Teachers’ Self-Efficacy, Perceived Effectiveness Beliefs, and Reported Use of Cognitive-Behavioral Approaches to Bullying Among Pupils: Effects of in-Service Training With the I DECIDE Program-Reference-Cited by-同舟云学术

Teachers’ Self-Efficacy, Perceived Effectiveness Beliefs, and Reported Use of Cognitive-Behavioral Approaches to Bullying Among Pupils: Effects of in-Service Training With the I DECIDE Program

Published:2014-05 Issue:3 Volume:45 Page:328-343
ISSN:0005-7894
Container-title:Behavior Therapy
language:en
Short-container-title:Behavior Therapy

Author:

Boulton Michael J.

Publisher

Elsevier BV

Subject

Clinical Psychology

Reference79 articles.

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1. School Climate, Teachers’ Attitudes, and Their Intended Anti-Bullying Intervention Strategies: The Role of Teacher Stress;International Journal of Bullying Prevention;2024-08-01

2. A Test of Dublin Anti-bullying Self-Efficacy Scale for Teachers (DABSE-T);International Journal of Bullying Prevention;2024-03-23

3. Helping School Students Deal with Peer Provocations and Avoid Hostile Attribution Bias with the CATZ Cross-Age Teaching Zone Intervention;International Journal of Bullying Prevention;2024-03-20

4. Understanding Teachers’ Likelihood of Intervention in Bullying Situations: Testing the Theory of Planned Behavior;International Journal of Bullying Prevention;2024-02-10

5. Supporting the Chronically Bullied Child: A Competency-Based Framework for Elementary School Teachers;Journal of School Violence;2023-12-04