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dc.contributor.authorSamara, Muthanna-
dc.contributor.authorDa Silva Nascimento, Bruna-
dc.contributor.authorEl Asam, Aiman-
dc.contributor.authorSmith, Peter-
dc.contributor.authorHammuda, Sara-
dc.contributor.authorMorsi, Hisham-
dc.contributor.authorAl-Muhannadi, Hamda-
dc.identifier.citationSamara, M., Da Silva Nascimento, B., El Asam, A., Smith, P., Hammuda, S., Morsi, H., & Al-Muhannadi, H. (2020). Practitioners’ perceptions, attitudes, and challenges around bullying and cyberbullying. International Journal of Emotional Education, 12(2), 8-25.en_GB
dc.description.abstractPractitioners’ perceptions and understanding of bullying in schools is vital and can help to tackle bullying. The aim of this study is to investigate perceptions, attitudes, and challenges towards bullying amongst 135 practitioners (psychologists, social-workers, and medical professionals) (56.9% women; mostly aged 26-50 years) in Qatar. The practitioners answered self-report questionnaires on the definition, causes, and consequences of bullying as well as the presence of bullying and anti-bullying policies at their workplace. The findings revealed that practitioners have a clear understanding of the definition, causes, and consequences of bullying and recognise bullying and cyberbullying as a problem in Qatari students. Higher bullying knowledge and experience were related to higher perception of bullying as a problematic behaviour, better identification of bullying characteristics, more support of anti-bullying laws, and more bullying guidelines in their workplace. There is a great need for practitioner training in issues concerning bullying and to design suitable anti-bullying policies and interventions in schools.en_GB
dc.publisherUniversity of Malta. Centre for Resilience & Socio-Emotional Healthen_GB
dc.subjectBullying in schoolsen_GB
dc.subjectCyberbullying -- Preventionen_GB
dc.subjectCyberbullying -- Social aspectsen_GB
dc.subjectCyberbullying -- Law and legislationen_GB
dc.subjectWell-being -- Social aspectsen_GB
dc.titlePractitioners’ perceptions, attitudes, and challenges around bullying and cyberbullyingen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publication.titleInternational Journal of Emotional Educationen_GB
Appears in Collections:IJEE, Volume 12 Issue 2
IJEE, Volume 12 Issue 2

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