The purpose of this study was to investigate whether teachers’ ability to identify bullying incidentscould be enhanced by offering bullying identification trainings. The participants of this study were 532 primary, middle, and high school teachers in Taiwan, who wererecruited to participate in one of the four study groups(three treatment groups and one control group). Those inthe three treatment groups were provided with the fol-lowing interventions: a 1.5-h training on bullying identifi-cation (Group X); a definition including the features ofbullying in written form (Group Y); and a written definitionac companied by checklist of three bullying characteristics for each scenario (Group Z). A 24-item Recognition of Bullying Incidents Questionnaire (RBIQ) was used in this study. Of these 24 scenarios, 12 were used to assess par-ticipants in the pre-test phase, and 12 were used for thepost-test. The results, using a mixed-model two-wayanalysis of variance, indicated that the teachers in Group X were significantly better at bullying identification than those in other groups. Teachers in Group Z also weresignificantly better at bullying identification than teachersin Group Y and the control group. These results imply that merely providing a definition does little to enhanceteachers’ ability to identify school bullying.

EB00000002514K

Available

• How to Enhance Teachers’ Bullying Identification: A ComparisonAmong Providing a Training Program, a Written Definition,and a Definition with a Checklist of Bullying Characteristics