SYSTEMATIC REVIEW:TEACHER INTERVENTION STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS IN BULLYING SITUATIONS

被引：0

作者：

Tremblay, Kelly ^{[1
]}

Poulin, Marie-Helene ^{[2
]}

Guimond, Fanny-Alexandra ^{[3
]}

机构：

[1] Univ Quebec Abitibi Temiscamingue, Rouyn Noranda, PQ, Canada

[2] Univ Quebec Abitibi Temiscamingue, Ecole Psychoeduc, Rouyn Noranda, PQ, Canada

[3] Univ Ottawa, Ecole Psychol, Ottawa, ON, Canada

来源：

MCGILL JOURNAL OF EDUCATION | 2022年 / 57卷 / 03期

关键词：

TEACHERS VIEWS; SCHOOL; VICTIMIZATION; EXPERIENCES; ATTITUDES; PREVALENCE; CHILDREN; BELIEFS; YOUTH;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

. Bullying in primary schools is a concern, especially for students with special needs. Despite the implementation of preventative programmes, teachers are lacking intervention strategies. This review focuses on teachers' interventions in bullying situations experienced by students with special needs and their effects on bullying and victimization rates. Four databases were searched for a total of 417 articles. Ten of these articles (2008 to 2019) were selected and none report results specific to students with special needs. Teachers prioritize strategies that are not supported by research, such as punishment. The results are discussed in relation to research and real-live needs.

引用

页码：276 / 294

页数：19

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