Teachers Who Bully Students: A Hidden Trauma

Stuart W. Twemlow, Peter Fonagy, Frank C. Sacco and John R. Brethour
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Stuart W. Twemlow: Menninger Department of Psychiatry, Baylor College of Medicine; Director Peaceful Schools and Communities Project and Medical Director HOPE unit, The Menninger Clinic, Houston, Texas.
Peter Fonagy: UCL, London, UK; and Director, The Anna Freud Centre, London, UK.
Frank C. Sacco: Community Services Institute, Boston & Springfield, Massachusetts; Adjunct Professor at Western New England College, Springfield, Massachusetts, USA.
John R. Brethour: Statistical Laboratory, Child & Family Center, Menninger Clinic, Topeka, Kansas, USA.

International Journal of Social Psychiatry, 2006, vol. 52, issue 3, 187-198

Abstract: Objective: The study examined teachers' perceptions of bullying by other teachers to see what causes and characteristics were attributed to such bullying teachers, and how often teachers were themselves bullied by students. Method: 116 teachers from seven elementary schools completed an anonymous questionnaire reflecting their feelings and perceptions about theirown experiences of bullying, and how they perceive colleagues over the years. Results: Resultsconfirmed that teachers who experienced bullying themselves when young are more likely to bothbully students and experience bullying by students both in classrooms and outside the classroom. Factor analysis revealed two types of bullying teacher: a sadistic bully type and a bully-victim type. Conclusions: The implications for the mental health of children and for effective teaching are discussed, in the light of widespread recognition of the traumatic effects of bullying on childhood development.

Date: 2006
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Persistent link: https://EconPapers.repec.org/RePEc:sae:socpsy:v:52:y:2006:i:3:p:187-198

DOI: 10.1177/0020764006067234

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