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Journal articles on the topic 'Bullying'

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

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1

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

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Bullying is such a key problem in our schools and society because it impacts a large number of students of all races, genders, and socioeconomic statuses. Here the researcher identified types of bullying and described impacts of bullying in Mean Girls Movie. The data were in the form of utterances and actions implicated bullying in Mean Girls Movie. The steps to analyze the data were: identifying and classifying data based on the types of bullying used by The National Centre Againts Bullying (2010) and psychoanalysis from Freud (1973) in Storey (2009:91), describing impacts of bullying using theory of Righby (2003) in Darmawan (2010:23), and making conclusion based on the types and impacts of bullying in the Mean Girls Movie. The findings of the analysis reveal that there were twelve data which covered: four verbal bullying, one physical bullying, two psychological bullying, and five social bullying. Meanwhile, for the impacts of bullyings to the characters who get bullied, the researcher found low psychological well-being, poor social adjustment, and no response to the bullyings. The researcher expects the next researchers to do the analysis on bullying with other object of research and different relevant theories.
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2

Sitepu, Fatmawati, and Yeni Karneli. "Effectiveness of information services using cooperative learning approach with Jigsaw Technique to improve understanding of bullying." International Journal of Applied Counseling and Social Sciences 3, no. 2 (April 25, 2022): 1–7. http://dx.doi.org/10.24036/005497ijaccs.

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Bullyingis a deviant behavior that many students do, bullyingby students do can occur because of students' misunderstandings about the nature of this deviant behavior. One way to increase students' understanding of bullying is to provide information services using a cooperative learning approach with a jigsaw technique. The aims of this research aretested the significant difference in understanding bullying between the experimental group students who participated in the information service usingcooperative learning approach with jigsaw techniquewith control group students who participated in information services using lecture and question and answer methods.The research method used is a quantitative research method. The total sample of this study was 32 students with 16 students in the experimental group and 16 students in the control group. The results showed that there was a significant difference in understanding of bullying between experimental group students who are given information services using a cooperative learning approach with jigsaw techniques and control group students who are given information services using lecture and question and answer methods. Thus, the information service uses a cooperative learning approach with an effective jigsaw technique to increase students' understanding of bullying.
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3

Probowati, Andarini Rani, Aquarini Priyatna, and Hazbini Hazbini. "ISU PERUNDUNGAN DALAM LET’S SING WITH ME KARYA KKPK (KECIL-KECIL PUNYA KARYA)." ATAVISME 21, no. 1 (July 20, 2018): 81–92. http://dx.doi.org/10.24257/atavisme.v21i1.426.81-92.

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This paper aims to show the issues of bullyingin Let’s Sing With Me (2013) written by KKPK (Kecil-Kecil Punya Karya). The acts of bullying are conducted by female characters towards her female peers. The bullying caused by envious feeling among characters takes forms of discrediting, insulting, and name calling. Narrative strategy theories proposed by Mieke Bal (2009), Fludernik (1997), and Priyatna (2010) were used to discuss the issues of bullying. The focalisator’s analysis shows the existing issues of bullying represented through the attitudes of female characters as the perpetrators and victims of bullying. The results of this study indicate the presence of harassment that is portrayed specifically through female characters. The acts of bullying described are parts of the verbal, physical, and social categories of bullying. This research also found that the narrator takes neither sides, the victims nor the perpetrators. Thus, it can be argued that the novel takes a passive stance against bullying in a way that it even lets bullying to occur.
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4

Rilveria, Loida. "Understanding the Dynamics of Female Bullying." Humaniora 14, no. 3 (September 1, 2023): 199–204. http://dx.doi.org/10.21512/humaniora.v14i3.8907.

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The research aimed to explain the dynamics of female bullying and its causes and characteristics. Bullying’s influence on schools and society was becoming a growing problem; it affected the person being bullied and the bully, which might lead to anxiety, depression, sleep issues, decreased academic success, and school dropout and more likely to attempt suicide. With this, many types of research were conducted to identify factors surrounding bullying; however, it lacked research converging on female bullying. Female bullying might not exist for many, but it was considered more dangerous than male bullying because it attacked its victims in social and psychological aspects, causing them to seek vengeance or, worse, attempt suicide. The research applied a qualitative research method corresponding to a case study design. Qualitative data consisted of open-ended information gathered through interviews and observation. It is found that the causes of female bullying are identity crisis, family and social alienation, bullying experiences, overwhelming emotions, and a low tolerance for other people’s physical appearance or characteristics. It further discloses that female bullying usually uses subtle attacks in verbal bullying, physical bullying, and social bullying, which characterizes it from any other form of bullying.
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5

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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6

Silviandari, Ika Adita, and Avin Fadilla Helmi. "Bullying di Tempat Kerja di Indonesia." Buletin Psikologi 26, no. 2 (December 3, 2018): 137. http://dx.doi.org/10.22146/buletinpsikologi.38028.

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Workplace bullying is one of organizational phenomenon that has received a lot of attention from many parties, both academics and practitioners. The workplace bullying is like an iceberg phenomenon. It is exist but hard to be revealed and lifted to the surface. This phenomenon can be seen as practically and methodologically point of view. Practically, it is caused by passivity and silent act from the victim or bullying eyewitnesses, and methodologically, it hasn’t found the standard concept of workplace bullying which causing lack of workplace bullying research. In this article, the author try to review the workplace bullying’s concepts and constructs, starting by reviewing the problem of definition, including type, frequency, & duration of bullying actions, and considering the role of workplace cultural values and norms in influencing the perception of bullying behavior.
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7

Pratiwi, Mita Putri, Imam Setiady, and Nurlaila Fitriani. "HUBUNGAN KEJADIAN BULLYING DENGAN SELF ESTEEM (HARGA DIRI) DAN RESILIENSI PADA REMAJA." Alauddin Scientific Journal of Nursing 2, no. 2 (October 3, 2021): 84–92. http://dx.doi.org/10.24252/asjn.v2i1.22841.

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Bullying adalah salah satu bentuk sifat agresif seseorang dengan sengaja yang menyebabkan orang lain terluka atau merasa tidak nyaman. Bullying biasanya terjadi pada usia remaja pertengahan yaitu 14-16 tahun. Bullying dapat menimbulkan rasa cemas, tidak percaya diri, penurunan konsentrasi belajar hingga penurunan prestasi. Kejadian bullying dapat dipengaruhi oleh usia, jenis kelamin, tingkat kelas serta teman sebaya (genk). iTujuan dari penelitian ini adalah untuk mengetahui hubungan antara bullyin dengan self esteem dan bullying dengan resiliensi di SMP N 2 Karanganyar. Metode penelitian ini menggunakan kuantitatif dengann desain deskriptif korelatif dengan pendekatan cross sectional. Teknik pengambilan sampel dengan simple random sampling.iInstrumen penelitian menggunakan kuisioner bullying Adolescent Peer Relations Instrument (APRI), kuisioner self esteem Reosenberg Self esteem Scale (RSE) dan kuisioner resiliensi Connor Davidson Resilience Scale. Populasi pada penelitian ini sebanyak 572 dan sampel berjumlah 85 siswa. iTeknik pengumpulan data menggunakan kuisioner yang diisi melalui google form yang sebelumnya diberikan penjelasan melalui zoom meeting. Metode analisis data menggunakan uji Rank Spearman. Hasil penelitian bullying dengan self esteem menunjukkan p-value sebesar 0.005 yang berarti ada hubungan antara bullying dengan self esteem. Sedangkan untuk hasil bullying dengan resiliensi didapatkan hasil p-value sebesar 0.001 yang berarti ada hubungan antara bullying dengan resiliensi di SMP N 2 Karanganyar.
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8

Faris, Kiki. "PERAN GURU BK/KONSELOR DALAM PEMBENTUKAN AGEN ANTI BULLYING DI SEKOLAH." Realita : Jurnal Bimbingan dan Konseling 8, no. 1 (April 14, 2023): 1869. http://dx.doi.org/10.33394/realita.v8i1.6939.

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AbstrakTulisan ini fokus membahas peran guru BK dalam pembentukan agen anti bullyingdi sekolah dengan melakukan pelatihan anti-bullying. Di Indonesia, angka perundungan atau bullying masih sangat tinggi dan mengkhawatirkan. Hampir disetiap sekolah terdapat kasus bullying. Selain itu juga maraknya cyber bullying yang sudah di luar pengawasan sekolah, memiliki dampak luar biasa bagi para korban. Selain memberi pendampingan pada korban bullying, ada salah satu cara untuk memutus mata rantai bullying, yakni dengan memberikan pemahaman secara komprehensif kepada siswa tentang apa itu bullying dan dampak dari bullying melalui sebuah pelatihan pembentukan agen anti-bullying. Penelitian ini dilatarbelakangi perilaku bullying yang terjadi di SMK N 1 PASAMAN. Tujuan penelitian yaitu 1) Mendeskripsikan perilaku bullying. 2) Mendeskripsikan peranan guru Bimbingan dan Konseling dalam mencegah bullying siswa. 3) Peran guru bk dalam membentuk agen anti bullying. Pembentukan agen anti bullying ini diambil perwakilan siswa-siswi kelas X dan XI. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan penelitian deskriptif. Pendekatan deskriptif kualitatif dipilih karena penelitian yang dilakukan adalah berkaitan dengan peristiwa-peristiwa yang sedang berlangsung dan berkenaan dengan kondisi masa sekarang.Kata Kunci: Peran Guru BK; Perilaku bullying, Agen Anti BullyingAbstractThis paper focuses on discussing the role of the counseling teacher in forming an anti-bullying agent at school by conducting anti-bullying training. In Indonesia, the number of bullying or bullying is still very high and worrying. Almost every school has cases of bullying. Besides that, the rise of cyber bullying which is outside the supervision of schools, has an extraordinary impact on victims. Apart from providing assistance to victims of bullying, there is one way to break the chain of bullying, namely by providing students with a comprehensive understanding of what bullying is and the impact of bullying through training in the formation of anti-bullying agents. This research was motivated by bullying behavior that occurred at SMK N 1 PASAMAN. The research objectives are 1) to describe bullying behavior. 2) Describe the role of the Guidance and Counseling teacher in preventing student bullying. 3) The role of the counseling teacher in forming anti-bullying agents. The formation of this anti-bullying agent was taken by representatives of class X and XI students. This research uses a type of qualitative research with a descriptive research approach. A qualitative descriptive approach was chosen because the research carried out is related to ongoing events and with regard to current conditions.Keywords: The Role of the BK Teacher; Bullying behavior, Anti Bullying Agent
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9

Yasmin, Afra, Wahyu Ragil Kurniawan, and Dwi Susanto. "Pelaksanaan Edukasi Bullying Sebagai Upaya Pencegahan Perilaku Bullying pada Kalangan Siswa Sekolah Dasar Pecangakan." Jurnal Bina Desa 4, no. 3 (February 22, 2023): 382–86. http://dx.doi.org/10.15294/jbd.v4i3.39675.

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AbstrakKasus bullying pada kalangan pelajar di Indonesia masih cukup marak terjadi dan mencapai angka yang tinggi. Terbentuknya perilaku bullying ini dapat disebabkan karena melihat seseorang memiliki kekurangan baik fisik maupun mental. Apabila perilaku tersebut tidak segera dicegah maka akan berdampak besar terhadap perkembangan pola pikir anak. Sehingga Mahasiswa KKN UNNES GIAT 2 Desa Pecangakan menjalankan suatu program sebagai salah satu bentuk upaya pencegahan perilaku bullying, upaya tersebut dilakukan dengan adanya edukasi bullying. Metode yang dilakukan pada program ini ialah edukasi dengan penyampaian materi berupa menayangkan video animasi yang berisikan mengenai dampak perilaku bullyingg, sesi tanya jawab kepada siswa sekolah dasar Desa Pecangakan. Dari adanya kegiatan diharapkan dapat memberikan manfaat kepada siswa untuk memahami bahaya dari adanya perilaku bullying, dan juga akan membangun kesadaran pihak sekolah terhadap dampak buruk yang timbul dari adanya perilaku bullying, sehingga pihak sekolah memberlakukan kebijakan yang dapat mengurangi atau mencegah terjadinya kasus bullying di lingkungan sekolah.AbstractCases of bullying among students in Indonesia are still quite rampant and reach high numbers. The formation of this bullying behavior can be caused by seeing someone has both physical and mental deficiencies. If this behavior is not immediately prevented, it will have a major impact on the development of the child's mindset. So that the KKN UNNES GIAT 2 Pecangakan Village students run a program as a form of efforts to prevent bullying behavior, this effort is carried out with bullying education. The method used in this program is education by delivering material in the form of showing an animated video containing the impact of bullying behavior, a question and answer session to elementary school students in Pecangakan Village. This activity is expected to provide benefits for students to understand the dangers of bullying behavior, and will also build awareness of the school towards the negative impacts arising from bullying behavior, so that the school implements policies that can reduce or prevent bullying cases in the school environment. .Keywords: Bullying, Education, Elementary School
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10

Kucuk, S. Umit, and Samil A. Aledin. "Brand bullying: from stressing to expressing." Qualitative Market Research: An International Journal 25, no. 1 (November 23, 2021): 60–79. http://dx.doi.org/10.1108/qmr-02-2021-0018.

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Purpose This study aims to investigate a neglected phenomenon, conceptualized as “brand-bullying.” The study aims at defining the brand bullying phenomena with adolescents who are actively experiencing brand bullying. Potential impacts of brand bullying experience on adult consumption behaviors are also investigated. Design/methodology/approach This paper provides a literature review of brand bullying and uses two qualitative analyses with adolescent and adult consumers through face-to-face interviews. Findings Study-1 found five different styles of brand bullying behavior with adolescents. Study-2’s findings revealed four distinct styles of brand bullying coping behaviors in adulthood. Study-2 also found that brand-bullying’s negative effects could continue after the bullying process is long over and has the potential to cause consumer brand hate (in the form of brand avoidance and disgust) and can cause conspicuous consumption patterns in adulthood in the future. The study further reports that neither the economically unfortunate nor the wealthy are immune to brand bullying. Originality/value This is the first study to investigate the brand bullying concept and its expression among adolescents, as well as its impact on adult consumption behaviors. The study is among the first to report the negative impact of brand bullying on adult consumer behaviors and consumption patterns in adulthood from a consumer psychology perspective.
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Darmaja, Sutya Niki, and Ni Made Ari Wilani. "Gambaran resiliensi mahasiswa psikologi penyintas perundungan kelompok sebaya." Jurnal Psikologi Udayana 8, no. 2 (October 31, 2021): 1. http://dx.doi.org/10.24843/jpu.2021.v08.i02.p01.

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Bully is common case in every educational stage, including on college that involve college students. Bullying on college can take place when there is a chance. Bullying can decrease the wellbeing of the college student who is being survived by bullying. Bullying can occur on any college student in any department. A case describing the bullying’s experience on psychology student that pointed out the survivor able to rise up from bullying experience and reach positive achievements. That case indicates the role of resilience. By that case, this study focused on exploring the resilience on bullying survivor. Psychology student were selected to obtain how survivor’s knowledge about psychology contribute to the develop resilience, and the ‘Psychology Student’ itself were a unique subject for this study. The subject criterions are an active psychology student, already pass minimum four semester, haven’t take an academic leave on the first second year lectures, and bullied for more than six months. This study using theoretical coding Strauss and Corbin to analyze the data. The result on this study is an overview of resilience on bullying survivor including the bullying experience, coping, adaptation, reaching out, and the role of psychology knowledge on survivor. This study is expected increasing knowledge about resilience on bullying survivor to other researcher, the survivor itself, and other parties that will make use of this study’s result in the positive way.
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Liu, Yimei. "Research on the Influence Mechanism of Campus Atmosphere on school bullying Phenomenon of Teenagers." Journal of Education, Humanities and Social Sciences 7 (January 13, 2023): 358–62. http://dx.doi.org/10.54097/ehss.v7i.4757.

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School bullying does harm to the physical and mental health of bullied students, which cannot be ignored. It not only leads to a significant decline in the academic performance of bullied students and difficulties in academic adaptation, but also reduces their sense of self-worth and easily leads to emotional depression. In this paper, the influence mechanism of campus atmosphere on the phenomenon of school bullying among teenagers is studied, and the research adopts the way of questionnaire survey, taking teenagers as the research object. School bullying questionnaire, Campus Atmosphere Questionnaire and Self-esteem Scale were used to investigate the relationship among adolescents' perception of campus atmosphere, self-esteem and school bullying's behavior. The results show that there is a significant negative correlation between school bullying and the perception of campus atmosphere, that is, the more negative the perception of campus atmosphere, the higher the involvement of students in bullying and bullying others in school bullying. The sampling results based on Bootstrap show that school atmosphere has a negative predictive effect on school bullying of teenagers, and the direct effect is significant, with the intermediary effect accounting for 42.038% of the total effect. The results show that school administrators should create a supportive school atmosphere, so as to improve teenagers' social emotional ability and reduce their possibility of suffering from school bullying.
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Lusiana, Siti Nur Elisa Lusiana, and Siful Arifin. "DAMPAK BULLYING TERHADAP KEPRIBADIAN DAN PENDIDIKAN SEORANG ANAK." Kariman: Jurnal Pendidikan Keislaman 10, no. 2 (December 31, 2022): 337–50. http://dx.doi.org/10.52185/kariman.v10i2.252.

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The Purpose of this study was to analyze the impact of bullying on children’s personalities. The research approach in this study uses a qualitative research type. The data collection method is in the form of analysis which is literature study and documentation. The data analysis technique used descriptive-qualitative.The results showed that bullying was an aggressive act, both repeatedly, and there were differences in strength between the perpetrator and the victim. The impact of bullying for perpetrators and victims, including bullying perpetrators, has minimal empathy in social interactions. It is not only empathy that is problematic but also abnormal behavior. Hyperactive and pro-social behavior are related to the bullying’s actions against the environment around them. Bullies have a higher level of mental health problems, especially emotional symptoms, compared to victims ofbullying. The impact on victims of bullying such as experiencing physical and verbal abuse. Actions like this can be a prolonged trauma for the victim. Not only the trauma experienced by the victims of bullying,academic learning outcomes are also greatly affected by the victims of bullying. Physical violence received by victims of bullying includes often being socially isolated, having no close friends, not having good relationships with parents, decreased mental health,and worst of all, bullying can lead to depression that can lead to suicide. Efforts to overcome bullying in children, the main thing is to provide love, trust, and involve both the perpetrator and the victim. Not only that,cooperation between schools, teachers, and parents is needed to overcome bullying against children.
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Kusumawaty, Ira, Yunike Yunike, and Sujati Ni Ketut. "Relationship between Assertive Communication and Cyber-​​bullying in Adolescents." Jurnal Kedokteran Brawijaya 31, no. 4 (August 31, 2021): 7. http://dx.doi.org/10.21776/ub.jkb.2021.031.04.7.

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<p>The mandatory use of online facilities during the Covid-19 period has a great opportunity to increase the problem of cyber bullying at all levels of education. The concept of assertiveness cannot be separated from cyber bullying and it is known that communicating assertively can prevent cyber bullying even though it is difficult to implement. The complexity of the psychological problems of victims of cyber bullying requires comprehensive management. This analytical descriptive study with a cross sectional approach aims to analyze the relationship between assertive communication and cyber bullying by involving 151 student participants and high school students in Palembang. The data was collected using an assertive scale and a cyber-bullying scale, which was distributed online using a Google form. From Kendall's tau-b statistical test, it is known that there is a relationship between assertive communication and cyber bullying (p=0.026). It is recommended that the education sector implement self-awareness, empathy, assertive communication and conflict resolution training to prevent the increasing number of cyber bullying's victim. The academic and managerial sectors are expected to facilitate promotion through educational media about using online facilities intelligently by respecting human dignity.</p>
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Karpinski, Aryn C., Laura C. Dzurec, Shawn M. Fitzgerald, Gail E. Bromley, and Timothy W. Meyers. "Examining the Factor Structure of the Pain Catastrophizing Scale (PCS) as a Measure of Victim Response to the Psychological Pain of Subtle Workplace Bullying." Journal of Nursing Measurement 21, no. 2 (2013): 264–83. http://dx.doi.org/10.1891/1061-3749.21.2.264.

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Background and Purpose: Literature addressing victim–bully dynamics suggests that subtle bullying is prevalent in health care, both in practice and educational settings. The complex dynamics of workplace bullying complicate its assessment. The purpose was to investigate the factor structure of the Pain Catastrophizing Scale (PCS) for modeling victim responses to subtle workplace bullying. Methods: Nursing faculty members from multiple Midwestern universities (N = 116) completed the PCS online. Results: The 3-factor PCS structure (i.e., Rumination, Helplessness, Magnification) developed to describe victim response to chronic physical pain was useful in describing victim response to the chronic psychological pain of bullying via confirmatory factor analysis (CFA). Conclusions: With minor modifications, the PCS represented the construct of victim response to bullying’s psychological pain.
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Rocha, Claudia Santos, Helen Bedinoto Durgante, and Débora Dalbosco Dell'Aglio. "Intervenção online com professores para prevenção e enfrentamento do bullying escolar." Educação em Foco 25, no. 45 (April 29, 2022): 420–43. http://dx.doi.org/10.36704/eef.v25i45.5825.

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No Brasil, os estudos sobre o bullyng têm aumentado na última década, mas poucos são direcionados ao preparo do professor para a prevenção e enfrentamento ao bullying. Este estudo teve como objetivo avaliar a viabilidade de uma intervenção online com professores na prevenção e enfrentamento do bullying escolar, com seis sessões semanais grupais, formato multicomponente e metodologia experiencial com as temáticas: concepções de bullying, gerenciamento de conflitos, empatia, comunicação assertiva, autocontrole emocional e autocuidado. Participaram do estudo doze professores (11 sexo feminino e 01 masculino) de escolas públicas da região metropolitana de Porto Alegre, com idades entre 39 e 62 anos. Trata-se de um estudo de viabilidade, com avaliação de processo e avaliação pós-intervenção. Os resultados demonstram a importância de intervenções para professores sobre o tema bullying que promovam a sensibilização quanto à necessidade de prevenção e de estabelecimento de relações positivas no ambiente escolar.
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Hidayat, M. Fachri, and Dr Henddy Ginting. "Impact of Workplace Bullying on Work Performance Moderated by Loneliness: A Case study of Indonesia." International Journal of Research in Social Science and Humanities 03, no. 06 (2022): 01–08. http://dx.doi.org/10.47505/ijrss.2022.v3.6.1.

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The issue of bullying within the workplace is a constant pursuit by scientists. The effect studied regarding the issues varies and has a large list of mediators and moderators. A common result of workplace bullying is its effect on working performance. Being one of the variables that hold a unique position as to cause and cause by, loneliness may introduce an updated perception of what bullying could have. Using a purposive sampling online survey, the data was collected from employees of multiple organizations and state-owned companies in Indonesia, especially West Java and North Sumatera. One hundred twenty-six valid data were gathered and processed for this study. The questionnaire was designed using COPSOQ III to assess the workplace bullying variable, the UCLA loneliness scale for the loneliness variable, and Koopman's individual work performance (IWP) assessment for the work performance variable. The result shows a relationship between workplace bullying and work performance, though it is insignificant, and loneliness elevates bullying's effect on work performance. The implication of these findings is to enrich understanding of work place bullying within the workplace, but further research is still advised.
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van der Wal, Marcel F. "There is bullying and bullying." European Journal of Pediatrics 164, no. 2 (November 19, 2004): 117–18. http://dx.doi.org/10.1007/s00431-004-1573-z.

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Spagnoli, Paola, and Cristian Balducci. "Do high workload and job insecurity predict workplace bullying after organizational change?" International Journal of Workplace Health Management 10, no. 1 (February 6, 2017): 2–12. http://dx.doi.org/10.1108/ijwhm-05-2016-0038.

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Purpose Organizational change eliciting negative outcomes might play a role in the development of workplace bullying. The purpose of this paper is to examine the direct and the interaction effect of two particular negative outcomes of organizational change, such as high workload and job insecurity, on workplace bullying. Design/methodology/approach Participants in the study were 134 Italian workers who had just experienced an organizational change. A multiple regression analysis, using the stepwise method, was conducted to test for whether workload, job insecurity, and their interactions predicted workplace bullying. Findings Results show that high level of workload is related to workplace bullying; job insecurity is not directly related to workplace bullying; the interaction between high workload and job insecurity enhanced the risk for workplace bullying. In particular, when the level of job insecurity is high there is a stronger relationship between workload and bullying, compared to when the level of job insecurity is low. Research limitations/implications The cross-sectional design applied does not allow inference on the causal relationships between the predictors and outcomes. Practical implications In order to decrease the occurrence of bullying, managers should avoid that employees experience high workload after organizational change by carefully designing the reengineering process. Additionally, they should try to reduce, as far as possible, employee perceptions of job insecurity. Originality/value The focus of the study is on the “survivors” after organizational change and on particular interaction of workplace bullying’s causes that could extremely enhance the risk of the phenomena.
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Zanabazar, Altanchimeg, Sarantuya Jigjiddorj, and Tsolmon Jambal. "Impact of Workplace Bullying on Job Burnout." Jurnal Ilmiah Peuradeun 11, no. 3 (September 30, 2023): 1071. http://dx.doi.org/10.26811/peuradeun.v11i3.960.

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Workplace bullying can result in serious consequences for both employees and employers. Unfortunately, despite the guarantee of safe employment, workplace harassment, violations of employment rights, and bullying continue to occur within organizations. This study investigated the relationships and pathways between workplace bullying and job burnout in insurance company employees. The study consisted of 189 employees. The data were collected using a sociodemographic data questionnaire, the Negative Acts Questionnaire-Revised, and Maslach Burnout Inventory Scale. The model was tested using path analysis techniques within structural equation modeling. The analysis results demonstrated a strong positive correlation between workplace bullying and job burnout. The study revealed that assigning underperforming or impossible tasks, setting unachievable goals, and excessive workloads are indicators of workplace bullying. Hostile acts such as spreading rumors, speaking maliciously, ignoring someone intentionally, and teasing someone also contributed to diminished personal achievements and underperformance. Intimidation tactics, such as recalling mistakes or domineering behavior, also led to job burnout. The study's findings suggest that employers should be aware of workplace bullying's harmful effects and take measures to prevent it from occurring to protect their employees' well-being and organizational success.
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Brandt, Andressa Graziele, and Patrícia Sabrine da Silva Padilha. "Bullying." Revista Educação e Políticas em Debate 10, no. 2 (July 14, 2021): 855–82. http://dx.doi.org/10.14393/repod-v10n2a2021-56877.

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No texto objetivou-se apresentar uma análise das ações dos(as) orientadores(as) educacionais em relação às questões do bullying nas escolas de uma Rede Municipal de Educação de SC. O percurso metodológico ocorreu por meio da abordagem qualitativa, bibliográfica, documental e por meio de entrevistas, o aporte teórico baseou-se na aproximação dos autores do campo. Os resultados obtidos demonstram que as escolas promovem vários projetos sobre questões de respeito e valores com os estudantes, mas há a necessidade que seja desenvolvido nas escolas um projeto específico acerca do bullying, que o município promulgue a sua legislação acerca do bullying e oportunize aos docentes formações continuadas a respeito do tema.
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Rettew, David C., and Sara Pawlowski. "Bullying." Child and Adolescent Psychiatric Clinics of North America 31, no. 1 (January 2022): 1–9. http://dx.doi.org/10.1016/j.chc.2021.09.001.

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23

Yoon, Jina S., and Karen Kerber. "Bullying." Research in Education 69, no. 1 (May 2003): 27–35. http://dx.doi.org/10.7227/rie.69.3.

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Adickes, Jessica, Kelly Worrell, Christiana Klatt, Jessica Starks, Anne Vosicky, and Christy Szczech Moser. "Bullying." Journal of Occupational Therapy, Schools, & Early Intervention 6, no. 1 (January 2013): 1–13. http://dx.doi.org/10.1080/19411243.2013.771099.

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Mount, George R. "Bullying." Journal of Police Crisis Negotiations 5, no. 2 (September 6, 2005): 125–29. http://dx.doi.org/10.1300/j173v05n02_11.

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Abell, Sue. "Bullying." Clinical Pediatrics 45, no. 9 (November 2006): 874–75. http://dx.doi.org/10.1177/000992280604500917.

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Stein, Martin T., Nerissa B. San Luis, and Robert Sege. "Bullying." Journal of Developmental & Behavioral Pediatrics 25, no. 5 (October 2004): 347–51. http://dx.doi.org/10.1097/00004703-200410000-00006.

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Collins, Tara M., Mona Paré, and Miad Ranjbar. "Bullying." International Journal of Children’s Rights 25, no. 1 (June 20, 2017): 261–63. http://dx.doi.org/10.1163/15718182-02501013.

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Gerler, Edwin R. "Bullying." Journal of School Violence 7, no. 2 (February 26, 2008): 1–2. http://dx.doi.org/10.1300/j202v07n02_01.

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Gibbone, Anne, and Mara Manson. "Bullying." Journal of Physical Education, Recreation & Dance 81, no. 7 (September 2010): 20–24. http://dx.doi.org/10.1080/07303084.2010.10598504.

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Brank, Eve M., Lori A. Hoetger, and Katherine P. Hazen. "Bullying." Annual Review of Law and Social Science 8, no. 1 (December 2012): 213–30. http://dx.doi.org/10.1146/annurev-lawsocsci-102811-173820.

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Vessey, Judith A. "Bullying." Journal of Pediatric Oncology Nursing 29, no. 5 (August 20, 2012): 245. http://dx.doi.org/10.1177/1043454212458773.

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Rettew, David C., and Sara Pawlowski. "Bullying." Child and Adolescent Psychiatric Clinics of North America 25, no. 2 (April 2016): 235–42. http://dx.doi.org/10.1016/j.chc.2015.12.002.

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34

Louthan, McIntyre R. "Bullying." Journal of Failure Analysis and Prevention 10, no. 3 (March 19, 2010): 167–68. http://dx.doi.org/10.1007/s11668-010-9338-7.

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Taylor, Donald M. "Bullying." Music Educators Journal 98, no. 1 (September 2011): 41–44. http://dx.doi.org/10.1177/0027432111411717.

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36

Nunn, Kenneth P. "Bullying." Journal of Paediatrics and Child Health 46, no. 4 (April 27, 2010): 140–41. http://dx.doi.org/10.1111/j.1440-1754.2010.01769.x.

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37

Hahn, Graziela. "Bullying." Revista Linguagem em Foco 15, no. 1 (April 7, 2023): 152–76. http://dx.doi.org/10.46230/2674-8266-15-7127.

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Este artigo, inscrito no campo da Linguística Aplicada, dialoga com outros campos do conhecimento e aborda, principalmente, a ideia de que a linguagem é uma forma de ação. Fundamentalmente, discuto as possíveis formas que essa ação pode assumir, abordando a violência e sua manifestação na forma do bullying. Na medida em que vemos a violência não apenas como um conceito destrutivo, procuro entender como a significação e a ressignificação dos sujeitos, através do bullying, se tornam possíveis e se delineiam a partir de uma violação do outro. De forma a esboçar a maneira danosa e violenta em que o bullying se manifesta, realizo uma análise das formas simbólicas investidas contra as vítimas, por meio das quais uma série de efeitos têm origem. Analiso, principalmente, depoimentos disponíveis em meio público digital, os quais compõem o documentário Marcas de uma geração, disponível no YouTube. Abordo os modos pelos quais diferentes sujeitos são diminuídos, depreciados, excluídos e violentados através do bullying, revelando o modo como a linguagem é utilizada para ferir o outro, especialmente aquele que representa o gênero, a raça, o corpo que não se quer aceitar. Essa discussão sobre o papel central do bullying no processo de formação do sujeito significa, no limite, que outros campos, outras abordagens críticas, além dos estudos da linguagem, deveriam incluir a questão dessa forma de violência em suas abordagens.
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Wolke, Dieter, Neil Tippett, and Slava Dantchev. "Bullying in the family: sibling bullying." Lancet Psychiatry 2, no. 10 (October 2015): 917–29. http://dx.doi.org/10.1016/s2215-0366(15)00262-x.

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Sobol, Yevgen. "JUDICIAL PRACTICE IN BULLYING CASES (BULLYING)." Scientific Notes Series Law 1, no. 11 (November 2021): 80–85. http://dx.doi.org/10.36550/2522-9230-2021-11-80-85.

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The article considers and analyzes six lawsuits related to bullying (harassment) by participants in the educational process in Ukraine. It is noted that this analysis of court cases is carried out in order to further form specific proposals to improve the effectiveness of measures aimed at minimizing such a socially negative phenomenon as bullying. It is indicated that today court cases are characterized by the lack of a unified approach to resolving typical (ie those in which the composition of an administrative offense is the same or quite similar) cases. It is noted that this is due to the fact that this category of bullying, as well as legal responsibility for its commission is a fairly new phenomenon for modern jurisprudence, which directly determines the complexity of unified regulations. It is emphasized that the lack of a clear understanding of the essential component of the category "bullying" and its characteristics in practice complicates the process of identification of bullying not only during the trial, but also at the stage of drawing up reports on administrative offenses. It is concluded that in Ukraine it is necessary to take a comprehensive approach to the category of bullying not only theorists, scientists, but also judges, employees of the National Police and other officials, because the consequences of bullying, as case law shows, may be depressed, reluctance to visit educational institution, the need for psychological assistance, etc., which negatively affects the further socialization of the person who became a victim of bullying. Emphasis is placed on the fact that the study of issues related to the administrative and legal mechanism for preventing this negative phenomenon is a promising area of research.
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Prasetyo, Muhammad Anggung Manumanoso, Iswan Fadlin, and Ruchdee Madman. "Towards A Bully-Free Pesantren: The Role of Educational Management With Adaptive Psychology and Mental Health Interventions." At-Ta'dib 18, no. 1 (June 28, 2023): 90–105. http://dx.doi.org/10.21111/attadib.v18i1.9458.

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Bullying's complexity is influenced not only by the individual's features and behavioural tendencies but also by the practice of family upbringing, as well as environmental elements such as the frequency and type of bullying. A qualitative paradigm is used in the research. The sampling method employing the purposive sampling technique seeks to identify teenagers who have been bullied. Interviews, observations, and documentation reviews of bullying episodes were used to collect data. Dayah leaders in the area of parenting serve as study informants. The veracity of the data is checked using sources of persons involved in bullying. Data triangulation techniques and peer discussion were used to examining the data. The findings revealed that verbal bullying occurred in Islamic boarding schools. Adaptive psychology is demonstrated through students' communication abilities, which are classified as passive communication, aggressive communication, and forceful communication. Meanwhile, adaptive techniques such as enhancing teacher counselling abilities (informative-communicative), monitoring assessments, and anti-bullying policies are used to provide mental health coaching. Students, on the other hand, are expected to cooperate with the facts of the occurrence under the structure of the solution-focused counselling strategy. Cultural reference, resources, research literature, formalization, and pesantren policy are all institutionally focused on in adaptive psychology. So far, the pesantren are concerned about their reputation; consequently, the societal consequences of this study need pesantren management to be upfront whenever bullying occurs.
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Oviedo, Fátima Esperanza, Araceli Soledad Salinas, Ruth Jemima Delgado, María Paz Alvarenga, and Rosa Del Carmen Conti. "El bullying a los docentes dentro de las aulas en diferentes etapas escolares." Revista Científica Estudios e Investigaciones 8 (January 9, 2020): 87. http://dx.doi.org/10.26885/rcei.foro.2019.87.

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El bullying escolar se produce durante el recreo, en la fila para entrar a clase, en los baños, los pasillos, los cambios de clase, en el transporte escolar. Por estos motivos surge la necesidad de analizar las experiencias de bullyng, a los docentes dentro de las aulas, en las diferentes etapas escolares. Puede ocurrir en el aula, cuando el profesor está escribiendo en la pizarra o mientras está atendiendo a otros alumnos. Conocemos el bullying como una situación presente diariamente en nuestra sociedad, que afecta tanto a alumnos como docentes. Este se puede presentar de diferentes formas y en todos los ámbitos, tanto educativos como laborales, llevado a cabo por alumnos, docentes, padres o cualquier familiar involucrado en el área que se desenvuelva el sujeto. El bullying es un grave trastorno social, una de las prácticas más destructivas entre niños y adultos, que puede ser muy perjudicial para la sociedad.
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42

Rowe, William S., Matthew T. Theriot, Karen M. Sowers, and Catherine N. Dulmus. "Perceptions of Bullying and Non-Bullying Children." Journal of Evidence-Based Social Work 1, no. 2-3 (February 2004): 159–74. http://dx.doi.org/10.1300/j394v01n02_11.

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43

Besag, Val. "Cyber Bullying: Bullying in the Digital Age." Child and Adolescent Mental Health 15, no. 2 (May 2010): 127. http://dx.doi.org/10.1111/j.1475-3588.2010.00559_6.x.

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Mishna, Faye, Kaitlin J. Schwan, Arija Birze, Melissa Van Wert, Ashley Lacombe-Duncan, Lauren McInroy, and Shalhevet Attar-Schwartz. "Gendered and Sexualized Bullying and Cyber Bullying." Youth & Society 52, no. 3 (February 19, 2018): 403–26. http://dx.doi.org/10.1177/0044118x18757150.

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Drawing on semistructured interviews with Canadian Grade 4 to 12 students, this article uses a feminist lens to explore gendered and sexualized bullying and cyberbullying among children and youth. Our findings indicate that while boys’ roles and behaviors were frequently made invisible, girls were typically spotlighted, blamed, and criticized. Girls’ experiences were often minimized and normalized by peers and linked to gender norms and stereotypes that were largely invisible to participants. The central theme of invisibility emerged, which encompassed and interconnected the three subthemes: (a) gendered stereotyping, (b) spotlighting girls, and (c) gender surveillance and policing. Gendered and sexualized bullying and cyberbullying were found to be part of a socialization process wherein girls come to expect gender-based aggression, violence, and inequality in their lives. This article makes explicit how bullying and cyberbullying are linked to societal norms that put girls at risk of harassment, violence, abuse, and discrimination.
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Ball, H. C. "Management of bullying and bullying in management." Accident and Emergency Nursing 4, no. 3 (July 1996): 114–18. http://dx.doi.org/10.1016/s0965-2302(96)90053-3.

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46

Tzani-Pepelasi, Calli, Ntaniella-Roumpini Pylarinou, and Anita Fumagalli. "School-bullying, cyber-bullying and moral foundations." Assessment and Development Matters 11, no. 4 (2019): 11–15. http://dx.doi.org/10.53841/bpsadm.2019.11.4.11.

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47

MUNIR, MUHAMMAD, MAJID ALI, and SYED KARIM HAIDER. "Investigating Personality Traits as the Antecedents of Workplace Bullying." International Review of Management and Business Research 10, no. 1 (March 8, 2021): 135–49. http://dx.doi.org/10.30543/10-1(2021)-11.

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There is an ample body of knowledge showing significant association between five factor model (FFM) of personality traits and workplace bullying, yet exploring cause-and-effect relationship between them is still under addressed. To address this issue, current study has analyzed personality traits of Five-Factor Model as a potential antecedent of workplace bullying and its three sub-facets (verbal bullying, social bullying and physical bullying). Study analyzed responses of 266 respondents to draw inferences. Simple random sampling technique was used to collect data from the respondents. Correlation analysis showed a positive association of extraversion with physical bullying; negative association of agreeableness with workplace bullying, verbal bullying, social bullying and physical bullying; negative association of conscientiousness with workplace bullying, verbal bullying, social bullying and physical bullying; and negative association of emotional stability with physical bullying. Results of regression analysis showed significant effect of agreeableness, conscientiousness and openness to experiences on workplace bullying, verbal bullying, social bullying and physical bullying. Current study has identified personality as an important predictor of workplace bullying through which organizations may control incidence of bullying at their workplace environments. Current study also has highlighted important insights for future research directions. Keywords: Five Factor Model (FFM), Personality Traits, Workplace Bullying, Physical Bullying, Verbal Bullying, Social Bullying.
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Gomes, Ana Maria, Mariana Costa Martins, Manuel Farinha, Beatriz Silva, Edite Ferreira, Alexandre Castro Caldas, and Tânia Brandão. "Bullying’s Negative Effect on Academic Achievement." International Journal of Educational Psychology 9, no. 3 (October 24, 2020): 243. http://dx.doi.org/10.17583/ijep.2020.4812.

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Bullying's a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom reported their classroom behavior). Results showed that the bullying situation itself, didn’t significantly explain the academic achievement of those involved. However, from classroom behavior it was found an indirect effect between bullying and academic achievement. Within classroom behavior, the main contributive dimensions were - victim related, the excessive motor activity; and bully related, oppositional behaviors, excessive motor activity and ADHD index.This results alert to the importance of the educational agents’ attention given to the existing behavior in their classrooms. Not only because of the disruption created in each classroom’s environment, but also as a possible sign of an involvement in the existing bullying dynamics.
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Nur, Muhammad, Yasriuddin Yasriuddin, and Nor Azijah. "Identifikasi Perilaku Bullying Di Sekolah (Sebuah Upaya Preventif)." Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah 6, no. 3 (May 5, 2022): 685. http://dx.doi.org/10.35931/am.v6i3.1054.

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<p><em>Penelitian ini membahas tentang perilaku bullying di sekolah. Penelitian ini bertujuan untuk mengetahui bentuk-bentuk perilaku bullying di sekolah dan upaya pencegahan perilaku bullying. Penelitian ini menggunakan metode literature. Hasil penelitian menyebutkan bahwa ada tiga jenis perilaku bullying di sekolah yaitu bullying fisik, bullying verbal dan bullying psikologis. Bullying fisik adalah bullying yang dapat dilihat, contoh bullying fisik yaitu memukul, mencubit, mendorong, menginjak kaki dan melempar dengan barang. Bullying verbal adalah bullying yang dapat didengar, contoh bullying verbal yaitu mengancam, memberikan julukan, mengejek, menyebarkan gosip dan menyoraki. Bullying psikologis adalah bullying yang tidak bisa dilihat dan didengar (berhubungan dengan mental), contoh bullying psikologis yaitu memandang sinis, mendiamkan, memelototi dan mengucilkan. Adapaun upaya pencegahan bullying, yaitu peran serta orang tua, penyuluhan, pembuatan poster anti bullying, pemutaran film anti bullying, peran serta guru bimbingan dan konseling, pengembangan modul bimbingan dan konseling, pengembangan media video bimbingan dan konseling dan peran serta guru mata pelajaran.</em></p>
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Sheveleva, Anna. "TEENAGER’S PREDISPOSITION TO A BULLYING ROLE: THE RELATIONSHIP WITH SELF-ATTITUDE AND PERSONALITY TRAITS." Child in a Digital World 1, no. 1 (2023): 118. http://dx.doi.org/10.61365/forum.2023.095.

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Introduction: Bullying is especially common in the teenage environment both in the real world, and in the digital one. In a bullying situation, victims are not only sufferers, but also other role positions – initiators and their accomplices, defenders of victims and even unwitting observers. Research aim is to reveal the interrelation of predispositions to bullying roles with personal traits and self-attitudes. Methods included empirical techniques “Bullyinf-roles structure research technique” (Norkina E.G.), “Bid Five” (Costa P.T., McCrae R.R.), “Self-attitude research technique” (Pantileyev R.S.), statistics methods. Sample involved  school students ( grade). Results. Most of the tested teenagers tend to take up the role of “Defender”, the second popular role is “Initiator”, then go the potential “Victims”. The least popular roles are “Accomplices” and “Observers”. The potential “Initiators” are people with high level of extraversion and self-attachment, and low level of neuroticism. The potential “Defender” role correlates with the increasing conscientiousness and agreeableness. The tendency to be a “Victim” combines with increasing neuroticism, self-accusations, intrinsic confl ict. The potential “Observer” role correlates with degreasing self-attachment. The interrelations of the studied indicators with the “Accomplice” role were not revealed. Conclusion. The discovered interrelations of the studied indicators allow us to determine the characteristics that can become a risk factor for being in a particular role in a bullying situation.
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