ABSTRACT
SUMMARY. The present study examined the effectiveness of an intervention program designed to increase teachers' knowledge and use of effective intervention skills for decreasing bullying in middle schools. The project is a replication of a program created at the University of Georgia and piloted in Athens. The Bullybusting: A Psychoeducational Program for Helping Bullies and Their Victims program was evaluated to determine its impact on the rate of reported aggressive behavior as well as teachers' perceived efficacy in intervening in bullying situations. Research participants (N = 11) were sixth grade teachers employed at a public middle school in Fort Wayne, Indiana; the program was included as a component of the staff development training. The effectiveness of the psychoeducational program was assessed by comparing pre- and 182post-test scores on the Teacher Efficacy and Attribution Measure (TEAM) and the Teacher Inventory of Skills and Knowledge (TISK). Repeated measures and chi-square analyses were employed to test four research hypotheses. Results indicate that the intervention program is effective in increasing teachers' knowledge of bullying intervention skills, teachers' use of bullying intervention skills, and teachers' general sense of self-efficacy in working with students, and reducing the rate of bullying incidents. [Article copies available for a fee from The Haworth Document Delivery Service: I-8OO-HAWORTH. E-mail address: <getinfo@haworthpressiiK.com> Website: < https://www.HaworthPress.com" xmlns:xlink="https://www.w3.org/1999/xlink">https://www.HaworthPress.com > © 2001 by The Haworth Press, Inc. All rights reserved.]
