Preventing Violence in Schools: A Psychoeducation Program Examining the Effects on Teachers Perceptions and Attitudes Toward Violence and Bullying

Abstract: Violence is a phenomenon as old as human history and has become one of the fundamental issues threatening both societal life and individual well-being in recent years. Schools institutions in which individuals experience their first socialization processes after the family are among the environments where incidents of violence occur most frequently in modern society. In educational settings, peer bullying, defined as intentional and repetitive behaviors based on a power imbalance among children, has significant physical, psychological, social, and academic adverse effects, particularly on children and adolescents. In efforts to prevent violence and peer bullying, teachers and school counseling (SC) professionals carry substantial responsibility. The existing literature shows that studies involving teachers and other school personnel, who play a critical role in intervening in bullying incidents, are largely descriptive. Psychoeducational programs designed to modify the perceptions and attitudes necessary for effective intervention remain limited. In light of this information, the present study experimentally examined changes in the perceptions and attitudes of teachers and SC professionals regarding incidents of violence and peer bullying through the psychoeducational program titled “Preventing Violence in Schools: Where Do I Stand?”, developed by the researchers.In this study, an explanatory sequential mixed-methods design was employed. Following the collection of quantitative data addressing the research question, the results were examined using a phenomenological design, one of the qualitative research approaches. The sample consisted of 36 participants—20 school counseling (SC) professionals and 16 subject-area teachers from public schools in Istanbul, Türkiye—selected through stratified random sampling. For program evaluation, participants were assigned to two groups with distributions parallel to the SC sample. Prior to the experimental intervention, all participants completed a personal information form and the “Teacher Attitudes Toward School Bullying Scale,” developed by Yeşilyaprak and Dursun Balanuye (2012), as a pre-test measure. Following the eight-week psychoeducational program, the same scale was administered again as a post-test. Additionally, qualitative data were collected using the “Interview Form on Perceptions of Bullying and Violence,” which consisted of open-ended questions aimed at obtaining a deeper understanding of participant views.According to the results of the study, no statistically significant differences were found between pre-test and post-test scores across the subdimensions. The variables of professional seniority and age showed statistically significant positive correlations with the “harsh attitude” subdimension. When SC professionals and subject-area teachers were compared, “harsh attitude” scores differed significantly in both the pre-test and post-test, with subject-area teachers scoring higher in both measurements. The number of children participants had was positively correlated with the “indifference attitude” subdimension in both pre- and post-test assessments at a statistically significant level.Qualitative findings showed that both groups viewed bullying as a power-driven and repetitive pattern. Subject-area teachers linked gaps in prevention to systemic and administrative issues, while SC professionals emphasized limited stakeholder cooperation. Regarding intervention, teachers prioritized disciplinary procedures and coordination with the counseling service, whereas SC professionals favored child-centered and team-based consultation practices. In case analyses, both groups underscored the importance of victim safety, emotional support, collaboration, and a holistic response.

Keywords: Violence, Bullying, Psychoeducation, Perception, Attitudes

DOI: 10.54941/ahfe1007111

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