"Help, I'm Getting Bullied": Examining Sequences of Teacher Support Messages Provided to Bullied Students. Issue 1 (1st January 2019)

• Record Type: Journal Article
• Authors: Danielson, Carly M.; Jones, Susanne M.
• Is Part Of: Western journal of communication. Volume 83:Issue 1(2019)
• Page Start: 113
• Page End: 132
• Publication Date: 2019-01-01
• Subjects: Coping -- Optimal Matching -- Social Ties -- Supportive Communication -- Support Providers; Oral communication -- Periodicals; 428.3
• DOI: 10.1080/10570314.2018.1490451
• Languages: English
• ISSNs: 1057-0314

Abstract

Abstract : Many students who seek out teachers for help when getting bullied report receiving unhelpful support. We theorized that the placement of support types (emotional, informational, network) in a conversation influences participants' ( N = 640) supportiveness evaluations. Results suggest that 1) conversations with more than one support type were evaluated as most supportive; 2) conversations featuring network support anywhere were viewed as more supportive; and 3) the emotional support–only conversation was viewed as least supportive, whereas the emotional-and-network support conversation was viewed as most supportive. We end by providing useful information for bullied students' postbullying adjustments and bullying education curricula for teachers.