Thematische Bibliographien / Bullies and bullying

Auswahl der wissenschaftlichen Literatur zum Thema „Bullies and bullying“

Autor: Grafiati

Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Bullies and bullying"

Hunter, Simon C., Kevin Durkin, James M. E. Boyle, Josephine N. Booth und Susan Rasmussen. „Adolescent Bullying and Sleep Difficulties“. Europe’s Journal of Psychology 10, Nr. 4 (28.11.2014): 740–55. http://dx.doi.org/10.5964/ejop.v10i4.815.

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This study evaluated whether adolescents who report having been bullied, being bullies, or report both being a bully and being bullied experience more sleep difficulties than children uninvolved in bullying. The study drew upon cognitive theories of insomnia, investigating whether the extent to which young people report worrying about bullying can moderate associations between victimization and sleep difficulties. Participants were 5420 adolescents who completed a self-report questionnaire. Pure Victims (OR = 1.72, 95% CI [1.07, 2.75]), Pure Bullies (OR = 1.80, 95% CI [1.16, 2.81]), and Bully-Victims (OR = 2.90, 95% CI [1.17, 4.92]) were all more likely to experience sleep difficulties when compared to uninvolved young people. The extent to which young people reported worrying about being bullied did not moderate the links between victimization and sleep difficulties. In this way, bullying is clearly related to sleep difficulties among adolescents but the conceptual reach of the cognitive model of insomnia in this domain is questioned.

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Sanchez, Evelyn. „R.E.S.P.E.C.T.: Transforming Bullies of Lecheria National High School through Behavior Modification“. JPAIR Institutional Research 12, Nr. 1 (10.06.2019): 69–88. http://dx.doi.org/10.7719/irj.v12i1.745.

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Bullying in school is an issue around the globe that creates a negative impact on the whole educational system. Researchers have conducted studies worldwide, but mostly focusing on the effects that it has on the bullied. In this research, the focus was on the impact that it has on the bully and be able to craft a behavior modification program that would address the bullying behavior of the students. This study aimed to determine the effect of the profile of bullies, namely reasons, types, and objects of bullying, and that of the school climate on the bullies’ behavior. To gather data, the researcher made use of the Swearer Bully Survey System to measure bullying behavior and the Authoritative School Climate Survey by Dewey Cornell to measure the school climate. Respondents of the research were sixty students from Grade 7 to 10 of Lecheria National High School. Results revealed that bullying has a significant impact on the behavior of the bullies. On the other hand, school climate does not have a substantial impact on the bullies’ behavior. After a thorough investigation, the researcher has crafted a behavior modification program R.E.S.P.E.C.T. (Reflective and Empathetic Series of Program to Elevate Character Transformation) to lessen, if not eradicate, the increasing number of bullying cases in school.

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Ayoub, R., T. Brahim, N. Ben Salem, N. Brigui, A. Guedria und N. Gaddour. „The relationship between self-esteem and bullying behavior among adolescent in tunisia“. European Psychiatry 64, S1 (April 2021): S216. http://dx.doi.org/10.1192/j.eurpsy.2021.576.

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IntroductionBullying is a serious problem for school youth. It is prevalent across the elementary and secondary school years and it has serious consequences for both bullies and victims.ObjectivesThe aim of this study was to investigate the relationship between self-esteem and bullying behavior.MethodsWe conducted a cross-sectional study including children enrolled in two high schools in Sousse, Tunisia. The students were asked to complete two questionnaires: the Adolescent Peer Relations Instrument witch is a multidimensional scale designed to assess bullying involvement both as target and perpetrator and the Rosenberg self-esteem scale.ResultsWe recruited 600 adolescent. The mean age of our population was 13.76 ±1.37 and the sex ratio was 1. More than 95% of adolescent who reported that they had been victims of bullying had a very low self-esteem comparing to those who stated that they had never been bullied (4.4%). Our results have also shown that bullies had a lower self-esteem than children who had not bullied others.ConclusionsWe found that both victims and bullies tend to have low self-esteem. Our findings could help to understand better the role that individual characteristics and personal qualities such as self-esteem play on bullying, and provide the scientific knowledge to develop successful strategies to prevent this phenomenon.

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Azid, Nurulwahida, Siti Jaizah Nakman, Tee Tze Kiong und Yee Mei Heong. „Stop bullying! Does gender influence bullying and bully victims?“ Perspectives of Science and Education 55, Nr. 1 (01.03.2022): 345–57. http://dx.doi.org/10.32744/pse.2022.1.22.

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The problem and the aims of the study. Every student should not be afraid to go to school because of harassment and parents should not be worried that their children will be bullied while at school. This study aimed to examine whether gender influences Malaysian school students of being bullies or bully victims. Research methods. The design of a cross sectional survey using a questionnaire for the data collection process to identify the influence between the study variables was conducted. Dependent study variables consisted of bullies (physical, verbal, anti-social & cyber) and bully victims (physical, verbal, anti-social & cyber). While the independent variable was gender (male & female). A total of 700 samples were involved in this study consisting of students aged 13, 14 and 16 years (students aged 15 and 17 years were not involved in the study as they were national examination candidates). A set of questionnaires containing 61 items measuring four constructs of bullying (physical, verbal, anti-social & cyber) as well as 60 items measuring four constructs of bully victims. The sample consisted of 349 males (49.9%) and 351 females (50.1%). Results. Independent t-test analysis as a whole showed that there was a significant difference in the tendency to be a bully among students based on gender, t (689) = 2.69, p <.05. Data showed male students were more likely to be bullies than female students. The finding of an independent sample t-test showed that there was no significant difference in the tendency to be a bully victim among students based on gender t(689) = 1.23, p > .05. However, there was a tendency to become bully victims among students based on gender for the categories of physical bullying (p <.05, p = .000) and cyber bullying (p <.05, p = .015). In conclusion students' tendency to become bullies and bully victims can occur among male or female students. Every individual should have the right to be free from being oppressed or deliberately humiliated either in school or in society.

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Sari, Tita Tanjung. „The Correlating Factors Aligned with Bullying Acts at Elementary Schools in Sumenep Regency“. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, Nr. 2 (15.11.2023): 1053–64. http://dx.doi.org/10.37680/qalamuna.v15i2.3414.

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Recently, cases of bullying in the education sector have become increasingly prevalent in Indonesia. Bullying cannot be taken lightly as the emotional scars of infliction can damage a child's mental health, and it is not uncommon for victims of bullying to become bullies themselves in the future. This study aims to describe the correlating factors aligned with the bullying of elementary students in Sumenep Regency. Two hundred eighty-eight elementary school students from 14 schools participated in this research, and the data was analyzed using bivariate tests. The results of this study indicate that 68.1% of the respondents reported experiencing direct bullying, with 50% of those being boys. Additionally, 128 male students (44.4%) were reported as bullies. There is no significant relationship between gender and the experience of being bullied; every child has the potential to become a victim or perpetrator of bullying at school. Bullying is also closely related to academic achievement. The study does not expose any relationship between the experience of being bullied and the living situation of the students. Students feel sad and lacking in confidence when they are bullied, and they have tried to report this to relevant parties such as parents or teachers. However, the culture in Sumenep still considers bullying to be a common occurrence among children. Therefore, all parties must work together in addressing bullying, given the significant psychological impact it can have on children.

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Hussein, Zainab Abdullah, und Subil Al-Salam Faisal Khalaf. „“Stop Calling Me Like That!” Bullying Behavior in William Golding’s Lord of the Flies“. Journal of Tikrit University for Humanities 30, Nr. 12, 2 (30.12.2023): 115–26. http://dx.doi.org/10.25130/jtuh.30.12.2.2023.15.

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Bullying studies have witnessed flourishing in recent times. Bylling can be understood as an aggressive and malign behavior that increased among different ages of people, especially among children and students who use persistent name-calling, on purpose harm, and physical violence. Lord of the Flies criticizes the predominance of bullying among the kids (characters) and how it effects on the bullies who adopted the savage behavior on the victims who suffer psychologically and physically and even died at the end of the novel. This research aims to investigate bullying behaviour in Lord of the Flies (1954), which is one of the main themes of the novel. Moreover, it argues bullying behavior that flourishes among children and affects them psychologically, physically, and socially. The study raises questions as: why do children use bullying? do they use it intentionally? What physical traits and ills attract the bullies? how should children respond to the bullies? This research aims to focus on intentional bullying and how it affects children negatively, meanwhile it raises public awareness of bullying in the community and how bullied should respond to it. The research is divided into two sections, the first section is an introductory section, it introduces bullying, the impact of bullying on mental and psychological health and William Golding's life and main works. Section two is devoted to analyzing the novel according to bullying behavior. The conclusion is the last part of the study that sums up the findings of the study.

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Skrzypiec, Grace, Helen Askell-Williams, Phillip T. Slee und Michael J. Lawson. „Involvement in Bullying During High School: A Survival Analysis Approach“. Violence and Victims 33, Nr. 3 (Juni 2018): 563–82. http://dx.doi.org/10.1891/0886-6708.v33.i3.563.

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Knowledge about the risks of bullying involvement during any year of high school is an important element of interventions for changing the likelihood of being bullied. Three cohorts of Australian students (n= 1,382) were tracked from 7th grade to 11th grade. The study showed that some students continue their involvement in bullying, while in addition, new bullies and new victims emerge during each high school year. The findings indicated that the risk of bullying involvement ranged from 16% (as a bully) to 36% (as a victim), increasing to 54.5% and 56.3%, respectively, if a student was a bully or a victim in 7th grade. The risk to students of becoming victims, bullies, or bully–victims in each year of high school suggests that bullying prevention initiatives should be designed to suit students at different stages of adolescent development.

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Yahya, Hyder M., Mushtaq T. Hashim, Eman A. Al-Kaseer und Jawad K. Al-Diwan. „Bullying victimization among school- going adolescents in Iraq“. Journal of the Faculty of Medicine Baghdad 57, Nr. 3 (01.10.2015): 221–24. http://dx.doi.org/10.32007/jfacmedbagdad.573367.

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Background: Bullying victimization is a major public health problem. Interest in bullying in Arab world is a recent phenomenon. Publication on victimization in Iraq is scares. Therefore this study was conducted to report bullying among students of Iraqi schools.Methods: A total of 302 students from Baghdad was selected by a cluster random sample to include in this study. An Arabic version of standardized questionnaire was obtained from the International (ISPCAN). Identification of bullying (bullies, victims and sexual victims) was done by using a cutoff for the scoring of bullying manifestation in the questionnaire depending on three repeated action at least to consider as bullies. P value less than 0.05 was considered significant for meeting the criteria of bullying.Results: Out of the total 39.1% were bullied pupils (victims) there was a significant association between bullying and victim with sex (P=0.001). Bullying and victimization was significantly associated with smoking, drug abuse, and failure in school (P=0.001 for each).Conclusion: High prevalence of victimization (bully, victims and sexual victim was revealed among students in schools as a predictor for smoking and drug abuse.

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Inoko, K., T. Aoki, K. Kodaira und M. Osawa. „P01-299-Behavioral characteristics of bullies, victims and bully/victims“. European Psychiatry 26, S2 (März 2011): 300–301. http://dx.doi.org/10.1016/s0924-9338(11)72010-7.

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IntroductionBulling is related with emotional and behavioral problems.ObjectivesTo investigate the behavioral characteristics of pure bullies, pure victims, bully/victims, pure witness and children with no involvement.MethodsSubjects were 112 children (6–13 years old). They completed questionnaire regarding acting the bully, being bullied and seeing someone bullied (Bully-victim-witness questionnaire). The questionnaire includes 5 psychological bully questions, 5 being bullied and 5 seeing bullies, respectively. Their parents completed the Child Behavior Checklist (CBCL).Results112 children were divided into pure bullies (n = 12), pure victims (n = 30), bully/victims (n = 40), pure witnesses (n = 9) and children who were not involved (n = 21). The figure shows the mean scores of CBCL of pure bullies, pure victims, bully/victims and pure witnesses. The mean CBCL (withdrawal, social problems, attention and aggression) scores of bully/victims were higher than other groups.[Figure 1]ConclusionsWe have to pay attention to the behavior problems of bully/victims, and the children with behavioral problems should be concerned about bullying problems.

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Setianto, Angelica Livianita, und Stefanny Irawan. „Derik The Dutch and The Klapertaart and Other Stories: Children’s Picture Book Exploring Racist Bullying“. K@ta Kita 9, Nr. 3 (06.01.2022): 310–19. http://dx.doi.org/10.9744/katakita.9.3.310-319.

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This paper discusses the process of making children’s picture book with low fantasy as the genre which explore racist bullying among children. The creative work emphasizes on the victims more than the bullies, thus, three stories implement Transactional Theory of Stress and Coping to show how children can cope with the stress of being racially bullied. The main characters in the three stories use problem focused coping, especially planful problem solving to stop the racist bullies from bullying them. The other two stories use Developmental Intergroup Theory to show how children learn prejudices toward other races by learning from the adults around them. The main characters in the last two stories are influenced by the adults around them in developing prejudices against others of different races and bullying them.Keywords: Racist Bullying, Coping Strategy, Transactional Theory of Stress and Coping, Developmental Intergroup Theory, Children’s Picture Books, Low Fantasy.

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Dissertationen zum Thema "Bullies and bullying"

Phillips, Newton Ann E. „Cyberbullying: When Bullies Follow You Home“. Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4581/.

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Researchers have studied adolescent bullying behavior since the 1970s, however, today's technological advances have opened the door to a new form of abuse. Teens can no longer escape the wrath of their bullies once they have left the school grounds, because bullies are following them home. Cyberbullying is a new phenomenon in which bullies use computer-mediated communication (CMC) to torment their victims. This research project focused on uncovering some of the mysteries surrounding this new means of bullying. A grounded theory analysis of stories written by victims revealed cyberbullies often use synchronous chat tools, e-mail, web sites, and cell phone text messages to reach their victims. Data analysis also revealed victims use of contextualization, descriptions of their bullying episodes, and discussions of their responses and outcomes to characterize their experiences. Interestingly, the researcher found victims of cyberbullying generally were also victims off face-to-face bullying as well.

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Beckford, Nina A. „Bullies and Bystanders“. University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1431627347.

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Noronha, Delilah O. „Bullying : a comparison of aggression levels of bullies and victims“. Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/237.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology

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Berdondini, Lucia. „Bullies, victims, bystanders : how do they react during anti-bullying sessions?“ Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/843633/.

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This study was carried out during an intervention program tackling bullying in classrooms. The study's main aim was the exploration of emotional expressions (verbal and nonverbal) of bullies, victims and bystanders, the hypothesis being that these children react in emotionally different ways. The intervention program was carried out in an Italian elementary school over a period of 8 months. The sample of the study included 6 experimental classes (in which intervention strategies were carried out) and 3 control classes (in which the normal curriculum was used). Peer nominations were used to single out bully, victim and bystander children. In experimental classes Cooperative Group Work (CGW) was carried out once a week. This was video-recorded and so was children's behaviour in the playground. Using these videos children were interviewed at the beginning and at the end of the intervention by means of Interpersonal Process Recall (IPR, Kagan and Kagan, 1991). These interviews were also video-recorded, and then analysed using content analysis for the verbal emotional expressions and the Maximally Discriminative Facial Movement Coding System (MAX, Izard, 1979) for facial expressions. Moreover, naturalistic observation in the playground was carried out using a behavioural check list, again at the beginning and at the end of the intervention. Results show that during IPR victims displayed significantly less verbal and non verbal emotional expressions than bullies and bystanders, and that the latter showed indifference towards victims' experience. In the last interview more empathy and more awareness about their own and the others' emotions was found in most children. Some bullies and some victims did not show any change in the considered behaviours. Both victims and bystanders showed improvement of social skills during playground activities. Finally, peer nomination scores of bullies and victims of experimental classes significantly improved compared to those of control classes.

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Fok, Fung-yee. „A study of bullies in a secondary school“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752406.

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Hobbs, Meghan Elaine. „E-Bullies: The Detrimental Effects of Cyberbullying on Students' Life Satisfaction“. Miami University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1240435140.

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Setlhwana, Sekedi Onicca. „Psychological consequences of bullying in the secondary schools of Capricorn District, Limpopo Province“. Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1982.

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Thesis (M. A. (Research Psychology)) --University of Limpopo, 2016
The study investigated prevalence rates and psychological consequences of bullying in schools within the Sekgosese West Circuit, Capricorn District, Limpopo Province. Participants were identified and drawn through stratified random sampling. The final sample consisted of 670 learners enrolled for Grades 8, 9 and 10, 49% of whom fell in the 14-15 years old age group, and 56% being female. Data were collected using a structured, composite questionnaire, within a cross-sectional research design. The results of the study show that most bullies and the bullied-bullies were male learners, and rates of the bullied were evenly split between male and female learners. The largest proportions of bullies and the bullied-bullies were the youngest and the oldest age groups. The oldest group was the largest group of the bullied. The largest proportions of the bullies and the bullied were in grade 8, and the proportion of the bullied-bullies was almost the same in grades 8 and 10, edging the proportion found in grade 9. The investigation also found that learners who were not involved in bullying experienced the least amounts of psychological distress. However, the bullies, bullied and bullied-bullies obtained mean scores that were not statistically different from each other from the measures of psychological distress used in this study. It is concluded from the results of the study that bullying is common in the Sekgosese West Circuit, and its psychological consequences are same for all the learners who involved in bullying one way or another. It is recommended that the study be replicated in other districts of Limpopo, and the context of bullying itself be considered as a candidate for inclusion in future studies. Key words: Bullied, bully, bullied-bully, learners, psychological distress

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Campfield, Delia Carroll. „Cyber bullying and victimization psychosocial characteristics of bullies, victims, and bully/victims /“. CONNECT TO THIS TITLE ONLINE, 2008. http://etd.lib.umt.edu/theses/available/etd-12112008-120806/.

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Zaklama, Christine. „The bullying spectrum in grade schools : parents, teachers, child bullies and their victims“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81257.

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The purpose of this study was to examine the perceptions and practices of children, their parents, and their teachers with regards to bullying at the grade school level. Eight children were interviewed; three that were identified by their teachers as victims, two identified as bullies and three identified as regular peers. Three parents, each taken from the victim, bully, peer groups were also interviewed, as was four teachers taken from the fifth and sixth grade, within the English and French language stream program. The subjects were interviewed using a semi-structured qualitative interview format.
Victim children were generally perceived negatively by the bullies, their peers and by some teachers. The school used in this study did not adopt a formal bullying program and teachers received no bullying training. Parents of victims and bullies were seen to have had similar childhood experiences. Victims felt they did not receive enough support by their teachers.
The purpose of this study was to examine the perceptions and practices of children, their parents, and their teachers with regards to bullying at the grade school level. Eight children were interviewed; three that were identified by their teachers as victims, two identified as bullies and three identified as regular peers. Three parents, each taken from the victim, bully, peer groups were also interviewed, as was four teachers taken from the fifth and sixth grade, within the English and French language stream program. The subjects were interviewed using a semi-structured qualitative interview format. Victim children were generally perceived negatively by the bullies, their peers and by some teachers. The school used in this study did not adopt a formal bullying program and teachers received no bullying training. Parents of victims and bullies were seen to have had similar childhood experiences. Victims felt they did not receive enough support by their teachers.

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Fok, Fung-yee, und 霍鳳儀. „A study of bullies in a secondary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962944.

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Bücher zum Thema "Bullies and bullying"

Jones, Jen. Bullies. Mankato, Minn: Capstone Press, 2008.

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McAneney, Caitie. Bullies. New York: PowerKids Press, 2015.

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Hale, Tami. Bullies. Lawrenceville, NJ: Meridian Education Corp., 2006.

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Lines, Dennis. The bullies: Understanding bullies and bullying. London: Jessica Kingsley Publishers, 2008.

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Ryan, Jackson, Hrsg. Beth and the bullies. Charleston, SC: Heart Eyes, 2013.

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Hood, Susan. No more bullies! [Mahwah, NJ.]: Troll, 2002.

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Grunsell, Angela. Bullying. London: Gloucester Press, 1990.

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Sanders, Pete. Bullying. Brookfield, Conn: Copper Beech Books, 1996.

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Savitz, Harriet May. The bullies and me. New York: Scholastic, 1991.

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Snyder, Geraldine Ann. Bullies in the hall. Woodstock, Ill: Dramatic Pub., 2012.

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Buchteile zum Thema "Bullies and bullying"

Macklem, Gayle L. „The Bullies“. In Bullying and Teasing, 35–47. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3797-4_4.

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Macklem, Gayle L. „Interventions for Bullies and Bully-Victims“. In Bullying and Teasing, 145–55. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3797-4_14.

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Elamé, Esoh, und Ruben Bassani. „Young Native European Victims, Young Native European Bullies“. In Discriminatory Bullying, 253–57. Milano: Springer Milan, 2013. http://dx.doi.org/10.1007/978-88-470-5235-2_15.

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Cenker-Miller, Mandy A. „Bullies in Diapers“. In Students, Teachers, and Leaders Addressing Bullying in Schools, 139–48. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_23.

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Macklem, Gayle L. „Children Who are Both Bullies and Victims“. In Bullying and Teasing, 75–83. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3797-4_7.

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Elamé, Esoh, Ruben Bassani und Emanuela Stefani. „Young Immigrant/Roma Victims and Young Immigrant/Roma Bullies“. In Discriminatory Bullying, 163–67. Milano: Springer Milan, 2013. http://dx.doi.org/10.1007/978-88-470-5235-2_10.

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Bradford, Clare, und Lara Hedberg. „Bullies, the Bullied and Bullying Narratives in Contemporary Fiction“. In Cruel Children in Popular Texts and Cultures, 105–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72275-7_6.

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Kim, Samuel Y., Lisa H. Rosen, Shannon R. Scott und Briana Paulman. „Bullying Through Different Perspectives: An Introduction to Multiple Vantage Points“. In Bullies, Victims, and Bystanders, 1–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52939-0_1.

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Seifert, Roger. „Bullies, Managers, Workers and Trade Unionists“. In Handbooks of Workplace Bullying, Emotional Abuse and Harassment, 265–92. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-0218-3_11.

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Rosen, Lisa H., Shannon R. Scott, Samuel Y. Kim und Meredith G. Higgins. „Bullying Through the Eyes of the Peer Group: Lessons Learned Through Multiple Vantage Points“. In Bullies, Victims, and Bystanders, 213–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52939-0_8.

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Konferenzberichte zum Thema "Bullies and bullying"

Albuquerque, Carlos. „School Bullies And Bullying Behaviors“. In 4th icH&Hpsy 2018- International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.30.

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Gradinariu, Tudorita. „An Ecosystemic Approach to Preventing Bullying in School. Risk Factors Associated with School“. In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/27.

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Previous research has shown that teachers play an important role in preventing bullying in school. Nowadays, there is a growing interest in understanding the risk factors associated with school such as the teachers’ perception of the severity of bullying and their response to bullies and victims. This paper presents risk factors associated with bullying and teachers’ perceptions within Bronfenbrenner’s (1977) classic ecological theory.According to this paradigm, changes are required in the environments with which children interact as they develop (family, school, community and society). By exposing the factors that trigger and maintain bullying, we aim to highlight the importance of Bronfenbrenner's ecological systems model in designing bullying prevention strategies. We will focus on the risk factors associated with school, chief among which is the, teachers' perceptions of bullying in school. Not only does this view contribute to optimizing the understanding of the importance of ecosystem theory for effectiveness prevention, but it also suggests that both research and prevention should focus on individual risk factors that influence teachers' reactivity to bullying behaviors.

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Lepičnik Vodopive, Jurka, und Blaž Terše. „Studentsʼ Assessment of the Frequency of Roles in Bullying“. In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.015lv.

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Bullying is a social phenomenon in which the perpetrator uses levers of power to inflict pain, feelings of discomfort, and fear on the victim. Bioecological theories of development substantiate that the environment has an impact on the individual, which can be negative or positive. The purpose of the research is to determine whether the environment plays a role in the occurrence of bullying. The survey included 65 students from two Slovenian primary schools who completed the questionnaire School Bullying Scales (Pečjak, 2014) in February 2020. We used descriptive and inferential statistics in the analysis of the data. In the research, the students of primary school A reported that they are involved in bullying more often than the students of primary school B. Statistically significant differences between the students of primary schools A and B occur in the roles of bystander and bully. The students of primary school A are more often in the role of bystanders and bullies than the students of primary school B. Based on the results and understanding of the bioecological theory of development, we conclude that the environment plays an essential role in preventing and reducing bullying in society

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Ola, George Tayo, Christiana Adetunde und Oluwamumibori Victoria Agboola. „EMPATHY TRAINING AS A MEANS OF PREVENTING BULLYING IN SELECTED SECONDARY SCHOOLS: ALIMOSHO LOCAL GOVERNMENT AREA, LAGOS, NIGERIA“. In SOCIOINT 2022- 9th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.46529/socioint.202237.

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Bullying is a maladaptive behaviour that children and adolescents face daily in schools all around the world. It is prevalent in today's schools and is commonly found in secondary schools. It is a complicated social problem that can have serious negative implications for both bullies and victims, especially when the victim is physically or psychologically harmed. The study, therefore, examines empathy training among students to prevent bullying behaviour in selected secondary schools in Alimosho local government area of Lagos state. A survey method was utilized using the structured questionnaire as an instrument of data collection. Utilizing a simple random sampling, three hundred and seventy-six copies of the questionnaire were administered to students in the four secondary schools. However, three hundred and thirty were retrieved which were used for the analysis. Quantitative data were tested using Quantitative data was analysed utilizing the descriptive statistics with the aid of the Statistical Package for Social Science (SPSS) version 23. A descriptive analysis was used with the use of frequency counts and percentages for the analysis of the data. Findings of the study shows that many victims of bullying get involved in substance abuse and lose interest in schooling. Therefore, empathy training and encouraging victims to make timely reports on incidences of bullying are crucial to mitigating bullying and its consequences in secondary schools in Lags State. Keywords: Bullying, Empathy training, prevention of bullying, Secondary schools

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Luca, Andreea iuliana, und Ioana roxana Podina. „THE INFLUENCE OF MORAL FACTORS ON BULLYING BEHAVIORS IN ADOLESCENCE: THEORETICAL CONSIDERATIONS AND PROPOSAL FOR A VR INTERVENTION TO PROMOTE PERSPECTIVE-TAKING SKILLS“. In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-005.

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In the last decades, the widespread bullying within schools has become a global problem. Cyberbullying, especially, has known a rapid growth. In the process of understanding the factors that influence bullying behaviors, researchers have turned towards investigating the moral factors, such as "moral disengagement" (MD; Menesini et al., 2003), which is thought to contribute to the reason why, some individuals, although they express disgust and anger in response to bullying behavior and hold the belief that intervening is the right thing to do, they do not intervene in bullying situations. The objective of this research is to propose a VR based intervention, aimed at increasing prosocial behavior in bullies by improving perspective taking-skills and empathy concern. During the interactive VR training simulation program, participants will take their own perspective or the perspective of the partner in virtual reality, being instructed to try and understand their mental states. Furthermore, the situations encountered are meant to trigger feelings of disgust, anger or elevation, which is elicited by witnessing acts of moral goodness, in contrast to neutral situations, in a randomized control trial, in order to test their efficacy. By increasing the propensity to take the perspective of their partner and the empathy concern capacity, we aim to decrease the process of moral disengagement, especially in bullying and cyberbullying phenomena and increase prosocial behavior in adolescents. Further theoretical considerations of the moral emotions in phenomena such as bullying and additional utility of virtual reality in promoting social behavior among adolescents and young adults will be discussed.

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Cheng, Lu, Jundong Li, Yasin Silva, Deborah Hall und Huan Liu. „PI-Bully: Personalized Cyberbullying Detection with Peer Influence“. In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/808.

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Cyberbullying has become one of the most pressing online risks for adolescents and has raised serious concerns in society. Recent years have witnessed a surge in research aimed at developing principled learning models to detect cyberbullying behaviors. These efforts have primarily focused on building a single generic classification model to differentiate bullying content from normal (non-bullying) content among all users. These models treat users equally and overlook idiosyncratic information about users that might facilitate the accurate detection of cyberbullying. In this paper, we propose a personalized cyberbullying detection framework, PI-Bully, that draws on empirical findings from psychology highlighting unique characteristics of victims and bullies and peer influence from like-minded users as predictors of cyberbullying behaviors. Our framework is novel in its ability to model peer influence in a collaborative environment and tailor cyberbullying prediction for each individual user. Extensive experimental evaluations on real-world datasets corroborate the effectiveness of the proposed framework.

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Босов, Дмитрий Вячеславович, und Ксения Михайловна Фомичева. „BULLING AS A SOCIAL PHENOMENON“. In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp297.2021.49.20.005.

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Цель статьи: изучение буллинга как социального феномена, его форм и разновидностей с опорой на уже существующие теоретические и практические данные. Методы: системный, структурно-функциональный. Результаты: выявлена типология и дана характеристика буллингу. Выводы: Социологическое исследование буллинга требует выхода в сферу анализа неуставного доминирования в любом социальном поле. Purpose of the article: to study bullying as a social phenomenon, its forms and varieties, based on already existing theoretical and practical data. Methods: systemic, structural and functional. Results: the typology was revealed and the characteristics of bullying were given. Conclusions: Sociological research of bullying requires entering the sphere of analysis of non-statutory dominance in any social field.

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LIȚĂ, Andreea-Monica. „The behaviour associated with bullying in educational environment“. In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p129-136.

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Bullying in schools is an important current problem worldwide and is one of the most common anti-social behaviors among adolescents and children. A student is bullied when he is exposed repeatedly and over time to negative actions by one or more students. Aggressive behavior can be direct, including face-to-face confrontation; such as hitting, hitting, kicking and other types of physical harm; and indirectly involving a third party, such as social exclusion, spreading rumors and other types of psychological harm or even online (cyberbullying). The mission of any anti-bullying program is to prevent bullying before it occurs. However, research on bullying prevention is still developing. In light of the increasing prevalence of bullying in schools, schools need to improve the school climate by focusing on strengthening the educational system to reduce bullying.

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Vasikova, A. F., und A. A. Aydarova. „THE PHENOMENON OF BULLING AND CYBERBULLING IN A MODERN SCHOOL“. In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/42.

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It is not uncommon for one or more students to become objects of constant bullying by their peers. Rigidity among the younger generation is beginning to return to normal, so it is very important to recognize and eradicate cyberbullying at an early stage. The article describes the different approaches of researchers and psychologists to the study of the concept of bullying and cyberbullying. The article reveals the signs of bullying, the social structure, and an action plan for the prevention of bullying in a modern school.

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Kiseleva, Tatiana Borisovna, und Irina Aleksandrovna Gorbenko. „Preparing Students to Prevent Bulling in Adolescent Environment by Means of Cinematherapy“. In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96615.

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The article reveals the content of the concept of «bullying». The authors present the experience of preparing students for the prevention of bullying in adolescent environment by means of cinematherapy at the Moscow State Pedagogical University.

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Berichte der Organisationen zum Thema "Bullies and bullying"

Sierra, Ricardo, und Inder J. Ruprah. Mothers Are Right: Eat Your Vegetables And Keep Away From The Girls (Boys): Bullying Victimization Profile in the Caribbean. Inter-American Development Bank, August 2014. http://dx.doi.org/10.18235/0008446.

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About 29 percent of teenagers are bullied at school in the Caribbean. Victims of bullying are more lonely, sleep less, and have fewer friends than do their nonbullied peers. Although victims of bullying eat more frequently at fast food restaurants, they also experience more periods of hunger than do nonbullied children. Acting out with the goal of being considered a "cool" teenager does not work; even if adolescents frequently smoke cigarettes, bullies may still intimidate and harass them. The opposite is true for virgins. Good parenting can, however, make a difference in preventing a child from being a victim of bullying. Growing international evidence has shown that school-based programs can reduce the prevalence of bullying and that bullying has long-term negative consequences into adult life (for both bullies and victims).

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Green, Vanessa A., Emma-Jayne Tse und Ulani Kan. Identifying effective support for students with disabilities who have experienced bullying. Journal of the Australian and New Zealand Student Services Association, April 2023. http://dx.doi.org/10.30688/janzssa.2023-1-03.

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This study examines the support experiences of 23 tertiary students with disabilities after being bullied, either at high school or at a tertiary institution. The anonymous online survey focused on what elements of support students found helpful and what would encourage them to seek support after they had been bullied. The findings showed that, after being bullied, most students sought support from parents and friends, followed by counsellors and teachers. However, participants found the support they received only moderately helpful, at best. Participants wanted to see improvements made to: the accessibility of support systems, the action taken after a bullying incident, and education about people with disabilities. Therefore, improvements need to be made to the support provided to tertiary students with disabilities who have experienced bullying within educational institutions.

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