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Hasibuan, Kalijunjung, and Rizana Rizana. "The Role of Schools, Parental Responsibilities, and Legal Implications for Bullying in Indonesia." Easta Journal Law and Human Rights 2, no. 01 (2023): 1–8. http://dx.doi.org/10.58812/eslhr.v2i01.147.
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Bullying is still a major problem that affects students' academic achievement and general well-being throughout the world. This study explores the functions of schools, parental responsibility, and legislative frameworks in addressing and preventing bullying within the particular setting of junior high schools in Indonesia. The study evaluates the frequency and forms of bullying, the efficacy of school-based interventions, the influence of parental engagement, and the advantages and disadvantages of the legal framework using a mixed-methods approach that includes surveys and interviews. According to quantitative research, bullying is occurring at alarming rates, with verbal bullying being the most common type. Although schools have anti-bullying policies in place, their execution might use some work. The important role that parents play is highlighted by positive correlations between lower incidence of bullying and parental involvement. Parents, teachers, and school administrators' qualitative observations offer a comprehensive perspective of the potential and obstacles in combating bullying. Evidence-based recommendations, such as strengthening school-based treatments, raising parental involvement, and improving the legislative framework, are informed by the integration of quantitative and qualitative findings. This study adds to the current conversation about bullying by offering perspectives specific to the Indonesian setting.
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Berlingieri, Adriana. "Workplace bullying: exploring an emerging framework." Work, Employment and Society 29, no. 2 (2015): 342–53. http://dx.doi.org/10.1177/0950017014563105.
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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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Sutono, Tri Widayanti, and Bety Agustina Rahayu. "Perancangan Sistem Informasi dan Sarana Pelaporan Kasus Bullying Berbasis Web Menggunakan Teknologi Pemograman PHP dengan Framework Laravel." Infokes: Jurnal Ilmiah Rekam Medis dan Informatika Kesehatan 10, no. 2 (2020): 44–48. http://dx.doi.org/10.47701/infokes.v10i2.1032.
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Bullying is still a troubling social problem. Bullying cases that occur in high school students have caused many problems both physically and psychologically. Bullying is a phenomenon that is very much, rooted, passed down from generation to generation. The seriousness of bullying is a big problem for all of us. The level of knowledge and concern for teachers, parents, health service teams, and the Indonesian people towards bullying is still low. Information systems are needed for management in making decisions to overcome bullying problems. Researchers in this study created a system that can be used as a means of delivering information from students to schools. The creation of this system is based on a system that is easily accessible, secure, and guarantees the confidentiality of the complainants. So that this product can help schools identify cases of bullying in schools, who are the perpetrators of bullying, and victims of bullying, with the hope that schools can stop the chain of bullying events and prevent bullying at schools. The scheme in this study is to design a website that reports bullying and provides information. The system design model used in this study is a prototype model and data was collected through observation, interviews and literature study. The programming language used is PHP and software for designing interfaces using the laravel framework. Making a database using MySQL with the XAMMP application.
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Cross, Donna, Melanie Epstein, Lydia Hearn, Phillip Slee, Therese Shaw, and Helen Monks. "National Safe Schools Framework: Policy and practice to reduce bullying in Australian schools." International Journal of Behavioral Development 35, no. 5 (2011): 398–404. http://dx.doi.org/10.1177/0165025411407456.
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In 2003 Australia was one of the first countries to develop an integrated national policy, called the National Safe Schools Framework (NSSF), for the prevention and management of violence, bullying, and other aggressive behaviors. The effectiveness of this framework has not yet been formally evaluated. Cross-sectional data collected in 2007 from 7,418 students aged 9 to 14 years old and 453 teachers from 106 representative Australian schools were analyzed to determine teachers’ perceptions about the extent of implementation of the NSSF, teachers’ capacity to address student bullying, and students’ reports of bullying in their school, 4 years following the framework’s dissemination. While methodological issues limit the findings, schools appear not to have widely implemented the recommended safe school practices, teachers appear to need more training to address bullying, especially covert bullying, and bullying prevalence among students seems relatively unchanged compared to Australian data collected 4 years prior to the launch of the NSSF.
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Siddiqui, Sohni, and Anja Schultze-Krumbholz. "Bullying prevalence in Pakistan’s educational institutes: Preclusion to the framework for a teacher-led antibullying intervention." PLOS ONE 18, no. 4 (2023): e0284864. http://dx.doi.org/10.1371/journal.pone.0284864.
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Increasing reports of bullying and cyberbullying in schools in recent years are undeniable and have been recognized as a serious public health problem. Conventional bullying and cyberbullying are not only a problem in higher educational institutions in Pakistan, but also in primary and secondary schools. Although statistics show higher levels of bullying and cyber-risky behaviors among youth, policies and interventions to control the consequences of conventional and cyberbullying are rare in the Pakistani context. This study explores teachers’ perspectives and experiences in identifying bullying strategies in different school contexts. Four hundred fifty-four teachers working in different educational institutions completed an online survey that provided data to draw conclusions and to get a better sense of the situation in educational institutions in Pakistan. According to the results, teachers experience verbal and social bullying more frequently than online and physical bullying. In addition, teachers in lower grades reported noticing more physical bullying than teachers in higher grades. Facebook was reported to be the most common platform students used to bully each other. Researchers also found significant differences between rural and urban teachers’ experiences with social bullying. Bullying intervention strategies should be developed and integrated into educational settings in Pakistan. The data presented will be used to develop tailored anti-bullying interventions that are culturally and socially appropriate for Pakistani educational settings.
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Ramsay, Sheryl, Ashlea Troth, and Sara Branch. "Work-place bullying: A group processes framework." Journal of Occupational and Organizational Psychology 84, no. 4 (2010): 799–816. http://dx.doi.org/10.1348/2044-8325.002000.
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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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Domínguez, Laura, and Mario Millán-Franco. "A discursive approach to bullying from the perspective of Social Work." OBETS. Revista de Ciencias Sociales 16, no. 2 (2021): 281. http://dx.doi.org/10.14198/obets2021.16.2.04.
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The objective of this study was to explore the social framework of bullying using the discourse of the different agents involved. A qualitative method was used (i.e. thematic analysis). We collected information from 25 semi-structured interviews. Four themes were identified: “Descriptive elements of bullying”; “Bullying is a social issue”; “Normalizing bullying hidden behind other types of violence”, and “An integrated struggle against bullying”. This study shows that bullying is a social problem associated with other types of violence. Bullying should also be studied from the perspective of Social Work to generate new strategies and effective social intervention and prevention programs.
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YEŞİLYURT, Ferahim, Nihan ARSLAN, and Serhat ARSLAN. "Cyber Bullying and Self-Disclosure: The predicting role of Cyber Bullying." Malaysian Online Journal of Educational Technology 9, no. 1 (2020): 19–25. http://dx.doi.org/10.17220/mojet.2021.9.1.239.
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The research aims to examine the relationship between cyber bullying and self-disclosure. Participants of the study were 480 high school students who answered the scales. According to the results, the dimensions of cyber bullying; verbal cyber-aggression and exclusion, impersonation and visual-sexual cyber-aggression are negatively related to self-disclosure. Stepwise multiple regression analysis results showed that dimensions of cyber bullying affected self-disclosure and verbal cyber-aggression and exclusion was a strong predictor of self-disclosure. The findings of the research were discussed within the framework of literature.
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Stonkutė, Eglė, and Jolita Vveinhardt. "HOW TO MITIGATE RISKS OF BULLYING INVASION WHILE CREATING ORGANIZATION’S FUTURE UNDER HIGH UNCERTAINTY?" Management Theory and Studies for Rural Business and Infrastructure Development 40, no. 1 (2018): 85–90. http://dx.doi.org/10.15544/mts.2018.08.
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Organizations are constantly reinventing themselves and going through continuous organizational changes what, if mismanaged, can result in bullying. If bullying is mismanaged it can result in disfunctioning organizational processes. The main aim of this research is to develop theoretical framework on how to mitigate the risks of bullying invasion while creating organization‘s future under high uncertainty. The theoretical analysis of organization’s future creation and that of bullying in a context of high uncertainty is undertaken. It is revealed that to cope with the potential “side effects” of continuous strategic changes, organizations need to institutionalize bullying, ensure effective information sharing and communication.
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Walton, Gerald. "The Notion of Bullying Through the Lens of Foucault and Critical Theory." Journal of Educational Thought / Revue de la Pensée Educative 39, no. 1 (2018): 55–74. http://dx.doi.org/10.55016/ojs/jet.v39i1.52628.
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Bullying is a high profile topic of discussion among educators, administrators, researchers, parents, and students. Empirical research on bullying and resulting intervention and prevention programs provide understandings of a specific set of behaviours of children that has come to be known as bullying. These understandings, and related programs and policies, are limited by an emphasis on individualization and behaviouralism. I advocate for a broader framework of understanding, one that also provides analyses on power relations of political, historical, and ideological contexts that give rise to environments in which bullying occurs. I discuss the application of Foucault's discursive analysis, in combination with critical theory, to enhance empirical conceptualizations of bullying.
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SHEVCHENKO, SVITLANA. "Bullying and countering it in the educational space. Sociological analysis." Sociology: Theory, Methods, Marketing, Stmm. 2021 (2) (July 12, 2021): 116–35. http://dx.doi.org/10.15407/sociology2021.02.116.
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The article is devoted to the sociological analysis of the situation with bullying (prevalence, dynamics, connection with socio-demographic indicators) and counteraction to it (formal legal framework and real practices) in the modern educational space of Ukraine. According to 2018, the number of systematic bullers is 12.2%, the number of systematic victims — 15.7%. Thus, in reality, it is not about 67% (two thirds) of children and adolescents, as noted in the justification of many anti-bullying initiatives, but about a much smaller number of people who, however, are systematically bully or bullied by others. The connection between bullying and gender, financial status, health status, emotional state, and the presence of violence from adult family members was analyzed. The legal framework for combating bullying is considered. It is shown that significant obstacles to the implementation of anti-bullying laws are formalism, lack of qualified psychological staff and the practice of concealing the facts of bullying by the management of educational institutions. The article provides a list of real steps to combat bullying, which should lead to positive changes (online training, information campaigns, hotlines, etc.). International data on the evaluation of prevention programs are given. To be more effective, these programs must combine systematic monitoring and targeting of children and adolescents at high risk. Anti-bullying programs should not so much completely eliminate the phenomenon of bullying as bring it out of the norm, which is important on the way to the humanization of education. The necessity of further sociological researches in the field of cyberbullying is substantiated, as well as the necessity of assessing the real position of teachers.
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Gage, Nicholas A., Chad A. Rose, and Dennis A. Kramer. "When Prevention is Not Enough: Students’ Perception of Bullying and School-Wide Positive Behavior Interventions and Supports." Behavioral Disorders 45, no. 1 (2018): 29–40. http://dx.doi.org/10.1177/0198742918810761.
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Bullying continues to be a major concern in U.S. schools and is the focus of myriad prevention and intervention efforts. Researchers have recently cited school-wide positive behavior interventions and supports (SWPBIS) as a prevention framework for reducing school-based bullying. Therefore, we examined the effect of universal SWPBIS implemented with fidelity on students’ self-report of bullying victimization. We used school-level propensity score matching to compare 76,248 students’ self-report of bullying victimization in 118 schools that implemented SWPBIS with fidelity and 118 matched comparison schools. Random-effects regression models found no statistically significant difference between treatment groups on students’ self-report of bullying victimization. Recommendations and limitations are discussed.
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Baillien, Elfi, Inge Neyens, and Hans De Witte. "Organizational correlates of workplace bullying in small- and medium-sized enterprises." International Small Business Journal: Researching Entrepreneurship 29, no. 6 (2011): 610–25. http://dx.doi.org/10.1177/0266242610375774.
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Over recent decades, a broad range of studies have investigated organizational antecedents of workplace bullying, predominantly in large organizations. Exploring this topic within small- and medium-sized enterprises (SMEs) is however important: SMEs differ from large organizations in cultural, structural and strategic ways. Accordingly, the current study aims to investigate organizational correlates of bullying in SMEs based on the Three Way Model as a theoretical framework. Data were gathered from 358 employees in 39 Flemish (Belgian) SMEs with maximum 100 employees. The organizational characteristics explained 29 per cent of the variance of bullying. Regression analyses revealed statistically significant associations between bullying, on the one hand, and organizational change, a people-oriented culture, an (known) anti-bullying policy, working in a family business, on the other hand. In sum, our results suggest that SMEs experiencing organizational change need to be extra vigilant against workplace bullying. Based on our results, bullying also seems more prevalent in SMEs without a people-oriented culture and in family businesses. Finally, the results suggest that the presence of an anti-bullying policy buffers bullying in SMEs.
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Kaplan, Veysel, Mehmet Emin Düken, Özlem Kaçkin, and Joseph Almazan. "An Investigation of Adolescents' Social Media Use and Self-Perceptions in the Framework of Peer Bullying." Journal of Psychological Perspective 5, no. 1 (2023): 35–44. http://dx.doi.org/10.47679/jopp.515102023.
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The study aims to examine the effect of peer bullying that adolescents are exposed to on their self-perceptions and social media use. The present study that included 198 participants was planned descriptive, relational and cross-sectional. In addition to the personal information form, Adolescent Social Media Use Scale, Child-Adolescent Bullying Scale-9 Short Form and Social Comparison Scale were used to collect the data. SPPS 22.0 package program was used in the analysis of the data. Descriptive data of the research are given with mean and frequency. To analyse the data One-Way ANOVA, t-test, and Bivariate Correlation were used. The mean age of the adolescents included in the study was determined as 15.32 ± 1.03. It was determined that 50% of the participants were men, 79.8% were living in nuclear families and 17.2% were individuals who felt psychologically bad. Besides, it was revealed that the mean score of the adolescents' self-perception scale was 81.96 ± 14.3, the mean score of peer bullying was 19.46 ± 8.39, and the mean score of the adolescent social media scale use was 18.15 ± 6.68. As a result of the analyzes, it was determined that there is a strong and significant relationship between the adolescents' exposure to peer bullying, their self-perceptions, and their use of social media. It has been determined that exposure to peer bullying negatively affects adolescents' self-perceptions and may cause addiction to social media use.
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Ferráns, Silvia Diazgranados, Robert Selman, and Luba Falk Feigenberg. "Rules of the Culture and Personal Needs: Witnesses' Decision-Making Processes to Deal with Situations of Bullying in Middle School." Harvard Educational Review 82, no. 4 (2012): 445–70. http://dx.doi.org/10.17763/haer.82.4.4u5v1n8q67332v03.
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This article explores the decision-making processes by which early adolescents choose a strategy to upstand, bystand, or join the perpetrators when they witness situations of physical and relational bullying in their schools. Authors Silvia Diazgranados Ferráns, Robert L. Selman, and Luba Falk Feigenberg analyze data from twenty-three interviews conducted with eighth graders in four middle schools using a grounded theory approach and propose an emerging theoretical framework to guide future research on bullying. Their framework includes a multilevel model that identifies nested sources of influence on students' responses to bullying and a decision-making tree that hypothesizes different choice paths that student witnesses’ decision-making processes might follow in situations of bullying as predicted by the students’ positions along a set of “key social-relational indices.” Finally, the authors connect their findings with current debates in the field of moral decision making and discuss the implications for researchers, practitioners, and policy makers.
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Ferráns, Silvia Diazgranados, and Robert Selman. "How Students’ Perceptions of the School Climate Influence Their Choice to Upstand, Bystand, or Join Perpetrators of Bullying." Harvard Educational Review 84, no. 2 (2014): 162–87. http://dx.doi.org/10.17763/haer.84.2.h488313410l651mm.
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The authors of this article, Silvia Diazgranados Ferráns and Robert Selman, use an emergent framework to explore how the rules of the school culture at different perceived school climates affect early adolescents’ decisions to upstand, bystand, or join the perpetrators when they witness peer aggression and bullying. Through a grounded theory approach, they revisit interview data from twenty-three eighth graders in four middle schools, with the aim of building on previous research and refining their theoretical framework to guide future research on bullying. The authors identify four school-level indicators that are salient in students’ perceptions of their school climate—safety, order, care, and empowerment—and examine how these indicators combine to configure three types of perceived school climates—negligent, authoritarian, and cohesive. They explore how these perceived school climates influence adolescents’ choice of strategy when they witness bullying in school and document a set of student recommendations about what schools can do to prevent bullying.
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Laas, A., and T. Boezaart. "The legislative framework regarding bullying in South African schools." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 17, no. 6 (2015): 2667. http://dx.doi.org/10.4314/pelj.v17i6.12.
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Sims-Schouten, Wendy, and Simon Edwards. "‘Man up!’ bullying and resilience within a neoliberal framework." Journal of Youth Studies 19, no. 10 (2016): 1382–400. http://dx.doi.org/10.1080/13676261.2016.1171831.
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Dan, Tang. "Workplace Bullying: A Comprehensive Overview of Its Causes, Effects, and Organizational Prevention Strategies." Frontiers in Business, Economics and Management 8, no. 3 (2023): 41–44. http://dx.doi.org/10.54097/fbem.v8i3.7556.
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The paper provides an overview of the definition and explanatory framework of workplace bullying, explores the factors that contribute to it, and discusses the serious consequences that both individuals and organizations may face as a result. Additionally, the paper offers practical recommendations for organizations to mitigate and prevent workplace bullying. Through this study, the author aims to contribute to the ongoing dialogue surrounding workplace bullying and assist organizations in creating a safe and supportive work environment for their employees.
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Glasø, Lars, Tina Løkke Vie, Gry Rotnes Holmdal, and Ståle Einarsen. "An Application of Affective Events Theory to Workplace Bullying." European Psychologist 16, no. 3 (2011): 198–208. http://dx.doi.org/10.1027/1016-9040/a000026.
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Within the framework of Affective Events Theory (AET), this study examines emotional experiences as a potential mediator between exposure to bullying and job satisfaction and intention to leave, respectively. We also investigate to what extent trait anxiety and trait anger moderate the relationships between these variables. The results show that the relationships between bullying and both job satisfaction and intentions to leave are partly mediated by the targets’ emotional experiences. Trait anxiety moderates the relationship between exposure to bullying and the targets’ negative emotions. Trait anxiety and trait anger did not moderate the relationship between bullying and the outcomes. The results support the validity of AET, while simultaneously indicating exposure to bullying as a strong stressor in its own right.
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Chandler, Tara. "Impact of a varied understanding of school bullying." Journal of Aggression, Conflict and Peace Research 10, no. 1 (2018): 36–45. http://dx.doi.org/10.1108/jacpr-10-2016-0259.
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Purpose Traditional school bullying is complex and overlapping, hence research suggests there is a varied definition of the term (Canty et al., 2016). The purpose of this paper is to investigate the potential effects of the term bullying on adolescent experiences of bullying. Additionally, the study examined bully, victim, bully-victim, and bystander identity as a moderating factor of experience of the term. Design/methodology/approach Research appears to seldom offer adolescents the opportunity to discuss bullying using qualitative methods within naturalistic environments. Therefore, the current study adopted a phenomenological framework for adolescents to share their experiences. Data comprised recordings of semi-structured interviews and focus groups with adolescents (n=20) in high-school settings. Findings The current study supported the notion that adolescents perceive a varied use of the term bullying in schools. The sample experience a varied understanding of bullying in which they explain: increases exposure to bullying; impacts social perception of bullying; reduces trust in anti-bullying intervention; reduces coping self-efficacy amongst victims of bullying; and impacts negatively on friendships. Originality/value Findings suggest a knowledge deficit in transferring information about school bullying from experts to non-experts. The sample indicated that a varied use of the term bullying has negative impact on their social and emotional functioning particularly; in managing distress and maintaining relationships. Additionally, inconsistent understanding of the term was said to increase the frequency of bullying, perception of bullying, and trust in intervention amongst the sample. Limitations of the research, recommendations for practice and intervention are briefly discussed.
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Naseem, Sobia, Rabia Naseem, and Hina Naseem. "Role of Netflix in Highlighting the Consequences of Bullying Among Teenagers: A Case Study of 13 Reasons Why." Journal of English Language, Literature and Education 3, no. 3 (2022): 27–44. http://dx.doi.org/10.54692/jelle.2021.0303101.
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This research study entitled Role of Netflix in Highlighting the Consequences of Bullying among Teenagers: A Case Study of 13 Reasons Why aims to investigate the role of media purposely Netflix in highlighting the consequences of bullying among teenagers. The qualitative study has been conducted by the researcher using an analytical methodology. As a theoretical framework, the researcher has considered Marshal McLuhan’s theory “Medium is the Message.” For exploring the impacts of bullying,13 Reasons Why (Netflix season) has been taken as a case study as this season emphasizes highlighting the strong impacts of bullying on protagonist Hannah Baker. Findings suggested that Netflix via 13 Reasons Why plays a role of critical impact in creating apprehension regarding the impacts of bullying among teenagers. It features various sorts and hurtful outcomes of bullying. It additionally brought into the spotlight the reasons for turning into a bully. Lastly, it suggested strategies against this social evil among teenagers. Recommendations of the study is centered on the need to examine the developing culture of bullying among teenagers (college and university students) and to hold sessions for the awareness about bullying to prevent the youth from the dangerous impacts of it.
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Stratiychuk, E. V. "Questions of the Effectiveness of the Anti-Bullying Programs." Современная зарубежная психология 11, no. 4 (2022): 8–19. http://dx.doi.org/10.17759/jmfp.2022110401.
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<p>This article reviews the methods and theoretical underpinnings of research on the effectiveness of anti-bullying programs. Despite the widespread use of anti-bullying programs in many countries in Europe, Asia and America, a number of researchers conclude that many of them demonstrate poor effectiveness or are ineffective at all. The article attempts to provide a definition of anti-bullying programs, based on the definition of programs in general, as well as on the criteria for selecting programs for meta-analysis. The dependence of perceptions of program effectiveness on the theoretical framework used in meta-analyses, as well as on the specific methodologies used in evaluating the effectiveness of individual programs, is examined. Described techniques that have emerged within specific anti-bullying programs and theories, techniques for investigating bullying situations that are not tied to specific theories of bullying, and psychological techniques that allow for an indirect assessment of the impact of bullying on students. Conclusions made about what procedures and techniques for researching the effectiveness of anti-bullying programs can make assessing the effect of a program more accurate.</p>
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Khania Salsabila and Salim Rosyadi. "The Phenomenon Of Bullying Among Teenagers In A Thematic Hadith Perspective." International Journal of Social Science and Humanity 1, no. 2 (2024): 49–59. http://dx.doi.org/10.62951/ijss.v1i2.39.
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Bullying has serious and long-term effects on adolescents. Victims of bullying have a higher risk of experiencing physical and psychosomatic problems such as headaches, stomachaches, and sleep problems. They are also at higher risk of internalizing problems such as anxiety and depression in young adulthood and middle adulthood. Bullying can also have a negative impact on both the victim and the bully. It can lead to physical injury, social and emotional distress, self-harm, and even death. Teens who bully others have a higher risk of drug abuse, academic problems, and experiencing violence in adolescence and adulthood. The issue of bullying becomes a big problem if it is not addressed. It is important to prevent bullying and provide support to those who are victims. The object of this research material is a case of bullying according to the hadith themes. This study uses a qualitative approach by applying the thematic method. The results of this study show that the themes of hadith can be formulated in the theoretical framework of the phenomenon of bullying in adolescents. The discussion of this study explains that bullying is not relevant to the teachings of Islam
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Horton, Paul. "Reframing school bullying: The question of power and its analytical implications." Power and Education 12, no. 2 (2019): 213–20. http://dx.doi.org/10.1177/1757743819884955.
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The past 30 years has seen a significant increase in research interest and public discussion about school bullying and an associated diversification in perspectives on the issue. In attempting to bridge divisions between different research paradigms, there have been calls for cross-paradigmatic dialogue. In this short think piece, I seek to facilitate such dialogue by addressing the question of power and considering its analytical implications for school bullying research, anti-bullying initiatives, and education more generally. In doing so, I relate the discussion to the various systems of the widely used social–ecological framework. I argue that a focus on power suggests a need for more consideration of the various levels of the social–ecological framework, more consideration of the importance of social difference, and more consideration of the importance of the school context and issues of power and resistance therein.
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Lucas, Christy, Jodi Brady, and Robert P. Olympia. "School Nurses on the Front Lines of Health Care: “STICKS & STONES” May Hurt More Than Your Students’ Bones: A Guide to the Recognition of Bullying in Your Schools." NASN School Nurse 35, no. 6 (2019): 321–26. http://dx.doi.org/10.1177/1942602x19892074.
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Although students commonly present to the school nurses’ office with physical chief complaints, there are many mental health concerns in the school-age population associated with emotional and physical consequences. Bullying is considered to be a public health crisis, plaguing students across the nation. It is important to develop a framework for recognizing problematic social and emotional interactions between students, like bullying, given the dire consequences on a student’s physical and emotional well-being. This article describes typical presentations of bullying through a case scenario, providing a mnemonic for recognition and resources for prevention.
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Liestanto, Ivana Meyi. "A Journey to the North Cave and Other Stories: Creating Children’s Picture Books Portraying Bullying towards Children and its Coping Mechanisms to Handle it." k@ta kita 11, no. 3 (2023): 472–79. http://dx.doi.org/10.9744/katakita.11.3.472-479.
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This paper presents five children’s picture book stories designed for children aged six to eight to discuss the bullying issue in children, particularly highlighting how the act of bullying happens to children as well as how they deal with the issue. Dorte Marie Søndergaard‘s Process of Bullying in Children and Lazarus and Folkman’s Problem-Focused Coping are used as the theoretical framework. From the first to the fifth story, the main characters–Kim, Ruby, Fillo, Lora, Roo–have either different appearances or behaviors that elicit the bullies to point out their differences and bring them into their conversation which later turns into more serious bullying, such as blatant verbal or physical bullying. To successfully overcome this problem, each of the main characters will use one of a few coping mechanisms which are divided into confrontative coping, planful-problem solving, and social-seeking support.
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Baixauli, Elena, Ángela Beleña, and Amelia Díaz. "Evaluation of the Effects of a Bullying at Work Intervention for Middle Managers." International Journal of Environmental Research and Public Health 17, no. 20 (2020): 7566. http://dx.doi.org/10.3390/ijerph17207566.
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The aim of the study is to evaluate the effects of a workplace bullying intervention based on the training of middle managers regarding bullying awareness, the consequences of bullying, strategies in conflict resolution and mediation/negotiation abilities. Overall, 142 randomly selected middle managers participated in the study. First, participants completed an information record and two scales assessing bullying strategies, role conflict and role ambiguity. The last two scales were completed again in a second phase three months after the intervention had finished. The intervention produced a decrease in the following bullying strategies: effects on self-expression and communication, effects on personal reputation and effects on occupational situation and quality of life, with all of the mentioned bullying strategies being suffered by part of the sample. In addition, the conflict role decreased in the group which received the intervention. Moreover, the decrease in the effects of the bullying strategy effects on occupational situation and quality of life was especially important in managers with higher responsibilities within the workplace. Results are discussed in the framework that (1) leadership practices and, more specifically, conflict resolution skills are strongly responsible for bullying at work; and (2) the importance of intervening in the early stages of the bullying process as a key element in the correction, but also as a potential prevention element, of bullying in the workplace.
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Onnekikami, Eluojor A., Moses Taiwo, Ashraf Esmail, and Agboto Vincent. "Teachers Perspectives’ in Curbing and Mitigating Bullying in their Work Place: A Case study." International Journal of Human Resource Studies 7, no. 3 (2017): 78. http://dx.doi.org/10.5296/ijhrs.v7i3.11570.
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The purpose of this qualitative case study was to examine the insights of 10 middle school teachers on how to curb incidents of bullying in their work place. In addition, a focus group consisting of four teachers honed in on their perspectives on how to intervene and prevent student-to-student incidents of bullying and cyber bullying in one middle school in Western United States. The study’s research questions explored teachers’ perspectives in witnessing bullying and cyber bullying in their classrooms and the strategies they utilized to identify and effectively intervene to prevent these harassing behaviors. The theoretical framework of social cognitive theory supported this exploratory qualitative case study. The theory demonstrated how students learn and derive meaning from their culture and environment. Data was collected from 10 purposely-selected participants and four purposely selected members of a focus group through personal interviews and collection of documents. Data analysis was achieved by coding, categorizing and the development of themes or patterns. Thematic analysis revealed that teachers and parents played an imperative role in intervention and prevention of bullying and cyber bullying. Inflicting physical harm, name-calling, teasing, and cyber bullying were identified as the common types of bullying in the middle school. Given all the reported negative outcomes associated with bullying and cyber bullying, very serious attention is called for, from teachers and all stakeholders, for intervention and prevention of these harassing behaviors.
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van Eck, Michele, and Marthinus van Staden. "Workplace bullying in the legal profession." South African Law Journal 140, no. 3 (2023): 647–77. http://dx.doi.org/10.47348/salj/v140/i3a9.
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The International Bar Association (‘IBA’) highlighted a disturbing trend of bullying within the legal profession in its 2019 report on bullying and sexual harassment in the legal profession, both internationally and in South Africa. The substantive forms of bullying (often described as victimisation, discrimination, or harassment) may overlap in the manner, mode or way in which bullying is perpetrated, and how bullying occurs may be grouped into several distinct categories: overt (or direct) forms, covert (or indirect) forms and, finally, so-called ‘mobbing’. This article investigates the current South African legislative framework addressing workplace bullying, including the indirect remedies available to victims in terms of (i) a claim of harassment as a form of unfair discrimination under s 6(3) of the Employment Equity Act; (ii) a claim for constructive dismissal under s 193 of the Labour Relations Act; and (iii) unfair labour practices as a remedy for workplace bullying or a claim of harassment in terms of the Compensation for Occupational Injuries and Diseases Act. After finding that these indirect remedies are inadequate to address workplace bullying in the legal profession, the article explores the conduct rules of the legal profession to establish how bullying is addressed in the legal sector and conducts a comparative analysis of the way in which bullying is addressed in the Australian and New Zealand jurisdictions to identify possible solutions to curb the scourge of workplace bullying in the South African legal profession.
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Kenny, Neil, Selina McCoy, and James O’Higgins Norman. "A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision." Education Sciences 13, no. 9 (2023): 959. http://dx.doi.org/10.3390/educsci13090959.
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Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition or how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee has recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring coherent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding, resource policies and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognition of the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework can also address educational inclusion by adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools.
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Vandevelde, Katrien, Elfi Baillien, and Guy Notelaers. "Person-environment fit as a parsimonious framework to explain workplace bullying." Journal of Managerial Psychology 35, no. 5 (2020): 317–32. http://dx.doi.org/10.1108/jmp-08-2018-0342.
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PurposeThis study tested whether person-job fit (PJ-fit), person-group fit (PG-fit) and person-organization fit (PO-fit) relate to exposure to and enactment of workplace bullying (WB), mediated by strain and conflict.Design/methodology/approachData from 1,077 employees were analysed using multiple mediator structural equation modelling (Mplus 8.0).FindingsPJ-fit, PG-fit and PO-fit all related to WB. PG-fit accounted for most explained variance. PJ-fit, PG-fit and PO-fit related to bullying through strain; only PG-fit also related to bullying through conflict.Research limitations/implicationsPE-fit is valuable to parsimoniously investigate WB's multi-causal nature; and strain and conflict partially explain the associations. Future research may shed more light on the direction of these effects.Practical implicationsSo far, scholars assumed that job design prevents WB (work-environment hypothesis). This study revealed that prevention should also focus on the fit between employee and group/organization.Social implicationsWB has high societal costs. The authors introduce a new angle to WB prevention. To counteract WB, practitioners should also look at PJ-fit, PG-fit and PO-fit. This is not only important for recruitment, but also for tenured employees (e.g. because of changes in employees' needs, the job, the group or the organization).Originality/valueThis study was the first to investigate the multi-causal nature of both WB exposure and enactment, by applying the lens of PE-fit, and testing explanatory mechanisms.
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De Bolle, Marleen, and Jennifer L. Tackett. "Anchoring Bullying and Victimization in Children within a Five–Factor Model–Based Person–Centred Framework." European Journal of Personality 27, no. 3 (2013): 280–89. http://dx.doi.org/10.1002/per.1901.
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Although researchers have begun to explore bullying and victimization problems from a personality perspective, more work is needed on the particular personality constellations of children and adolescents who are vulnerable to victimization or prone to bullying. The principal research goal of the present study was to anchor the robust four–group classification of bullying and victimization (i.e. bullies, victims, bully/victims and uninvolved children) within the Five–Factor Model–based person–centred framework in primary school children (N = 660), controlling for gender. We found four distinct personality types in middle childhood: a mixed type, an undercontrolled type, a moderate type and a resilient type. In line with expectations, we found that a resilient personality profile protected children and adolescents against victimization and that children and adolescents with an undercontrolled or mixed personality profile were at increased risk to be bully/victims, rather than uninvolved in bully problems or victimization, compared with children with a moderate personality profile. Implications for theory and practice are discussed. Copyright © 2013 John Wiley & Sons, Ltd.
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Leeza, Aishath, and Shamala Kumar. "A Systematic Review of Maldivian National Laws to Combat Workplace Bullying." Maldives National Journal of Research 11, no. 2 (2023): 19–39. http://dx.doi.org/10.62338/pd8v9525.
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Bullying has been identified as a leading workplace stressor because of its debilitating effects on individual employees, groups of employees, and organizations. A vast literature explores the nature and consequences of workplace bullying and demonstrates the need for the protection of employees in the workplace, such as through laws and policies. While some organizations include policies on workplace bullying and some laws can be applied to address workplace bullying, few seem to use these mechanisms to seek redress. Hence, this systematic review evaluates the complaint procedures, protection, prevention, and effectiveness of the current laws and policies on workplace bullying within the Maldivian context. The paper then discusses why seeking legal recourse from bullying rarely occurs through the legal system. A systematic analysis supplemented with five semi-structured interviews of key informants (members of the employment tribunal, lawyers, court judge, and registrar) was carried out to obtain an in-depth understanding of the current situation in the Maldives. The analyses reveal that the Maldivian legal system has many gaps that result in little or no protection from bullying in the workplace. The current legislative and regulatory framework does not adequately recognise the power that employers have over employees in certain types of bullying, and it mainly focuses on the protection from and prevention of “bullying” in the form of sexual harassment in the workplace. The Maldivian Constitution, which guarantees fundamental rights and freedoms to all persons in Chapter II (Arts.16-69), is vague when it comes to addressing bullying. This study acknowledges that workplace bullying policies are only one range of interventions for addressing bullying. Other methods of prevention are required to deal with bullying in workplaces.
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Kipāne, Aldona. "Bulinga izpausmes skolā: kriminoloģiskās problēmas." Sabiedrība un kultūra: rakstu krājums = Society and Culture: conference proceedings, no. XXII (January 6, 2021): 258–68. http://dx.doi.org/10.37384/sk.2020.22.258.
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The article gives an insight into criminological problems of bullying in school phenomena. Although the term “bullying” is a modern word, such behaviour has been known for a long time. Bullying is a manifestation of violent behaviour, which threatens the victim's health and safety. The aim of this article is to describe and analyse bullying as a form of expression of violence, showing the criminological aspects of this phenomenon. To achieve the aim of the article the following tasks are defined: to provide the theoretical and practical framework of the research phenomenon, to study and evaluate certain elements of the criminological characterization of the bullying: the description of a victim and a perpetrator, the evaluation of factors and directions of prevention. Theoretical analysis methods such as deconstruction, descriptive and complex analysis, and empirical research methods – document analysis, comparison and compilation were employed in this study.
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Zhu, Ying, and Yiying Teng. "Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China." Best Evidence in Chinese Education 12, no. 1 (2022): 1547–71. http://dx.doi.org/10.15354/bece.22.or065.
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Given the common occurrence of school bullying incidents and high prevalence rates of victimization in China, this study aims to explore the association between multiple school-related predictors and Chinese adolescents’ overall experiences with bullying victimization. Guided by the social-ecological framework for violence prevention, this study integrated different factors involving teachers, students, and school climate into one single research to detect the bullying problem more systematically and holistically. Further, the study applied the data from the 2018 Program for International Student Assessment while utilizing binary logistic regression analyses to perceive anti-bullying variables and their relationships with bullying victimization. The study revealed that teachers’ emotional, instrumental, and informational support other than appraisal support were negatively associated with students’ experiences of being bullied and victimized. The research also indicated that students’ sense of belonging, a cooperative school environment, and classroom disciplinary climate played a buffering role in bullying victimization while competition in school settings adversely increased overall bullying exposure. The results have highlighted the integration of various predictors in influencing multiple social relations and school environments to battle against in-person bullying. The results also have implications for stopping cyberbullying to achieve inclusive school education for all in the post-COVID-19 era.
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Kretschmer, Tina, René Veenstra, Maja Deković, and Albertine J. Oldehinkel. "Bullying development across adolescence, its antecedents, outcomes, and gender-specific patterns." Development and Psychopathology 29, no. 3 (2016): 941–55. http://dx.doi.org/10.1017/s0954579416000596.
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AbstractIn contrast to victimization, prior research on the antecedents and outcomes of bullying perpetration has provided little conclusive knowledge. Some adolescent bullies may be well adjusted and popular among peers, while other bullies are rejected and lack self-control. There is also great variation in the outcomes, with a number of studies (but not all) showing increased risk for externalizing and internalizing problems. We used a developmental framework and data from 2,230 participants of the Dutch Tracking Adolescents’ Individual Lives Survey (TRAILS) to examine bullying perpetration across adolescence, to test the links with various antecedents in preadolescence, and to elucidate the outcomes in early adulthood. Latent growth models indicated significant variance in initial bullying perpetration levels and an overall decrease between pre- and late adolescence. Individual, family, and peer factors were associated with initial levels and partially associated with bullying development over time. Bullying perpetration was linked to later maladjustment and substance use, although only in girls. Finally, bullying perpetration appears to function as an intermediate variable between preadolescent individual, family, and peer risk and substance use more than 10 years later. These results have important implications for understanding the gender-specific nature of bullying perpetration and its outcomes and for demonstrating that bullying carries early risk into adulthood.
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Alwan, Zahraa Yaseen, Haider Harbi Hussain, and Rafid Abdulameer Mahdi Ahmed. "JOB BULLYING AND ITS RELATIONSHIP TO JOB FRUSTRATION." International journal of business and management sciences 04, no. 05 (2024): 13–21. http://dx.doi.org/10.55640/ijbms-04-05-03.
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The current study sought to test the level of contribution of both occupational bullying with its dimensions represented by (physical or material bullying, verbal bullying, physical bullying) and its relationship to occupational frustration with its dimensions represented by (self-frustration, relationship frustration, frustration with merit), as it adopted within its theoretical framework occupational bullying As an independent variable, job frustration came as a dependent variable. The researcher reached a set of conclusions, the most important of which is that job bullying has a bad impact on the employees of the organization studied as a result of the neglect of its officials regarding the employees and their care and providing them with means of success at work and providing the best services to them despite their commitment to the laws, rules and codes that the organization has established to perform the tasks assigned to it. The most important recommendations were that the organization must strive to encourage the elimination of bullying at work and continue to establish regulations, laws and rules that help overcome this phenomenon among employees and provide the best services in order to reach a high level of task performance.
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Franks, Jessica, Edward Rawana, and Keith Brownlee. "The relationship between strengths in youth and bullying experiences at school." Educational and Child Psychology 30, no. 4 (2013): 44–58. http://dx.doi.org/10.53841/bpsecp.2013.30.4.44.
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Bullying is a serious problem plaguing educational systems and influencing the lives of many youth. The consequences of bullying, for both bullies and victims, are numerous and well-established, including increased emotional and behavioural problems, difficulties in peer relationships, and poor academic achievement. To date, little research has been completed that explores the role of strengths in the bullying experiences of youth. An understanding of students’ strengths could aid in the development of appropriate intervention and prevention programming and to promoting the well-being of youth. Therefore, this study examined the relationships between strengths in youth and bullying experiences within a comprehensive strength-based framework. Participants were 263 students (112 males) recruited from Grades 7 and 8 classes in Ontario, Canada. Participants completed self-report questionnaires on bullying and victimisation experiences and a broad range of personal strengths. The results of this study did not support a direct relationship between overall strengths and bullying behaviours and victimisation experiences. However, some specific strengths were identified as predictors of both bullying and victimisation. Of note, while having more strengths in some domains predicted reduced rates of bullying and victimisation, having more strengths in other domains predicted increased rates of both bullying and victimisation, suggesting a masking effect. These results highlight the importance of further exploring the relationship between strengths and bullying as well as the possible benefits of providing strength-based intervention and prevention programmes.
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Nazeri, Masoud, Akbar Hassanpoor, Saeed Jafariniya, and Yoosof Vakili. "Designing a Framework for Workplace Bullying Management in Banking Industry." Journal of Management and Development Process 34, no. 3 (2021): 53–86. http://dx.doi.org/10.52547/jmdp.34.3.53.
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Rodkin, Philip C., Dorothy L. Espelage, and Laura D. Hanish. "A relational framework for understanding bullying: Developmental antecedents and outcomes." American Psychologist 70, no. 4 (2015): 311–21. http://dx.doi.org/10.1037/a0038658.
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Pritchard, Eric Darnell. "For Colored Kids Who Committed Suicide, Our Outrage Isn't Enough: Queer Youth of Color, Bullying, and the Discursive Limits of Identity and Safety." Harvard Educational Review 83, no. 2 (2013): 320–45. http://dx.doi.org/10.17763/haer.83.2.7n07k41t2kn26708.
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In recent years anti-lesbian, gay, bisexual, transgender, and queer (LGBTQ) bullying has been a pervasive discussion in popular and scholarly discourse. While such a discussion has documented the negative impact of bullying on the physical, psychological, social, and emotional lives of young people, it has not had a critical and sustained analysis of the ways that race, ethnicity, class, and other identities complicate discussions of how bullying and bias-motivated violence affects a diversity of queer youth. In this article, Eric Darnell Pritchard begins with a framework that assumes that the intersections of LGBTQ identities with race, ethnicity, and class offer unexplored critical possibilities within current discussions of bullying. He argues that in order to be more creative and effective in responding to the epidemic of bullying, we must expose and deeply engage the limits in the ways identity and safety are taken up in bullying discourse, which have resulted in flattened and less effective antibullying measures. Pritchard concludes with implications for practice in terms of curriculum, policy, and advocacy.
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Abdul Wahab, Nadia, and Wan Ahmad Jaafar Wan Yahaya. "A Theoretical Framework for Designing a Multimedia App in Increasing Knowledge and Perceived Awareness towards Cyber-bullying among Adolescents." Journal of Computing Research and Innovation 2, no. 4 (2018): 33–38. http://dx.doi.org/10.24191/jcrinn.v2i4.61.
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This paper discusses the theoretical framework in designing and developing a multimedia app intended to increase knowledge and perceived awareness towards cyber - bullying among adolescents. Given that cyber - bullying has become more serious lately, steps should be taken to ensure that this threat is curtailed (Willard, 2007). Other than the conventional method s and the involvement of parents, schools and the society in curtailing this problem, other initiatives that could be taken include developing a Multimedia App on tablets that would be able to assist adolescents in increasing their knowledge and awareness on cyber - bullying. Development of an interactive Multimedia App that comes with attractive graphics, audio and animation have great potential in attracting the interest of adolescents in gaining a deeper understanding of this issue. Therefore, the theoreti cal framework maps and integrates all relevant theories, principles and guidelines to form a concrete pathway for the design and development of the multimedia app.
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Georgakopoulos, Alexia, and Michael P. Kelly. "Tackling workplace bullying." International Journal of Workplace Health Management 10, no. 6 (2017): 450–74. http://dx.doi.org/10.1108/ijwhm-11-2016-0081.
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Purpose The purpose of this paper is to raise awareness of the benefits of wellness programs for contemporary organizations and aids in tackling workplace bullying. Design/methodology/approach This study used a qualitative design and employs a new empirical approach to tackle workplace bullying. With over a hundred working professionals engaged in focus groups and facilitation methodologies for a total of five workshops and 60 hours, this study suggests a new framework for intervening in workplace bullying that considers workplace wellness as a system. Findings The findings revealed that these professionals perceived workplace wellness as a formidable component of the health and success of employees, organizations, and community, and perceived workplace bullying as a serious threat to physical and mental wellness. Employee participation and involvement in the design of workplace wellness programs was viewed as essential to the success of these programs in organizations. Research limitations/implications This research has implications as it expands understanding and discovery into what aids employees to reduce their stress, fatigue, anxiety, and other conditions that lead to conflict or bullying in workplaces. It gives attention to a system of wellness that is vital to people and their organizations. Practical implications Study participants consistently asserted their desire to be active participants in establishing workplace wellness programs that effectively address workplace bullying, systems that enhance safety, and health. Social implications This study highlights the role organizations play in shaping individual and community physical and mental well-being, health, and safety through effective workplace wellness programs. Originality/value This study should be helpful to organizations and researchers looking to address workplace wellness, safety, and bullying in a context broader than just liability and the cost savings of employee physical health, and may further add to the discussions of workplace wellness policy and regulation.
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Hu, Wenyan, Yuhang Cheng, and Ruoyu Du. "Effects of Overt and Relational Bullying on Adolescents’ Subjective Well-Being: The Mediating Mechanisms of Social Capital and Psychological Capital." International Journal of Environmental Research and Public Health 19, no. 19 (2022): 11956. http://dx.doi.org/10.3390/ijerph191911956.
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Based on the social and psychological capital framework, this study aimed to investigate the direct effect of bullying on adolescents’ subjective well-being and to reveal the potential psychosocial mechanisms in this relationship. Through the multi-stage cluster random sampling procedure, a cross-sectional survey was conducted among 728 adolescents from Hebei Province in China. Structural equation modeling was adopted for data analysis. After controlling for sociodemographic variables, the results indicated that only relational bullying had a significant negative effect on adolescents’ subjective well-being. Moreover, social capital and psychological capital mediated the relationship between relational bullying and adolescents’ subjective well-being. This study expands our understanding of the influencing mechanisms from bullying victimization to subjective well-being and also provides practical implications for future social policy development and relevant interventions.
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Alhlou, Alghafiqe, and Abu Alam. "Bullying Tweets Detection using CNN- Attention." International Journal on Cybernetics & Informatics 12, no. 1 (2023): 1–14. http://dx.doi.org/10.5121/ijci.2023.120106.
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The prevalence of cyberbullying toward minorities has been a global concern in the last decade. This concern reached a crescendo during the COVID-19 pandemic as many online users became more active on Twitter, using the social media to harass and threaten vulnerable groups. The after effects of COVID-19. Aside from the increase in technology use, there are other factors at play that are causing an increase in cyberbullying. For instance, when there is a major crisis like the one that COVID-19 brings, this puts everyone on edge, and kids are no exception. As a result, hostility toward others tends to increase along with self-preserving and self-defensive behaviours. In this work, we proposed a novel framework to detect cyberbullying on Twitter. This framework combined the attention layer and the convolutional pooling layer to extract cyberbullying-related keywords from users’ tweets efficiently. We probed the effectiveness of the proposed model using 47000 labelled tweets, which were categorized into cyberbullying classes such as age, ethnicity, gender, religion, type of cyberbullying, and non-cyberbullying. In this research we used two sets of combinations. In the first part we used the combination of CNN and ML models. In this structure we used convolutional layers as feature extractor and then we used ML models such as RF and LR , CNN-XGB, CNN-LSTM, CNN attention for classification.
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Wachs, Sebastian, Ludwig Bilz, Saskia Fischer, Wilfried Schubarth, and Michelle Wright. "Students’ Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy." International Journal of Environmental Research and Public Health 15, no. 11 (2018): 2577. http://dx.doi.org/10.3390/ijerph15112577.
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Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research.
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Agustiningsih, Nia, Ah Yusuf, Ahsan Ahsan, and Qori Fanani. "The impact of bullying and cyberbullying on mental health: a systematic review." International Journal of Public Health Science (IJPHS) 13, no. 2 (2024): 513. http://dx.doi.org/10.11591/ijphs.v13i2.23683.
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Bullying, including cyberbullying, has a devastating impact on mental health, particularly among adolescents. This literature study aims to identify mental health issues caused by bullying and cyberbullying. A systematic review was conducted in the last five years using the keywords "bullying, cyberbullying, mental health, adolescent" and the population, intervention, comparison, outcome, study design (PICOS) framework within Scopus (29 articles), ProQuest (187 articles), Science Direct (193 articles), and SAGE (58 articles) published databases in the last five years using the keywords of “bullying, cyberbullying, mental health, adolescent”. The selected articles are those applying quantitative and longitudinal studies published in 2018-2022 in which study participants were adolescents who had experiences as victims of bullying and cyberbullying. The 25 articles met the inclusion criteria for review. Based on the results of the review of the article, it was found that mental health problems can occur in all roles in bullying and cyberbullying, but the highest is in the role of victim. Mental health problems that occur in victims include anxiety, stress, depression, low self-esteem, suicidal ideation, and suicide attempts. Based on these results, different interventions are needed for the roles involved in bullying and cyberbullying, especially for victims, because psychological problems are more common in victims.