Thematische Bibliographien / Bullying prevention

Auswahl der wissenschaftlichen Literatur zum Thema „Bullying prevention“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Bullying prevention"

Le Menestrel, Suzanne. „Preventing Bullying: Consequences, Prevention, and Intervention“. Journal of Youth Development 15, Nr. 3 (09.06.2020): 8–26. http://dx.doi.org/10.5195/jyd.2020.945.

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Bullying is considered to be a significant public health problem with both short- and long-term physical and social-emotional consequences for youth. A large body of research indicates that youth who have been bullied are at increased risk of subsequent mental, emotional, health, and behavioral problems, especially internalizing problems, such as low self-esteem, depression, anxiety, and loneliness. Given the growing awareness of bullying as a public health problem and the increasing evidence of short- and long-term physical, mental, emotional, and behavioral health and academic consequences of bullying behavior, there have been significant efforts at the practice, program, and policy levels to address bullying behavior. This article summarizes a recent consensus report from the National Academies of Sciences, Engineering, and Medicine, Preventing Bullying Through Science, Policy, and Practice, and what is known about the consequences of bullying behavior and interventions that attempt to prevent and respond to it.

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Grădinariu, Tudorița, und Constantin Cucoș. „WHAT IS THE TEACHER'S PROFILE IN SUCCESSFULLY PREVENTING BULLYING? A PICTURE OF PROFESSIONAL COMPETENCIES“. Review of Artistic Education 28 (01.04.2024): 326–36. http://dx.doi.org/10.35218/rae-2024-0038.

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The increasing frequency of bullying incidents is an imperative that is on the focus of the education policy makers in Romania. During the last four years, the education legislation has undergone a number of substantial changes and updates placing a strong emphasis on bullying prevention. While we have the legislative framework that defines the role of teachers in preventing and intervening in bullying incidents, it is significant to know what professional skills are needed in doing so. The aim of this research is to provide a profile of the effective teacher in bullying prevention from the standpoint of professional competences. We believe this to be important for the development of effective prevention policies. The objectives of this study are theoretical, namely: to analyze the normative framework referring to the teacher's role in bullying prevention; to examine the national legislation in the field of preventing and combating bullying; to review the literature in order to identify the professional competences involved in successfully preventing bullying.

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Georgescu, Corina Ioana. „Preventing and reducing aggressive bullying behavior: theoretical and praxiological framework“. Studia Universitatis Moldaviae. Seria Științe ale Educației, Nr. 9(169) (Februar 2024): 165–70. http://dx.doi.org/10.59295/sum9(169)2024_24.

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The prevention and reduction of aggressive toup bullying behavior is also current in social, psychological and pedagogical terms. This is faced through the involvement of different international structures in the establishment of strategies to reduce and prevent the ,,bullying” phenomenon. In this study, we start from the analysis of various documents, conventions, international treaties in which the problem of preventing and reducing the aggressive behavior of students is posed. At the same time, the explanatory theoretical framework of the ,,bullying” phenomenon is extensively analyzed, and some strategies for preventing and reducing bullying in high schools are argued: primary prevention, secondary prevention, tertiary prevention, having as general directions: education and awareness of the phenomenon, social development -emotional, promoting zero tolerance towards bullying, supervision and prompt interventions, collaboration with parents and the community.

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Korniychenko, Anastasia. „REGULATORY MECHANISM AS A COMPONENT OF ADMINISTRATIVE AND LEGAL REGULATION OF BULLYING PREVENTION IN UKRAINE“. Scientific Notes Series Law 1, Nr. 9 (2020): 133–37. http://dx.doi.org/10.36550/2522-9230-2020-1-9-133-137.

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The article is devoted to the study of the essence and content of the regulatory mechanism of administrative and legal regulation of bullying prevention in Ukraine. Emphasis is placed on the fact that most scholars reduce the regulatory mechanism in various spheres of life to a direct list of legal acts that regulate a particular area, ignoring the definition of "regulatory mechanism". It is noted that the administrative and legal mechanism for preventing bullying in Ukraine is divided into two blocks: regulatory and organizational and institutional. It is revealed that the regulatory mechanism of administrative-legal regulation of bullying prevention should be understood as a set of processes of administrative-legal regulation by authorized subjects aimed at bullying prevention, regulated by norms of law, which find their external expression in regulatory acts. In turn, the regulatory mechanism of bullying prevention is a system of normatively established lawful rules of conduct, which are aimed at preventing bullying. It is indicated that the main elements of the regulatory mechanism of administrative-legal regulation of bullying prevention are norms of law and acts of application of norms of law. Norms of law are the foundation of the regulatory mechanism of administrative-legal regulation. They find their external manifestation in normative-legal acts, due to which there is an administrative-legal regulation of a certain sphere of public life, including in the sphere of bullying prevention (or in the educational environment in general). The article presents the author's system of normative-legal acts of bullying prevention in Ukraine, which is formed taking into account the criterion of legal force. It is concluded that the consideration and analysis of specific law enforcement acts is a promising area of research of the regulatory mechanism of administrative-legal regulation of bullying prevention.

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Li, Yiqiong, Peter Y. Chen, Fu-Li Chen und Ying-Lin Chen. „Preventing School Bullying: Investigation of the Link between Anti-Bullying Strategies, Prevention Ownership, Prevention Climate, and Prevention Leadership“. Applied Psychology 66, Nr. 4 (04.09.2017): 577–98. http://dx.doi.org/10.1111/apps.12107.

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Sakban, Abdul, Maemunah Maemunah und Hafsah Hafsah. „Pelatihan Pencegahan Bullying Bagi Organisasi Kemahasiswaan di Universitas Muhammadiyah Mataram“. Jurnal Pengabdian UNDIKMA 2, Nr. 2 (13.11.2021): 211. http://dx.doi.org/10.33394/jpu.v2i2.3893.

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The service activities that have been carried out aim to provide an understanding of bullying prevention for student organizations at the Muhammadiyah University of Mataram. The implementation method used is in the form of socialization and Focus Group Discussion (FGD). The socialization method is carried out online related to the delivery of material about preventing bullying among students and the Focus Group Discussion (FGD) method is carried out online by providing education to students regarding forms of bullying and its prevention. Based on the results of the service activities that have been carried out, it can be seen that the level of student understanding of bullying prevention is high. Thus, it can be concluded that bullying prevention training activities can provide a high level of understanding among students.

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Karikari, Isaac, James R. Brown, Gifty Dede Ashirifi und James Storms. „Bullying Prevention in Schools“. Advances in Social Work 20, Nr. 1 (30.07.2020): 61–81. http://dx.doi.org/10.18060/22928.

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Since bullying is an ecological and systemic phenomenon that occurs in multiple contexts with multiple actors, it makes sense to consider the perceptions of multiple stakeholders and their relationships with one another and in relation to bullying prevention in schools. Using a non-probability, purposive sample, this study examined the perspectives of 45 school stakeholders, namely, principals, school social workers, bus drivers, and parents from an urban school district in the Midwest. The study unveils some of the implicit and explicit challenges associated with bullying prevention efforts. For example, bullying can be quite nebulous because people tend to look at the issue through the prism of their own experiences and positions, limiting their understanding of other stakeholders. Some stakeholders’ perspectives may be muted when bullying behaviors are discussed or reported. Overall, the findings support the use of multi-stakeholder approaches in developing a more holistic view of bullying. Recommendations include avoiding the reification of the views and voices of a select few and having a more open system of dialogue among stakeholders to create inclusion when addressing bullying.

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Melnykova, O. M., N. D. Trofaila und T. V. Zhuravko. „PREVENTION OF CHILD BULLYING“. Habitus, Nr. 21 (2021): 88–91. http://dx.doi.org/10.32843/2663-5208.2021.21.14.

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Lai, Daniel, Lois Presser und Jennifer L. Schally. „Constructing Victimhood: Storied Opposition to Legislation Protecting LGBTQ Students“. Narrative Works 9, Nr. 2 (19.04.2021): 21–43. http://dx.doi.org/10.7202/1076524ar.

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Contemporary initiatives against anti-LGBTQ bullying in the United States include enumeration policies, which name sexual orientation as an unacceptable basis for bullying. Conservative opposition to these and other initiatives has been swift, taking discursive and specifically narrative form. This article examines how opponents of prevention and intervention use narrative to resist efforts to curb anti-LGBTQ bullying, based on analysis of 22 public statements challenging anti-bullying legislation. They deny anti-LGBTQ bullying’s impact and reassign victimizer and victim positions. Achieving justice for anti-LGBTQ bullying victims requires recognition of the stories that uphold heteronormative power.

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Beilina, N. S., und E. N. Chekanushkina. „THE PROBLEM OF BULLYING PREVENTION IN AN EDUCATIONAL ORGANIZATION“. Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 26, Nr. 96 (2024): 5–11. http://dx.doi.org/10.37313/2413-9645-2024-26-96-5-11.

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Prevention of bullying in educational organizations is one of the issues of the day in modern pedagogy. Jointly with students of the professional retraining program «Psychology in Education», which is implemented on the basis of Samara State Technical University, the concept of «bullying» was analyzed, the main approaches to the study of this term were considered, and the main factors of the occurrence of school bullying were identified. The results of the study, reflecting the attitudes of students to the problem of bullying in the educational environment are presented in the paper. The diagnosis was carried out using the author's questionnaire. The author's questionnaire showed that half of the respondents had faced the problem of violence in their school anyway. The article also emphasizes that the most effective activity of the teaching staff to prevent violence in an educational organization is its prevention. Existing proprietary bullying prevention programs in various educational organizations were analyzed by the authors. Based on this analysis, the author's program «NO TO BULLYING», for preventing violence in school, was presented.

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Dissertationen zum Thema "Bullying prevention"

Kendrick, Michelle Marie. „Evaluating the Effects of the Olweus Bullying Prevention Program on Middle School Bullying“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1606.

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This project study addressed the problem of bullying, victimization, and the awareness of these activities at a public suburban middle school in Northwest Georgia. The study school implemented the Olweus Bullying Prevention Program (OBPP) in 2009, yet had not evaluated the program to identify whether or not it met its goals after 1 year of implementation. Using a quasiexperimental, goal-free program evaluation, the research questions explored whether or not the OBPP succeeded in reducing the student reported rates of bullying and victimization while also increasing awareness of such activities. A Mann Whitney U test was utilized for analysis due to violations of normality and homoscedasticity in the data. The quantitative sequence consisted of descriptive analyses of archived student data from the pre- and postimplementation (N = 346 and 137, respectively) Revised Olweus Bully/Victim Questionnaire (OBVQ) administration. Results indicated an increase, though not statistically significant, in student reporting of victimization and awareness and a statistically significant increase in rates of bullying. Results in the evaluation report supported continued OBPP implementation with anticipation that implementing more than 1 year should yield a decrease in student reported rates of bullying and victimization and increase in awareness of what constitutes these activities. The project study could lead to positive social change by increasing awareness of bullying in the learning community and reducing the number of reported incidents of bullying and victimization.

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Sontag, Anna M. „Prevention of bullying : evaluation of Steps to Respect /“. view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201700.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.

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Beck, Tracey D. „A bullying prevention program for a school setting /“. Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/beckt/traceybeck.html.

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Stone, William Daryl. „Bullying prevention program possible impact on academic performance /“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Tokarick, Karen. „The Effect of Bullying Prevention Programs on the Perceptions of Bullying Among Female Youth“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/288.

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Bullying has become a widespread social issue. Previous research has focused on both genders and various grade levels; it has shown that programs reduce bullying and improve social climates and attitudes toward academics. The effect of these programs, specifically on female youth, has not been studied. This study addressed the effect of bullying prevention programs on perceptions of bullying among female youth in Grades 5-7 in 2 schools in rural eastern Pennsylvania. One school utilized a prevention program while the other did not. Teachers and administrators were also interviewed to gain insight regarding their perceived effectiveness of the program. The main research question examined if prevention programs resulted in reductions in the perceptions of peer bullying among female youth in Grades 5-7. Telephone interviews with 30 students were conducted to assess if bullying programs alter perceptions of bullying. The theoretical bases of social learning theory and general aggression model were used to determine if programs altered perceptions of bullying. Bullying perceptions of participants from both schools were compared. An ethnographic design was employed, using partial grounded theory as the primary methods of research. Data were reviewed and codes were determined based upon the frequency of responses to interview questions. Results showed that bullying was prevalent in both schools; however, the prevention program did not alter perceptions of bullying, indicating problems with program implementation. The current research provides insights for school administrators regarding changes needed in program implementation to improve students' perceptions and possibly reduce bullying among this population.

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Jadambaa, Amarzaya. „Bullying in Australia: Prevalence, health outcomes, cost outcomes, and economic evaluation of bullying prevention“. Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206147/1/Amarzaya_Jadambaa_Thesis.pdf.

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Bullying among children and adolescents is a major public health problem. The negative consequences of bullying are not limited to health problems, nor to experiences in childhood and adolescence, and can persist into adulthood. This research found that one in seven Australian children experienced bullying victimisation; bullying victimisation contributes a significant proportion of the burden of disease; a substantial annual cost to Australian society results from bullying; and further investment in bullying prevention is an efficient use of scarce healthcare resources. This thesis makes an important contribution to the field of bullying and the vital role of bullying intervention programmes.

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Lebakken, Janice. „Implementing the Wisconsin bullying prevention curriculum in a family and consumer sciences education classroom“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008lebakkenj.pdf.

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Wurf, Gerald Charles. „Reducing bullying: an evaluation of school-based initiatives for the prevention and management of bullying“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29789370.

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Tapia, Melissa. „Bullying education and prevention program a grant proposal project“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586171.

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Bullying is a serious problem that affects youth from all backgrounds and can negatively affect their development. The purpose of this project was to develop a program, identify potential funding resources, and write a grant to fund a bullying prevention program at Woodrow Wilson Middle School in Pasadena Unified School District. The proposed program will take a school-wide approach and implement Second Step, an evidence-based program to prevent bullying. Students will participate in classroom activities to build empathy, communication, bullying prevention, emotion management, and prevent substance abuse. Some enhancements such as assemblies, parent trainings, and incentives will be added to the program to promote collaboration between the school and the home and actively engage all of the systems related to bullying. Implications for social work practice are discussed. The actual submission and/or funding of the grant were not required for the successful completion of this project.

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Bailey, Benjamin M. „Adolescents' Perceptions of Homophobic Language: Implications for Bullying Prevention“. BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5474.

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Large scientific studies have recognized homophobic language as a national concern (American Association of University Women [AAUW], 2001; Kosciw, Greytak, Diaz, & Bartkiewicz, 2010). Concerning perceptions of homophobic language use, quantitative studies were mostly conducted in specific areas of the United States and qualitative studies have largely approached the issue with the theory of masculinity. The current study proposed to approach the study actively challenging all assumptions about homophobic language use. This study assimilated 20 adolescents' perceptions of homophobic language, using a hermeneutic qualitative methodology. This study found that in addition to policing masculinity, homophobic language was used to police sexuality, normality, and popularity. In regard to adolescents abstaining from using homophobic language, three themes emerged, including when in the presence of individuals perceived as being homosexual, when having a personal connection to a homosexual, and when associated with vulnerable populations. Participants self-identified with peer groups. These personal connections shaped how students abstained from and participated in using homophobic language. This study's findings are summarized, ending with implications for practice. Although interventions targeting groups of students may be helpful—ultimately a larger cultural shift towards engagement with and an understanding of marginalized groups must occur.

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Bücher zum Thema "Bullying prevention"

Olweus, Dan. Bullying Prevention Program. [Boulder, Colo: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado at Boulder, 1999.

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Jennifer, Railsback, und Educational Resources Information Center (U.S.), Hrsg. Schoolwide prevention of bullying. [Portland, OR]: Northwest Regional Educational Laboratory, 2001.

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Lumsden, Linda S. Preventing bullying. [Eugene, OR: ERIC Clearinghouse on Educational Management, University of Oregon, 2002.

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Robinson, George. Bullying. Bristol: Lame Duck, 1994.

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Robinson, George. Bullying. Bristol: Lucky Duck, 1997.

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Gordon, Jacob U'Mofe, Hrsg. Bullying Prevention and Intervention at School. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95414-1.

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Hazelden Publishing and Educational Services, Hrsg. Olweus bullying prevention program: Schoolwide guide. Center City, MN: Hazelden, 2007.

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Olweus, Dan. Olweus bullying prevention program: Schoolwide guide. Center City, MN: Hazelden, 2007.

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Educational Research Service (Arlington, Va.), Hrsg. Recognizing and preventing bullying. Arlington, Va: Educational Research Service, 2002.

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MacKay, Jenny. Bullying. Detroit: Lucent Books, 2013.

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Buchteile zum Thema "Bullying prevention"

Zoul, Jeffrey, und Spiri Diamantis Howard. „Bullying Prevention“. In Improving Your School One Week at a Time, 25–28. 2. Aufl. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003093121-8.

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Horne, Arthur M., und Pamela Orpinas. „Bullying, Childhood“. In Encyclopedia of Primary Prevention and Health Promotion, 233–40. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0195-4_33.

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Orpinas, Pamela, und Arthur M. Horne. „Bullying in Childhood“. In Encyclopedia of Primary Prevention and Health Promotion, 573–80. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-5999-6_115.

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Gordon, Jacob U’Mofe. „Measuring Bullying Prevention and Intervention“. In Bullying Prevention and Intervention at School, 139–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95414-1_8.

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Shetgiri, Rashmi, Dorothy L. Espelage und Leslie Carroll. „School-Based Bullying Prevention Strategies“. In SpringerBriefs in Public Health, 27–37. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15476-3_5.

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Beane, Allan, und Thomas W. Miller. „Utilizing Effective Bullying Prevention Programs“. In School Violence and Primary Prevention, 687–707. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13134-9_27.

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Rosen, Lisa H., Kathy DeOrnellas und Shannon R. Scott. „Drawing Across Perspectives: Implications for Prevention and Intervention“. In Bullying in School, 159–77. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59298-9_8.

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Hong, Jun Sung, Dorothy L. Espelage und Jeoung Min Lee. „School Climate and Bullying Prevention Programs“. In The Wiley Handbook on Violence in Education, 359–74. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118966709.ch17.

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Ttofi, Maria M., Manuel Eisner und Catherine P. Bradshaw. „Bullying Prevention: Assessing Existing Meta-Evaluations“. In Encyclopedia of Criminology and Criminal Justice, 231–42. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5690-2_585.

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Olweus, Dan, und Susan P. Limber. „The Olweus Bullying Prevention Program (OBPP)“. In Making an Impact on School Bullying, 23–44. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge psychological impacts: Routledge, 2019. http://dx.doi.org/10.4324/9781351201957-2.

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Konferenzberichte zum Thema "Bullying prevention"

Ďurica, Jakub, Viktor Šoltés und Veronika Adamová. „BULLYING PREVENTION IN SCHOOLS“. In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0886.

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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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Nurhayati, Riana, Siti Irene Astuti Dwiningrum und Ariefa Efianingrum. „School Policy for Bullying Prevention“. In International Conference on Educational Research and Innovation (ICERI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200204.054.

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Babenko, Olesya, und Kseniya Prosyukova. „BULLYING PREVENTION AMONG UNIVERSITY STUDENTS“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1179.

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Balandina, Irina, Yevgenia Volchegorskaya, Marina Zhukova, Yelena Frolova, Kseniya Shishkina, Lyudmila Yuzdova und Tatiana Moskvitina. „PREVENTION OF BULLYING IN PRIMARY SCHOOL“. In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1751.

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Kawakita, Teru, und Hideaki Kanai. „Avatar Design for Bullying Prevention in the Metaverse: Avatar Appearances and the Presumption of Bullying“. In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002991.

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Nowadays, people operate avatars in the metaverse to engage in social activity. While technology is making human society better, the bullying and harassment that occurs on the internet are still unresolved. Bullying is caused by a variety of influences, including psychological and environmental factors. Previous research has shown that the appearance of bullying victims is a cause of bullying. In the future, the appearance of the avatar could cause others to act aggressively. To prevent bullying in the metaverse, we create strong-impression and weak-impression avatars and investigate their association with the presumption of bullying. In this study, the presumption of bullying means that the participants answer whether an avatar is a victim or a perpetrator of bullying. The research method is described below.Participants: The participants were Forty-five graduate students (M = 24.49, SD = 4.48, Forty males, Four females, and one other).Avatars: Four avatars with a weak impression (e.g., fat/introverted) and Four avatars with a strong impression (e.g., good figure/extroverted) were created by VRoid Studio. We will describe the avatar images used in the experiment in the AHFE paper. Materials and procedure: Numerical Rating Scale (NRS) from 1 to 10 (10-point scale) was used as the evaluation method. The survey items are as follows. (1) The impression of avatars (weak impression to strong impression). (2) The attractiveness of avatars (unattractive to attractive). (3) The presumption of bullying (I think this avatar is: victim to perpetrator). Participants were asked to respond to each avatar and survey items using Google Forms. This study was approved by the Japan Advanced Institute of Science and Technology's life science committee.Results: We hypothesized that the impression of avatars and the attractiveness of avatars were related to the presumption of bullying. Then, A multilevel analysis was performed. The model is as follows. [bullying~1+ impression+ attractiveness+ (1|avatars)]. Singular fit results were obtained when participants were included in random effects. Therefore, there would be little difference between participants. R² = .52. The fixed effect omnibus tests are: The impression of avatars (p <. 001), The attractiveness of avatars (p = .575). The results have shown that the impression of avatars has a significant effect on the presumption of bullying.Discussion: The results of this study have shown that the avatars perceived as weak by the participants tend to be presumed the victim of bullying. It shows that people have the physical stereotype of the victim about avatars. Stereotypes do not cause bullying immediately. However, people in the metaverse should avoid using a weak impression avatar to protect themselves from potential harm. The multilevel analysis has shown that the attractiveness of avatars had no significant effect on the presumption of bullying. Participants who are attracted to a particular avatar may have psychological resistance to identifying that avatar as a victim or perpetrator. This study shows that designers should be careful not to subconsciously build the weak impressions into avatars.

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Makarova, Elena Aleksandrovna. „Cyber-Bullying Factors and Psychological Measures of Prevention“. In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.103.

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Borualogo, Ihsana Sabriani, Sulisworo Kusdiyati, Hedi Wahyudi, Irma Dwiratnasari, Rajab Cipta Lestari, Rilma Puspita und Yulyanti Minarsih. „Designing of Bullying Prevention Psychoeducational Intervention for Victims“. In 4th Social and Humanities Research Symposium (SoRes 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220407.078.

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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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Nam, Y.-S., M. McFalls, C. Calvert, A. Hernandez, S. Adkins, A. Iwan und M. Ramirez. „0040 ‘Bullying or not bullying...it puts us in an uncomfortable situation’: challenges and facilitators to implementing a statewide anti-bullying policy“. In Injury and Violence Prevention for a Changing World: From Local to Global: SAVIR 2021 Conference Abstracts. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-savir.23.

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Berichte der Organisationen zum Thema "Bullying prevention"

Cahill, Deborah Temkin, Michael Martinez, Tyler Eason Chandler, Ernest Shepard und Hnin Khaing. Youth Bullying Prevention in the District of Columbia | School Years 2020-2021 and 2021-2022. Child Trends, Inc., Juli 2023. http://dx.doi.org/10.56417/4226x59a.

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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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Proceedings report of webinar on mental health and bullying. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0085.

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Bullying among adolescents has been identified as a significant public health concern. It is a life-changing experience that has drastically affected more than a third of adolescents in schools globally. There are important negative consequences to victims, perpetrators, schools, families and communities at large. Several studies have shown that victims of bullying are at increased odds of adverse outcomes including physical health problems, emotional and behavioural problems, and psychiatric disorders. At the mental health level, evidence has linked being a victim of bullying to higher rates of depression, insomnia, feelings of hopelessness, loneliness, low self-esteem, suicide ideation and suicide attempts8. Due to the potential mental health effects on everyone involved, it’s important to heed the warning signs of bullying and to highlight intervention and prevention strategies. This webinar sought to understand the impact of bullying on mental health, the mental health of those who experience and witness it and to identifying intervention and prevention strategies.

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