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Journal articles on the topic 'Bullying prevention'
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1
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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Grădinariu, Tudorița, and Constantin Cucoș. "WHAT IS THE TEACHER'S PROFILE IN SUCCESSFULLY PREVENTING BULLYING? A PICTURE OF PROFESSIONAL COMPETENCIES." Review of Artistic Education 28 (April 1, 2024): 326–36. http://dx.doi.org/10.35218/rae-2024-0038.
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The increasing frequency of bullying incidents is an imperative that is on the focus of the education policy makers in Romania. During the last four years, the education legislation has undergone a number of substantial changes and updates placing a strong emphasis on bullying prevention. While we have the legislative framework that defines the role of teachers in preventing and intervening in bullying incidents, it is significant to know what professional skills are needed in doing so. The aim of this research is to provide a profile of the effective teacher in bullying prevention from the standpoint of professional competences. We believe this to be important for the development of effective prevention policies. The objectives of this study are theoretical, namely: to analyze the normative framework referring to the teacher's role in bullying prevention; to examine the national legislation in the field of preventing and combating bullying; to review the literature in order to identify the professional competences involved in successfully preventing bullying.
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Georgescu, Corina Ioana. "Preventing and reducing aggressive bullying behavior: theoretical and praxiological framework." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (February 2024): 165–70. http://dx.doi.org/10.59295/sum9(169)2024_24.
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The prevention and reduction of aggressive toup bullying behavior is also current in social, psychological and pedagogical terms. This is faced through the involvement of different international structures in the establishment of strategies to reduce and prevent the ,,bullying” phenomenon. In this study, we start from the analysis of various documents, conventions, international treaties in which the problem of preventing and reducing the aggressive behavior of students is posed. At the same time, the explanatory theoretical framework of the ,,bullying” phenomenon is extensively analyzed, and some strategies for preventing and reducing bullying in high schools are argued: primary prevention, secondary prevention, tertiary prevention, having as general directions: education and awareness of the phenomenon, social development -emotional, promoting zero tolerance towards bullying, supervision and prompt interventions, collaboration with parents and the community.
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Korniychenko, Anastasia. "REGULATORY MECHANISM AS A COMPONENT OF ADMINISTRATIVE AND LEGAL REGULATION OF BULLYING PREVENTION IN UKRAINE." Scientific Notes Series Law 1, 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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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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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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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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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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Beilina, N. S., and E. N. Chekanushkina. "THE PROBLEM OF BULLYING PREVENTION IN AN EDUCATIONAL ORGANIZATION." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 26, no. 96 (2024): 5–11. http://dx.doi.org/10.37313/2413-9645-2024-26-96-5-11.
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Prevention of bullying in educational organizations is one of the issues of the day in modern pedagogy. Jointly with students of the professional retraining program «Psychology in Education», which is implemented on the basis of Samara State Technical University, the concept of «bullying» was analyzed, the main approaches to the study of this term were considered, and the main factors of the occurrence of school bullying were identified. The results of the study, reflecting the attitudes of students to the problem of bullying in the educational environment are presented in the paper. The diagnosis was carried out using the author's questionnaire. The author's questionnaire showed that half of the respondents had faced the problem of violence in their school anyway. The article also emphasizes that the most effective activity of the teaching staff to prevent violence in an educational organization is its prevention. Existing proprietary bullying prevention programs in various educational organizations were analyzed by the authors. Based on this analysis, the author's program «NO TO BULLYING», for preventing violence in school, was presented.
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Алимбекова, A. A., М. П. Aсылбекова, and Г. Утемисова. "Practical aspects of bullying prevention." Bulletin of the Karaganda University. Pedagogy series 112, no. 4 (December 29, 2023): 116–22. http://dx.doi.org/10.31489/2023ped4/116-122.
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The article reveals the concept of bullying as a type of aggressive behaviour. The concept of bullying is given the scientific conclusions of scientists. The concept of bullying is given the scientific conclusions of scien-tists. The authors were able to demonstrate the practical aspects of the Prevention of bullying in generaledu-cation schools through the results of their diagnostic work. The main causes of bullying in adolescence are named. They have created the author's assumptions that the atmosphere of the school, and intrapersonal caus-es are based on the experience of transitional age, which includes psychological and physiological changes, and family causes are caused by problems between children and parents. Scientifically based ideas have been written that the reasons mentioned are related to the psychological changes experienced by the students and their experiences and apply to both bullers and their victims. In the diagnostic work, methods have been used that have proven the results of scientific research to identify school bullying. Pieces of training in the program related to the Prevention of bullying are aimed at promoting the establishment of proper communication in the student environment. It is based on human values that motivate the student to develop self-esteem, in-crease his rank, and teach him to treat otherpeople with patience, respect, and forgiveness.
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Baimukhanova, Aizhan, Zhazira Abdykhalykova, and Zhanna Sagitova. "Preparing future educational psychologists to prevent school bullying." Scientific Herald of Uzhhorod University Series Physics, no. 56 (June 12, 2024): 2453–59. http://dx.doi.org/10.54919/physics/56.2024.245ki3.
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Relevance. School bullying is a widespread problem that requires effective prevention strategies. However, many teachers and educational psychologists lack sufficient knowledge and skills to address bullying. There is a need to better prepare future educational psychologists to prevent and intervene in bullying situations. Purpose. The purpose of the research article is to develop and test an elective course for training future educational psychologists in bullying prevention in Kazakhstan schools. Methodology. An elective course titled �Prevention of school bullying: from theory to practice� was developed and implemented with third-year bachelor's students in Pedagogy and Psychology at L.N. Gumilyov Eurasian National University. The course included theoretical and practical components. Students' knowledge and skills were assessed before and after the course using tests and case studies. Results. Prior to the course, most students demonstrated low levels of knowledge and skills related to bullying prevention. After completing the course, students in the experimental group showed significant improvements, with 64% reaching a high level of competency compared to 0% in the control group. The course helped students acquire both theoretical knowledge and practical skills for addressing bullying. Conclusions. The elective course was effective in developing future educational psychologists' professional competencies for bullying prevention. Recommendations are provided for improving bullying prevention efforts in Kazakhstan schools, including raising awareness, providing training for teachers and psychologists, and maintaining communication with parents. The study demonstrates the importance of practice-oriented training in preparing educational psychologists to address school bullying. Keywords: bullying; bullying prevention; school violence; educational psychologist; educational environment; anti-bullying course
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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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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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Virginia, Elissa, Gunardi Lie, and Moody Rizqy Syailendra Putra. "Bullying Prevention to Build a Safe Environment." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 3, no. 1 (January 1, 2024): 437–40. http://dx.doi.org/10.57235/aurelia.v3i1.1631.
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Bullying is a social phenomenon that is often experienced by teenagers, especially at the elementary, middle and high school levels. The increasing number of bullying cases from year to year means that this case can be called one of the social problems in Indonesia. This is because bullying behavior has many negative impacts on all parties involved, especially the victims. Various research results show that the impact of bullying felt by victims can hinder various aspects of adolescent development. Teenagers who should experience a transition from the childhood phase to the adult phase instead of enjoying it actually turn into a nightmare when their environment and even their friends turn out to be a bad influence. Bullying is often carried out in various ways, ranging from rough/physical treatment to verbal, quite a few victims of bullying are forced to keep their mouths shut or they will be threatened with physical harsh treatment. In this research, I will use qualitative methods to conduct a more basic and concrete study regarding bullying cases.
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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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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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Kara, Igor S. "Prevention of bullying among minors at school." Vestnik of Kostroma State University 29, no. 2 (October 12, 2023): 212–19. http://dx.doi.org/10.34216/1998-0817-2023-29-2-212-219.
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The problems of violence among minors, which takes the form of bullying, are quite actively discussed in society. The causes of deviant violent behaviour of children against their peers are overwhelmingly related to the problems of family bonding of perpetrators and their victims. The lack of an adequate response to aggression often leads to the criminalisation of adolescents’ personalities and, at the same time, to the victimisation of potential victims of bullying. Investigations have shown that minors most often experience bullying at school and in the street. What is the leading area of activity for adolescence, is schooling. Educational institutions, whose vocation is to equip pupils with a certain amount of knowledge, should pay more attention to the upbringing of pupils and the prevention of deviant behaviour. Recently adopted normative acts aimed at intensifying the upbringing activity of general educational institutions, including the prevention of violence, bullying among minors, are considered in the article. It is necessary to establish the training of teachers to carry out the work of upbringing, to manage children’s collective, to implement preventive activities in modern conditions of social development. In order to increase the role of ubringing of general education institutions, it is necessary to revise the norms of teachers’ labour load and criteria for payment of ubringing work. Also, the issues of expediency of introducing a draft law, which would be aimed at combating bullying in schools and bullying prevention, submitted to the State Duma of Russia and subsequently developed by the Ministry of Education as the State Bullying Prevention Programme and creation of the Unified Bullying Prevention Standard and administrative responsibility of schools for their non-fulfilment, are considered in the article. The conclusion is that excessive unification of bullying prevention work of general education institutions with reporting and administrative liability measures in case of non-fulfilment of measures aimed at bullying prevention is not appropriate.
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Tian, Yong, Jie Yang, Feng Huang, Xiyan Zhang, Xin Wang, Lijun Fan, Wei Du, and Hui Xue. "An Analysis of the Association between School Bullying Prevention and Control Measures and Secondary School Students’ Bullying Behavior in Jiangsu Province." Behavioral Sciences 13, no. 11 (November 20, 2023): 954. http://dx.doi.org/10.3390/bs13110954.
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(1) Background: China released regulations on school bullying prevention and control in 2017; however, current research on school bullying in China focuses on exploring influencing factors and lacks empirical research on the effectiveness of anti-bullying policies in schools. The objective of this study was to use an empirical model to explore the association between bullying prevention and control measures and secondary school students’ bullying victimization and multiple bullying victimization in Chinese schools. (2) Methods: Data were derived from the 2019 Surveillance of Common Diseases and Health Influencing Factors among Students in Jiangsu Province. The school’s bullying prevention and control measures, which was the independent variable, were obtained in the form of a self-report questionnaire and consisted of five measures: the establishment of bullying governance committees, thematic education for students, thematic training for parents, special investigations on bullying, and a bullying disposal process. Bullying victimization and multiple bullying victimization, which was the dependent variable, were obtained through a modified version of the Olweus bullying victimization questionnaire. In order to better explain the differences in the results, this study constructed multilevel logistic regression models to test the association between school bullying prevention and control measures and the rates of bullying victimization and multiple bullying victimization among secondary school students at both the school level and the student level. Meanwhile, this study constructed five models based on the null model by sequentially incorporating demographic variables, physical and mental health variables, lifestyle variables, and bullying prevention and control measures in schools to verify this association. (3) Results: A total of 25,739 students were included in the analysis. The range of bullying victimization rates for students in the different secondary schools in this study was between 6.8% and 37.3%, and the range of multiple bullying victimization rates was between 0.9% and 14.8%. The establishment of bullying disposal procedures was strongly associated with a reduction in bullying victimization (OR = 0.83, 95%CI: 0.71–0.99, p < 0.05). Establishing bullying disposal procedures was not significantly associated with multiple bullying victimization rates (OR = 0.89, 95%CI: 0.73–1.09, p > 0.05). The establishment of a bullying governance committee, thematic education for students, thematic training for parents, and special surveys on bullying were not significantly associated with bullying victimization rates or multiple bullying victimization rates (all p > 0.05). (4) Conclusions: Among the current bullying prevention and control measures for secondary school students in China, the establishment of a bullying disposal process was conducive to reducing the rate of bullying victimization, but it was ineffective in reducing the rate of multiple bullying victimization, and the other preventive and control measures did not achieve the purpose of anti-bullying in schools.
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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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Markovic, Marija, and Iva Manic. "Teachers’ perceptions of school bullying prevention programs." Zbornik Matice srpske za drustvene nauke, no. 187 (2023): 373–83. http://dx.doi.org/10.2298/zmsdn2387373m.
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Bullying prevention is a significant aspect of the educational work in schools. In order to reduce the prevalence of bullying in schools, it is necessary to simultaneously implement various measures and activities within the school context. Teachers play a crucial role in this regard, as the effectiveness of bullying prevention largely depends on their attitudes and behaviors. The aim of this study was to determine the beliefs of teachers regarding school bullying prevention programs. It was hypothesized that teachers consider prevention and intervention equally important in reducing the incidence of bullying among students; that they believe current school prevention programs do not yield positive results and require more frequent revision, and that there are no statistically significant differences in the responses of participants based on school type and length of teaching experience. Our research findings support the first hypothesis, while the second and third hypotheses are only partially confirmed. The results of this study are significant for considering possibilities to enhance the school?s work in bullying prevention through the development of teacher competencies as key actors.
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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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Yuhbaba, Zidni Nuris, Wahyi Sholehah, and M. Elyas Arif Budiman. "Empowerment Of Adolescents In Preventing Bullying Behavior at School." Blambangan Journal of Community Services (BJCS) 1, no. 1 (June 30, 2023): 37–43. http://dx.doi.org/10.61666/bjcs.v1i1.6.
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Bullying is a behavior that is currently happening among teenagers. The impact that occurs as a result of bullying behavior is very dangerous for both victims and perpetrators such as decreased academic achievement, problems in socialization, and disruption of both physical and mental health. Intervention must be carried out to solve the problem of this bullying problem. One way is to invite youth to participate in caring for and preventing bullying behavior through educational activities and forming bullying prevention groups. The purpose of this activity is to increase youth's knowledge about bullying, and ways how to prevent it in order to prevent bullying behavior at school. This community service activity was carried out for 45 teenagers at SMP Plus Miftahul Ulum Kalisat by providing education and forming groups to prevent bullying behavior. Evaluation is done by measuring the knowledge of adolescents through pre-test and post-test. The results of the activity showed an increase in adolescent knowledge before and after the activity. The pre post results showed that 45% of teenagers had less knowledge about bullying, 35% had sufficient knowledge and 20% had good knowledge. After education and socialization there was a change in knowledge, 5% had less knowledge, 20% had sufficient knowledge and 75% had good knowledge. Education and outreach about bullying, ways and means of prevention are effective in increasing youth's knowledge about bullying.
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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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Chen, Jianxiong, and Daisy Dolores Lamis. "School Bullying in Fujian, China: Its Governance and Prevention." International Journal of Education and Humanities 8, no. 1 (April 2, 2023): 21–27. http://dx.doi.org/10.54097/ijeh.v8i1.6432.
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In recent years, with the continuous emergence of teenage school bullying incidents in China, this is undoubtedly an indication that the phenomenon of teenage school bullying has become a serious social problem. The various environments in which adolescents live and grow up may be the reason why they gradually become the bully or the victim of school bullying. Therefore, this paper analyzes the current situation of school bullying in Fujian and its causes, and focus on the existing legal regulation in China, so as to put forward corresponding suggestions to prevent the phenomenon of school bullying among teenagers. It is hoped that the school bullying governance system in China can be improved as soon as possible, so as to reduce and prevent the occurrence of school bullying and build a more harmonious and better socialist country under the rule of law.
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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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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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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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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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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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<p><em>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.<strong></strong></em></p>
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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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Ishak, Swesty Riani, Citra F. I. L. Dano Putri, SITI MAYASARI PAKAYA, and Muhammad Akram Mursalim. "COMMUNICATION MANAGEMENT AGENT OF CHANGE IN THE STUDENT BULLYING PREVENTION PROGRAM AT SMP N 1 CITY OF GORONTALO." KomunikA 20, no. 01 (April 3, 2024): 26–40. http://dx.doi.org/10.32734/komunika.v20i01.15882.
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Communication management is very important. for the process of reciprocal exchange of information, persuasion, or giving orders. This is used by agents of change so that they can carry out their duties of bullying prevention programs in schools. This study aims to explain the communication management of agents of change at SMP Negeri 1 Gorontalo City in the bullying prevention program. This is a qualitative study with data collection techniques using observation, interviews, and documentation. The findings show that the agents of change at SMPN 1 Kota Gorontalo carry out bullying prevention programs with several programs, such as bullying prevention programs through socialization, educational programs for each class, and programs through social media. Also, the top program of the anti-bullying campaign is carried out using communication management assisted by their supervisor as head of Counseling and Guidance. The conclusion from the findings is that the communication management of agents of change in the bullying prevention program at SMPN 1 Kota Gorontalo has been in accordance with the Cutlip and Center model of communication planning. As in the fact-finding process, agents of change have been able to identify bullying prevention programs well. In the planning process, even though in planning the bullying prevention program they still asked for help from the supervisor, they were able to carry out at the well by SMPN bullying the 1 Kota agents prevention of Gorontalo change programs by because well. they communicate The successful communication in through raising the process programs awareness is of those carried bullies have out implemented. However, in the final evaluation process, the agents of change do not carry out this process well. This is because they are still new so they do not know how the evaluation process is carried out.
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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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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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Setiawan, Anang, Muhammad Turhan Yani, and Rr Nanik Setyowati. "Art That Transforms: Bullying Prevention Through Student Poster Works in Elementary School." International Journal of Emerging Research and Review 1, no. 4 (November 26, 2023): 000047. http://dx.doi.org/10.56707/ijoerar.v1i4.47.
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Objective: Educational programs are planned to maximize the means to reach educational goals, but recently, bullying among elementary school students has become a pressing issue in education. Bullying is an unethical act that is carried out continuously. The causes vary, ranging from family environment, community, school, and social media viewing. Method: This study used the literature review method to investigate the impact of bullying prevention through art in the form of student poster works. Data was collected using the PRISMA method, with data analysis using qualitative research. This study aims to determine the effectiveness of posters in preventing bullying in elementary schools from various literatures. Results: The results show that using art as a poster in elementary schools can effectively strengthen students' awareness of bullying issues. The poster works created by students allow them to express their feelings and responsibilities regarding this issue and provide a platform for them to understand the negative impact of bullying on individuals and the school environment. Novelty: This research underscores the importance of arts integration in the primary education curriculum to combat bullying effectively.
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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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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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Suratno, Suratno, Wantini Wantini, Suyatno Suyatno, Djamaluddin Perawironegoro, and Mhd Lailan Arqam. "Bullying Prevention Method in High School with Humanistic-Religious Approach." Journal of Social Science 3, no. 6 (November 28, 2022): 1255–65. http://dx.doi.org/10.46799/jss.v3i6.475.
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Bullying has an impact on victims, not only in a short time, but in a long time. Victims usually experience various symptoms such as anxiety, depression, pain due to blows, and so on which require a relatively long time to heal. Victims of bullying also become perpetrators of future bullying because of revenge for what they have experienced. Therefore, counseling guidance has an important role in preventing bullying in high school. The purpose of this study is to analyze the model of preventing bullying cases so that they do not occur in school institutions. In this study, the author uses a descriptive method with library research. Based on the results of the study, it was found that preventing bullying behavior with a religious humanistic approach can be done by: Coping strategies, habituation, guidance, coordination with parents, affection and example, in order to provide students with an understanding of the impact that occurs after bullying.
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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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Rahayu Prasetiyo, Novita Nur Synthiawati, and Arsika Yunarta. "Bullying Prevention Education for Students of Kepanjen 2 State Elementary School, Jombang Regency." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 4, no. 2 (July 11, 2023): 1233–38. http://dx.doi.org/10.36526/gandrung.v4i2.2856.
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The world of education is currently faced with a serious problem that befalls students, namely bullying which certainly has a negative impact on students. This act of bullying harms the victim to affect his psyche which causes the perpetrator to act arbitrarily on the victim. Perpetrators who commit these acts can adversely affect the physical and mental health of their victims. The impact that occurs on victims can trigger depression, stress, mental health disorders, to trigger anger levels to the most fatal of bullying cases is suicide. The purpose of this activity is so that school residents in general and students in particular know the types, dangers and prevention of bullying. The method used is training that uses a participatory model. Emphasis on discussions, lectures and Q&A. The results achieved are: (1) the partner understands the meaning, type, causes and punishment of bullying; (2) partners understand their strategic role in preventing bullying; and (3) partners skilled in educating students to prevent bullying from themselves. These results provide opportunities for more opportunities for teachers' strategic role in helping to prevent bullying in schools.
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Suroyo, Suroyo, Adelia Rizka, Aditya Saputra, Arif Maulana, Asrul Ramadani Harahap, Nadira Nurul Atika, Novi Mayani Nababan, et al. "PENCEGAHAN TINDAK BULLYING MELALUI SOSIALISASI STOP BULLYING DI LINGKUNGAN SD 015 GUNUNG BUNGSU KECAMATAN XIII KOTO KAMPAR KABUPATEN KAMPAR." J-ABDI: Jurnal Pengabdian kepada Masyarakat 2, no. 5 (October 1, 2022): 4827–34. http://dx.doi.org/10.53625/jabdi.v2i5.3554.
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Prevention of stop bullying in schools can be done, among others, by increasing supervision and providing appropriate sanctions to perpetrators. Another way is to conduct counseling through various means such as socialization or linking material about bullying into learning which will have a positive impact on students' personal development. The purpose of this study was to describe the role of schools in preventing violent acts of bullying in SD Negeri 015 Gunung Bungsu, XIII Koto Kampar District, Kampar Regency. This research method is qualitative with data collection with questionnaire technique. The research participants were elementary school students in grades 3 (three) to 6 (six). The number of participants who took part in the socialization was 64 people. The results of the research obtained by the Kukerta team at the University of Riau were to determine the extent to which elementary school students understood things related to bullying. Schools provide a good response in efforts to prevent bullying in schools by providing rehabilitation if there are victims and providing guidance to perpetrators and evaluating programs to make improvements. Schools can supervise students on their behavior if necessary. Schools are also expected to develop bullying prevention programs by making written regulations.
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Mustapaeva, Т. К., G. U. Eleusinova, and B. Sh Ibatulin. "The Problem of Bullying at School and Foreign Experiences in Solving it." Iasaýı ýnıversıtetіnіń habarshysy 132, no. 2 (June 30, 2024): 336–49. http://dx.doi.org/10.47526/2024-2/2664-0686.66.
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The article explains the concept of bullying, shows a number of types of bullying and provides brief information on the causes of bullying. The relevance of the research of the article is that bullying activities at school have a negative impact on students' emotional and personal qualities, as well as on their attitude to learning, the deterioration of their subjective well-being, and the importance of its prevention. Systematization, generalization, methods of analysis of pedagogical products and methods of statistical processing of experimental data during the theoretical analysis of several foreign studies related to the prevention of school bullying are used. Based on foreign studies, different mechanisms and scientific findings of bullying prevention are presented. Bullying prevention practices in Korea, Mexico, USA, Finland, and Nigeria are analyzed. According to foreign experiences, the importance of special activities related to improvement of empathic ability of students, increase of self-efficacy, improvement of interaction related to restoration of relations of conflict participants, adherence to positivity, improvement of empathy of observers in bullying situations, mastering of self-defense actions is determined. The article provides statistical data on the types and frequency of physical and psychological violence among schoolchildren in the cities of Almaty and Turkestan.
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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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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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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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Son, Kyung-Won. "Analysis of Influencing Factors of Peer Bullying in Middle School Students: The interaction effect of Perceived Popularity, Class Norms, Moral Disengagement, and character." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 8 (April 30, 2023): 625–42. http://dx.doi.org/10.22251/jlcci.2023.23.8.625.
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Objectives The purpose of this study is to investigate the factors that influence peer bullying among middle school students and provide implications for preventing school violence, and suggests implications for school violence prevention education.
Methods The study uses hierarchical regression analysis to examine the relative influence of individual characteristics (moral disengagement, character) and class characteristics (Sociometric Popularity, peer perceived popularity, and class norms) that contribute to peer bullying. The study also investigates the moderating effect of moral deviation and character in the relationship between class climate and peer bullying using Process macro Model 2 (multi-additive adjustment model).
Results The results indicate that character and moral disengagement significantly influence peer bullying, but their interaction effect with the class climate is not statistically significant.
Conclusions The study suggests that prevention efforts should focus on educating students about individual characteristics such as character and moral disengagement, as well as establishing non-violent norms and addressing peer hierarchy. Instead of indirectly enhancing moral disengagement through character development, we should aim to directly improve moral disengagement. These findings can inform the development of effective prevention programs to address school violence.