Relevant bibliographies by topics / Bullying

Academic literature on the topic 'Bullying'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Bullying"

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Waya Sirly, Nun Ayu, and Nine Febrie Novitasari. "Bullying Portrayed in Mean Girls Movie." PIONEER: Journal of Language and Literature 9, no. 2 (December 22, 2017): 130. http://dx.doi.org/10.36841/pioneer.v9i2.453.

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Bullying is such a key problem in our schools and society because it impacts a large number of students of all races, genders, and socioeconomic statuses. Here the researcher identified types of bullying and described impacts of bullying in Mean Girls Movie. The data were in the form of utterances and actions implicated bullying in Mean Girls Movie. The steps to analyze the data were: identifying and classifying data based on the types of bullying used by The National Centre Againts Bullying (2010) and psychoanalysis from Freud (1973) in Storey (2009:91), describing impacts of bullying using theory of Righby (2003) in Darmawan (2010:23), and making conclusion based on the types and impacts of bullying in the Mean Girls Movie. The findings of the analysis reveal that there were twelve data which covered: four verbal bullying, one physical bullying, two psychological bullying, and five social bullying. Meanwhile, for the impacts of bullyings to the characters who get bullied, the researcher found low psychological well-being, poor social adjustment, and no response to the bullyings. The researcher expects the next researchers to do the analysis on bullying with other object of research and different relevant theories.
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Sitepu, Fatmawati, and Yeni Karneli. "Effectiveness of information services using cooperative learning approach with Jigsaw Technique to improve understanding of bullying." International Journal of Applied Counseling and Social Sciences 3, no. 2 (April 25, 2022): 1–7. http://dx.doi.org/10.24036/005497ijaccs.

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Bullyingis a deviant behavior that many students do, bullyingby students do can occur because of students' misunderstandings about the nature of this deviant behavior. One way to increase students' understanding of bullying is to provide information services using a cooperative learning approach with a jigsaw technique. The aims of this research aretested the significant difference in understanding bullying between the experimental group students who participated in the information service usingcooperative learning approach with jigsaw techniquewith control group students who participated in information services using lecture and question and answer methods.The research method used is a quantitative research method. The total sample of this study was 32 students with 16 students in the experimental group and 16 students in the control group. The results showed that there was a significant difference in understanding of bullying between experimental group students who are given information services using a cooperative learning approach with jigsaw techniques and control group students who are given information services using lecture and question and answer methods. Thus, the information service uses a cooperative learning approach with an effective jigsaw technique to increase students' understanding of bullying.
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Probowati, Andarini Rani, Aquarini Priyatna, and Hazbini Hazbini. "ISU PERUNDUNGAN DALAM LET’S SING WITH ME KARYA KKPK (KECIL-KECIL PUNYA KARYA)." ATAVISME 21, no. 1 (July 20, 2018): 81–92. http://dx.doi.org/10.24257/atavisme.v21i1.426.81-92.

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This paper aims to show the issues of bullyingin Let’s Sing With Me (2013) written by KKPK (Kecil-Kecil Punya Karya). The acts of bullying are conducted by female characters towards her female peers. The bullying caused by envious feeling among characters takes forms of discrediting, insulting, and name calling. Narrative strategy theories proposed by Mieke Bal (2009), Fludernik (1997), and Priyatna (2010) were used to discuss the issues of bullying. The focalisator’s analysis shows the existing issues of bullying represented through the attitudes of female characters as the perpetrators and victims of bullying. The results of this study indicate the presence of harassment that is portrayed specifically through female characters. The acts of bullying described are parts of the verbal, physical, and social categories of bullying. This research also found that the narrator takes neither sides, the victims nor the perpetrators. Thus, it can be argued that the novel takes a passive stance against bullying in a way that it even lets bullying to occur.
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Rilveria, Loida. "Understanding the Dynamics of Female Bullying." Humaniora 14, no. 3 (September 1, 2023): 199–204. http://dx.doi.org/10.21512/humaniora.v14i3.8907.

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The research aimed to explain the dynamics of female bullying and its causes and characteristics. Bullying’s influence on schools and society was becoming a growing problem; it affected the person being bullied and the bully, which might lead to anxiety, depression, sleep issues, decreased academic success, and school dropout and more likely to attempt suicide. With this, many types of research were conducted to identify factors surrounding bullying; however, it lacked research converging on female bullying. Female bullying might not exist for many, but it was considered more dangerous than male bullying because it attacked its victims in social and psychological aspects, causing them to seek vengeance or, worse, attempt suicide. The research applied a qualitative research method corresponding to a case study design. Qualitative data consisted of open-ended information gathered through interviews and observation. It is found that the causes of female bullying are identity crisis, family and social alienation, bullying experiences, overwhelming emotions, and a low tolerance for other people’s physical appearance or characteristics. It further discloses that female bullying usually uses subtle attacks in verbal bullying, physical bullying, and social bullying, which characterizes it from any other form of bullying.
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Lai, Daniel, Lois Presser, and Jennifer L. Schally. "Constructing Victimhood: Storied Opposition to Legislation Protecting LGBTQ Students." Narrative Works 9, no. 2 (April 19, 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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Silviandari, Ika Adita, and Avin Fadilla Helmi. "Bullying di Tempat Kerja di Indonesia." Buletin Psikologi 26, no. 2 (December 3, 2018): 137. http://dx.doi.org/10.22146/buletinpsikologi.38028.

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Workplace bullying is one of organizational phenomenon that has received a lot of attention from many parties, both academics and practitioners. The workplace bullying is like an iceberg phenomenon. It is exist but hard to be revealed and lifted to the surface. This phenomenon can be seen as practically and methodologically point of view. Practically, it is caused by passivity and silent act from the victim or bullying eyewitnesses, and methodologically, it hasn’t found the standard concept of workplace bullying which causing lack of workplace bullying research. In this article, the author try to review the workplace bullying’s concepts and constructs, starting by reviewing the problem of definition, including type, frequency, & duration of bullying actions, and considering the role of workplace cultural values and norms in influencing the perception of bullying behavior.
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Pratiwi, Mita Putri, Imam Setiady, and Nurlaila Fitriani. "HUBUNGAN KEJADIAN BULLYING DENGAN SELF ESTEEM (HARGA DIRI) DAN RESILIENSI PADA REMAJA." Alauddin Scientific Journal of Nursing 2, no. 2 (October 3, 2021): 84–92. http://dx.doi.org/10.24252/asjn.v2i1.22841.

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Bullying adalah salah satu bentuk sifat agresif seseorang dengan sengaja yang menyebabkan orang lain terluka atau merasa tidak nyaman. Bullying biasanya terjadi pada usia remaja pertengahan yaitu 14-16 tahun. Bullying dapat menimbulkan rasa cemas, tidak percaya diri, penurunan konsentrasi belajar hingga penurunan prestasi. Kejadian bullying dapat dipengaruhi oleh usia, jenis kelamin, tingkat kelas serta teman sebaya (genk). iTujuan dari penelitian ini adalah untuk mengetahui hubungan antara bullyin dengan self esteem dan bullying dengan resiliensi di SMP N 2 Karanganyar. Metode penelitian ini menggunakan kuantitatif dengann desain deskriptif korelatif dengan pendekatan cross sectional. Teknik pengambilan sampel dengan simple random sampling.iInstrumen penelitian menggunakan kuisioner bullying Adolescent Peer Relations Instrument (APRI), kuisioner self esteem Reosenberg Self esteem Scale (RSE) dan kuisioner resiliensi Connor Davidson Resilience Scale. Populasi pada penelitian ini sebanyak 572 dan sampel berjumlah 85 siswa. iTeknik pengumpulan data menggunakan kuisioner yang diisi melalui google form yang sebelumnya diberikan penjelasan melalui zoom meeting. Metode analisis data menggunakan uji Rank Spearman. Hasil penelitian bullying dengan self esteem menunjukkan p-value sebesar 0.005 yang berarti ada hubungan antara bullying dengan self esteem. Sedangkan untuk hasil bullying dengan resiliensi didapatkan hasil p-value sebesar 0.001 yang berarti ada hubungan antara bullying dengan resiliensi di SMP N 2 Karanganyar.
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Faris, Kiki. "PERAN GURU BK/KONSELOR DALAM PEMBENTUKAN AGEN ANTI BULLYING DI SEKOLAH." Realita : Jurnal Bimbingan dan Konseling 8, no. 1 (April 14, 2023): 1869. http://dx.doi.org/10.33394/realita.v8i1.6939.

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AbstrakTulisan ini fokus membahas peran guru BK dalam pembentukan agen anti bullyingdi sekolah dengan melakukan pelatihan anti-bullying. Di Indonesia, angka perundungan atau bullying masih sangat tinggi dan mengkhawatirkan. Hampir disetiap sekolah terdapat kasus bullying. Selain itu juga maraknya cyber bullying yang sudah di luar pengawasan sekolah, memiliki dampak luar biasa bagi para korban. Selain memberi pendampingan pada korban bullying, ada salah satu cara untuk memutus mata rantai bullying, yakni dengan memberikan pemahaman secara komprehensif kepada siswa tentang apa itu bullying dan dampak dari bullying melalui sebuah pelatihan pembentukan agen anti-bullying. Penelitian ini dilatarbelakangi perilaku bullying yang terjadi di SMK N 1 PASAMAN. Tujuan penelitian yaitu 1) Mendeskripsikan perilaku bullying. 2) Mendeskripsikan peranan guru Bimbingan dan Konseling dalam mencegah bullying siswa. 3) Peran guru bk dalam membentuk agen anti bullying. Pembentukan agen anti bullying ini diambil perwakilan siswa-siswi kelas X dan XI. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan penelitian deskriptif. Pendekatan deskriptif kualitatif dipilih karena penelitian yang dilakukan adalah berkaitan dengan peristiwa-peristiwa yang sedang berlangsung dan berkenaan dengan kondisi masa sekarang.Kata Kunci: Peran Guru BK; Perilaku bullying, Agen Anti BullyingAbstractThis paper focuses on discussing the role of the counseling teacher in forming an anti-bullying agent at school by conducting anti-bullying training. In Indonesia, the number of bullying or bullying is still very high and worrying. Almost every school has cases of bullying. Besides that, the rise of cyber bullying which is outside the supervision of schools, has an extraordinary impact on victims. Apart from providing assistance to victims of bullying, there is one way to break the chain of bullying, namely by providing students with a comprehensive understanding of what bullying is and the impact of bullying through training in the formation of anti-bullying agents. This research was motivated by bullying behavior that occurred at SMK N 1 PASAMAN. The research objectives are 1) to describe bullying behavior. 2) Describe the role of the Guidance and Counseling teacher in preventing student bullying. 3) The role of the counseling teacher in forming anti-bullying agents. The formation of this anti-bullying agent was taken by representatives of class X and XI students. This research uses a type of qualitative research with a descriptive research approach. A qualitative descriptive approach was chosen because the research carried out is related to ongoing events and with regard to current conditions.Keywords: The Role of the BK Teacher; Bullying behavior, Anti Bullying Agent
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Yasmin, Afra, Wahyu Ragil Kurniawan, and Dwi Susanto. "Pelaksanaan Edukasi Bullying Sebagai Upaya Pencegahan Perilaku Bullying pada Kalangan Siswa Sekolah Dasar Pecangakan." Jurnal Bina Desa 4, no. 3 (February 22, 2023): 382–86. http://dx.doi.org/10.15294/jbd.v4i3.39675.

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AbstrakKasus bullying pada kalangan pelajar di Indonesia masih cukup marak terjadi dan mencapai angka yang tinggi. Terbentuknya perilaku bullying ini dapat disebabkan karena melihat seseorang memiliki kekurangan baik fisik maupun mental. Apabila perilaku tersebut tidak segera dicegah maka akan berdampak besar terhadap perkembangan pola pikir anak. Sehingga Mahasiswa KKN UNNES GIAT 2 Desa Pecangakan menjalankan suatu program sebagai salah satu bentuk upaya pencegahan perilaku bullying, upaya tersebut dilakukan dengan adanya edukasi bullying. Metode yang dilakukan pada program ini ialah edukasi dengan penyampaian materi berupa menayangkan video animasi yang berisikan mengenai dampak perilaku bullyingg, sesi tanya jawab kepada siswa sekolah dasar Desa Pecangakan. Dari adanya kegiatan diharapkan dapat memberikan manfaat kepada siswa untuk memahami bahaya dari adanya perilaku bullying, dan juga akan membangun kesadaran pihak sekolah terhadap dampak buruk yang timbul dari adanya perilaku bullying, sehingga pihak sekolah memberlakukan kebijakan yang dapat mengurangi atau mencegah terjadinya kasus bullying di lingkungan sekolah.AbstractCases of bullying among students in Indonesia are still quite rampant and reach high numbers. The formation of this bullying behavior can be caused by seeing someone has both physical and mental deficiencies. If this behavior is not immediately prevented, it will have a major impact on the development of the child's mindset. So that the KKN UNNES GIAT 2 Pecangakan Village students run a program as a form of efforts to prevent bullying behavior, this effort is carried out with bullying education. The method used in this program is education by delivering material in the form of showing an animated video containing the impact of bullying behavior, a question and answer session to elementary school students in Pecangakan Village. This activity is expected to provide benefits for students to understand the dangers of bullying behavior, and will also build awareness of the school towards the negative impacts arising from bullying behavior, so that the school implements policies that can reduce or prevent bullying cases in the school environment. .Keywords: Bullying, Education, Elementary School
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Kucuk, S. Umit, and Samil A. Aledin. "Brand bullying: from stressing to expressing." Qualitative Market Research: An International Journal 25, no. 1 (November 23, 2021): 60–79. http://dx.doi.org/10.1108/qmr-02-2021-0018.

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Purpose This study aims to investigate a neglected phenomenon, conceptualized as “brand-bullying.” The study aims at defining the brand bullying phenomena with adolescents who are actively experiencing brand bullying. Potential impacts of brand bullying experience on adult consumption behaviors are also investigated. Design/methodology/approach This paper provides a literature review of brand bullying and uses two qualitative analyses with adolescent and adult consumers through face-to-face interviews. Findings Study-1 found five different styles of brand bullying behavior with adolescents. Study-2’s findings revealed four distinct styles of brand bullying coping behaviors in adulthood. Study-2 also found that brand-bullying’s negative effects could continue after the bullying process is long over and has the potential to cause consumer brand hate (in the form of brand avoidance and disgust) and can cause conspicuous consumption patterns in adulthood in the future. The study further reports that neither the economically unfortunate nor the wealthy are immune to brand bullying. Originality/value This is the first study to investigate the brand bullying concept and its expression among adolescents, as well as its impact on adult consumption behaviors. The study is among the first to report the negative impact of brand bullying on adult consumer behaviors and consumption patterns in adulthood from a consumer psychology perspective.
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Dissertations / Theses on the topic "Bullying"

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Side, Jeremy. "Understanding bullying." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529818.

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Ferrinho, Susana Natividade de Almeida. "Combate ao bullying." Master's thesis, Universidade da Beira Interior, 2010. http://hdl.handle.net/10400.6/1945.

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O conceito de bullying começa a ser mais audível na sociedade portuguesa, à medida que as pessoas vão ganhando maior consciência da sua envolvência, e ao mesmo tempo que vão sendo gradualmente destronadas ideias de que este fenómeno faz parte do universo de crescimento das crianças e jovens. Porventura a maior frequência e a maior exposição que é conferida aos casos existentes nas escolas portuguesas, que têm vindo a público através dos órgãos de comunicação social, têm contribuído para a alteração da percepção que a generalidade das pessoas tem deste fenómeno, colaborando assim para que as situações de bullying deixem de ser aceites como brincadeiras inofensivas e normais nas crianças. Ainda assim, e apesar das melhorias significativas na compreensão e discussão dos casos, há ainda um longo caminho a percorrer e um trabalho conjunto a desenvolver, que envolva toda a comunidade educativa, já que é nas escolas que o bullying adquire maior expressão, bem como a comunidade local onde ela está inserida. Toda a sociedade, mas em particular os pais, professores e educadores, enquanto elementos chave do processo de desenvolvimento e aprendizagem de cada um dos jovens, têm um papel preponderante na consciencialização e alerta para o bullying, bem como no seu combate. Desta forma, e para que o seu papel possa ser desempenhado de uma forma eficaz, é necessário que todos os intervenientes tenham conhecimento do que é o bullying e o cyberbullying, onde ocorre, de que forma se manifesta, quem são as potenciais vítimas, quais são os sintomas que apresentam, quem são habitualmente os bullies, o que motiva os seus comportamentos e como agir face a eles, ao mesmo tempo que têm consciência de que no bullying há um desequilíbrio de forças, mas que tanto vítimas, como bullies precisam de ajuda. Porque a prevenção é o melhor remédio, escolas e professores, enquanto agentes de mudança, devem ser capazes de unir esforços e nas suas aulas transmitir a ideia de que os comportamentos de bullying não são aceitáveis, nem tão pouco podem ser tolerados, apelando a uma consciencialização dos jovens e desencorajamento dessas atitudes. Várias são as estratégias que a comunidade escolar e local pode adoptar para prevenir e combater o fenómeno, mas o professor de inglês e porque falamos de um anglicismo, poderá ter um papel decisivo através da introdução e elaboração (também em conjunto com os alunos) de materiais didácticos anti-bullying nas suas aulas que visem o despertar para estes comportamentos agressivos.
The term Bullying has become commonplace in Portuguese society, as more people are now aware of its prevalence, while at the same time these ideas have gradually come to form part of the growing pains of children and adolescents. Perhaps the greater frequency and exposure that is given to existent cases of bullying in Portuguese schools that have come to the public‟s attention through social media, have contributed to the change in the perception that most people have of this phenomenon, contributing as such that bullying is no longer accepted as normal and inoffensive horseplay among children. Nevertheless, despite the greater clarity in the understanding and discussion of these cases, there is a long way to go and a cooperative effort to undertake, that involves the entire educative community, given that it is in the schools that bullying is most present, as well as the local communities in which schools are located. Society on the whole, but parents, teachers and educators in particular, as key elements in the developmental and learning processes of each and every child, have a predominate role to play in both in raising awareness of and combating bullying among children. In this way, and so that its role may be carried out in an effective way, it is necessary that all that intervene are aware of bullying and cyberbullying, where they occur, in which form they are manifested, who are the potential victims, which are the symptoms that they present, who are usually the bullies, what motivates their behaviour and how to react to them, at the same time are aware that inherent in bullying is an unequal power relationship, and that the victims and the bullies themselves need help. Because prevention is the best cure, schools and teachers, as agents of change, should be capable of uniting forces and in their classrooms transmitting the idea that bullying behaviour is not acceptable, nor will it be tolerated, calling for awareness and discouragement of such attitudes among the youth. Many strategies are available for adoption by local and scholastic communities to prevent and combat the phenomenon, but English teachers, and because we are talking about an Anglicism, can have a decisive role through the introduction and development (as well as in conjunction with students) of anti-bullying educational materials in their classrooms where they see the rise of this aggressive behaviour.
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Ireland, Jane Louise. "Bullying amongst prisoners." Thesis, University of Central Lancashire, 2010. http://clok.uclan.ac.uk/21901/.

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The present research addresses bullying behaviours among adult men and women prisoners in relation to personal/descriptive and prison-related behavioural characteristics (e.g. behaviours indicative of non-compliance with the regime), differences in social problem-solving, social self-esteem and assertiveness. The research was conducted in two phases. In phase one, male and female prisoners (n = 406) completed a self-report behavioural checklist that addressed indications of bullying behaviour at their present institution, and also a questionnaire that provided them with five different bullying scenarios (depicting indirect-physical, theft-related, sexual, verbal and indirect bullying) to which they were to suggest solutions. Men reported significantly more aggressive responses and positive consequences of using aggression than women for all types of bullying. Pure bullies favoured aggressive responses for all scenarios and reported significantly more positive consequences of using aggression in response to theft-related bullying. Bully/victims reported significantly more positive consequences in response to indirect bullying. Those not involved in bullying reported significantly more negative consequences in response to all scenarios except those involving indirect-physical bullying. In phase two, prisoners (n = 502) completed the same self-report behavioural checklist presented in phase one and also a measure of social self-esteem and assertiveness. Men were significantly more likely than women to report higher self-esteem and assertiveness scores. Pure victims reported lower total assertiveness scores than the other categories and there was a trend for pure bullies to report higher total assertiveness. The proportion of prisoners reporting behaviours indicative of 'being bullied' or 'bullying others' was high in both phases, with over half the sample reporting at least one incidence of 'being bullied' and approximately half reporting at least one incidence of 'bullying others'. In both phases, indirect forms of bullying behaviour were reported more frequently than direct forms, and prison-based behaviours were more predictive of bully-category membership than personal/descriptive characteristics. The implications of the findings for intervention into bullying are discussed and directions for future research are addressed.
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Sakellariou, Tass. "Boys and bullying : electronic and non-electronic bullying and teacher perceptions /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19198.pdf.

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Sartain, Suzy S. "Workplace bullying| Protective mechanisms between bullying and post-traumatic stress disorder." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589460.

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This quantitative replicated study was adapted from Nielson et al. (2008). It explored the relationship between exposure to bullying and symptoms of post-traumatic stress disorder as experienced by Licensed Professional Counselors (L PCs), who are themselves targets or have witnessed bullying in the workplace. The research questions probed (a) incidences of workplace bullying of LPCs, (b) the occurrence of post-traumatic stress disorder (PTSD) symptoms because of workplace bullying, and (c) the manner in which sense of coherence moderates PTSD-related symptoms for counselors experiencing bullying. Online surveys were sent to LPCs via email as a means of data gathering. LPC email addresses were obtained from Medical Solution links. The instruments chosen for the study were three validated surveys. The 54 LPC participants have provided their perceptions and personal experiences on workplace bullying, post-traumatic stress disorder, and a sense of coherence. The findings showed that the LPC respondents in this study were extensively exposed to workplace bullying. It was also established that there were no significant differences in the self-reported PTSD symptoms of LPCs who have experienced workplace bullying and those who did not. Lastly, the study concluded that high, moderate, or low sense of coherence (SOC) makes no significant differences in the development of PTSD-linked aftereffects to bullying. These findings add to the body of knowledge concerning bullying of licensed professional counselors, its aftermath, and any long-lasting effects of post-traumatic stress.

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Qureshi, Sairah Sajjad. "Perceptions of school bullying and racist bullying in a Northern city." Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/9224/.

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Jones, Cheryl. "Certified Nursing Assistants' Experiences Regarding Resident-to-Resident Bullying in Nursing Homes." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1541.

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Elder bullying is on the rise and occurs in many contexts such as senior living communities and nursing homes, causing concern for the well-being of the residents by families, staff, themselves, and society in general. Although research has been limited, it does reveal that resident-to-resident bullying in nursing homes is a problem warranting further scholarly attention. The purpose of this study was to investigate the experiences of certified nursing assistants (CNAs) regarding resident-to-resident bullying in nursing homes. The theory of reasoned action and the theory of reflective equilibrium provided a conceptual lens from which to explore and describe the importance of the CNAs' attitudes and behavior when recognizing, observing, and addressing bullying incidences. A phenomenological research design was employed. Using open-ended questions, 10 CNAs were individually interviewed. One major discovery of the study was that 100% of the CNAs interviewed indicated that they experienced resident-to-resident bullying and that it was a major problem in the nursing home. The findings of this study presented many possibilities for positive social change across all levels, from individuals and families to nursing home organizations and society as a whole, but most importantly, it increased awareness about bullying across nursing homes as the ultimate goal was for the improvement on the quality of life experienced by residents in nursing homes.
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Stevens, Scott K. "Bullying the student perspective /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1155927409.

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Tagliabue, Andrew. "FROM BULLYING TO BUYING." MIT Japan Program, 1999. http://hdl.handle.net/1721.1/7541.

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Golembiewski, Sara. "Bullying is everybody's problem." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006golembiewskis.pdf.

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Books on the topic "Bullying"

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Hewitt, Sally. Bullying. Mankato, Minn: Black Rabbit Books, 2009.

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

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Firth, Lisa. Bullying. Cambridge: Independence, 2006.

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Elliot, Michele. Bullying. 2nd ed. London: Hodder Children's, 2005.

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Pavón, José Manuel Cano. Bullying. Madrid: Solingraf, 2007.

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

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Raum, Elizabeth. Bullying. Chicago, Ill: Heinemann Library, 2008.

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Norah, Piehl, ed. Bullying. Detroit: Greenhaven, 2009.

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

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Marsico, Katie. Bullying. New York: Marshall Cavendish, 2013.

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Book chapters on the topic "Bullying"

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Ren, Dongning, and Jan Gerrit Voelkel. "Bullying." In Encyclopedia of Personality and Individual Differences, 566–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1786.

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Hooper, Lisa M., Luciano L’Abate, Laura G. Sweeney, Giovanna Gianesini, and Peter J. Jankowski. "Bullying." In Models of Psychopathology, 75–98. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8081-5_5.

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Wang, Cixin, Arianna Lashley Scott, Kieu Anh Do, and Ana-Sophia Ross. "Bullying." In Encyclopedia of Evolutionary Psychological Science, 1–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2490-1.

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Limber, Susan, and Weijun Wang. "Bullying." In Encyclopedia of Quality of Life and Well-Being Research, 461–66. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_241.

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Salmivalli, Christina, Kätlin Peets, and Ernest V. E. Hodges. "Bullying." In The Wiley-Blackwell Handbook of Childhood Social Development, 510–28. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444390933.ch27.

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E-B, Martinez. "Bullying." In Students, Teachers, and Leaders Addressing Bullying in Schools, 149–51. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_24.

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Oliver, Bernard. "Bullying." In Students, Teachers, and Leaders Addressing Bullying in Schools, 159–68. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_26.

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Gray, Lee-Anne. "Bullying." In Educational Trauma, 153–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_14.

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Naylor, Janett M. "Bullying." In Encyclopedia of Child Behavior and Development, 308–9. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_447.

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Macy, Kelly, Wouter Staal, Cate Kraper, Amanda Steiner, Trina D. Spencer, Lydia Kruse, Marina Azimova, et al. "Bullying." In Encyclopedia of Autism Spectrum Disorders, 484–90. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1382.

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Conference papers on the topic "Bullying"

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Manea, Adriana Denisa. "School Bullying." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.39.

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Farag, Nadine, Samir Abou El-Seoud, Gerard McKee, and Ghada Hassan. "Bullying Hurts." In ICSIE '19: 2019 8th International Conference on Software and Information Engineering. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3328833.3328869.

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Liu, Ailun. "About Bullying." In 2022 6th International Conference on Universal Village (UV). IEEE, 2022. http://dx.doi.org/10.1109/uv56588.2022.10185505.

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Fernandes, Mariana Pinheiro. "BULLYING ESCOLAR." In II SEMINÁRIO DE EDUCAÇÃO, DIVERSIDADE E DIREITOS HUMANOS. CEEINTER, 2024. http://dx.doi.org/10.56579/sedh.v2i1.1247.

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O bullying escolar decorrente da violência verbal é uma realidade recorrente entre crianças e adolescentes no cotidiano escolar. O presente resumo tem como objetivo analisar pesquisas sobre o bullying escolar entre pares e apresentar a Comunicação Não Violenta como possibilidade de intervenção na escola, com a finalidade de minimizar e prevenir esse tipo de violência. Serão abordadas discussões proferidas em termos nacionais, através de trabalhos científicos disponíveis em plataformas acadêmicas. Fomenta-se a formação de um ambiente pacifico, no qual a sensibilidade da comunicação e escuta são capazes de proporcionar um espaço acolhedor e minimamente agressivo aqueles suscetíveis à esta posição. Serão também pautados a promoção de estratégias à serem praticadas pelo grupo gestor, docente e educandos.
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SOLON SÁ DE OLIVEIRA, MARCUS. "A RELAÇÃO BULLYING FAMILIAR E BULLYING ESCOLAR ENTRE ADOLESCENTES." In Semana Online Acadêmica de Educação. Congresse.me, 2022. http://dx.doi.org/10.54265/hzzi9920.

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O objeto deste estudo está relacionado com as áreas temáticas de políticas públicas na educação e formação docente, e justifica-se pela contribuição na ampliação do conhecimento sobre programas de intervenção antibullying nas instituições de ensino fundamental e médio. Objetivo geral: Conhecer, mediante uma revisão sistemática, resultados de pesquisas que tratem da relação bullying familiar e bullying escolar entre adolescentes. Objetivos específicos: Discutir se a relação professoraluno pode contribuir para a resolução dos casos de bullying em sala de aula. Avaliar se a prática de bullying escolar está associada às violências sofridas no ambiente familiar. Identificar se há despreparo da equipe escolar em acolher o educando que sofreu bullying em sua queixa e dar o devido encaminhamento. O método utilizado ocorreu em oito etapas: delimitação da questão a ser pesquisada; escolha das fontes de dados, eleição das palavras-chave; busca e armazenamento dos resultados; seleção de artigos pelo resumo, de acordo com os critérios de inclusão e exclusão; extração dos dados dos artigos selecionados; avaliação dos artigos e síntese e interpretação dos dados. Os resultados são: a qualidade da relação professor-aluno contribui para a resolução dos casos de bullying em sala de aula, através da empatia, da solidariedade e do senso de justiça; a prática de bullying escolar está associada às violências sofridas no ambiente familiar; há despreparo da equipe escolar em acolher, o educando que sofreu bullying, em sua queixa e dar o devido encaminhamento. Concluímos que: os professores e a direção são considerados pelos educandos como negligentes e por isso não se sentem seguros para relatar as situações de bullying; deve-se ensinar alunos, pais, docentes e funcionários sobre o que é bullying escolar e familiar e suas consequências; e a instituição de ensino deve intruir pais e funcionários na identificação dos sinais de que o filho ou aluno sofre violência. PALAVRAS-CHAVE: Adolescentes, bullying escolar, bullying familiar, ensino fundamental e médio, relação professor-estudante
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Dumitru, Cristina. "Understanding School Bullying." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.52.

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Iivari, Netta, Leena Ventä-Olkkonen, Sumita Sharma, Tonja Molin-Juustila, and Essi Kinnunen. "CHI Against Bullying." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445282.

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Yanwar, Rini Purnamasari, Naomi Soetikno, and Samsunuwiyati Mar’at. "Bullying in Adolescents." In The 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.092.

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Moļņika, Baiba. "Bystanders in Bullying Situations in Schools. Does it Matter? Literature Review." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.08.

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Bullying is a model of social behaviour that develops and escalates if notrecognized and accordingly addressed. Bullying can be verbal, physical, or cyberbullying. The causes of bullying and violence in schools are peers’ physical deficiencies, gender, social inequality, ethnic, linguistic and cultural diversity, gender identity. The impact of bullying on personal development can be substantial and include lowered self-esteem, anxiety, greater levels of depression, fear, school refusal, isolation, and even suicide. When analysing bullying situations in schools, the social context must be taken into account. Attention should be shifted from perceiving bullying as a relationship between two persons (perpetrator and victim) to perceiving bullying as a process involving and affecting bystanders – students who are present in bullying situations and taking certain roles towards it. Even apparent neutrality in bullying situations does not mean non-intervention, as non-reaction could be associated with the passive support of the bully. In deciding whether to sand up for the victim, students must consider their existing relationships, their position in the classroom, and their ability to influence the process. In addition, there is a fear that each of the victim’s defenders can become the next victim.The actions, behaviour and attitudes of bystanders can both increase and decrease the level of bullying. The study aims to explore the trends and challenges regarding the role and impact of bystanders in bullying situations in schools. Research suggests that targeting bystanders and giving them the tools and encouragement to intervene should be an integral component of bullying interventions.
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Kõiv, Kristi, and Minni Aia-Utsal. "VICTIMIZED TEACHERS’ EXPERIENCES ABOUT TEACHER-TARGETED BULLYING BY STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact036.

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"The aim of this study was to gain insights into the bullying of teachers by their learners from the perspective of victims of teacher-targeted bullying by learners. This study followed a qualitative and descriptive research design stemming from semi-structured personal interviews with victims of teacher-targeted bullying. A thematic content analysis of the data generated from semi-structured personal interviews with six victimized teachers as a snowball sampling. The sample consisted of male (n=2) and female (n=4) participants from rural (n=3) and urban (n=3) school locations in Estonia. The focus of this study was to determine how the teachers who have experienced bullying by their students describe the nature, influence and reasons attributed to such bullying. The findings indicate that the victims of teacher-targeted bullying by students were exposed repeatedly over long time verbal bullying, ignoring the teacher and other threats and cyber-attacks directed against teachers, whereby line between learners’ misbehavior at classroom and bullying behavior was recognized viewing bullying as group-based phenomenon. Bullying against teachers by pupils had a negative influence on the victims’ teaching and learning, as well as their private lives; and victims perceived the lack of support from educational authorities."
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Reports on the topic "Bullying"

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Sierra, Ricardo, and 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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Rees, Daniel, Joseph Sabia, and Gokhan Kumpas. Anti-Bullying Laws and Suicidal Behaviors among Teenagers. Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26777.

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Valencia, Mark. Who’s bullying who in the South China Sea? East Asia Forum, November 2019. http://dx.doi.org/10.59425/eabc.1572688814.

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Bacher-Hicks, Andrew, Joshua Goodman, Jennifer Green, and Melissa Holt. The COVID-19 Pandemic Disrupted Both School Bullying and Cyberbullying. Cambridge, MA: National Bureau of Economic Research, December 2021. http://dx.doi.org/10.3386/w29590.

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Sarzosa, Miguel, and Sergio Urzúa. Bullying among Adolescents: The Role of Cognitive and Non-Cognitive Skills. Cambridge, MA: National Bureau of Economic Research, October 2015. http://dx.doi.org/10.3386/w21631.

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

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This study examines the support experiences of 23 tertiary students with disabilities after being bullied, either at high school or at a tertiary institution. The anonymous online survey focused on what elements of support students found helpful and what would encourage them to seek support after they had been bullied. The findings showed that, after being bullied, most students sought support from parents and friends, followed by counsellors and teachers. However, participants found the support they received only moderately helpful, at best. Participants wanted to see improvements made to: the accessibility of support systems, the action taken after a bullying incident, and education about people with disabilities. Therefore, improvements need to be made to the support provided to tertiary students with disabilities who have experienced bullying within educational institutions.
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Cunha, Flavio, Qinyou Hu, Yiming Xia, and Naibao Zhao. Reducing Bullying: Evidence from a Parental Involvement Program on Empathy Education. Cambridge, MA: National Bureau of Economic Research, January 2023. http://dx.doi.org/10.3386/w30827.

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Blanco-Castilla, E., and J. Cano Galindo. School bullying and teen suicide in the Spanish press: from journalistic taboo to boom. Revista Latina de Comunicación Social, May 2019. http://dx.doi.org/10.4185/rlcs-2019-1365en.

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ye, zixiang. Meta analysis of the relationship between bullying behavior and depressive symptoms in children and adolescents. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0087.

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

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