Citation

Boulton MJ. Behav. Ther. 2014; 45(3): 328-343.

Affiliation

University of Chester. Electronic address: m.boulton@chester.ac.uk.

Copyright

(Copyright © 2014, Association for Behavioral and Cognitive Therapies, Publisher Elsevier Publishing)

DOI

10.1016/j.beth.2013.12.004

PMID

24680229

Abstract

Despite the promise of being effective in tacking bullying and conduct disorder, cognitive-behavioral (C-B) interventions are underused by teachers. Little detailed information exists as to why this is the case. The current study with junior school teachers in the U.K. (N=249) confirmed this low reported usage and showed that while teachers tended to believe that C-B approaches would be effective, most held rather low self-efficacy beliefs. Attending a workshop on a specific C-B approach, the I DECIDE program had positive effects on perceived effectiveness and self-efficacy beliefs, and longer durations of training (3days) were more beneficial than shorter durations (half/1day). In line with outcome-expectancy theory and the theory of planned behavior, self-efficacy and duration of training predicted an increase in reported usage of I DECIDE across an 8-month period, and self-efficacy fully mediated the association between duration of training and increase in reported usage. The implications of these findings for overcoming impediments to the more widespread use of C-B approaches by teachers to tackling bullying were discussed, particularly the notion that attending training of sufficient duration coupled with a more explicit attention on fostering self-efficacy will pay dividends.

Language: en