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Pre-Service Teachers’ Intervention in School Bullying Episodes with Special Education Needs Students: A Research in Italian and Greek Samples

Author

Listed:
  • Tatiana Begotti

    (Department of Psychology, Università di Torino, Via Verdi 10–10124 Torino I, Italy)

  • Maurizio Tirassa

    (Department of Psychology, Università di Torino, Via Verdi 10–10124 Torino I, Italy
    Center of Cognitive Science, Università di Torino, Via Po 14–10123 Torino I, Italy)

  • Daniela Acquadro Maran

    (Department of Psychology, Università di Torino, Via Verdi 10–10124 Torino I, Italy)

Abstract

Background : The aim of the study was to compare the level of self-confidence in dealing with problems at school, the attitude towards bullying situations and the recommended strategies to cope with bullying in two samples of pre-service teachers (PSTs). The PSTs were in training to become teachers with special education needs students (SEN) and came from two different countries (Italy and Greece). Methods : A questionnaire survey was made involving 110 Italian and 84 Greek PSTs. Results : The results about self-confidence showed that Greek PSTs had lower outcome expectations and a higher external locus of causality than Italian PSTs. Teachers’ training programs and school preventive intervention were also discussed. Conclusions : Because the participants in this investigation will be teachers in the near future, they require specific training on bullying in general and in students with SEN in particular.

Suggested Citation

  • Tatiana Begotti & Maurizio Tirassa & Daniela Acquadro Maran, 2018. "Pre-Service Teachers’ Intervention in School Bullying Episodes with Special Education Needs Students: A Research in Italian and Greek Samples," IJERPH, MDPI, vol. 15(9), pages 1-13, September.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:9:p:1908-:d:167316
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