TY  - JOUR
PY  - 2010//
TI  - Group‐based evaluations for pupil‐on‐teacher violence: The impact of teacher intervention strategy
JO  - Journal of community and applied social psychology
A1  - Ferguson, Eamonn
A1  - Rees, Joanna
A1  - Lawrence, Claire
SP  - 377
EP  - 389
VL  - 20
IS  - 5
N2  - Although extreme violence to teachers is rare, the fact remains that in the UK, 29% of teachers report having been physically assaulted by a pupil (ATL, 2008a). The ways in which responsibility for such assaults are attributed can have legal, educational and managerial implications. In the current study, teachers (N = 66), pupils (N = 68) and parents (N = 64) from a large secondary school in the UK read an incident report form outlining an incident depicting a pupil physically assaulting a teacher. The incident report was manipulated such that, prior to being assaulted, the teacher had either separated the assailant pupil from another pupil using a physical or non-physical intervention. Results revealed that participating parents' and teachers' evaluations of the assailant's parents and the teacher differed from those of pupils in several ways. The results are discussed in terms of group-based responsibility for deviant behaviour and implications for teacher behaviour in response to pupil on teacher violence. Copyright © 2010 John Wiley & Sons, Ltd.<p />
LA  - 
SN  - 1052-9284
UR  - http://dx.doi.org/10.1002/casp.1044
ID  - ref1
ER  -