TY - GEN A1 - Fischer, Saskia M. A1 - Paljakka, Antonia A1 - Demol, Karlien T1 - European Young Researchers Network on Teachers’ Role in School Bullying: Where Do We Stand and Where Do We Go? T2 - World Anti-Bullying Forum 2023, October 25–27, 2023, North Carolina, U.S.A. N2 - The European Young Researchers Network on Teachers’ Role in School Bullying has been founded in 2020 by young researchers from Germany, the Netherlands, and Austria. The aim is to take into account the growing research interest in the role of teachers in the bullying process (e.g., Colpin et al., 2021; De Luca et al., 2019; Eldrige & Jenkins, 2020; Yoon & Bauman, 2014) and, in particular, to network young researchers working on this topic and to help them maintain an overview of the body of literature on this topic. To this end, newsletters are sent out at regular intervals informing members about new relevant publications, conferences, and calls for papers. In addition, researchers can contribute to the next newsletter by sending topics and concerns. This includes cooperation requests for symposia or research projects and topic-specific questions. The network has about 50 members from 16 different countries. It was presented in 2020 at the Bullying Research Symposium in Vienna (held online) and in 2021 at the WABF in Stockholm, where it met lively interest, received a lot of positive feedback from members, and attracted new members. However, like any network, it faces the challenge of evolving. Requests from members and sharing publications within the network have been decreasing. The aim is to facilitate the exchange between members and to continue to provide an information platform via the newsletter, which benefits from the shared knowledge of the members. However, the active participation of the members is necessary for this. In the presentation, the wishes and needs of the current and future members of the network will be discussed. Concrete questions concerning the future of the network include whether the European focus and the focus on young scientists should be maintained. Selected References Colpin, H., Bauman, S. & Menesini, E. (2021). Teachers’ responses to bullying: Unravelling their consequences and antecedents: Introduction to the Special Issue. European Journal of Developmental Psychology, 18(6), 781–797. https://doi.org/10.1080/17405629.2021.1954903 De Luca, L., Nocentini, A. & Menesini, E. (2019). The teacher's role in preventing bullying. Frontiers in Psychology, 10, 1830. https://doi.org/10.3389/fpsyg.2019.01830 Eldridge, M. A. & Jenkins, L. N. (2020). The Bystander Intervention Model: Teacher intervention in traditional and cyber bullying. International Journal of Bullying Prevention, 2, 253–263. https://doi.org/10.1007/s42380-019-00033-7 Yoon, J. & Bauman, S. (2014). Teachers: A critical but overlooked component of bullying prevention and intervention. Theory Into Practice, 53(4), 308–314. https://doi.org/10.1080/00405841.2014.947226 Y1 - 2023 UR - https://worldantibullyingforum.com/uploads/sites/2/2023/10/20231019_WABF-Program.pdf SP - 60 ER - TY - GEN A1 - Macaulay, Peter J. R. A1 - Baraldsnes, Dziuginta A1 - Brett, Hannah A1 - Paljakka, Antonia A1 - Fischer, Saskia M. T1 - Parent-Teacher Collaborations in Preventing and Tackling Bullying and Cyberbullying: A Systematic Review T2 - 27th Workshop on Aggression 2023, London, 10TH - 11TH NOV Y1 - 2023 UR - https://www.workshoponaggression.com/about-7 U6 - https://doi.org/10.17605/OSF.IO/BNDHG ER - TY - GEN A1 - Fischer, Saskia M. A1 - Aalst, Danelien van A1 - Paljakka, Antonia T1 - Research on teachers’ role in tackling bullying: How can be facilitate connections and cooperation among researchers and practitioners in this field? T2 - World Anti-Bullying Forum 2021 N2 - Bullying research has been conducted worldwide for decades, with ever-increasing frequency and intensity. Nevertheless, some areas of bullying research have not been very well studied so far. One of these areas is the role of teachers in preventing and reducing bullying, including, for example, their intervention strategies and effectiveness in tackling bullying, and supportive or hindering teacher competencies. Recently, studies in this area seem to be increasing. A special issue in the European Journal of Developmental Psychology and a Current Research Topic in Frontiers of Psychology show growing research interest in the role of teachers in student bullying. It seems that we are at the beginning of increasing research interest, which provides us with the opportunity to identify research priorities and to advance appropriate networking. This could facilitate cooperation and connection between researchers and studies, which would be beneficial for the growth of knowledge and enable more rapid findings relevant to practice. We, the founders of the newly established and currently growing European Young Researchers Network on Teachers' Role in School Bullying, would like to talk about connecting researchers and research. Purpose The workshop is aimed at researchers who study teachers in the bullying context as well as practitioners who identified research needs. Central questions of the workshop will be: Which research questions need to be addressed to understand the role of teachers in bullying better? What helps us or what hinders us to exchange and cooperate? How can we create networks that are beneficial and accessible for everyone who wants to participate? Which research projects would be suitable for comparative research or replication in another country? The workshop aims to develop creative ideas that can be implemented in the newly established network or other cooperation opportunities to advance research on the role of the teacher. Y1 - 2021 UR - https://worldantibullyingforum.com/wabf-2021/ SP - 485 CY - Stockholm ER - TY - GEN A1 - Fischer, Saskia M. A1 - Aalst, Danelien van A1 - Paljakka, Antonia T1 - Introducing the European Young Researchers Network on Teachers’ Role in School Bullying T2 - Bullying Research Symposium Vienna 2020 Y1 - 2020 UR - https://bullyingresearchsymposium.univie.ac.at/program/ CY - Wien ER - TY - GEN A1 - Macaulay, Peter J. R. A1 - Baraldsnes, Dziuginta A1 - Brett, Hannah A1 - Paljakka, Antonia A1 - Fischer, Saskia M. T1 - Parent-Teacher Collaborations in Preventing and Tackling Bullying and Cyberbullying: A Systematic Review T2 - World Anti-Bullying Forum 2023, October 25–27, 2023, North Carolina, U.S.A. N2 - Introduction Research on bullying prevention and intervention is very often conducted against the theoretical background of socio-ecological models (e.g., the socio-ecological diathesis-stress model; Swearer & Hymel, 2015). This leads to a special focus on different social contexts, without which the complexity of bullying processes cannot be understood. In recent years, the role of the teacher in the bullying process has received special attention in research (Colpin et al, 2021). The importance of the teacher's actions in reducing existing bullying or preventing further bullying has been highlighted in various works, and the need to include teachers in anti-bullying measures and to train them actively in bullying intervention behaviour is emphasised in meta-analyses (Gaffney et al., 2019, 2021; Van Verseveld et al., 2019). When it comes to concrete steps for teachers, many anti-bullying programmes also emphasise the involvement of parents, which in some countries also results from legal requirements. A meta-analysis showed that school-wide anti-bullying programs with a component of parental involvement can be successful in reducing bullying perpetration and victimization (Huang et al., 2019). Furthermore, the involvement of parents is also important against the background of socio-ecological theory models, as parents represent a significant socialisation context. Cooperation between home and school can influence the behaviour of students as an influence from the mesosystem. However, only a few studies go beyond the requirement of such cooperation, and also the information provided on parent components in anti-bullying programs are limited (Huang et al., 2019). The aim of the systematic review is to identify research findings that provide information on the effectiveness and nature of home-school cooperation in bullying prevention and intervention. Method The aim is to identify and analyse literature that looks at 1) both the school context and the family context and 2) the interaction of the two contexts in relation to bullying occurrence, bullying development, bullying prevention and bullying intervention. For this purpose, a systematic literature search is conducted in the databases Cochrane Library, EBSCO, PsycINFO, PubMed, Scopus, and Web of Science. In addition, a call for grey literature will be distributed in relevant networks (e.g., International Society for Research on Aggression, national psychological societies in Germany, Austria, England, and Norway). The search term has not yet been finalised, but will contain the terms "Bully*", "Parent* OR Home" and "School OR teacher", which will be connected by AND. Both qualitative and quantitative studies will be included with no restrictions on the publication period. Publications in English and German will be included (other languages cannot be included, as only one person in the research team speaks another language and thus no double coding can take place). In the coming months, the research group will create and test a detailed coding manual specific for the research questions of the review. The quality assessment will be done through an established tool for qualitative and quantitative publications (e.g., Mixed Methods Appraisal Tool MMAT, Hong et al., 2018). The screening of titles, abstracts, and keywords according to inclusion and exclusion criteria as well as the full coding of the included publications will each be carried out by two persons. Interrater reliability will be calculated. Results Results are not yet available. We will be able to present the first results at the WABF. These will include, in particular, an overview of the identified relevant literature (e.g., number, information on publication types, sample size and country, result of quality assessment) and its research questions, as well as the summary of the identified results. Conclusion Through the systematic review, we will provide an up-to-date, comprehensive overview of the current state of the literature on parent-teacher collaboration in the context of bullying prevention and intervention. Detailed conclusions will be drawn from the initial findings, which can be presented at WABF. Implications for research/practice The comprehensive and up-to-date research review will identify research gaps and provide suggestions for future research on parent-teacher cooperation in the bullying context. By processing findings on the effect of the family and school developmental context on bullying processes when both contexts are considered simultaneously, implications for practice can also be expected. Previous findings call for collaboration between home and school in addressing bullying, and in some cases, as in the meta-analysis by Huang et al. (2019), depict its impact. However, details on the design of this cooperation, on hurdles and challenges, on legal frameworks and on aspects of cooperation that support a successful effect of cooperation are largely missing. By systematically compiling the findings to date, we provide not only academics but also practitioners with an up-to-date overview of the findings. This will enable practitioners to train teachers on collaborating with parents when incidents of bullying has occurred under consideration of recent scientific findings, supporting the practical usage of scientific findings. Selected References Colpin, H., Bauman, S. & Menesini, E. (2021). Teachers’ responses to bullying: Unravelling their consequences and antecedents: Introduction to the special issue. European Journal of Developmental Psychology, 18(6), 781-797. Gaffney, H., Ttofi, M. M. & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111–133. Gaffney, H., Ttofi, M. M. & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56. Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., & Vedel, I. (2018). Mixed Methods Appraisal Tool (MMAT) Version 2018. User Guide. Available under http://mixedmethodsappraisaltoolpublic.pbworks.com Huang, Y., Espelage, D. L., Polanin, J. R., & Hong, J. S. (2019). A meta-analytic review of school-based anti-bullying programs with a parent component. International Journal of Bullying Prevention, 1, 32–44. Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying. Moving toward a social-ecological diathesis-stress model. American Psychologist, 70(4), 344–353. Van Verseveld, M. D. A., Fukkink, R. G., Fekkes, M. & Oostdam, R. J. (2019). Effects of antibullying programs on teachers’ interventions in bullying situations. A meta‐analysis. Psychology in the Schools, 56(9), 1522–1539. Y1 - 2023 UR - https://osf.io/ex6m4 U6 - https://doi.org/10.17605/OSF.IO/BNDHG SP - 1 ER -