teachers at younger ages– Bullying: family at younger ages

• Coping mechanisms: more active at younger ages

• Attitudes– Gradual decrease of help with age– Gradual decrease of sympathy toward victims &

willingness to help them with age– Gradual decrease of opposition to the use of

violence at school with age– Gradual increase of probability to engage in

bullying behaviour with age

Bullying in Greek Schools

• Teachers:– Identify most types of bullying, but not all of

them– Underestimate bullying incidents in their own

school– Interventions: only when an incident occurs– Doubt the efficacy of their own intervention– Dealing with bullying: personal responsibility– Need:

• Training• Support from colleagues, parents & specialised

personnel (e.g., school psychologists)

Interventions at school• Prevention & intervention programs at preschool

– Information & sensitisation• Prevention & intervention programs at elementary

school– Focus on social skill development & conflict resolution– Involvement of parents, teachers & school community

• Prevention & intervention programs at middle school– Work at individual, class & school level– Focus on social skill development & conflict resolution– Peer networks

• Prevention & intervention programs at high school– Sensitisation– Skill development & conflict resolution– Peer networks

Thank you!