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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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Tulloch, Marian. „Gender Differences in Bullying Experiences and Attitudes to Social Relationships in High School Students“. Australian Journal of Education 39, Nr. 3 (November 1995): 279–93. http://dx.doi.org/10.1177/000494419503900305.
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The study examines gender differences in the self reports of students as bullies or victims and their attitudes to social relationships within the school. Students were drawn from Year 8 in seven New South Wales rural high schools. Differences were found in the overall level of bullying behaviour of males and females and in the type of bullying and in the gender of the victim targeted by boys and girls. Differences in the patterns of reports between bullies and victims were greater for cross-gender than same-gender bullying. Attitudes to bullying and social confidence varied between bullies, victims and other students. Female and male bullies differed from non-bullies in their attitudes to bullying whereas victims, especially males, were marked by a particularly strong rejection of bullying and a low level of social acceptance and confidence. The implications of these findings for classroom and whole school policy are examined.
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Aini, Siti Qorrotu. „FENOMENA KEKERASAN DI SEKOLAH (SCHOOL BULLYING) PADA REMAJA DI KABUPATEN PATI“. Jurnal Litbang: Media Informasi Penelitian, Pengembangan dan IPTEK 12, Nr. 1 (26.12.2018): 51–60. http://dx.doi.org/10.33658/jl.v12i1.52.
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ENGLISHThe increase of child abuse in Pati Regency quite alarming. The aims of this study were to describe of bullying activity on student and describes form of bullying in junior high school (SMP) students in Pati Regency from the perspective of victims and bullies. The research method is a descriptive quantitative. The population are SMP students in Pati Regency in total 31,012 students. The number of respondent (sampling size) is 395 students from 21 SMP. The sampling method uses proportional area random sampling. This study was conducted from June to October 2015. Data are analyzed by descriptive. The results showed that 58.2% of the total respondents had experienced bullying. Students who experience bullying are grouped into three categories: 1) Bullies; 2) The victim; and 3) The bullies and victim. The last category has a dominant percentage (53.8%) compared to other categories. From the victim's viewpoint, the most widely form of bullying was verbal bullying (29.3%). However, 43.4% of victims feel that bullying was common. The majority of bullies was classmate (58.6%) and the bullying activity was mostly occured in classroom (84.3%). From bullies’s viewpoint, the most practiced form of bullying was verbal bullying 44.2%. Most bullies fell guilty (37.3%) while most of their victims were classmates (77.5%). Furthermore, the main reason to bully was fun (58.7%) and it was done in classroom (87.5%). INDONESIAPeningkatan angka kekerasan anak di Kabupaten Pati cukup memprihatinkan. Tujuan penelitian ini adalah untuk menggambarkan perilaku bullying pada siswa SMP dan menjelaskan bentuk-bentuk bullying pada siswa SMP di Kabupaten Pati dari sudut pandang korban maupun pelaku. Metode penelitian adalah deskriptif kuantitatif. Populasi penelitian adalah siswa siswi Sekolah Menengah Pertama (SMP) di Kabupaten Pati yang berjumlah 31.012. Sampel penelitian terdiri atas 395 siswa dari 21 SMP yang bersedia menjadi responden. Teknik pengambilan sampel menggunakan proporsional area random sampling. Penelitian ini dilakukan pada bulan Juni sampai Oktober 2015. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan sebanyak 58,2% dari total responden pernah mengalami perilaku bullying. Siswa yang mengalami bullying terbagi dalam 3 peran yaitu pelaku, korban dan pelaku sekaligus korban dengan persentase yang mendominasi yaitu 52,8%. Berdasarkan sudut pandang korban, bentuk bullying paling banyak dialami adalah bullying verbal 29,3%. Korban menganggap bullying yang diterima adalah hal yang biasa (43,4%), namun banyak juga yang merasa sedih (30,3%). Pelaku paling dominan adalah teman seangkatan sebanyak 58,6%. Tempat terjadinya bullying sebagian besar adalah di kelas (84,3%). Berdasarkan sudut pandang pelaku, bentuk paling banyak dilakukan kepada korban adalah bullying verbal 44,2%. Sebagian pelaku bullying merasa menyesal (37,3%), sasaran paling banyak adalah teman seangkatan (77,5%). 58,7% pelaku bullying mengungkapkan alasan perilaku adalah iseng, bullying sebagian besar dilakukan di kelas (87,5%).
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Wiantina, Nur Azmi. „ANALISIS PERILAKU BULLYING MENURUT PANDANGAN TEORI KEPRIBADIAN SERTA IMPLIKASINYA BAGI BIMBINGAN DAN KONSELING“. JIEGC Journal of Islamic Education Guidance and Counselling 2, Nr. 2 (02.12.2021): 61–66. http://dx.doi.org/10.51875/jiegc.v2i2.161.
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Most definitions of bullying are categorized as a part of aggressive behavior involving the intention to hurt other people. Bullies have high score on psychoticism, physical strength, attitude towards violence, extroversion. Self-esteem bullies are higher than victims in all of these dimensions. Bullies have aggressive, impulsive behavior, not feeling guilty, and do not feel empathy towards the victims, if seen from Eysenck’s personality dimension, this is a part of extravert neurotic. Intervention strategies to handle bullying at school, and creating more peaceful school environment could be seen as an important moral action. More researches about the effective programs to handle bullying are needed; also the longitudinal effect for bullies and victims of physical bullying, verbal bullying, and cyber bullying also need to be researched
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Alex-Hart, Balafama Abinye, Joyce Okagua und Peace Ibo Opara. „Prevalence of bullying in secondary schools in Port Harcourt“. International Journal of Adolescent Medicine and Health 27, Nr. 4 (01.11.2015): 391–96. http://dx.doi.org/10.1515/ijamh-2014-0038.
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Abstract Background: School bullying is a global problem involving a high proportion of students worldwide. However, its prevalence and types in secondary schools in Port Harcourt is not yet known. Objective: This study aimed to determine the prevalence and types of bullying in secondary schools in Port Harcourt. Subjects: A total of 1160 students from six secondary schools in Port Harcourt comprised the sample. Materials and methods: This was a cross-sectional school-based study conducted in Port Harcourt in March 2014. Two mixed schools, two all-boys schools, and two all-girls schools were selected using purposive sampling technique. Stratified random sampling technique, by class strata (senior secondary 1, 2 and 3) was used to select 1160 students from the six schools. A 22-item self-administered questionnaire adapted from a previous study was modified and used in this study. The questions covered the prevalence, type of bullying, and socio-demographic data. Data were analyzed using SPSS version 20 (IBM SPSS Incorporated, Chicago, IL, USA). Results: About 82.2% reported being victims of bullying, whereas 64.9% reported being bullies. About 9.7% and 11.8% were neither bullies nor bullied, respectively. Bullying was significantly higher in the all-boys (90.8%) and all-girls (82.9%) schools than in the mixed schools (73.5%), p=0.000. More males were victims (53.4%) and bullies (53.3%) but more females (55.4%) were bully-victims. The most common (57.5%) type of bullying was physical bullying. Conclusion: The rate of bullying was found to be very high in secondary schools in Port Harcourt.
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Murad, Amna. „BULLYING IN SCHOOLS: DOES EMPATHY HELP“. Pakistan Journal of Social Research 04, Nr. 01 (31.03.2022): 283–95. http://dx.doi.org/10.52567/pjsr.v4i1.651.
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Bullying is a universal problem, affecting students in schools all around the world. It makes life miserable for those who are bullied, and some victims have been so upset that they committed suicide. Bullying is an act of intentional harm, carried out repeatedly. It can take the form of physical, verbal, social or emotional and cyber bullying. The bullies are aggressive in nature and the emotion they harbor is anger. Their home environment is one of conflict, and lack of warmth. The victims of bullies are sensitive and lack social and problem-solving skills and easily fall prey to the bully. They are anxious, depressive and lonely. As a result of bullying, their school attendance falls, and academic results are low. To tackle the bullying problem in schools, many programs have been introduced which have reported to increase empathy in students, and consequently, reducing bullying. This article emphasizes the importance of bullying prevention programs in schools with empathy as a core component, because it is impossible to eradicate bullying by enforcing policies and rules only. The solution of bullying is to develop empathy which will help students to appreciate differences, and to develop a sense of community in students. Keywords: Intervention Program, Reducing Bullying, Schoolchildren and Empathy
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Perren, Sonja, und Rainer Hornung. „Bullying and Delinquency in Adolescence: Victims’ and Perpetrators’ Family and Peer Relations“. Swiss Journal of Psychology 64, Nr. 1 (März 2005): 51–64. http://dx.doi.org/10.1024/1421-0185.64.1.51.
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This study investigated (a) the prevalence and co-occurrence of various victimisation and violence experiences among adolescents and examined (b) the quality of peer and family relationships of victims and perpetrators of bullying and violent delinquency. Self-report questionnaires were completed by 1107 Swiss adolescents (grades 7 and 9). Frequency of involvement in bully/victim problems and delinquency was used to classify pupils. Bullies and bully-victims were often also victims and/or perpetrators of violent delinquency. Sex and school type effects were found regarding involvement in bully/victim problems and delinquency. Pupils who were bullied reported lower peer acceptance than bullies and non-involved pupils. Bullies as well as perpetrators and victims of violent delinquency reported lower family support than non-involved adolescents. Implications for prevention and intervention are discussed.
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Yudha, Romadhona Kusuma, Elfahmi Lubis, Rusnita Hainun und Syarkati Syarkati. „Sosialisasi tentang Dampak Bullying pada Remaja“. Batara Wisnu : Indonesian Journal of Community Services 2, Nr. 2 (30.08.2022): 251–56. http://dx.doi.org/10.53363/bw.v2i2.94.
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The case of bullying is no stranger to the ears of mass media observers. In television electronic media, broadcasters explain through radio electronic media, and journalists write it down in various newspapers. Often the law and government are not fast and careful in handling bullying cases in Indonesia. Finally, the perpetrators and victims of bullying continue to increase over time. In addition, cultural factors can also encourage someone to do bullying. When we talk about culture, of course we talk about habits. The habit of children who bully (make fun) because he thinks that it is a normal action, and the response given by the victim is the same. Furthermore, the impact of bullying on the behavior of bullies is that most of the subjects interviewed stated that they felt guilty and regretful after they bullied their friends. This is obtained because of the attitude of the bullying victim who tends to be silent and does not respond to the actions of the bullies themselves. The victim also does not avoid the perpetrator, and there is also a small number who do good to the perpetrator
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Zhang, Huiping, Huazhen Zhou und Tao Tao. „Bullying Behaviors and Psychosocial Adjustment Among School-Aged Children in China“. Journal of Interpersonal Violence 34, Nr. 11 (17.06.2018): 2363–75. http://dx.doi.org/10.1177/0886260518780777.
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Bullying behaviors have been studied extensively in Western countries; however, no national data exist regarding this issue in contemporary China. Using a sample of 14,536 children in Grades 6, 8, and 10 from public schools in 11 provinces or autonomous regions in rural and urban China, our study assesses the prevalence of bullying behaviors among school-aged children in China and examines the correlation between bullying and psychosocial adjustment. Results indicate that 6.3% of children reported having been bullied in the last 3 months, 2.5% of children admitted to bullying other students, and 2.2% said they were bullied and bullied others in that same time frame. More boys than girls reported bullying others and being victims of bullying. The frequency of bullying is higher in Grades 6 and 8 than in Grade 10. Rural children are more often involved in bullying than their urban counterparts. Perpetrating and being a victim of bullying are associated with poorer psychosocial adjustment, although different patterns are observed among bullies, those bullied, and those who bully others and have been bullied. Health care professionals should be sensitive to bullying behaviors when identifying students with psychosocial maladjustment. Moreover, programs designed to prevent and intervene in school bullying would benefit from a holistic approach.
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Lin, Muyu, Dieter Wolke, Silvia Schneider und Jürgen Margraf. „Bullies Get Away With It, But Not Everywhere: Mental Health Sequelae of Bullying in Chinese and German Students“. Journal of Cross-Cultural Psychology 51, Nr. 9 (17.08.2020): 702–18. http://dx.doi.org/10.1177/0022022120949913.
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Bullying victimization is associated with adverse mental health consequences, while bullies suffer few or no adverse consequences in Western societies. Yet the universality of these consequences across western and eastern cultures is unknown. The current study investigated retrospective bullying experience in primary and secondary schools and its effects on adult mental health (depression, anxiety, stress, lifetime suicidal behavior, positive mental health, life satisfaction, social support, self-efficacy, and sense of control) in 5,012 Chinese and 1,935 German university students. School bullying victimization was far less frequently recalled by the Chinese sample (6.2%–12.6%) than the German sample (29.3%–37.0%), but victims had similar adverse mental health in both countries. In Germany, bullies and not-involved had equally good mental health, whereas bullies in China had poor mental health comparable to victims. Bullying victimization has similar adverse effects on mental health across countries. However, compared to the German students, the prevalence of school bullying is significantly lower, and bullies are also more likely to suffer mental health problems in adulthood in Chinese students. The differences of reasons for and consequences of being bullies are discussed and may have important implications for evolutionary theories and interventions of bullying.
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Nugroho, Sigit, Seger Handoyo und Wiwin Hendriani. „Psychological Dynamics In The Changing Of Bullying Victims Into Bullies At Student In Islamic Boarding School“. Psikis : Jurnal Psikologi Islami 7, Nr. 2 (29.12.2021): 151–60. http://dx.doi.org/10.19109/psikis.v7i2.7749.
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Bullying case was one of the problems conducted in school that became an international concern. Bullying occurrence in school was not limited to regular school but also in boarding school, particularly in islamic boarding school; thus, this phenomenon had a higher chance to occur in boarding school due to seniority. It was also found that the bullies were previously had the experiences as the victims. According to this phenomenon, a qualitative study was held to formulate the substantial theory about the psychological dynamics of the victim becoming bullies, particularly in islamic boarding school context. This study conducted the systematic grounded theory. The data was collected through in-depth interviews and observations toward nine main participants, and some supported participants and analyzed with constant comparative technique. The finding of this study was The Dynamic of Bullying: The Victims Become Bullies, which contained six phases: 1) Become the victims, 2) Aggrieved phase, 3) Frustration phase, 4) Maladaptive coping phase, 5) Trial phase, 6) Become the bullies. This dynamic explained the psychological dynamics in the victims who become bullies. Some interesting findings found in the fourth phase, the maladaptive coping phase, in which the victims decide whether to be adaptive or maladaptive to bullying activity. The alternate in the adaptation phase indicated that the shifting role of victims to bullies could be prevented. Psychological support programs, both preventive and curative way, could be beneficial to prevent the possibility of the victim becoming bullies. The preventive program could prevent the victims from becoming bullies, and the curative program could help the victim heal the trauma of bullying.
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Cole, Joanna C. M., Dewey G. Cornell und Peter Sheras. „Identification of School Bullies by Survey Methods“. Professional School Counseling 9, Nr. 4 (Januar 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900417.
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How can middle school counselors identify bullies? This study compared two methods of identifying bullies in a sample of 386 middle school students. A peer nomination survey identified many more bullies than did student self-report. Moreover, self-reported and peer-nominated bullies differed in their types of bullying behaviors, level of general self-concept, attitudes toward aggression, and disciplinary infractions. Overall, this study raises concern about reliance on student self-report and supports the use of peer nomination as a means of identifying school bullies. These findings have implications for school counselors in undertaking efforts to reduce school bullying.
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Huitsing, Gijs, Tom A. B. Snijders, Marijtje A. J. Van Duijn und René Veenstra. „Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks“. Development and Psychopathology 26, Nr. 3 (25.04.2014): 645–59. http://dx.doi.org/10.1017/s0954579414000297.
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AbstractThe complex interplay between bullying/victimization and defending was examined using a longitudinal social network approach (stochastic actor-based models). The (co)evolution of these relations within three elementary schools (Grades 2–5 at Time 1, ages 8–11, N = 354 children) was investigated across three time points within a year. Most bullies and defenders were in the same grade as the victims, although a substantial number of bullies and defenders were in other grades (most often one grade higher). Defenders were usually of the same gender as the victims, whereas most bullies were boys, with boys bullying both boys and girls. In line with goal-framing theory, multiplex network analyses provided evidence for the social support hypothesis (victims with the same bullies defended each other over time) as well as the retaliation hypothesis (defenders run the risk of becoming victimized by the bullies of the victims they defend). In addition, the analysis revealed that bullies with the same victims defended each other over time and that defenders of bullies initiated harassment of those bullies' victims. This study can be seen as a starting point in unraveling the relationship dynamics among bullying, victimization, and defending networks in schools.
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Aml Abdullah Osman, Aml Abdullah Osman. „The phenomenon of bullying between past and present in the light of the Holy Quran: ظاهرة التنمر بين الماضي والحاضر في ضوء القرآن الكريم“. Journal of Islamic Sciences 4, Nr. 4 (28.09.2021): 101–81. http://dx.doi.org/10.26389/ajsrp.l290521.
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This study aimed at prove that bullying is an ancient term, besides shedding light on prophets (peace be upon them) that have been bullied by their people and how they dealt with bullies among their people in order to spread their religious message. The study examined the inductive analytical method to describe bullying phenomena throw the Quran verses. The study concluded that there were negative and dangerous effects on the victims, but the prophets had protected because they were strong and patient enough.
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Taunu, Try Wahyulyangkara Debora, Dian Lestari Anakaka und R. Pasifikus Christa Wijaya. „Bullying Behavior among College Students in the Nusa Cendana University“. Journal of Health and Behavioral Science 3, Nr. 3 (29.09.2021): 283–95. http://dx.doi.org/10.35508/jhbs.v3i3.4284.
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Bullying is a phenomenon that still occurs in the education world, including in higher education institution. The research objective was to identify the bullying behavior and the types of bullying and how it felt by students at Nusa Cendana University. This type of research uses quantitative research with the Man-Whitney U analysis design. The number of samples is 335 students from the University of Nusa Cendana. The results showed that the bullies are mostly coming from students aged 22-24 years old and students aged 18-19 years old are more often bullied. Male students were more likely to be bullied and be victims of bullying than female. Students who were on the committee during the student orientation period do have a higher physical bullying rate than those who have never been on the committee, raising some questions for the evaluation of the student orientation implementation. If the level of bullying experienced by students increases, the higher the level of bullying they do, thus prolonging the cycle of bullying in students.
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Gardner, Dianne, Maree Roche, Tim Bentley, Helena Cooper-Thomas, Bevan Catley, Stephen Teo und Linda Trenberth. „An exploration of gender and workplace bullying in New Zealand“. International Journal of Manpower 41, Nr. 8 (03.06.2020): 1385–95. http://dx.doi.org/10.1108/ijm-02-2019-0067.
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PurposeWorkplace bullying involves a power imbalance, and despite laws in New Zealand which prohibit discrimination on the grounds of gender, women remain under-represented in top-level roles. The aim of the study was to examine whether gender and role (managerial/non-managerial) were related to the bullying experienced by women and men.Design/methodology/approachAn online survey collected data from 991 (41%) men and 1,421 (59%) women. The survey provided a definition of bullying and asked participants whether they had been bullied at work. If they replied yes, then follow-up questions asked for the gender and role of the perpetrator.FindingsWomen were more likely than men to self-identify as having been bullied. Male employers, senior managers, middle managers, supervisor and peers bullied men and women about equally, whereas women bullied women far more than they bullied men. The largest group of bullies of women were female peers, who rarely bullied male peers, while male peers bullied both genders about equally. Female clients bullied female staff but almost never male staff; male clients bullied both men and women but the numbers were small.Research limitations/implicationsThese data relied on self-report, and people may be reluctant to identify themselves as targets or may not recognize that the negative behaviours they have been facing amount to bullying. Qualitative data can help explore these issues from societal, organizational and policy perspectives.Practical implicationsWhile men and women may differ in how often they recognize or admit to having been bullied, the gendered nature of power in the workplace is well established and reinforced in the findings here. It is clear that organizational leaders, both male and female, need to understand gender and power imbalance and act as role models. Currently, the authors’ findings show that the behaviour of at least some of those at the top of New Zealand organizations needs to improve.Social implicationsThe problem of bullying at work will not be easy to solve. The solutions lie, not with “fixing” individuals via training, stress management and well-being programmes but with effective systems, procedures, policies and leadership that recognize the power dynamics at work.Originality/valueLittle is known at present about the relationships between gender and bullying behaviour. The paper focusses on who bullies whom in the workplace and finds that men tend to bully both men and women while women tend to bully women. Importantly, the authors’ works suggest that instead of structural and organizational measures to manage bullying, greater initiatives to manage bullying need to consider how gender and power dynamics interact at work.
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., Shiba, Meena Rajput, Ankit Goutam und Gaurav Rajawat. „Bullying and being bullied: prevalence and psychosocial outcomes among school going adolescents of Rohtak“. International Journal Of Community Medicine And Public Health 5, Nr. 3 (24.02.2018): 991. http://dx.doi.org/10.18203/2394-6040.ijcmph20180749.
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Background: Bullying is a problem which is commonly faced by so many school going children and adolescents usually in the form of nasty teasing, name-calling, threatening, physically hurting, exclusion from group, spreading false rumors etc. A victim of bullying is at increased risk of behavioural and emotional problems, depression, psychotic symptoms including anxiety, insecurity and poor school performance. The objectives of the study were to measure the prevalence of bullying behaviours among adolescents and to determine the effects of bullying and being bullied on psychosocial adjustment.Methods: Cross-sectional study was carried out from August, 2016 to February, 2017 among school going adolescents 11-18 yrs of age. A total of 300 students were chosen using multi stage sampling from ten schools of five community development blocks of Rohtak.Results: Out of 300 participants 176 (58.7%) were male, 124 (41.3%) were female. 21.6% (65) students bullied other students, 19% (57) were being bullied. More boys reported bullying others and being victims of bullying.Conclusions: The effects of being bullied are direct, pleiotropic and long- lasting with the worst effects for those who are both victims and bullies.
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Kwak, Misung, und Insoo Oh. „Comparison of psychological and social characteristics among traditional, cyber, combined bullies, and non-involved“. School Psychology International 38, Nr. 6 (04.09.2017): 608–27. http://dx.doi.org/10.1177/0143034317729424.
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This study analysed the psychological and social characteristics of bullies involved in traditional and cyberbullying. The responses of 11,117 Korean elementary, middle, and high school students were analysed. Results indicate that the rate of traditional bullying was higher than the rate of cyberbullying. The four groups (traditional bullies, cyberbullies, combined bullies, and non-involved) showed significant differences in the degree of aggression, self-control, violence exposure, and social support. Compared to the non-involved group, violence exposure significantly predicted traditional, cyber, and combined bullying. High aggression and low self-control significantly predicted both traditional and combined bullying, while low social support significantly predicted only cyberbullying.
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Stuart, Jaimee, und Paul E. Jose. „Is bullying bad for your health? The consequences of bullying perpetration and victimization in childhood on health behaviors in adulthood“. Journal of Aggression, Conflict and Peace Research 6, Nr. 3 (08.07.2014): 185–95. http://dx.doi.org/10.1108/jacpr-01-2014-0003.
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Purpose – The purpose of this paper is to examine whether young people who bully others in childhood (aged seven to 12 years old) go on to have worse health outcomes than non-bullies 39 years later. Furthermore, four categories of engagement in bullying behaviors (bully, victim, bully-victim, and not involved) were compared in order to assess differences in health and well-being in late adulthood. Design/methodology/approach – A sample of 305 teacher-identified childhood bullies were selected from the Aberdeen Children of the 1950s cohort and matched with a sample of 305 non-bullies using propensity score matching methods. These groups were then tested for differences in six health outcomes (perceived support, depression, poor health, presence of a long-term illness, history of smoking, and frequent alcohol consumption) measured in late adulthood. Categories of bullying engagement (bully, victim, bully-victim, not involved) were also constructed using the matched groups and adult recollection of victimization, and differences between the four groups on health outcomes were tested. Findings – Bullies were found to be significantly more likely than non-bullies to have a history of smoking and currently have a long-term illness and victims reported significantly lower levels of perceived support and greater depression than non-victims. Furthermore, bully-victims reported experiencing significantly less support and more depression than bullies, and were significantly more likely to currently have a long-term illness than non-bullies. Originality/value – Results indicate that bullying in childhood is associated with negative health outcomes much later in life. Being both a perpetrator and victim of bullying was associated with worse health outcomes than either being a bully, victim, or not being involved. These results indicate that there are long-lasting implications for individuals involved in bullying almost four decades later in life.
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Rao, Vidya, und Doug Simkiss. „Bullying in Schools: A Survey of the Experience of Looked after Children“. Adoption & Fostering 31, Nr. 3 (Oktober 2007): 49–57. http://dx.doi.org/10.1177/030857590703100307.
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Bullying is an important issue in schools and one to which looked after children may be particularly susceptible. In a cross-sectional survey, a sample of 50 ten to 16-year-old children in the care of one local authority were asked about their experience of bullying using a modified Olweus questionnaire. The results, reviewed by Vidya Rao and Doug Simkiss, suggest that these looked after children were at least as likely as their peers to be bullied and were subject to the same types of bullying as other children. The characteristics of both bullies and victims are discussed and recent work to improve the recognition of bullying and identify effective strategies to prevent it is highlighted. Health assessments are an opportunity to consider bullying as a possible underlying cause of stress and behavioural problems.
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Sholihah, Hidayatus. „Teacher Training to Handle Bullying in the School in Indonesia“. TARBIYA: Journal of Education in Muslim Society 2, Nr. 1 (18.06.2015): 83–90. http://dx.doi.org/10.15408/tjems.v2i1.1786.
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There are several students in Indonesia who have suffered from injury or even died because of bullying. As a consequence, school teachers in Indonesia need to be trained to handle and prevent bullying. This essay examines the importance of pre-service and in service teacher training in order to reduce and prevent bullying in school in Indonesia by examining the problem of bullying, discussing the effects of it and providing areas of training to help teachers to tackle bullying. There are several reasons why bullying becomes serious problem in school. First of all, bullying is a complex task for teachers because it is difficult to identify and, teachers find it difficult to differentiate between bullying and fighting or horseplay. Moreover, teachers lack the knowledge and skills to handle bullying. Bullying has negative effects not only on victims but also on bullies. Victims feel lonely, depressed, and often have low self-esteem, while bullies often exhibit sign of bad temper or depression. Areas of teachers pre- service and in- service training are1) assisting teachers to differentiate between bullying and fighting or horse playing 2) developing skills to communicate with bullies and to manage classrooms where bullying occurs. In conclusion, teacher training is a good solution to tackle bullying at school in Indonesia because teachers are in the front line to solve this problem. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1786
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Krishna, Arathi, und Devi Soumyaja. „Playing safe games – thematic analysis of victims’ perspectives on gendered bullying in academia“. Journal of Aggression, Conflict and Peace Research 12, Nr. 4 (17.07.2020): 197–208. http://dx.doi.org/10.1108/jacpr-03-2020-0478.
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Purpose High incidence of workplace bullying in Indian organizations is well-acknowledged, but less is known about the games that bullies play to create a favorable atmosphere for bullying in academic institutions. This study aims to reveal the “safe game” tactics that the bullies use to chase targets like a predator chases his prey. Design/methodology/approach The study explores various manifestations of academic bullying by analyzing the victimization experiences of women faculty in academic institutions. The data were collected through in-depth, semi-structured interviews and informal discussions to explore the victimization episodes in detail. Findings The analysis indicates a set of common manifestations framed by bullies in academia to create a favorable environment for bullying. These manifestations often play out in a sequence. Initially, the targets are overloaded with work to portray the victims as incapable and less competent. Then, the bullies lodge many formal complaints with the help of their supporters. Finally, they create an environment of silence by threatening them for their responses against bullying. Originality/value This paper is supported by previous research in this area and progresses by exploring the experiences of the victims in academics to find a common sequence in the mistreatment they suffer. The study concludes by showing unexplored areas in research on workplace bullying in the academic sector and provides a foundation for further research.
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Hughes, Stephanie. „Bullying: What Speech-Language Pathologists Should Know“. Language, Speech, and Hearing Services in Schools 45, Nr. 1 (Januar 2014): 3–13. http://dx.doi.org/10.1044/2013_lshss-13-0013.
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Purpose The purpose of this tutorial is to introduce speech-language pathologists (SLPs) to the broad issues surrounding the problem of school bullying in childhood and adolescence. Specifically, types of bullying and their causes are considered, as are the roles students take when bullying occurs and the effects of bullying on students with communication disorders. Strategies and suggestions to help SLPs more effectively prevent and manage bullying of students with communication disorders are discussed. Method A review of the scholarly literature in education, psychology, child and adolescent development, and speech-language pathology was conducted. Recommendations for how SLPs can prevent and intervene in bullying incidences were extrapolated from the reviewed literature. Results Students with communication disorders are at particularly high risk for being bullied by peers. Some students with communication disorders are “provocative victims” in that they demonstrate impairments in social skills that draw the attention of bullies. Both provocative victims and typical students may react aggressively when bullied and bully others in retaliation. Conclusion SLPs can and should help to create an inclusive environment for all students while addressing bullying of students with communication disorders via therapeutic activities.
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Khalidass, Thivya, Saralah Devi Mariamdaran Chethiyar und Muhammad Ali Equatora. „Types of bullies at workplace in Malaysia“. Journal of Advanced Guidance and Counseling 4, Nr. 1 (31.12.2023): 49–62. http://dx.doi.org/10.21580/jagc.2023.4.1.17365.
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Purpose - The purpose of this study was to examine the type of bully’s perception of workplace in Malaysia. This study can reveal the type of bullies that happens at work because most employees are not aware or know that they are being bullied at work.Method - The population of this study is employees of Sungai Petani Social Security Organization. This selection of samples in this study using purposive sampling method and selected 45 persons. Research data was obtained through the distribution of a set of questionnaires. The instrument used in this study is the Revised Malaysian Bullying Questionnaire (R-MBQ).Result - The results showed that that the perception of bullying among employees of the Sungai Petani Society is at a low level.Implication - This method suggests prevailing bullying behavior in public or private sector at Malaysia through the types of bullying behavior such as bullying in the form of personal attacks, bullying by looking down, work-related bullying and bullying by physical violence.Originality - This research is the first study that used intervening variable regarding types of bullying among employees.***Tujuan - Tujuan dari penelitian ini adalah untuk mengetahui jenis persepsi pengganggu di tempat kerja di Malaysia. Penelitian ini dapat mengungkap jenis bully yang terjadi di tempat kerja karena sebagian besar karyawan tidak menyadari atau mengetahui bahwa mereka sedang diintimidasi di tempat kerja.Metode - Populasi dari penelitian ini adalah karyawan Organisasi Jaminan Sosial Sungai Petani. Pemilihan sampel dalam penelitian ini menggunakan metode purposive sampling dan terpilih sebanyak 45 orang. Data penelitian diperoleh melalui penyebaran seperangkat kuesioner. Instrumen yang digunakan dalam penelitian ini adalah Revised Malaysian Bullying Questionnaire (R-MBQ).Hasil - Hasil penelitian menunjukkan bahwa persepsi perundungan di kalangan karyawan Masyarakat Sungai Petani berada pada tingkat rendah.Implikasi - Metode ini menunjukkan perilaku bullying yang berlaku di sektor publik atau swasta di Malaysia melalui jenis-jenis perilaku bullying seperti bullying dalam bentuk serangan pribadi, bullying dengan meremehkan, bullying yang berhubungan dengan pekerjaan, dan bullying dengan kekerasan fisik.Orisinalitas - Penelitian ini merupakan penelitian pertama yang menggunakan variabel intervening mengenai jenis-jenis perundungan di kalangan karyawan.
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Ahmed, Eliza. „Understanding bullying from a shame management perspective: Findings from a three-year follow-up study“. Educational and Child Psychology 23, Nr. 2 (2006): 25–39. http://dx.doi.org/10.53841/bpsecp.2006.23.2.25.
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This study investigates bullies, victims and bully/victims who moved out of these roles over a three-year period in terms of their socially adaptive shame management skills and examines how such skills differ from those who remained stable in their bullying status. Data were collected from 32 schools in the Australian Capital Territory (1996 and 1999). The sample consisted of 365 students (48 per cent boys) who participated at two time points. Occupying a bully role in primary school was the most significant risk for continuing in the role in secondary school (51 per cent). Of the participants in 1996, 46 per cent of the non-bullies/non-victims, 40 per cent of the bullies/victims and 31 per cent of the victims remained stable in 1999. To test the importance of shame management in relation to the stability and variability in bullying roles, a modified version of the MOSS-SASD (Management of Shame State: Shame Acknowledgement and Shame Displacement) instrument was used. As expected, desisted bullies showed a significant inclination toward shame acknowledgement – the most adaptive form of managing shame. In support of shame management theory, non-bullies/non-victims who maintained their bullying-free status three years later also continued to manage shame adaptively (high shame acknowledgement and less shame displacement). The implications of these results for the future development of bullying interventions are discussed.
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Roland, Erling. „The broken curve: Effects of the Norwegian manifesto against bullying“. International Journal of Behavioral Development 35, Nr. 5 (25.07.2011): 383–88. http://dx.doi.org/10.1177/0165025411407454.
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The first Norwegian Manifesto (Manifesto-I) Against Bullying was launched by the Prime Minister in autumn 2002 and lasted for 2 years. A background for Manifesto-I was that school bullying had increased almost linearly in Norway with over 60% more victims and bullies since 1995. During the manifest period, the percentage of victims and bullies were reduced. After that period, from 2004 to 2008, the percentage of victims and bullies increased again, although a second manifesto (Manifesto-II) was launched by a new government in January 2006. The changes for both victims and bullies were significant. Preconditions for the success of the Manifesto-I and the activities comprising it are described, analysed, and compared with the Manifesto-II period.
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Yandri, Hengki, Neviyarni Suhaili, Marjohan Marjohan, Ifdil Ifdil und Afdal Afdal. „The Impact Of Using Existential Therapy To Build Awareness Of Death For Victims Of Bullying“. TERAPUTIK: Jurnal Bimbingan dan Konseling 6, Nr. 3 (28.02.2023): 369–78. http://dx.doi.org/10.26539/teraputik.631394.
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Bullying is a very troubling phenomenon in society that occurs almost worldwide. Bullying has also penetrated the world of education, such as universities. This study aims to look at the impact of existential therapy in building awareness of death for bullies. The research method is experimental with a pretest and posttest design approach. The subjects of this study were active students in the odd semester of the 2021/2022 academic year at college X, and samples were taken with purposive sampling techniques totaling ten people. The data were revealed using a validated and tested bullying comprehension questionnaire. Descriptive data were processed using an interval formula to see the impact of existential therapy on building awareness of death for bullies who used Wilcoxon signed-rank tests. The results showed that the awareness of the death of bullies became better so that they no longer had the desire to commit bullying actions. The researchers are further expected to develop a group guidance model with an existential therapy approach to prevent bullying behavior in college students
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Gomes, Ana, Mariana Costa Martins, Beatriz Silva, Edite Ferreira, Odete Nunes und Alexandre Castro Caldas. „How Different are Girls and Boys as Bullies and Victims? Comparative Perspectives on Gender and Age in the Bullying Dynamics“. International Journal of Educational Psychology 11, Nr. 3 (24.10.2022): 237–60. http://dx.doi.org/10.17583/ijep.9310.
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Bullying involves aggressive behaviors with the intention to harm others, including manifestations of systematic abuse of power. Two types of bullying can be considered: physical and psychological. Students may get involved in bullying dynamics as bullies, victims, or both - aggressive victims. The literature defines bullying as a global phenomenon, affecting both girls and boys. Therefore, Portuguese schools are no exception, with several studies from North to South of the country demonstrating the presence of bullying in schools, both in elementary and middle schools. The aim of this study is to elaborate the differences and experiences by both genders, boys and girls, in the current dynamics of school bullying. Thus, answering the question - how different are girls and boys as bullies and victims? In addition, it intends to impart the acquired knowledge and raise awareness of the implications of this social context in which Portuguese children are currently involved. The results obtained from a sample of 1147 students attending the 1st cycle of Portuguese education (elementary schools) were in line with previous studies. In order to enrich the literature, bullies, victims, and aggressive victims were characterized in detail. Finally, the importance of the adults’ intervention, especially teachers, was highlighted.
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Zaborskis, Apolinaras, und Inga Vareikienė. „School bullying and its association with health and lifestyle among schoolchildren“. Medicina 44, Nr. 3 (10.03.2008): 232. http://dx.doi.org/10.3390/medicina44030030.
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The purpose of the study was to assess the association of bullying and being bullied with indicators of subjective health and problem behaviors among schoolchildren aged 11–15 years. Material and methods. The data of the anonymous survey of 5645 filth-, seventh-, and ninth-grade students (aged 11, 13, and 15 years, respectively), conducted in the spring of 2002, were analyzed. The students completed the World Health Organization’s Health Behavior in School-aged Children questionnaire that included selfreport of involvement in bullying and being bullied by others as well as subjective health and well-being estimates, health complains (headache, stomachache, back pain, anxiety, etc.), and problem behaviors (smoking, alcohol and drug use, suicidal ideation). The response rate was 95%. Results. More than half (52.3%) of students were involved in bullying process at least two times per month: 17.9% were involved as bullies (“victims”), 18.3% were bullied (“aggressors”), and 16.1% bullied others and were bullied themselves. A significant association between experiencing bullying and adverse health outcomes was found. Perpetrating bullying increased the odds of smoking, alcohol and drug use. Perpetrating and/or experiencing bullying increased the risk of high suicidal ideation that had cumulative effect. The established associations varied between genders and groups of students defined as “victims,” “aggressors,” and “victims/aggressors.” Conclusions. In Lithuania, school bullying is extremely prevalent and is associated with health disorders, poorer well-being, and problem behavior of schoolchildren. Urgent antibullying efforts, including both research and preventive measures, are needed in order to deal with this social phenomenon.
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McAdams, Charles R., und Christopher D. Schmidt. „How to Help a Bully: Recommendations for Counseling the Proactive Aggressor“. Professional School Counseling 11, Nr. 2 (Dezember 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100207.
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Initiatives to stop school bullying often prescribe counseling for the bullies. However, specific strategies for the counseling of bullies are not well defined. To succeed in stopping the aggressive behavior of bullies, school counselors must first understand the needs and motivations behind the behavior. This article distinguishes the characteristic type of aggression displayed by bullies–proactive aggression. Type-specific recommendations are presented for maximizing school counselors' effectiveness in their direct efforts to help bullies change.
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Prasad, Karesh. „Bullying from Nursing: Students Perspective“. Nursing Journal of India CV, Nr. 02 (2014): 86–89. http://dx.doi.org/10.48029/nji.2014.cv205.
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The study was undertaken to identify the most frequent bullying behaviour encountered by the student nurses, the source that most frequently bullies them and the most frequent coping behaviour employed by them against the bullying. The descriptive research design involving a sample size of 200 nursing students was used for the study. The findings of the study revealed that the most frequent bullying behaviour was spreading of rumors or gossips, the sources that most frequently bullies them is their own classmates No Response is the most frequent coping behaviour employed by the student nurses. From this study it was very evident that the nursing students are also the victims of bullying.
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Sidera, Francesc, Elisabet Serrat, Glòria Brugués und Carles Rostan. „Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children“. Anales de Psicología 39, Nr. 2 (27.04.2023): 231–38. http://dx.doi.org/10.6018/analesps.507201.
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The present research focuses on the self-admission of being a bully in primary school children who bully, and studies it in relation to sex, educational stage and type of bullying behavior. Our objective was to understand better the relationship between aggressive behaviors and bullying self-admission. We hypothesized aggressive behaviors would be related to bullying self-admission. A total of 4646 primary school students aged from 7 to 12 years participated in this correlational study. The EBIPQ questionnaire was administered to evaluate children’s aggressive behaviors, whereas bullying self-admission was evaluated through a direct question. From the total of participants, 14.9 % were considered bullies, and 4.4 % frequent bullies, according to their responses to the EBIPQ. Among bullies, 21.4 % admitted having bullied others, and this percentage increased to 32 % for frequent bullies. Self-admission of being a bully was independent of sex and educational stage. On the other hand, some aggressive behaviors were more associated than others to self-admission of being a bully. Results suggest reluctance in children to consider themselves as bullies, especially in some types of aggressive behaviors. Finally, we discuss the need to study further the factors influencing the self-admission of being a bully. La presente investigación se centra en la percepción de ser agresor en niños de primaria que acosan, y su relación con el sexo, la etapa educativa y el tipo de conducta agresiva. Nuestro objetivo fue comprender mejor la relación entre las conductas agresivas y la percepción de ser agresor. Se hipotetizó que los comportamientos agresivos estarían relacionados con la percepción de ser agresor. Un total de 4646 estudiantes de 7 a 12 años participaron en este estudio correlacional. Se administró el cuestionario EBIPQ para evaluar la agresividad, mientras que la percepción de ser agresor se evaluó con una pregunta directa. Un 14.9 % de los participantes se consideraron acosadores, y un 4.4 % acosadores frecuentes, según sus respuestas en el EBIPQ. Un 21.4 % de los acosadores y un 32 % de los acosadores frecuentes admitieron haber acosado. La percepción de ser agresor fue independiente del sexo y la etapa educativa. Por otra parte, algunas conductas agresivas se asociaron más que otras a la percepción de ser agresor. Los resultados sugieren una dificultad para considerarse acosador, especialmente en ciertas conductas agresivas. Finamente, se discute la necesidad de profundizar en los factores que influyen en la percepción de ser acosador.
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Ezzet Hameed, Israa, und Fatimah Khudhair Hassoon. „A Critical Stylistic Study of Bullying in R.J Palacio`s Wonder“. Arab World English Journal 14, Nr. 2 (24.06.2023): 254–67. http://dx.doi.org/10.24093/awej/vol14no2.18.
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Bullying is one of the most common problems that generate vigorous arguments in the community. It is widespread in all societies, especially among children and adolescents in schools. The present study investigates the concept of bullying in the American novel ‘Wonder’ by R. J. Palacio from a critical stylistic perspective. The importance of the study resides for every ordinary reader to be aware of the strategies used in bullying others. It also might be of value to scholars of sociology, critical stylistics, critical discourse studies, psychologists, and any scholar interested in the discourse of bullying. The current study is expected to answer the following question : What is the most common type of bullying and the critical stylistic tools that bullies use to convey the concept of bullying in the analyzed data? The study aims at distinguishing the most common types of Bullying that bullies use in the selected novel and also identifying the critical stylistic tools that are employed by the bullies. The researchers adopt Jeffries’s (2010) critical stylistics modal to analyze the data under scrutiny. The study reveals that the most common form of bullying found is direct emotional bullying which is experienced by Julian and his schoolmates against the victim. Only eight stylistic tools are found in the five extracts through certain realizations related to the specific contexts in which they are initiated. The study concludes that the notion of bullying is represented through using most stylistic tools but with different ideologies.
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Kwan, Ching, Clifford Wong, Zhansheng Chen und Paul S. F. Yip. „Youth Bullying and Suicide: Risk and Protective Factor Profiles for Bullies, Victims, Bully-Victims and the Uninvolved“. International Journal of Environmental Research and Public Health 19, Nr. 5 (28.02.2022): 2828. http://dx.doi.org/10.3390/ijerph19052828.
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Bullying is closely associated with suicide. This study validates mixed evidence on whether young bullies, victims, bully-victims, and those uninvolved in bullying differ in suicidality, risk, protective factor profiles, and predictors of suicide. A total of 2004 Hong Kong adolescents and young adults completed the Hong Kong Online Survey on Youth Mental Health and Internet Usage in 2018. Bullies, victims, and bully victims, as opposed to the uninvolved, were found to possess higher tendencies of suicidal thoughts and behaviors. They had more distinct rather than overlapping risk and protective factor profiles yet shared psychological distress and diagnosis of a psychiatric disorder as common predictors of suicide. The results indicate that suicide screening assessments and training to detect common suicide predictors can benefit youngsters regardless of their bullying involvement. From the discussion, group-specific interventions include restorative justice approaches to promote reintegration and help-seeking among bullies, peer, and professional support programs geared towards lowering victim isolation and equipping gatekeepers such as teachers with skills to connect with both bullies and victims.
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Novin, Sheida, Evelien Broekhof und Carolien Rieffe. „Bidirectional relationships between bullying, victimization and emotion experience in boys with and without autism“. Autism 23, Nr. 3 (03.08.2018): 796–800. http://dx.doi.org/10.1177/1362361318787446.
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Adolescents with autism are more often victims of bullying than peers without autism. Although prior work indicates that emotions play an important role, bidirectional relationships are yet unknown. This study examines the longitudinal associations of anger, fear, guilt and shame with being victimized and bullying others in adolescent boys with and without autism. On three occasions (9 months in between) 169 boys (43% with autism, 11.6 years at T1) completed self-reports. Findings show that more anger and less guilt predicted bullying behaviour, and vice versa, in both groups. In addition, more anger and fear predicted victimization. Fear was a stronger predictor in boys without autism. In turn, victimization predicted more anger, fear and shame. Especially, boys with autism reported more anger after being bullied, suggesting a tenacious vicious circle: these youngsters are likely to be angered when being bullied, which, in turn, makes them a target for bullies. Our findings provide new theoretical insights in the role emotions play in the emergence and maintenance of victimization/bullying others in boys with and without autism.
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Kipritsi, Eirini, und Constantinos M. Kokkinos. „Κατανοώντας τα κοινωνικο-παρωθητικά χαρακτηριστικά των αρχηγών-θυτών του εκφοβισμού: Ο ρόλος των κοινωνικών στόχων και των λειτουργιών της επιθετικότητας“. Psychology: the Journal of the Hellenic Psychological Society 26, Nr. 2 (07.06.2021): 225. http://dx.doi.org/10.12681/psy_hps.27038.
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The present study examines the role of social goals of ringleader bullies on school bullying according to Social Information Processing Model as well as the role of proactive and reactive aggression. The sample consisted of 222 fifth-grade and sixth-grade elementary school students from Northern Greece, who completed self-report questionnaires and responded to questions regarding social scenarios of ambiguous intent shown on video. The results showed that boys choose revenge more often than girls. Furthermore, ringleader bullies and ringleader bully followers choose more often, than the uninvolved, revenge as a motive in a social scenario of ambiguous intent. It is noteworthy that ringleader bullies choose more often than ringleader bully followers the social goal of building a relationship, while both ringleader bullies and ringleader bully followers adopt both forms of aggression, proactive and reactive, more than the uninvolved. The findings underline the motivational role of social goals in bullying, contribute to the discussion regarding ringleader bullies’ social cognition and emphasize the necessity of intervention programs focusing on social motives of preadolescent bullies.
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Rodkin, Philip C., und Christian Berger. „Who bullies whom? Social status asymmetries by victim gender“. International Journal of Behavioral Development 32, Nr. 6 (November 2008): 473–85. http://dx.doi.org/10.1177/0165025408093667.
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This study asks whether bullies have higher social status than their victims. Social status was measured by social preference, popularity, and physical competence as perceived by children and teachers. A survey instrument was introduced to enable identification of specific victims associated with specific bullies. The sample was 508 fourth and fifth grade children from midwest U.S. elementary schools. Results indicated that peer- and teacher-perceived popularity were the optimal status measures for capturing heterogeneity in bully—victim status imbalances. In addition, the gender of victims of male bullying was critical. Powerful, popular—aggressive bullies and unpopular victims were found in same-sex dyads, but unpopular—aggressive boys were also identified as bullying popular girls. All bullies were disliked. Implications are drawn for peer sexual harassment and for innovations in sociometric technology.
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Hassan, Bassam Abdul Rasool, und Ali Haider Mohammed. „Overview of Bullying“. Studies in Social Science & Humanities 2, Nr. 4 (April 2023): 69–71. http://dx.doi.org/10.56397/sssh.2023.04.07.
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The term “bullying” refers to a specific form of aggressive behavior in which one person or a group of people frequently targets a weaker person for physical harm, social exclusion, or both. Why do bullies act the way they do? Some researchers have hypothesised that bullies seek to establish themselves as the most popular and influential members of their peer group. Aiming to improve one’s social standing is intrinsically linked to being part of a group, despite being an individual motivation. The term “status” refers to a person’s “relative standing in the peer hierarchy,” or “the result of an evaluation of attributes that produces differences in respect and prominence.” The current study focuses on the concept of bullying and sheds light on numerous facts about this behavior, including why people engage in bullying, why bullying continues, and how victims cope in various peer groups.
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Nathan, Elijah, Stephen Houghton, Carol Tan und Annemaree Carroll. „Cultivating Reputations: The Social Goal of Western Australian Primary School Bullies“. Australian Journal of Guidance and Counselling 21, Nr. 1 (01.06.2011): 33–48. http://dx.doi.org/10.1375/ajgc.21.1.33.
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AbstractAim: This research sought to determine the significance of reputation in the lives of bullies particularly in relation to the social purposes it serves and the goals that are met through its enhancement. Method: One hundred and thirty-two (62 males and 70 females) Western Australian Grades 5, 6 and 7 primary school children completed the Reputation Enhancement scale. Of these students, 38 had official records of suspension from school for bullying peers. Major Findings: A multivariate analysis of variance revealed significant differences between bullies and nonbullies in their reputational orientations. Bullies admired peers involved in nonconforming activities and believed that peers of the same age held similar views. Furthermore, these bullies believed that others perceived them as nonconforming and as breaking the rules, and they (i.e., the bullies) ideally wished to be perceived in this way. These findings are discussed in the light of reputation enhancement theory as a motivator for bullying and the approaches that schools might take to address it.
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Koh, Jun-Bin, und Jennifer S. Wong. „Survival of the Fittest and the Sexiest: Evolutionary Origins of Adolescent Bullying“. Journal of Interpersonal Violence 32, Nr. 17 (09.07.2015): 2668–90. http://dx.doi.org/10.1177/0886260515593546.
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The central idea of evolutionary psychology theory (EPT) is that species evolve to carry or exhibit certain traits/behaviors because these characteristics increase their ability to survive and reproduce. Proponents of EPT propose that bullying emerges from evolutionary development, providing an adaptive edge for gaining better sexual opportunities and physical protection, and promoting mental health. This study examines adolescent bullying behaviors via the lens of EPT. Questionnaires were administered to 135 adolescents, ages 13 to 16, from one secondary school in metro Vancouver, British Columbia. Participants were categorized into one of four groups (bullies, victims, bully/victims, or bystanders) according to their involvement in bullying interactions as measured by the Olweus Bully/Victim Questionnaire. Four dependent variables were examined: depression, self-esteem, social status, and social anxiety. Results indicate that bullies had the most positive scores on mental health measures and held the highest social rank in the school environment, with significant differences limited to comparisons between bullies and bully/victims. These results lend support to the hypothesis that youth bullying is derived from evolutionary development. Implications for approaching anti-bullying strategies in schools and directions for future studies are discussed.
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Winslade, John, Michael Williams, Felipe Barba, Evelyn Knox, Harpreet Uppal, Juanita Williams und Lorraine Hedtke. „The Effectiveness of “Undercover Anti-Bullying Teams” as Reported by Participants“. Interpersona: An International Journal on Personal Relationships 9, Nr. 1 (30.06.2015): 72–99. http://dx.doi.org/10.5964/ijpr.v9i1.181.
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An analysis of archival data retrieved from a school counselor’s careful recording of student responses during the conducting of 35 “undercover anti-bullying teams” reveals a highly positive qualitative account of the success of these teams. A targeted, non-punitive, restorative process calls forth peer influence to transform the bullying relation in a short time-frame. The bullies are involved in the transformation and the victim is never required to confront the bullies. Student responses show that participants value the chance to help a peer, take up the responsibility of stopping bullying responsibly, and victims are happy with the results.