Scholarlink

<p>This paper addresses staff members’ interpretations of conflicts between peers in Chilean schools with a view to analysing difficulties in recognising types of victimisation. International research has paid special attention to the likelihood of teachers intervening in different types of victimising scenarios. In particular, it shows that staff perceptions of victimising behaviours influence their ability to identify, and impact their willingness to implement preventive measures in schools. Based on qualitative research conducted in six schools in the Chilean capital with 23 staff members, we present results from image-based vignettes, semi-structured interviews, and a comparison of anti-bullying protocols in school manuals. Our findings indicate slippages between anti-bullying school protocols and staff members’ interpretations of peer victimisation in relation to indirect forms of aggression, but a staunch confidence in the ability of protocols to direct staff interventions. We conclude by suggesting that these allude to the urgent need for more critical discussion and training in schools about the subjectivities involved in interpreting and resolving instances of victimisation to avoid misplaced teacher self-efficacy, or the failure to intervene in them.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Interpretations of Peer Victimisation Among Teachers and Professional Staff: Tensions Between Policies and Practice in Chilean Schools

  • 期刊论文

  • 发表日期：

    2026年3月27日

查看全文
  • Andrew Webb,
  • Gastón Conejeros González

摘要

This paper addresses staff members’ interpretations of conflicts between peers in Chilean schools with a view to analysing difficulties in recognising types of victimisation. International research has paid special attention to the likelihood of teachers intervening in different types of victimising scenarios. In particular, it shows that staff perceptions of victimising behaviours influence their ability to identify, and impact their willingness to implement preventive measures in schools. Based on qualitative research conducted in six schools in the Chilean capital with 23 staff members, we present results from image-based vignettes, semi-structured interviews, and a comparison of anti-bullying protocols in school manuals. Our findings indicate slippages between anti-bullying school protocols and staff members’ interpretations of peer victimisation in relation to indirect forms of aggression, but a staunch confidence in the ability of protocols to direct staff interventions. We conclude by suggesting that these allude to the urgent need for more critical discussion and training in schools about the subjectivities involved in interpreting and resolving instances of victimisation to avoid misplaced teacher self-efficacy, or the failure to intervene in them.