Journal articles: 'Bullying prevention'

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Le Menestrel, Suzanne. "Preventing Bullying: Consequences, Prevention, and Intervention." Journal of Youth Development 15, no. 3 (June 9, 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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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.

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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.

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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, no. 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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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.

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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.

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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.

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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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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.

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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.

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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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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.

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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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Сорочан, Д. А. "Administrative and Legal Principles of the Activities of the National Police of Ukraine in Preventing and Counteracting Bullying." Law and Safety 79, no. 4 (December 14, 2020): 48–53. http://dx.doi.org/10.32631/pb.2020.4.07.

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The negative socio-economic situation and large gaps in the moral and ethical education of the younger generation have led to an increase in the number of cases of deliberate abuse of older and stronger to the smaller and weaker members of educational institutions. The author has studied administrative and legal principles of the activity of the National Police of Ukraine on preventing and counteracting bullying. Based on a comprehensive analysis of national legislation on preventing and combating bullying in Ukraine, the author has determined perspective areas for improving administrative and legal principles in this area. It has been emphasized that the role of the National Police in this area cannot be limited to the preventive registration of a child. It is necessary to develop a set of preventive and educational measures aimed at preventing bullying manifestations among minors. It has been found out that there are no tools to assess the effectiveness of the impact of existing strategies to combat bullying in Ukraine, which necessitates further research in this area. It has been determined that it is necessary to fight not with individual facts of bullying, but to enshrine in the legislation the system of counteraction to harassment in educational institutions, which can be preventive in nature. It has been established that the legislator has introduced a number of amendments over the last few years, which are characterized by the strengthening of the component of protection of children’s rights. A positive novelty is that the main task of the juvenile police was preventive activity instead of punitive one. In general, the regulatory basis for the activities of the National Police of Ukraine to prevent and combat bullying can be divided into two parts: general legislative acts and departmental regulatory acts. It has been noted that the prevention of bullying and the prevention and combating of domestic violence are different aspects of the same problem, which are in constant close cooperation, and then the measures to overcome them should be common.

13

Volkova, E. N. "Programs for the Prevention of Adolescent Bullying in the Activities of a Teacher-Psychologist." Вестник практической психологии образования 18, no. 3 (2021): 90–97. http://dx.doi.org/10.17759/bppe.2021180308.

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Prevention of adolescent bullying is one of the leading areas of activity of a teacher-psychologist. Being a widespread issue of the modern school bullying in adolescence demands to be separated from other aggressive behaviors by specific criteria. There are: primary prevention, aimed at pre-venting bullying situations in an educational institution, at forming public unacceptance of aggressive behavior, at creating an active position to stop it; secondary prevention, which implies the containment of provocative bullying factors and the strengthening of protective factors (first of all, the optimization of relationships in the adolescent environment and the dyads “adolescent — adult (teacher, parent)”; tertiary prevention, which is a set of measures of psychological assistance to victims, abusers and witnesses of bullying and their social environment. At each level of preventive work, measures are developed in four main directions: work at the school level in general, work at the school class level, work at the family level, work at the individual level (with an adolescent). In each of these areas of work, a teacher-psychologist, classroom teachers of secondary classes, a social teacher, and deputy director for educational work have their own tasks and responsibilities. They take part in the development of a unified school anti-bullying program as members of a single team. There are specifics in prevention programs — depending on the role of an adolescent in bullying: a victim, an abuser or a witness. The basis for the development of a bullying prevention pro-gram at school is to understand and take into account the main patterns of school bullying identified on the basis of the analysis of the results of scientific research in this area, as well as an analysis of the specific situation in an educational institution and school monitoring data on bullying cases.

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Vveinhardt, Jolita, and Regina Andriukaitienė. "PREVENTION OF MOBBING / BULLYING AS A PSYCHOSOCIAL STRESSOR." Laisvalaikio tyrimai 2, no. 8 (2016): 1–18. http://dx.doi.org/10.33607/elt.v2i8.235.

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Relevance of the research.The problem of workplace mobbing incorporating bullying as an intensepsychosocial stressor has been examined in foreign countries for three decades, at the same time searching foranswers on how to reduce the harm of the phenomenon to organizations and their members. Single studies of thisphenomenon in Lithuania started only about a decade ago and remain sparse, thus, both organizations and thegeneral public lack knowledge about the measures of prevention of the phenomenon. Research shows that mobbingand bullying remain a topical problem in the management of organizations, which is influenced by individualmembers of organizations, factors of organizational management and the social and cultural processes in thesocieties that can lead to different consequences in each country. Therefore, in this case it is important to evaluatethe level of exploration of the phenomenon, that is, what data can be available when choosing preventiveinstruments. The significance of research carried out internationally andthe recommendations provided isundeniable, but when analysing the scenarios of prevention of mobbing and bullying it is necessary to evaluate theprevention measures proposed on the basis of research on the negative relationships between employees in aparticular country.Theresearch problemis posed by the question of what are the factors of mobbing/bullying as apsychosocial stressor, and how to reduce the effect of these stressors to employees by preventive measures.Research subject:prevention of mobbing / bullying as a psychosocial stressor.Research purposewas todefine preventive measures of mobbing/bullying as a psychosocial stressor.The followingobjectiveswere formulated to achieve the purpose:1.To discuss prevention measures of mobbing/bullying as a psychosocial stressor.2.To evaluate the state of exploration of mobbing/bullying prevention in the studies carried out inLithuania.3.To distinguish the external factors that help to ensure the prevention of mobbing and bullying inorganizations.Research methods.The article is prepared applying the methods of systemic analysis of academicliterature, logical analysis and synthesis of theoretical research carried out. Organizational factors of risk ofmobbing/bullying are distinguished on the basisof the studies carried out abroad in the last two decades.Outcomes and conclusions.Most scientific research on prevention of mobbing and bullying is focussedon restoration of functionality of organizational management. That is, the emphasis is on the models oforganizational management that proved to be correct and ensure a clear and accurate distribution of tasks, wisdomof leadership, formation of a healthy climate of the organization, development of the system of prevention ofbullying in general, training of managers and employees. Studies show that in order to reduce the damage ofbullying and mobbing in organizations, both internal and external resources are not fully used. However, it mustbe recognised that the societal norms, values, aspects ofmoral and law are directly reflected in organizations.Though it is fair, but it is not fully rational to require from organizations something which has not become thenorm in the society, the members of which form organizations. The studies of mobbing/bullying in Lithuanianorganizations are carried out for a relatively short time and are not abundant. Most empirical research focuses onthe analysis of the situation (occurrence of mobbing in the organization, effect on health) in individual areas ofprofessional activities and provides recommendations only in a few narrow aspects of the management oforganizations in formulating prevention policies. It is therefore difficult not only to evaluate the extent of thephenomenon, but also the capacity of organizations to solve the problem, the more so as the country lackscomprehensive and complex research on mobbing/bullying prevention policies in organizations. After evaluationof the results of studies carried out by various authors and the insights, four keyexternal factors that have asignificant influence on prevention of mobbing and bullying in the organization can be distinguished:epidemiology of bullying in the society; capacity of the education system to deal with the problem of bullying andmobbing inorganizations and develop effective training programs; legal regulation of bullying and mobbing;development of the policy of publicity and openness, encouraging to accept the existing problems and stimulatingdiscussions of various groups in the society.In this respect, active work of academic community in developing thetraining programmes and presenting data of scientific research to the general public would be significant. In furtherresearch it would make sense to expand the empirical research, analysing the practically applied means ofprevention of mobbing/bullying in organizations and their effectiveness.Keywords:mobbing, bullying, psychosocial stressor, prevention.

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Pratiwi, Widdya Elsa, and Bambang Sahono. "DEVELOPMENT OF POCKET BOOKING AND SETTLEMENT FOR PREVENTION OF BULLYING IN THE MIDDLE SCHOOL BENGKULU CITY." Diadik: Jurnal Ilmiah Teknologi Pendidikan 9, no. 1 (September 18, 2021): 206–11. http://dx.doi.org/10.33369/diadik.v9i1.17965.

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The aim of this study was to: 1) Describe the development of pocket guidance and counseling books for the prevention of bullying in Bengkulu City High School, 2) Describe the effectiveness of the guidance and counseling pocket book for prevention of bullying in Bengkulu City High School, the research method used the ADDIE model. consists of five main stages, namely (A) nalysis, (D) esign, (D) evelopment, (I) implementation, and (E) valuation, which is used to analyze data from expert validation, namely design experts, linguists, and guidance and counseling expert with 25 research subjects. The results of this study are: a) The feasibility assessment by material experts is obtained in the Very Eligible category. Students' responses to the existence of a guidance and counseling pocket book for prevention of bullying in Bengkulu City High School for small group trials included in the very low category and for the experimental class test in the very high category and in the control class included in the low category. The pocket book of guidance and counseling for the prevention of bullying in the High School of Bengkulu City is very effective for students 'knowledge and can increase students' knowledge about preventing bullying.

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Ortiz-Bush, Yvonne, and Randy Schultz. "A Collaborative Bullying Prevention Project." Journal of Creativity in Mental Health 11, no. 3-4 (October 2016): 343–52. http://dx.doi.org/10.1080/15401383.2016.1244500.

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Polanin, Megan, and Elizabeth Vera. "Bullying Prevention and Social Justice." Theory Into Practice 52, no. 4 (October 2, 2013): 303–10. http://dx.doi.org/10.1080/00405841.2013.829736.

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Povilaitis, Robertas, and Laima Bulotaite. "Prevention of bullying in Lithuania." International Journal of Mental Health Promotion 16, no. 1 (November 27, 2013): 28–41. http://dx.doi.org/10.1080/14623730.2013.857826.

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Dake, Joseph A., James H. Price, Susan K. Telljohann, and Jeanne B. Funk. "Principals’ Perceptions and Practices of School Bullying Prevention Activities." Health Education & Behavior 31, no. 3 (June 2004): 372–87. http://dx.doi.org/10.1177/1090198104263359.

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The purpose of this study was to examine principals’ perceptions and practices regarding bullying prevention. A survey instrument was developed to assess principals’ stages of change and perceived barriers regarding selected bullying prevention activities as well as the effectiveness of bullying prevention activities. Of a national random sample of 700 principalsto which the survey was mailed, 55% responded. None of the school-based bullying prevention activities were being done by more than one in five schools even though principals perceived there to be no barriers regarding these activities. Characteristics that affected the offering of these activities included number of perceived barriers to implementing the activity, whether the principal had received violence/bullying prevention training, perceptions regarding the extent of bullying, and the number of bullying problems reported to them. The findings suggest that preprofessional training and continuing education are needed to educate principals regarding this area.

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Hussein, Afaf Abdel Malek, Hayam Ahmed El Shrief, Gehan Ahmed Abed, Azza Abdalla Ghoneim, and Shimaa AbdElhady Badawy. "Video-assisted nursing intervention: It's effectiveness on bullying prevention measures and procedures among primary school teachers." Journal of Nursing Education and Practice 10, no. 10 (June 27, 2020): 23. http://dx.doi.org/10.5430/jnep.v10n10p23.

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Background: Bullying commonly defined as an aggressive behavior that is intentional, repeated for a long time and involves an imbalance of power. It can have negative effects on children’s physical and psychological health and can even escalate to the tragedy of suicide. Aim: This study aimed to determine effectiveness of video-assisted nursing intervention on bullying prevention measures and procedures among primary school teachers.Methods: A quasi-experimental design with pre and post-test was used. Sample: Simple random sample of 100 primary school teacher was included. Settings: The study was carried out at four primary schools in Shebin-Elkom and menouf, Menoufia Governorate, Egypt. Tools: Tool one: teachers’ self-administered structured interview questionnaire (a) Demographic data (b) Teachers knowledge regarding bullying. Tool two: bullying preventive measures likert scale.Results: The study showed that after video-assisted nursing intervention there was statistically significant improvement in the knowledge of primary school teachers' about bullying compared to before nursing intervention. Also, there was statistically significant improvement in teachers prevention practices regarding bullying after video-assisted nursing intervention compared to before nursing intervention. There was positive correlation between teachers’ total knowledge scores and total practices scores about bullying post intervention.Conclusions: Implementation of video-assisted nursing intervention achieved significant improvements in the primary school teachers’ knowledge and practices measures regarding bullying prevention. Recommendations: Prominently utilizing video-assisted nursing intervention strategy in teaching bullying to promote children's health and improve knowledge and practices of teachers.

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Оксана Міхеєва. "TECHNOLOGICAL SUPPORT OF BULLYING PREVENTION IN AN EDUCATIONAL INSTITUTION." Social work and social education, no. 5 (November 23, 2020): 66–75. http://dx.doi.org/10.31499/2618-0715.5.2020.220772.

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The article reveals the essence of the problem of bullying. There is a lack of research in our country due to many years of ignoring it as a problem. The signs, types, forms, features of bullying are described. The role structure of bullying participants is highlighted. Regulatory and legal support for the prevention and solution of existing problems with manifestations of aggression in students. Behavioural reactions of victims of bullying and mechanisms of its manifestation are described. The research is given in the form of a survey in order to identify the manifestations of bullying among students.Today, the problem of bullying is not only a pedagogical problem but also a social one, as it leads to an increase in violence, cruelty, addictions and deviant behaviour among young people. The situation of bullying contributes to a number of negative consequences, namely: pedagogical (school maladaptation, academic failure); psychological (psychological disorders, consolidation in the minds of negative perceptions of themselves, decreased self-esteem, socialization disorders, social maladaptation); medical (trauma), etc.The author found that preventive work to prevent bullying in secondary education should be carried out comprehensively, namely with children, teachers and parents. In addition, preventive work should focus on dealing with explicit bullies, bullying victims and observers. These activities should be an individual and a group.Given that the problem of bullying in our country is dealt with for a relatively short time, we can say that for further research there are many issues: further work with adolescents and monitoring of change; research of ways to prevent the development of bullying in primary school children and even preschool children; work directly with the teaching staff for the timely detection of bullying in the student environment.

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Petechel, O. Yu. "Bulling: Legal And Psychological Analysis And Its Prevention." Actual problems of improving of current legislation of Ukraine, no. 49 (April 3, 2019): 79–89. http://dx.doi.org/10.15330/apiclu.49.79-89.

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The article is devoted to the research of contemporary social phenomenon - bullying. The author analyzes notion and features of bullying. A universal classification of types of bullying are proposed in the article. Therefore, a special attention is paid to the ways of prevention of this negative phenomenon. As a result of the study, the author proposes to apply changes to the current legislation in the sphere of counteraction of bullying.

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Gradinger, Petra, Dagmar Strohmeier, and Christiane Spiel. "Parents’ and Teachers’ Opinions on Bullying and Cyberbullying Prevention." Zeitschrift für Psychologie 225, no. 1 (July 2017): 76–84. http://dx.doi.org/10.1027/2151-2604/a000278.

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Abstract. The goals of the present study were (1) to examine parents’ and teachers’ opinions on bullying and cyberbullying prevention, and (2) to investigate whether the involvement of their children or students in bullying affects their opinions. Altogether, 959 adults (466 parents, 493 teachers) reported on their opinions. More than 95% of parents and teachers regarded bullying as an important topic. Cyberbullying was seen as the least serious form and physical bullying as the most serious one. Ninety-five percent of parents and 90% of teachers stated that they would accept a bullying prevention program; 61% of parents and 75% of teachers were willing to actively participate in bullying prevention; 34% of parents and 66% of teachers reported that their own children or students were victims of bullying. This involvement moderated teachers’ opinions. Teachers of students affected by bullying rated verbal and cyberbullying as more serious, accepted prevention programs more readily, and were more willing to actively participate in a program compared to teachers whose students were not involved.

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Tangen, Donna, and Marilyn Campbell. "Cyberbullying Prevention: One Primary School's Approach." Australian Journal of Guidance and Counselling 20, no. 2 (December 1, 2010): 225–34. http://dx.doi.org/10.1375/ajgc.20.2.225.

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AbstractBullying in all its forms, including cyberbullying, is a continuing problem in schools. Given the severe consequences it can have on students (socially, psychologically and physically) it is not surprising that a number of intervention programs have been developed, with most advocating a whole-school approach. The current study compared students' self-reports on bullying between schools with and without a Philosophy for Children (P4C) approach. A sample of 35 students in the P4C school and a matched sample of 35 students in other schools between the ages of 10 and 13 completed the Student Bullying Survey. Results indicated that while there were significant differences in incidences of face-to-face bullying, there were similar results from both cohorts in relation to cyberbullying. Both groups of students felt that teachers were more likely to prevent face-to-face bullying than cyberbullying. Findings indicate that teachers and guidance counsellors need to be as overt in teaching strategies about cyberbullying as they are in teaching strategies about reducing face-to-face bullying.

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Krusir, Nataliia. "Criminological analysis of bullying, its types, signs and methods of prevention." Slovo of the National School of Judges of Ukraine, no. 4(33) (March 15, 2021): 88–97. http://dx.doi.org/10.37566/2707-6849-2020-4(33)-7.

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The article is devoted to the study of the criminological side of such a phenomenon as bullying, its concepts, signs and types. The historical development of the study of the concept of «bullying» is traced. The research of various scientists in the field of studying such a phenomenon as bullying is analyzed. The relationship between bullying and other forms of violent behavior is investigated. The main determinants that contribute to such actions are analyzed. One of the types of bullying is considered - cyberbullying, which is a form of aggressive, conflict behavior of a systematic nature, carried out using modern information and telecommunications. Lists the types of cyberbullying that occur in cyberspace, as well as the types of behavior that are characteristic of this phenomenon. The consequences of bullying are described and actions in bullying are compared with actions that qualify under Article 120 «Inducing to suicide» of the Criminal Code of Ukraine and Article 128 «Torture» of the Criminal Code of Ukraine. Discloses a concept such as «Bulicide». Emphasis is placed on the problem of preventing and combating bullying in Ukraine. The Laws of Ukraine “On Amendments to Certain Legislative Acts of Ukraine on Countering Bullying (Harassment)” and “On Education” are analyzed to identify actions that qualify as bullying. The administrative responsibility provided for commission of these actions is specified. To counteract and prevent such a negative phenomenon in Ukraine as bullying, it is proposed to improve the legislation that would clearly regulate this issue and strengthen the responsibility for bullying, as well as take measures to prevent this phenomenon at the national, special criminological and individual levels. In addition, given the threat to human life and health, as well as the age of adolescents, who have recently become bullying, the common signs of bullying and torture, it is proposed to equate certain types of bullying to torture, and proposed consideration of criminal -legal liability for bullying, children who have reached 14 years. The best ways to solve the problem of bullying are proposed, considering foreign experience. Keywords: bullying, violence, cyberbullying, criminal liability, counteracting bullying, measures to prevent bullying.

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Restad, Frode. "Is There a Hole in the Whole-School Approach? A Critical Review of Curriculum Understanding in Bullying Research." Nordic Studies in Education 40, no. 4 (October 19, 2020): 362–86. http://dx.doi.org/10.23865/nse.v40.2610.

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This article investigates curriculum understanding in bullying research and discusses how such an understanding can contribute to bullying prevention in schools. So far, no studies have systematically investigated an understanding of curriculum in research on bullying prevention. Building on a critical review of 29 studies, the article identifies curriculum as a broadly understood concept constricted in different categories of bullying research. Such compartmentalization, the article argues, may contribute to the underutilization of curriculum knowledge in bullying research and obstruct the development of new and innovative approaches to prevent bullying in schools. The study concludes that curriculum knowledge should be more explicitly addressed in bullying research, and that more collaboration is needed. Emphasizing a whole-school approach, without a broader understanding of curriculum, risks constraining the application of pedagogical knowledge in bullying prevention.

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Xue, Yiyi. "Understanding and Preventing Youth Cyberbullying in China: Causes, Effects, and Prevention." Asian Social Science 14, no. 9 (August 30, 2018): 47. http://dx.doi.org/10.5539/ass.v14n9p47.

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Although bullying is hardly a new phenomena, the development of digital technology has granted bullies easy access to social media and other platforms that have perhaps made victims of bullying more susceptible than ever before. An analysis of existing scholarship and original statistical research was conducted to understand the frequency and severity of online harassment among teenagers in China. This paper examines the phenomenon of cyberbullying, the current social experience of Chinese teenagers, and potential ways to both assist teenage victims of cyberbullying and prevent online harassment in the future.

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Sudarsana, I. Ketut, I. Wayan Lali Yogantara, and Ni Wayan Ekawati. "Cyber Bullying Prevention And Handling Through Hindu Family Education." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 170. http://dx.doi.org/10.25078/jpm.v5i2.1090.

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Technological developments have positive and negative impact on teenagers in particular. The most common negative impact of technology is cyber bullying. In globalization era and technological development, nowadays computer can produce multifunctional internet. All good and evil behavior can be done on social media. Before the development of the internet, cyber bullying actor committed their crimes in the real world. Cyber bullying actor can hurt and make many individuals uncomfortable in their lives. The crime is called bullying. Nowadays, the bullying can be done through any other media indirectly such as social media and it called cyber bullying. According to the Hinduja and Patching Cyber-Bullying researcher, the behavior is described as intentional action by sending electronic text (e-mail), or recording images that are usually uploaded to social media (youtube). The contents uploaded such as mocking, harassing, threatening, harassing, or insulting.

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Johnston, Tim R. "Affirmation and Care: A Feminist Account of Bullying and Bullying Prevention." Hypatia 30, no. 2 (2015): 403–17. http://dx.doi.org/10.1111/hypa.12144.

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Despite the amount of attention that activists, educators, psychologists, and the media place on bullying and bullying prevention, there has been no sustained philosophical reflection on bullying, nor has there been a feminist analysis of the growing literature on bullying. This essay seeks to satisfy those two needs. The first section is a broad introduction to the literature on bullying. I define bullying and distinguish it from teasing, sassing, roughhousing, and other more benign interactions. I also outline two common solutions to bullying: zero‐tolerance policies and “ecological” interventions. The second section uses feminist ethics of care to analyze the effectiveness of each approach. I argue that ecological approaches to bullying are preferable to zero‐tolerance policies because they operate on a relational model of the self and identity‐formation. I elaborate a notion of affirmation as the mechanism that stabilizes and solidifies our sense of self across time. I then use affirmation to analyze three things: why people bully one another, the specific harm inflicted by bullying, and why ecological approaches are more effective in reducing bullying. The third section uses my account of affirmation to critique the scientism and troublingly gendered assumptions that underlie much of the work on bullying.

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Larsson, Paula. "Bullying prevention in a Swedish municipality: Supported decentralised reasoning." Forskning og Forandring 01, no. 02 (December 2, 2018): 69–90. http://dx.doi.org/10.23865/fof.v1.1217.

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The national context of Sweden is particularly illustrative for international research, in that bullying and degrading treatment have been a central aspect of policy-making for some time. In Sweden, schools and municipalities are obliged to produce detailed action plans to counteract bullying. The aim of this study is to describe and analyse how practitioners in schools, during implementation of the Municipality Bullying Prevention Model (MBPM), change the way they work and apply decentralised reasoning to prevent bullying. This study makes use of an action-research approach. In the project, bullying prevention is addressed by the participating schools. The findings indicate that practitioners introduced various measures in different places and at different levels during implementation of the MBPM. It also became apparent that bullying prevention work needs to build on a school’s contextual knowledge and have a whole-school approach.

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Cascardi, Michele, Christopher M. King, Daniel Rector, and Jill DelPozzo. "School-Based Bullying and Teen Dating Violence Prevention Laws: Overlapping or Distinct?" Journal of Interpersonal Violence 33, no. 21 (September 25, 2018): 3267–97. http://dx.doi.org/10.1177/0886260518798357.

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The most recent legislative attempts to curb violence in schools have been school-based dating violence prevention laws. In the previous decade, there was an increase in legislation designed to prevent bullying in schools; these laws now exist in 50 states. However, most anti-bullying laws provide an expansive definition of bullying that includes any type of peer aggression, harassment, or teen dating violence (TDV). Having several different state and federal laws aimed at curtailing multiple forms of aggression may produce confusion about appropriate intervention and disciplinary responses, requiring school districts to develop parallel sets of policies, educational curricula, intervention approaches, and reporting requirements for overlapping behaviors that can be simultaneously peer aggression, bullying, harassment, and TDV. We conducted a systematic search of applicable laws and systematically coded those we identified for relevant content (i.e., definitions, covered locales, protected groups, and personnel, procedural, preventive, and disclosure elements). Anti-bullying laws were typically more detailed than dating violence laws. TDV laws were more likely to target TDV and control intimate behavior and to provide for education about healthy relationships. Both types of laws often mandated trainings; specified reportable behaviors; discussed sanctions, recommendations, and interventions; and mentioned counseling, specially trained staff persons, or designated specialists. Both anti-bullying and TDV laws also sometimes directed reporting of aggregate incident rates and impacts of prevention efforts. Neither type of law tended to specify school and community resources or prevention approaches. Results inform discussion of the merits of different approaches to school-based violence prevention laws.

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Axford, Nick, David P. Farrington, Suzy Clarkson, Gretchen J. Bjornstad, Zoe Wrigley, and Judy Hutchings. "Involving parents in school-based programmes to prevent and reduce bullying: what effect does it have?" Journal of Children's Services 10, no. 3 (September 21, 2015): 242–51. http://dx.doi.org/10.1108/jcs-05-2015-0019.

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Purpose – The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying. Design/methodology/approach – A review of relevant literature, in particular systematic reviews and meta-analyses. Findings – The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim. Practical implications – There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support. Originality/value – The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.

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Kulakova, A. B. "CURRENT STATE OF DEVELOPMENT OF THE PROBLEM OF MOBBING." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 1 (2021): 46–54. http://dx.doi.org/10.18323/2221-5662-2021-1-46-54.

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In the context of the modern stressful labor market, mobbing prevention in organizations becomes very relevant as bullying towards an employee from the staff, its certain persons, or a chief happens increasingly frequently. Conflict interaction affects the health and mental state of an object of bullying, creates a toxic working climate, and adversely affects financial indicators: labor efficiency goes down, employee turnover increases, and the staff becomes less consolidated. It is necessary to understand the prevention of this problem. The paper deals with identifying the peculiarities of mobbing in organizations and specifying the list of prompt preventive measures against bullying. Based on the results of contemporary studies, the author carried out a theoretical review and analysis of the mobbing process structure and identified the most sensitive professions. Using the proposed typologies of the mobbing process initiators (subjects), the paper presents the evident personal attributes of bullies and their stereotypic strategies in working teams. The author highlights factors raising a possibility that a person will be chosen as a mobbing object and the most common mobbing actions against such person. As a result of the study, the author created a list of preventive measures in an organization ensuring timely identification of the mobbing process and overcoming the bullying forms existing among the staff. The paper suggests the counteracting, preventing, correcting, and controlling measures, which, when timely carried out, will promote the solving of mobbing problems in organizations.

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Donohoe, Peadar, and Carmel O'Sullivan. "The Bullying Prevention Pack: Fostering Vocabulary and Knowledge on the Topic of Bullying and Prevention using Role-Play and Discussion to Reduce Primary School Bullying." Scenario: A Journal of Performative Teaching, Learning, Research IX, no. 1 (January 1, 2015): 97–113. http://dx.doi.org/10.33178/scenario.9.1.6.

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The Bullying Prevention Pack (BPP) is a systematic bullying prevention intervention that fosters learner vocabulary and knowledge about bullying with the use of role-play and discussions. Its aim is to create a heightened awareness of the effects of bullying on peers within the school and to create a defending culture that reduces levels of bullying. Over the course of two school years the BPP was trialled with pupils and teachers in a designated disadvantaged inner city school in Cork. A mixed methods approach was used to analyse the effects of the BPP intervention. Data were gathered from pupils and teachers through learner focus groups, individual interviews, written feedback and the internationally recognised Olweus Bully Victim Questionnaire - Revised to quantify levels of bullying pre and post-intervention. Results indicate that enhanced learner knowledge of the topic of bullying and the use of role-play were significant factors in reducing levels of being bullied.

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Awwaliansyah, Ibnu, and Akhmad Shunhaji. "Pencegahan Perundungan di Sekolah melalui Character Building dalam Pendekatan Al-Qur’an." El Madani : Jurnal Dakwah dan Komunikasi Islam 3, no. 02 (December 25, 2022): 146–64. http://dx.doi.org/10.53678/elmadani.v3i02.906.

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The problem of bullying as communication behavior in Indonesia for students is increasing at school. Based on many studies that have been carried out, the cause is the absence of character building which is internalized in students, so the need for comprehensive, effective and appropriate prevention. Because, there have been many strategies, methods, models, and techniques that have been carried out by various experts, it seems that they have not been very effective in solving bullying behavior in schools that are already very critical. The Al-Qur'an approach is the right and accurate choice in providing solutions for preventing bullying in schools without negating the theories, models and concepts of bullying and character education that have been initiated and carried out by experts. The purpose of this study is to analyze the prevention of bullying in schools through Al-Qur'an-based character education. The theoretical framework used is humiliation theory in bullying and humanistic theory in character education. Meanwhile, the methodology used is a qualitative approach with a literature study method. The analytical technique is thematic analysis. The results show that the prevention of character education in bullying has been explained in depth and comprehensively, both in His verses, commentators and hadiths. Bullying is an inhuman act and is a major sin as contained in the surah and al hamz and al lamz means to reproach (Al Humazah/104:1), as sukhriyah means to humiliate (Al Hujurat/49:11), yadhhakûn from adh dhahak means laughing (Al Mutaffifin/83:29), al-ghamz means gesturing with his eyes aimed at condescending (Al Mutaffifin/83:30), and others.

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Stives, Kristen L., David C. May, Melinda Pilkinton, Cindy L. Bethel, and Deborah K. Eakin. "Strategies to Combat Bullying: Parental Responses to Bullies, Bystanders, and Victims." Youth & Society 51, no. 3 (February 11, 2018): 358–76. http://dx.doi.org/10.1177/0044118x18756491.

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Despite numerous studies on the topic of bullying, there remains a dearth of information on how parents respond to bullying and the extent to which they are aware of their child’s bullying experiences. Using qualitative data from 54 parents in a southeastern state, we explore advice that parents give their children about how to respond when their child is a bullying victim and a bystander in a bullying incident and how fearful parents are of their child being a victim of bullying and reasons behind their fear. Findings demonstrate that parental messages about responding to bullying victimization and intervening on behalf of other bully victims generally mirror those provided by schools as part of their bullying prevention efforts. However, misunderstandings about bullying and bullying responses among parents limit the effectiveness of the strategies they suggest for their children. Implications for bullying prevention programs and research are also discussed.

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Šekarić, Nevena. "Prevention of bullying in educational institutions." Годишњак Факултета безбедности, no. 1 (2018): 253–80. http://dx.doi.org/10.5937/gfb1801253x.

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Hallford, Abby, Cameo Borntrager, and Joanne L. Davis. "Evaluation of a Bullying Prevention Program." Journal of Research in Childhood Education 21, no. 1 (September 2006): 91–101. http://dx.doi.org/10.1080/02568540609594581.

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Scarpaci, Richard T. "Bullying Effective Strategies for its Prevention." Kappa Delta Pi Record 42, no. 4 (July 2006): 170–74. http://dx.doi.org/10.1080/00228958.2006.10518023.

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WORCESTER, SHARON. "Violence Prevention Skills Applied to Bullying." Clinical Psychiatry News 39, no. 1 (January 2011): 17. http://dx.doi.org/10.1016/s0270-6644(11)70065-0.

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WORCESTER, SHARON. "Address Bullying With Violence Prevention Guidance." Rheumatology News 10, no. 3 (March 2011): 62. http://dx.doi.org/10.1016/s1541-9800(11)70209-5.

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Cohen, Sally S., and Andrew Dwyer. "PENS Position Statement on Bullying Prevention." Journal of Pediatric Nursing 39 (March 2018): 91–93. http://dx.doi.org/10.1016/j.pedn.2017.12.007.

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WORCESTER, SHARON. "Stop Bullying With Violence Prevention Guidance." Pediatric News 44, no. 11 (November 2010): 21. http://dx.doi.org/10.1016/s0031-398x(10)70504-x.

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Lee, Ming-Shinn, Wu Zi-Pei, Leif Svanström, and Koustuv Dalal. "Cyber Bullying Prevention: Intervention in Taiwan." PLoS ONE 8, no. 5 (May 28, 2013): e64031. http://dx.doi.org/10.1371/journal.pone.0064031.

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Raptou, Evangelia. "Literature and Bullying: Teenage and Children Novels on School Bullying Prevention." International Journal of Criminology and Sociology 6 (November 3, 2017): 183–91. http://dx.doi.org/10.6000/1929-4409.2017.06.20.

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Bryn, Stephanie. "Stop Bullying Now! A Federal Campaign for Bullying Prevention and Intervention." Journal of School Violence 10, no. 2 (March 18, 2011): 213–19. http://dx.doi.org/10.1080/15388220.2011.557313.

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Black, Sally A., and Ericka Jackson. "Using Bullying Incident Density to Evaluate the Olweus Bullying Prevention Programme." School Psychology International 28, no. 5 (December 2007): 623–38. http://dx.doi.org/10.1177/0143034307085662.

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Albayrak, Sevil, Ayşe Yıldız, and Saime Erol. "Assessing the effect of school bullying prevention programs on reducing bullying." Children and Youth Services Review 63 (April 2016): 1–9. http://dx.doi.org/10.1016/j.childyouth.2016.02.005.

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Bobrovnikova, N. S. "PSYCHOLOGICAL SAFETY AS AN IMPORTANT CONDITION FOR THE PREVENTION OF BULLING IN THE ADOLESCENT ENVIRONMENT." Educational Psychology in Polycultural Space 56, no. 4 (2021): 6–13. http://dx.doi.org/10.24888/2073-8439-2021-56-4-6-13.

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In the article, the author reveals the concept of a psychologically safe environment as an important condition for the prevention of bullying among adolescents; provides an analysis of domestic and foreign studies of a psychologically safe environment; describes the phenomenon of “bullying”, the first publications, “bullying structure”, the main forms of manifestation. The main distinctive features of the bullying phenomenon (systematicity, duration, uneven distribution of forces, intentionality, purposefulness) are emphasized. The author presents the results of a psychological and pedagogical experiment on the basis of schools and colleges in the Tula region, conducted in order to identify personal characteristics of modern adolescents and, on their basis, develop a program for the formation of a psychologically safe educational environment as a condition for the prevention of bullying. During the psychological and pedagogical experiment, a significant number of respondents were identified with a high level of aggressiveness (24 %), a high level of anxiety (40 %), a low level of learning (12 %), low selfesteem (21 %), which allowed the author to assert about the threat of the formation of bullying structures in the educational institutions studied, as well as a significant decrease in the psychological safety of students. The article also presents the fundamentals of a psychological and peda-gogical program for the formation of a psychologically safe educational environment and the prevention of bullying in the modern teenage environment, based on empirical data from the ascertaining experiment. In addition, the author presents an analysis of the control stage of the experiment carried out after the implementation of the preventive program in order to analyze its effectiveness. The analysis of the control experiment shows that the respondents' levels of anxiety and aggressiveness decreased, their cognitive interest increased, and the number of “outcast” adolescents decreased. In the conclusion of the article, the author emphasizes that the personal characteristics of students are an important condition for the formation of a psycho-logically safe educational environment and the prevention of teenage bullying.

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Vasylevych, Vitalii, Svitlana Obrusna, Elchin Iskenderov, Liudmyla Kryzhna, and Oleksandr Sokurenko. "Foreign experience in bullying prevention in schools." Revista Amazonia Investiga 10, no. 46 (October 25, 2021): 169–75. http://dx.doi.org/10.34069/ai/2021.46.10.16.

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The aim of the article is to conduct a comprehensive study of bullying prevention at schools using foreign experience. The subject of research is the concept of bulling and features of its manifestation in educational institutions. The research methodology includes general scientific and special methods of legal science: method of theoretical analysis and systematization of scientific literature, method of modeling, statistical method, dogmatic method, logical method, method of summarization. Research results. The main causes, consequences of bullying in schools are analyzed and the characteristics of its participants are given. It is determined that bullying can be considered as a social, legal, psychological and pedagogical problem. Practical meaning. It is proved that schools without bullying differ in cohesion and various extracurricular forms of interaction between students. Value / originality. It is stated that the main means of counteracting this negative phenomenon in educational institutions are active public life, an atmosphere of openness, the possibility of collective conflict resolution under the guidance of a caring teacher.

Journal articles on the topic 'Bullying prevention'

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