Perceived barriers that prevent high school students seeking help from teachers for bullying and their effects on disclosure intentions.

Many adolescents choose not to tell teachers when they have been bullied. Three studies with 12-16 year-old English adolescents addressed possible reasons. In study 1, students (N = 411, 208 females/203 males) identified reasons with no prompting.

Teachers' self-efficacy, perceived effectiveness beliefs, and reported use of cognitive-behavioral approaches to bullying among pupils: effects of in-service training with the I DECIDE program.

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.