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Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Bullying prevention.'
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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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Lytvynenko, Y. "IMPLEMENTATION OF SCHOOL BULLYING PREVENTION PROGRAMS AMONG ADOLESCENTS." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 6 (2020): 37–41. http://dx.doi.org/10.17721/2616-7786.2020/6-1/8.
At present, in the Ukrainian society, there is a gradual transition from the "interest" of bullying problems to implement a practical program to counteract bullying in the school environment. Programs are being implemented with support the MES of Ukraine using conflicting functionality, changing and navigating non-violent behavior and civic attitudes. The results of the empirical study made it possible to pay attention to the need to change approaches when using bullying prevention technology among adolescents. In particular, it was determined that not only forms of preventive training play a major role in preventing bullying, but the use of techniques, methods, ways of information submission by the subjects who carry it out, and features of interpersonal interaction with adolescents. Often, they have signs of prejudice and stigma that provoke aggression and bullying cases.
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Li, Yiqiong, Peter Y. Chen, Fu-Li Chen, and Ying-Lin Chen. "Preventing School Bullying: Investigation of the Link between Anti-Bullying Strategies, Prevention Ownership, Prevention Climate, and Prevention Leadership." Applied Psychology 66, no. 4 (September 4, 2017): 577–98. http://dx.doi.org/10.1111/apps.12107.
Korniychenko, Anastasia. "REGULATORY MECHANISM AS A COMPONENT OF ADMINISTRATIVE AND LEGAL REGULATION OF BULLYING PREVENTION IN UKRAINE." Scientific Notes Series Law 1, no. 9 (2020): 133–37. http://dx.doi.org/10.36550/2522-9230-2020-1-9-133-137.
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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Markovic, Marija. "Possibilities for teacher’s preventive actions in regard bullying behavior of students." Temida 18, no. 2 (2015): 145–64. http://dx.doi.org/10.2298/tem1502145m.
Prevention of school bullying is an important task of modern educational process, given the seriousness of its consequences for students who behave violently and for those who are exposed to bullying, as well as for other classmates. A teacher, who in comparison with other school staff is in daily contact with students, has an extremely important role in prevention of bullying and in creating encouraging school climate. Through systematized and critical reflection on the views of numerous authors, this article aims at pointing out importance of certain aspects of teachers? role in prevention of bullying, and importance of creating a positive school climate as an important prerequisite for preventive activity of teachers, as well as at emphasizing possible obstacles to adequate preventive actions of teachers. In the last section, changes made in recent years in Serbia in regard to prevention of bullying behavior of students in the education system are considered.
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Bochaver, A. A. "Bullying in a children's group: teachers’ orientations and opportunities." Psychological-Educational Studies 6, no. 1 (2014): 47–55. http://dx.doi.org/10.17759/psyedu.2014060107.
We discuss the definition and phenomenology of direct and indirect bullying, describe the effects of bullying for all categories of participants. We discuss the most common teachers’ settings (normative, assertive, avoidant) in relation to bullying, and the ways to respond arising from these settings. We discuss mismatch in understanding the phenomenon of bullying between psychologists and educators, as well as the need to develop consistent definitions for the design of prevention programs and preventive procedures in situations of bullying in particular institution. We reveal the basic myths developed in society and aggravating bullying normalization, aggressor support and the victim's humiliation. We discuss the principles of organization of prevention system and school bullying prevention. The teachers’ possibilities to reduce the number of school bullying situations are considered. We show the necessity of a more critical and informed teachers' attitude toward bullying situations and their own response strategies.
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Karikari, Isaac, James R. Brown, Gifty Dede Ashirifi, and James Storms. "Bullying Prevention in Schools." Advances in Social Work 20, no. 1 (July 30, 2020): 61–81. http://dx.doi.org/10.18060/22928.
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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Volkova, E. N. "Teenage Bullying: Directions for Helping and Preventative Work." Вестник практической психологии образования 16, no. 3 (2019): 50–57. http://dx.doi.org/10.17759/bppe.2019160301.
The article includes results of the theoretical and empirical studies of bullying among teenagers. This studies made by Russian and foreign researchers might form the basis for prevention program in educational environment and treatment programs for bullying participants. Personal characteristics of bullies, victims and witnesses define the mechanisms and content of treatment and prevention programs. Analysis of relations in the family of a teenager together with assessment of school environment, most importantly relations between teachers and other subject of educational process, are the key elements of preventive work. The main strategy of bullying prevention should be focused on changing the behavior of all subjects involved in education, mostly adults: parents and teachers, not only the teenagers. The key addressees of prevention are the teenagers who witness bullying. Bullying prevention programs in educational environment must be culturally adapted.
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Sakban, Abdul, Maemunah Maemunah, and Hafsah Hafsah. "Pelatihan Pencegahan Bullying Bagi Organisasi Kemahasiswaan di Universitas Muhammadiyah Mataram." Jurnal Pengabdian UNDIKMA 2, no. 2 (November 13, 2021): 211. http://dx.doi.org/10.33394/jpu.v2i2.3893.
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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Melnykova, O. M., N. D. Trofaila, and T. V. Zhuravko. "PREVENTION OF CHILD BULLYING." Habitus, no. 21 (2021): 88–91. http://dx.doi.org/10.32843/2663-5208.2021.21.14.
Dissertations / Theses on the topic "Bullying prevention":
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Kendrick, Michelle Marie. "Evaluating the Effects of the Olweus Bullying Prevention Program on Middle School Bullying." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1606.
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.
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.
Stone, William Daryl. "Bullying prevention program possible impact on academic performance /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Tokarick, Karen. "The Effect of Bullying Prevention Programs on the Perceptions of Bullying Among Female Youth." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/288.
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.
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.
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.
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.
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.
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.
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.
Gordon, Jacob U'Mofe, ed. Bullying Prevention and Intervention at School. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95414-1.
Horne, Arthur M., and 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.
Orpinas, Pamela, and 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.
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.
Shetgiri, Rashmi, Dorothy L. Espelage, and 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.
Beane, Allan, and 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.
Rosen, Lisa H., Kathy DeOrnellas, and 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.
Hong, Jun Sung, Dorothy L. Espelage, and 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.
Ttofi, Maria M., Manuel Eisner, and 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.
Olweus, Dan, and 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.
Toda, Yuichi. "Ijime prevention programmes in Japan." In Making an Impact on School Bullying, 132–53. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge psychological impacts: Routledge, 2019. http://dx.doi.org/10.4324/9781351201957-7.
Conference papers on the topic "Bullying prevention":
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Ďurica, Jakub, Viktor Šoltés, and 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.
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.
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, and 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.
Babenko, Olesya, and 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.
Balandina, Irina, Yevgenia Volchegorskaya, Marina Zhukova, Yelena Frolova, Kseniya Shishkina, Lyudmila Yuzdova, and 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.
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.
Kiseleva, Tatiana Borisovna, and 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.
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, and 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.
Vasikova, A. F., and A. A. Aydarova. "THE PHENOMENON OF BULLING AND CYBERBULLING IN A MODERN SCHOOL." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/42.
It is not uncommon for one or more students to become objects of constant bullying by their peers. Rigidity among the younger generation is beginning to return to normal, so it is very important to recognize and eradicate cyberbullying at an early stage. The article describes the different approaches of researchers and psychologists to the study of the concept of bullying and cyberbullying. The article reveals the signs of bullying, the social structure, and an action plan for the prevention of bullying in a modern school.
Reports on the topic "Bullying prevention":
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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.
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.
