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Arumsari, Andini Dwi, i Dedi Setyawan. "Peran Guru dalam Pencegahan Bullying di PAUD". MOTORIC 2, nr 1 (26.01.2019): 34–43. http://dx.doi.org/10.31090/paudmotoric.v2i1.739.
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Bullying is social behaviour that commonly happened in educational environment. Bullying involves student as the actor, victim, and bystander. This behaviour stimulates various negative impacts not only for victim but also the actor. When bullying happens in early childhood education, educator plays essential role to recognise, identify, and prevent it. The present study aims to elaborate the important of educator role in preventing bullying that may occur in early childhood education. The present study uses literature review in order to gain information that are related to bullying in early childhood education. moreover, the present study also conducts interview with various educators to gain valid data regarding this behaviour. The present study shows that educators recognise violent acts that are conducted by their student but unfortunately they are not able to identify whether those actions can be determined as bullying toward early childhood children. Moreover, this violent action is a stimulus which can lead a children in conducting juvenile delinquency in the near future for the actor. Therefore, early childhood educator holds essential role in preventing bullying acts for early childhood children in order to prevent this behaviour becomes a habit.
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Raptou, Evangelia. "Literature and Bullying: Teenage and Children Novels on School Bullying Prevention". International Journal of Criminology and Sociology 6 (3.11.2017): 183–91. http://dx.doi.org/10.6000/1929-4409.2017.06.20.
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Chai, Xin. "Definition, Intervention and Solutions of School-bullying". Lecture Notes in Education Psychology and Public Media 19, nr 1 (26.10.2023): 196–201. http://dx.doi.org/10.54254/2753-7048/19/20231434.
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In the past few decades, with the continuous development of pedagogy and educational psychology, the academic community has begun to study juvenile peer bullying behavior more deeply and extensively. Peer bullying, as a non-prosocial behavior, can have lasting negative effects on all group members involved in bullying contexts including the bully, the bullied and the bystander. This paper mainly focuses on discussing and analyzing several aspects of the definition, history, intervention and solution techniques of juvenile peer bullying in the academic field. Through case analysis and literature review, this article systematically introduces the general picture of peer bullying to readers. The findings suggest that despite the extensive studies on intervention and solutions for peer bullying behaviour, there is still a research gap in the early identification of peer bullying among teenagers.
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Suci, Ike Sintia, Gusgus Ghraha Ramdhanie i Henny Suzana Mediani. "Intervensi Pencegahan Bullying pada Anak Berbasis Sekolah". Jurnal Keperawatan Silampari 4, nr 2 (23.06.2021): 643–53. http://dx.doi.org/10.31539/jks.v4i2.1964.
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This study aims to review or review the literature related to school-based bullying prevention interventions in children. Methods This research was conducted using a literature review method. Articles were identified using an electronic database, including PubMed, Science Direct, DOAJ, and ERIC, using keywords to answer research questions formulated using the PICOS method. The results showed that five articles were selected from 40 reports that matched the eligibility criteria. Based on the analysis results, the 5 articles had a significant effect on school-based bullying prevention interventions, such as including prevention programs in the curriculum or school extracurricular activities by involving various stakeholders. In conclusion, school-based intervention proved to be effective as an intervention to prevent bullying.
Keywords: Bullying, Intervention, Prevention, School
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Johnston, Tim R. "Affirmation and Care: A Feminist Account of Bullying and Bullying Prevention". Hypatia 30, nr 2 (2015): 403–17. http://dx.doi.org/10.1111/hypa.12144.
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Despite the amount of attention that activists, educators, psychologists, and the media place on bullying and bullying prevention, there has been no sustained philosophical reflection on bullying, nor has there been a feminist analysis of the growing literature on bullying. This essay seeks to satisfy those two needs. The first section is a broad introduction to the literature on bullying. I define bullying and distinguish it from teasing, sassing, roughhousing, and other more benign interactions. I also outline two common solutions to bullying: zero‐tolerance policies and “ecological” interventions. The second section uses feminist ethics of care to analyze the effectiveness of each approach. I argue that ecological approaches to bullying are preferable to zero‐tolerance policies because they operate on a relational model of the self and identity‐formation. I elaborate a notion of affirmation as the mechanism that stabilizes and solidifies our sense of self across time. I then use affirmation to analyze three things: why people bully one another, the specific harm inflicted by bullying, and why ecological approaches are more effective in reducing bullying. The third section uses my account of affirmation to critique the scientism and troublingly gendered assumptions that underlie much of the work on bullying.
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Grădinariu, Tudorița, i Constantin Cucoș. "WHAT IS THE TEACHER'S PROFILE IN SUCCESSFULLY PREVENTING BULLYING? A PICTURE OF PROFESSIONAL COMPETENCIES". Review of Artistic Education 28 (1.04.2024): 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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Arcadepani, Felipe B., Deborah Y. G. Eskenazi, Thiago M. Fidalgo i Jun Sung Hong. "An Exploration of the Link Between Bullying Perpetration and Substance Use: A Review of the Literature". Trauma, Violence, & Abuse 22, nr 1 (2.05.2019): 207–14. http://dx.doi.org/10.1177/1524838019837593.
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Bullying and substance use are serious public health concerns. The aim of this article is to review empirical studies that examined the association between bullying perpetration and substance use among adolescence in various countries. Research studies that found a correlation between bullying perpetration and substance use in children and adolescents were reviewed. From the search, 7,844 abstracts were identified and 7,795 were excluded. Fifty-four remaining articles were reviewed, and 23 were excluded after full text review. A total of 31 articles, which all met the inclusion criteria, were considered in the review. Findings from the review suggest that children who engaged in bullying are more likely to be involved in alcohol, tobacco, and illicit drug use. Substance use prevention efforts require an examination of peer dynamics and peer relationships. In addition, bullying and substance use prevention require family dynamics and how they may increase the risk of bullying and drugs abuse.
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Swastikaningsih, Rahmaniar Resty, Praharesti Eriani i Lucia Hernawati. "Prevalence follow Bullying Students in Schools and Their Prevention: A Literature Review". KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 10, nr 1 (31.05.2023): 77–86. http://dx.doi.org/10.24042/kons.v10i1.15581.
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The bullying of teenagers is a concern of mine as it can have negative impacts on the victim such as anxiety, loneliness, low self-esteem, low levels of competition, depression, escapism, and substance abuse. The aim of this research is to identify bullying in schools and ways to prevent it. This study uses a qualitative approach with a literature review method. In this research, the data sources used are articles that can be obtained from various sources, such as reputable scientific journal databases, libraries, or the internet within the range of 2019-2022. The data set is then analyzed through inclusion and exclusion criteria stages. There were 24 articles relevant to the topic from a total of 120 analyzed articles. The results of this research found that the phenomenon of bullying has led to horrific acts of sexual harassment such as victims being forced to have sex with animals, being beaten, even forced to kiss the perpetrator's feet, crushed by a motorbike, being set on fire with cigarettes, and kicked in the genitals. Prevention methods that can be implemented include socialization to parents and the school community to increase awareness of bullying.
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Widhiastuti, Hardani. "PREVENTION OF BULLYING IN PUBLIC SCHOOLS". Journal of Education on Social Issues 2, nr 1 (13.12.2022): 83–93. http://dx.doi.org/10.26623/jesi.v2i1.44.
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Abstract. Motivation is a driving force in a person in the form of real activities to carry out a goal, learning motivation is needed in learning students who lack learning motivation can have a negative impact on the learning process. Motivation determines the success or failure of student learning activities, by providing rewards and punishments for students can be expected to increase student motivation. Giving rewards and punishments to students can guide active students, and can create a more optimal learning process. Students who lack motivation to learn can become a problem that must be solved. This study aims to analyze whether the provision of rewards can have an effect on increasing student motivation. Methods: This study used a literature review approach based on studies from various journals, proposals, books. Results: Rewards and punishmentshave an influence on increasing student motivation, reward and punishment as educational aids to get feedback from students will be felt if the application is appropriate. Giving rewards and punishments too often is also not justified, because students are worried about being active in learning and doing assignments if their work is rewarded by the teacher. Keywords:prevention, bullying, public schools
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Axford, Nick, David P. Farrington, Suzy Clarkson, Gretchen J. Bjornstad, Zoe Wrigley i Judy Hutchings. "Involving parents in school-based programmes to prevent and reduce bullying: what effect does it have?" Journal of Children's Services 10, nr 3 (21.09.2015): 242–51. http://dx.doi.org/10.1108/jcs-05-2015-0019.
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Purpose – The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying. Design/methodology/approach – A review of relevant literature, in particular systematic reviews and meta-analyses. Findings – The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim. Practical implications – There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support. Originality/value – The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.
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Vasylevych, Vitalii, Svitlana Obrusna, Elchin Iskenderov, Liudmyla Kryzhna i Oleksandr Sokurenko. "Foreign experience in bullying prevention in schools". Revista Amazonia Investiga 10, nr 46 (25.10.2021): 169–75. http://dx.doi.org/10.34069/ai/2021.46.10.16.
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The aim of the article is to conduct a comprehensive study of bullying prevention at schools using foreign experience. The subject of research is the concept of bulling and features of its manifestation in educational institutions. The research methodology includes general scientific and special methods of legal science: method of theoretical analysis and systematization of scientific literature, method of modeling, statistical method, dogmatic method, logical method, method of summarization. Research results. The main causes, consequences of bullying in schools are analyzed and the characteristics of its participants are given. It is determined that bullying can be considered as a social, legal, psychological and pedagogical problem. Practical meaning. It is proved that schools without bullying differ in cohesion and various extracurricular forms of interaction between students. Value / originality. It is stated that the main means of counteracting this negative phenomenon in educational institutions are active public life, an atmosphere of openness, the possibility of collective conflict resolution under the guidance of a caring teacher.
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Božić, Snežana, i Marija Marković. "Prevention of peer violence by implementing teaching contents: Example of literature instruction in primary school". Inovacije u nastavi 37, nr 1 (2024): 32–42. http://dx.doi.org/10.5937/inovacije2401032b.
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The paper investigates the ways in which schools can contribute to the prevention of bullying, by gaining insight into a multi-layered structure of school activities that contributes to the positive effects of educational work on the development of students' personality and by pointing to the three levels of preventive action that can be carried out on an individual basis (universal, selective, and indicated prevention). Special emphasis is placed on universal prevention, given that science has proved that some school subjects (mother tongue and/or foreign language and literature, history, civic education, religious instruction, art and music lessons) and the extra-curricular activities related to them provide opportunities for this kind of bullying prevention. Focusing on literature instruction, we first look at its pedagogical role, linking the issue of bullying to humanistic and moral education. Literary texts that thematise this issue are very convenient for developing students' socio-emotional competencies, the competencies that are (also) directly linked to attitudes towards bullying and other forms of violence. "Deca" (Children), a short story by Ivo Andrić, stands out among such works represented in the literature curriculum for primary school. By applaying the emphatic-ethical model of reading, we investigate the pedagogical potential of this literary text, trying to point out the key "action" segments in the text which are activated only by a teacher's adequate methodological guidance of students during its collective interpretation.
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Pohorilets, О. V. "Pedagogical Workers as Objects of Bullying". Law and Safety 76, nr 1 (20.02.2020): 139–45. http://dx.doi.org/10.32631/pb.2020.1.20.
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The article focuses on the analysis of the main types of bullying that pedagogical workers suffer from, including typical features and predominant forms of bullying of victims, characteristics of victims, as well as offenders and the like. The purpose of the article is to highlight the problem of bullying of pedagogical workers in the educational environment as a social phenomenon.
The author has carried out the analysis of the judicial practice of the Law on Counteracting Bullying for one year when considering cases and holding people administratively liable for committing bullying, as well as the identified shortcomings in fixing the evidence base by the police while holding the buller accountable. It turned out that teachers’ bullying in virtual space is actually the transfer of bullying outside the educational institution.
The author has offered the measures regarding the procedure and the obligation to consolidate evidence by representatives of juvenile prevention units of the territorial units of the National Police of Ukraine, in accordance with the requirements of the current legislation, in the case of teachers contacting law enforcement agencies as victims of bullying and activities to create a safe educational environment in educational institutions.
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Voskrekasenko, Olga A., i Olga Yu Zhilkina. "Forming the Readiness of Future Teachers to Counter the Manifestations of Bullying in the School Environment as a Pedagogical Problem". Общество: социология, психология, педагогика, nr 6 (28.06.2023): 117–22. http://dx.doi.org/10.24158/spp.2023.6.17.
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The paper substantiates the importance of counteracting manifestations of bullying in the school environment. The definition of the concept of “bullying” is given. The authors analyze scientific literature on the problem of forming the readiness of future teachers to counter the manifestations of bullying at school. The role of the teacher in the prevention and correction of manifestations of bullying among students is shown. The compo-nents of the readiness of future teachers to counter the manifestations of bullying in the school environment are highlighted: motivational-value, cognitive, functional activity, and personal. The results of an anonymous survey among undergraduate students (the university training direction is “Pedagogical Education”), aimed at determining the readiness of future teachers for the prevention and correction of bullying among schoolchil-dren, are presented. The measures are proposed to prepare students for the prevention of various manifesta-tions of bullying in the children’s environment. It is concluded that high-quality spiritual, moral, psychological, pedagogical, and technological training of future teachers can become one of the conditions for creating a safe intra-school environment for all subjects of educational relations.
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Potard, Catherine, Céline Combes, Violaine Kubiszewski, Régis Pochon, Audrey Henry i Arnaud Roy. "Adolescent School Bullying and Life Skills: A Systematic Review of the Recent Literature". Violence and Victims 36, nr 5 (1.10.2021): 604–37. http://dx.doi.org/10.1891/vv-d-19-00023.
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The health consequences of being involved in bullying and cyberbullying are well described for adolescents, but many questions related to the role played by their life skills remain unanswered. Accordingly, this systematic review aims to provide a clear overview of research on the relationships between bullying involvement as a bully, victim, bully-victim or bystander, and adolescents' life skills. This article systematically reviewed 71 relevant empirical studies that met the inclusion criteria, extracted from the PubMed, PsycINFO, Scopus, Sage, Wiley, and SpringerLink databases. Their main findings were categorized according to the three types of life skills described by the World Health Organization: decision-making/problem-solving skills, interpersonal and communication skills, and self-management skills. Results showed relatively consensual outcomes for communication and interpersonal skills (empathy, moral disengagement) and skills for managing stress (coping strategies). Other decision-making or interpersonal skills, such as executive function or theory of mind, were poorly explored, and require further research, if we are to understand how life skills may be involved in bullying. Taken together, our findings highlight methodological heterogeneity and measurement problems in bullying studies that make their results difficult to interpret. Recommendations for prevention/education health researchers and professionals are provided, emphasizing the importance of considering the sociocognitive development of adolescents in bullying prevention.
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May, Jessica, Kristina Osmond i Stephen Billick. "Juvenile Delinquency Treatment and Prevention: A Literature Review". Psychiatric Quarterly 85, nr 3 (9.03.2014): 295–301. http://dx.doi.org/10.1007/s11126-014-9296-4.
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Setiawan, Anang, Muhammad Turhan Yani i Rr Nanik Setyowati. "Art That Transforms: Bullying Prevention Through Student Poster Works in Elementary School". International Journal of Emerging Research and Review 1, nr 4 (26.11.2023): 000047. http://dx.doi.org/10.56707/ijoerar.v1i4.47.
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Objective: Educational programs are planned to maximize the means to reach educational goals, but recently, bullying among elementary school students has become a pressing issue in education. Bullying is an unethical act that is carried out continuously. The causes vary, ranging from family environment, community, school, and social media viewing. Method: This study used the literature review method to investigate the impact of bullying prevention through art in the form of student poster works. Data was collected using the PRISMA method, with data analysis using qualitative research. This study aims to determine the effectiveness of posters in preventing bullying in elementary schools from various literatures. Results: The results show that using art as a poster in elementary schools can effectively strengthen students' awareness of bullying issues. The poster works created by students allow them to express their feelings and responsibilities regarding this issue and provide a platform for them to understand the negative impact of bullying on individuals and the school environment. Novelty: This research underscores the importance of arts integration in the primary education curriculum to combat bullying effectively.
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Khairunnisa, Amna, Divica Ivanka, Haulia Tris Finanda, Lisa Oktavia, Nur Afni Wijaya, M. Abd Rahman i Nory Natalia. "Juvenile Delinquency That Leads To Declining Mental Health". BICC Proceedings 1 (18.09.2023): 128–31. http://dx.doi.org/10.30983/bicc.v1i1.47.
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In today's Alpha era, teenagers often forget their role as the next generation of the Indonesian nation. Adolescence is a transition period from child to adult. This time the cause of Indonesian juvenile delinquency greatly increased. One of the attitudes that adolescents should have is knowledge of the ethical values passed down by their ancestors. Social changes and value shifts have affected the development of adolescents, causing the old culture to be left behind due to the emergence of a new culture in the Alpha era. Bullying is everywhere, physical violence against society is carried out by teenagers, bullying, and so on. One of the consequences of social change that causes juvenile delinquency to increase is the shift, the fall of adolescents into deviant behavior that is not by normal values and rules of society. Conditions like this are likely to spread generation as Juvenile Delinquency degrades mental health. One of the factors of juvenile delinquency that causes mental health to decline when bullying is considered right by some adolescents, is weakened moral degradation and reduced family functions and the role of family, and society in fostering adolescents. When the function of these related parties is weakened, there will be disability of adolescents in acting. The purpose of this research is to examine Juvenile Delinquency or juvenile delinquency which causes a decrease in mental health. The method in this research is a literature study (study research), namely collecting various sources and information that can examine juvenile delinquency that causes a decrease in mental health.
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Vera, Elizabeth, Lincoln Hill, Plamena Daskalova, Natasha Chander, Sarah Galvin, Tonya Boots i Megan Polanin. "Promoting Upstanding Behavior in Youth: A Proposed Model". Journal of Early Adolescence 39, nr 7 (10.09.2018): 1020–49. http://dx.doi.org/10.1177/0272431618798514.
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Despite what we have learned about the causes and consequences of bullying, efforts to reduce bullying through interventions to date have yielded modest results. Most bullying prevention efforts have targeted perpetrators and victims, ignoring the powerful role that observers play in maintaining cycles of bullying. This article presents literature from the fields of bystander behavior, empathy training, multicultural education, and ally/social justice orientation development; integrates relevant findings; and proposes a comprehensive model of upstanding behavior to inform prevention efforts. Through helping youth understand the value of being upstanders, there is a greater propensity for our schools and communities to become safer, more compassionate places that value the contributions of all members.
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Nazhifah, Nada, Olfy Handini, Melia Putri, Zahwa Aulia Siregar, Nelmi Nami i Adilah Yenita. "The Role of Guidance and Counseling Teachers in the Prevention of Bullying in the Alpha Generation". BICC Proceedings 2 (10.06.2024): 91–96. http://dx.doi.org/10.30983/bicc.v1i1.110.
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The issue of bullying has become a pressing concern in the context of education, especially in the digital age and with the development of the Alpha generation. In addressing this issue, the role of guidance and counseling (BK) teachers becomes very important. BK teachers are not only responsible for creating a safe and supportive school environment, but also have a central role in identifying signs of bullying, providing appropriate interventions, and providing emotional and social support to victims of bullying. Literature studies show that counseling teachers also have a proactive role in educating students, parents and school staff about the importance of bullying prevention. They often use individual or group counseling methods, conduct social skills training, and develop anti-bullying programs in schools. In addition, collaboration with various parties, including parents, school staff and the community, is key in creating effective bullying prevention strategies. Thus, improving BK teachers' skills and knowledge in understanding and addressing bullying issues will enable them to be effective agents of change in creating a safe, inclusive and supportive school environment for all students. Further research and the implementation of sustainable prevention programs will be crucial in addressing the challenges of bullying in this digital age
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Firnando, Hero Gefthi. "Analisis Faktor-Faktor Sosial Dalam Bullying: Perspektif Pendidikan Anti-Bullying Melalui Lensa Filsafat Ibnu Khaldun". Journal of Islamic Education Studies 2, nr 2 (20.03.2024): 103–13. http://dx.doi.org/10.58569/jies.v2i2.750.
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This research aims to analyze social factors in bullying using an anti-bullying education approach through the philosophical lens of Ibn Khaldun. The research method employs literature analysis and a review of existing studies to identify and comprehend the dynamics of social factors related to the phenomenon of bullying. The research objective is to provide a robust conceptual foundation for the development of anti-bullying education strategies. The literature analysis highlights the roles of social solidarity, cultural change, and inequality as key factors in bullying incidents. Ibn Khaldun's contributions to this perspective offer a philosophical insight that enriches prevention and intervention approaches. The implications of these findings support the formulation of policies and educational practices in anti-bullying that are more effective in responding to evolving social dynamics.
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Houchins, David E., Wendy Peia Oakes i Zachary G. Johnson. "Bullying and Students With Disabilities". Remedial and Special Education 37, nr 5 (2.08.2016): 259–73. http://dx.doi.org/10.1177/0741932516648678.
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Bullying is a serious issue affecting the psychological, social, and physical well-being of students. Although a substantial amount of bullying research has been conducted with general education students, there is a paucity of experimental prevention or intervention studies specifically focused on students with disabilities. The aim of this article is twofold. First, we introduce a special issue on bullying and students with disabilities. Summaries of recent studies conducted on the bullying and students with disabilities are described. Next, we report the findings from a systematic literature review on bully intervention studies focused on students with disabilities. We identified six experimental studies meeting the search criteria. One study met all of the quality research indicators. Findings, future directions, and conclusions are discussed taking into consideration quality research indicators for evidence-based bullying prevention or intervention studies.
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Song, Se-yoon, i Kirl Kim. "The Effect of School CCTVs on Prevention of the School Bullying in the Daejeon Metropolitan City". Korea CPTED Association 13, nr 3 (31.12.2022): 77–100. http://dx.doi.org/10.26470/jcssed.2022.13.3.77.
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The debates on the effect of school CCTVs on prevention of the school bullying are controversial. The purpose of this study is to look into the effects of school CCTV on prevention of the school bullying in the Daejeon Metropolitan City using multiple regression analysis and suggest the policy implications for the improvement of the school CCTV. First of all, this study focused on the preceding literature reviews dealing with the Crime Prevention Through Environmental Design(CPTED). Second, it searched for the school CCTV installation status by autonomous districts and school levels in the Daejeon Metropolitan City. Third, it also performed the multiple regression analysis to investigate the effects of school CCTV on prevention of the school bullying. The result meant that the enlargement of school CCTVs in the Daejeon Metropolitan City were ineffective with the decrease in the school bullying. It suggests that both the quantitative increase in the school CCTV and the interactions between teachers and students should be combined on the base of defensible mechanisms such as the machine surveillance through the CCTV.
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Leeza, Aishath, i Shamala Kumar. "A Systematic Review of Maldivian National Laws to Combat Workplace Bullying". Maldives National Journal of Research 11, nr 2 (31.12.2023): 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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Dzhafarova, O. V., О. А. Morhunov i D. A. Sorochan. "The place of the National Police of Ukraine in the system of subjects for prevention and counteraction to bullying". Law and Safety 82, nr 3 (29.09.2021): 113–21. http://dx.doi.org/10.32631/pb.2021.3.12.
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One of the areas of ensuring the rights of the child is to create a favorable environment for education, training, development and an effective system to ensure the realization of his or her rights. Bullying has become a common way of self-affirmation in schools. Sometimes participants in the educational process violate not only the norms of morality, but also the legal norms, for the violation of which there is legal liability. The aim is to study the place of the National Police of Ukraine in the system of subjects for prevention and counteraction to bullying and promising areas for improving the order of interaction between them. The scientific novelty of the study is that on the basis of a comprehensive analysis of national legislation, departmental bylaws and research in various fields on this topic, it was identified a system of subjects to prevent and combat bullying and promising areas for improving the interaction of the National Police with other entities in this area.. It was found that the bodies of the National Police of Ukraine are perhaps the most important state body, whose officials are obliged to consider and resolve cases of administrative offenses in most areas of public relations in the country. It is determined that the main tasks for preventing and combating bullying are prescribed only for educational institutions, and not for the entire list of subjects of response (prevention and counteraction), which negatively affects the effectiveness of these activities. This proves once again the need to adopt a separate piece of legislation to prevent and combat bullying in Ukraine. It is emphasized that the issue of the system of subjects for prevention and counteraction to bullying in Ukraine is ambiguous. On the one hand, it is quite broad, on the other hand, there is no clear legislative regulation on this issue. Therefore, there is a big problem in the order of interaction of the subjects for prevention and counteraction to bullying with each other, which negatively affects the common goals and objectives of this activity. It was found that the prevention and counteraction of bullying in the realities of today’s Ukrainian society is a priority in the fight against this phenomenon, the level of which is constantly growing. It is established that the main obstacles in the effective interaction of the National Police with various actors to prevent and combat bullying are the private and public aspect of this phenomenon, the intersectoral nature of this activity and the large number of organizational links. It is determined that the main problem is the lack of legislation that clearly establishes the list of subjects to prevent and combat bullying in Ukraine. It is emphasized that the specific focus of the juvenile prevention units activities, related to work with children (victims and child abusers), determines the unique interpretation of the functions performed by these units in this area.
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McCloughan, Lana Jade, Emma Louise Mattey i Stephanie J. Hanrahan. "Educating Coaches on Their Role in the Prevention of Homophobic Bullying in Adolescent Sport". International Sport Coaching Journal 2, nr 3 (wrzesień 2015): 317–29. http://dx.doi.org/10.1123/iscj.2014-0155.
Pełny tekst źródłaStreszczenie:
Sporting participation is believed to aid the development of good social skills and promote positive values such as equality, cooperation, and respect. Nevertheless, some people have negative experiences in the sporting environment. The presence of homophobic bullying in sport has been increasingly acknowledged. The purpose of this paper is to critically discuss current views on coaches’ roles in homophobic bullying prevention in adolescent sport and provide an example of a program designed to upskill coaches in this important area. A review of the prevalence of homophobic bullying in sport is provided. The importance of the role of the coach in addressing bullying in adolescent sport is then discussed. Coach education and learning theory are examined and an example of a coach education workshop on homophobic bullying prevention is detailed. A summary of the evaluation completed by the coach participants of the education workshop is provided, with potential modifications to the workshop noted. The need for intervention is linked back to the literature in the conclusion.
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Diac, Georgeta, i Tudorița Grădinariu. "Successful Bullying Prevention: a Curriculum Based on Cooperative Learning – Theoretical Analysis". Revista Romaneasca pentru Educatie Multidimensionala 15, nr 1 (1.03.2023): 657–70. http://dx.doi.org/10.18662/rrem/15.1/716.
Pełny tekst źródłaStreszczenie:
At the level of pre-university education units in Romania, there is a visible concern for identifying the most effective strategies to prevent bullying in parallel with the development of social skills for positive interaction. In accordance with these trends, this work aims to identify some educational strategies to prevent bullying that value the dynamics of cooperation. Thus, in the present study we propose to present the theory of social interdependence from the perspective of cooperative learning in the prevention of bullying. In the scientific literature it is shown that students who have more experiences of cooperation have an increased probability of not developing individualistic tendencies or engaging in intentional acts of aggression. On the other hand, social dominance theories show that through competition students compete for a place in dominance hierarchies and may have harmful intentions. The findings of various researchers show that cooperation is an effective strategy against bullying both in secondary school and in primary school. Cooperative learning significantly reduces bullying because bullies and victims share a tendency to be uncooperative. It was also observed that the results of cooperative learning on prosocial ability they have related by the improvement of the relationship between students. Given that bullies prefer to dominate rather than be cooperative, while victims lack social interaction skills, we believe that the success of bullying prevention is found in a curriculum centered on cooperative learning. Therefore, the design of such a curriculum is important from the perspective of developing students' cooperation and interrelationship skills as a strategy to prevent bullying.
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Fitri, Luthfi Nazillatul, Iva Elfina, Syaputra Dwi Santoso i Shanti Rosmaharani. "Self-Efficacy with Bullying and Cyberbullying Prevention Efforts in Supporting Implementation SDGs: Literature Review". Jurnal Kesehatan Komunitas Indonesia 3, nr 3 (19.12.2023): 363–77. http://dx.doi.org/10.58545/jkki.v3i3.221.
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Bullying is any violent behaviour that is perpetrated repeatedly and intentionally against a person or group of weaker groups. Today, it has become a global problem that is often encountered and faced by many people, not only in the real world but also in the virtual world of cyberbullying. This is the cause of the increase in the number graph of people with mental health disorders, thus creating challenges for everyone to control self-awareness. Therefore, self-efficacy is one of the best treatments for each individual to prevent and recover victims because it can give confidence in their self-esteem and build confidence in each individual. This literature review examines the relationship between self-efficacy and efforts to prevent bullying and cyberbullying in support of implementing SDGs in Indonesia. The study used the literature review design by retrieving articles through an electronic database, namely Google Scholar and eResources. All journals were published around 2013–2023, with keywords used to search for articles: self-efficacy, prevention, bullying, cyberbullying, and SDGs. This method is done by analyzing narratives in journals that are found through several stages, which is to collect 659 articles or research results from international standard journals until 7 articles related to the topic are covered. The results of this study show that there is a link between self-efficacy and bullying prevention efforts and cyberbullying that are proven to improve mental health awareness. The implementation of self-efficacy should be done regularly through a sustainable and ongoing system promoted by collaborating with various parties, leading to improvements in mental health quality to lower the rate of mental health disorders.
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Eko Setiawan i Sri Wahyuni. "Cases of Bullying in the School Environment and Its Impact on Children's Future". ARIMA : Jurnal Sosial Dan Humaniora 2, nr 1 (2.07.2024): 107–16. http://dx.doi.org/10.62017/arima.v2i1.1715.
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Bullying can occur anywhere, both in urban and rural areas, both public and private schools. Whatever the type, bullying is unjustified. School should be a comfortable place for students to study science, because the impact of bullying causing deep trauma can be felt until adulthood. For this reason, to overcome bullying is not only the task of one person but all parties. This study uses a literature review method obtained online, consisting of various journal articles, research results, and subject books on bullying. Descriptive-analytical data analysis, the researcher organized all the data thoroughly about the bullying phenomenon that had been collected through internet searching. The results of the study show that various types of bullying consist of verbal bullying, cyber bullying, physical bullying, and sexual bullying. The impact of bullying victims, such as experiencing physical and verbal violence, can result in deep trauma to suicide. Special program School Violence Prevention Demonstration Program. Designed school aims to address bullying behavior
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Batalov, Dmitrii R. "Model of bullying prevention among younger schoolchildren in educational environment of general education organization". Tambov University Review. Series: Humanities, nr 2 (2023): 267–75. http://dx.doi.org/10.20310/1810-0201-2023-28-2-267-275.
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Importance. The weakening of the educational and socializing potential of the family and school, the violation of social control mechanisms in society, the influence of uncontrolled information flows lead to a decrease in the spiritual and moral orientations of the younger generation and the manifestation of immorality, permissiveness, violence and aggression. All this contributes to the growth of the number of children at risk and the emergence of such a phenomenon as “bullying”. The purpose of the research is to develop a process model of bullying prevention among younger schoolchildren in the educational environment of a general education organization, which will help to neutralize the emerging negative consequences manifested in severe psychological trauma and disharmony of the holistic development of younger schoolchildren. Research methods. Based on the analysis of scientific literature, approaches and concepts on the problem of bullying prevention among primary school children, the study of fundamental legal documents in the field of education and social sphere, as well as modeling, the factors of bullying among schoolchildren are identified and their characteristics are given; a model of bullying prevention among primary school children and pedagogical conditions for its implementation are revealed. Results and Discussion. A process model of bullying prevention among younger schoolchildren is constructed and the stages of its implementation in the educational environment of a general education organization are substantiated. Conclusion. Prevention of bullying among primary school children should be based on the developed model and a set of measures to prevent the occurrence of violence in the school community from the perspective of purposeful organization of constructive interpersonal relationships and productive implementation of joint activities of students in the educational environment of a general education organization.
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Urra Canales, Miguel, Catalina Acosta Oidor, Verónica Salazar Baena i Edwin Jaime Ruiz. "Bullying. Description of the roles of victim, bully, peer group, school, family and society." International Journal of Sociology of Education 7, nr 3 (25.10.2018): 278. http://dx.doi.org/10.17583/rise.2018.3547.
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This research defines, through an extensive literature review, the roles played by the victim, bully, peer group, school, family and society in the dynamics of bullying. Finally, we conclude that the complexity and diversity of the actors should lead us to rethink the traditional definitions of school bullying, to stake out the focus of research projects and to reconstruct prevention and action policies.
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Miguel Urra Canales. "Bullying. Description Of The Roles Of Victim, Bully, Peer Group, School, Family And Society". INFLUENCE: INTERNATIONAL JOURNAL OF SCIENCE REVIEW 5, nr 2 (19.05.2023): 184–94. http://dx.doi.org/10.54783/influencejournal.v5i2.148.
Pełny tekst źródłaStreszczenie:
This research defines, through an extensive literature review, the roles played by the victim, bully, peer group, school, family and society in the dynamics of bullying. Finally, we conclude that the complexity and diversity of the actors should lead us to rethink the traditional definitions of school bullying, to stake out the focus of research projects and to reconstruct prevention and action policies.
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Isufaj, Mentor. "Prevention of Bullying Situations in the Workplace". Interdisciplinary Journal of Research and Development 9, nr 4. S1 (30.11.2022): 107. http://dx.doi.org/10.56345/ijrdv9n4s115.
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This work will particularly focus on the phenomenon of bullying in the workplace, and the misfortune that haunts victims of bullying. In many workplaces, victims of bullying lose their jobs, increase the number of absences or resign. Bullying in the workplace is also associated with loss of self-confidence and self-control. Also other problems related to bullying in the workplace are problems with stress, health problems. The results provide data-driven recommendations to facilitate HR staff to design and develop policies, rules and approaches against bullying, which should be comprehensive and meaningful, to ensure that bullies and victims are not excluded from the workplace, but to educate and regulate staff behavior. In recent years, bullying in the workplace has become a key issue for many companies and the policies developed by these companies have not been effective, at least referring to the workplace in Albania. Therefore, this is an issue that requires the attention and effort of many actors to be properly identified and addressed, for the benefit of all employees involved in this phenomenon.Harassment in the workplace is defined as a situation where an individual has been exposed to negative acts by one or more individuals for a long period of time for which it has been difficult to defend. In Albania 47% of respondents say that bullying situations have started in the last years, so we have a growing tendency to raise awareness about the phenomenon of bullying. In other countries, the respondents indicate that this phenomenon has existed for a long time, an answer that we receive from young people in Albania. This shows that the younger generation is giving more importance to psychological and emotional well-being in the work environment. In European countries, the highest percentages of bullying come from colleagues due to competition to "appear", while in Albania, bullying is committed by direct superiors to show their superiority.Most Albanian employees are not aware of the regulations and norms of the organizations where they work. They are not interested in knowing their rights, and what are worse, human resources do not do their job in the On-boarding process. Employees who fall prey to the phenomenon of bullying have the most serious consequences for the desire for work, which is declining, and for the decline in performance at work. From experience and literature we encounter a very important phenomenon: in European countries, at the moment when the employee has a decrease in efficiency, the task of human resources is to identify the problem and intervene in solving it. While in Albania, in most companies, whether corporations or smaller businesses, this process does not take place. It is preferable to personify the problem with the person, which not only does not solve the situation but further aggravates it. The Constitution of the Republic of Albania, approved by Law no. 8417, dated 21.10.1998, amended by Law no. 9675, dated 13.1.2007 and by Law no. 9904, dated 21.4.2008, provides that all citizens are equal before the law and no one may be unjustly discriminated against on grounds such as gender, race, religion, ethnicity, language, political, religious or philosophical beliefs, economic, educational, social or parental status.The Labor Code is the basic law that regulates labor relations in Albania.The Labor Code, as well as the Constitution of the Republic of Albania, sanctions the principle of prohibition of discrimination. More specifically, the Labor Code provides that any kind of discrimination in the field of employment and occupation is prohibited. Non-discrimination and the right to employment are the main axes provided by the Labor Code.
Received: 18 September 2022 / Accepted: 24 October 2022 / Published: 30 November 2022
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Odrowąż-Coates, Anna. "Book review of: Aleksandra Tłuściak-Deliowska (2017). School bullying. Socio-pedagogical analysis of the phenomenon [Dręczenie szkolne. Społeczno-pedagogiczna analiza zjawiska.] Wydawnictwo Akademii Pedagogiki Specjalnej, Warsaw." Papers of Social Pedagogy 9, nr 2 (4.09.2018): 64–66. http://dx.doi.org/10.5604/01.3001.0012.4389.
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The book "School bullying. Socio-pedagogical analysis of the phenomenon" by A. Tlusciak-Deliowska (2017) is an important theoretical contribution to the field of social pedagogy, social psychology and educational studies. The subject of the analysis - the phenomenon of school bullying - has an enormous impact on people's lives and achievements throughout their school years and beyond. This means that a deeper understanding of bullying mechanisms and its prevention are of paramount importance for the future of our societies. This book's vital contribution to the field relies on a thorough revision and critical analysis of the state of knowledge, regarding the phenomenon of school bullying, which at this point, has not been carried out within the landscape of Polish pedagogy nor psychology. This complex and comprehensive review of world-wide literature and research about interpersonal aggression amongst children, is methodically structured and systemised in accordance with the newest strategies in an attempt to understand the phenomenon of bullying, its socio-cultural and psychological conditioning and most importantly to identify the most efficient strategies and programmes dedicated to prevention.
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Nedostup, I. S., B. M. Pavlykivska, V. B. Motriyk, T. V. Lotovska, B. N. Tkach, L. L. Fedyshyn i N. B. Osadets. "Тhe impact of bullying on children’s health and overcoming its consequences in the conditions of marital state (literature review)". UKRAINIAN JOURNAL OF PERINATOLOGY AND PEDIATRICS, nr 3(95) (24.09.2023): 117–24. http://dx.doi.org/10.15574/pp.2023.95.117.
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Purpose - to analyze data from the literature on the characteristics of bullying, its impact on the mental and physical health of children, and ways to overcome and prevent the consequences of this condition during the military invasion of Ukraine. For this, a search in scientometric databases was carried out, and a review of modern domestic and foreign medical literature, periodical publications, and official electronic resources was made. A review of the literature was conducted, which showed that the problems of school bullying and the consequences associated with it worsen not only mental and physical health but also have a negative impact on the quality of education of the younger generation. Bullying statistics regarding the number of completed administrative protocols in Ukrainian schools from 2019 to 2023 are given and analyzed. At the same time, human rights organizations noted that bullying was modified and became latent under martial law. It is emphasized that cases of bullying have a causal relationship with mental and physical health in adulthood. It is noted that starting in 2020, our country and the whole world will be celebrating the International Day of Combating Violence and Bullying at School. Forms of bulling, types of aggression and styles of behavior are described. It was noted that one of the important reasons for the spread of bullying is, unfortunately, its ignoring by adults. It is emphasized that children who differ in some way from others suffer most often from bullying.It is noted that under martial law, school bullying occurs more often in relation to temporarily displaced persons. It is emphasized that solving the problem of school bullying is possible through compliance with the principle of comprehensiveness between the administration of the institution, its employees, and parents. The main actors in the field of violence prevention and countermeasures who provide assistance outside educational institutions are listed. It is noted that the help and prevention of bullying consists of teaching the child to resist victimization. The role of the school nurse in the multidisciplinary medical team in overcoming the problems of school bullying and its consequences is noted. Recommendations for searching for information on organizations dealing with bullying issues on the website of the Ministry of Education and Culture of Ukraine are highlighted. It is emphasized that the most effective actions that contribute to reducing the number of cases of violence in the educational environment are systematic educational activities on non-violent behavior, implementation of high-quality preventive programs, and the promotion of anti-bullying policies. No conflict of interests was declared by the authors.
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Pradana, Chandra Duwita Ela. "Pengertian Tindakan Bullying, Penyebab, Efek, Pencegahan dan Solusi". Jurnal Syntax Admiration 5, nr 3 (30.03.2024): 884–98. http://dx.doi.org/10.46799/jsa.v5i3.1071.
Pełny tekst źródłaStreszczenie:
Bullying is an intentional act to hurt another person physically, verbally, or emotionally. Bullying can happen anywhere, including at school, the workplace, and online environments. This research aims to understand bullying, causes of bullying, effects of bullying, and prevention of bullying. This study used qualitative research methods. The data collection technique in this research is literature study. The data that has been collected is then analyzed in three stages, namely data reduction, data presentation and drawing conclusions. The research results show that bullying is caused by several factors including peer environment, family environment and social status. This behavior also has negative effects, including disrupted physical health, mental health problems, and the birth of bullies. Bullying behavior needs to be prevented and solutions formulated, including those that can be implemented wisely by utilizing technological advances, avoiding discriminatory attitudes, instilling affection, socializing through songs, making strict rules about bullying, providing education to perpetrators, providing protection and acting decisively.
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Awwaliansyah, Ibnu, i Akhmad Shunhaji. "Pencegahan Perundungan di Sekolah melalui Character Building dalam Pendekatan Al-Qur’an". El Madani : Jurnal Dakwah dan Komunikasi Islam 3, nr 02 (25.12.2022): 146–64. http://dx.doi.org/10.53678/elmadani.v3i02.906.
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The problem of bullying as communication behavior in Indonesia for students is increasing at school. Based on many studies that have been carried out, the cause is the absence of character building which is internalized in students, so the need for comprehensive, effective and appropriate prevention. Because, there have been many strategies, methods, models, and techniques that have been carried out by various experts, it seems that they have not been very effective in solving bullying behavior in schools that are already very critical. The Al-Qur'an approach is the right and accurate choice in providing solutions for preventing bullying in schools without negating the theories, models and concepts of bullying and character education that have been initiated and carried out by experts. The purpose of this study is to analyze the prevention of bullying in schools through Al-Qur'an-based character education. The theoretical framework used is humiliation theory in bullying and humanistic theory in character education. Meanwhile, the methodology used is a qualitative approach with a literature study method. The analytical technique is thematic analysis. The results show that the prevention of character education in bullying has been explained in depth and comprehensively, both in His verses, commentators and hadiths. Bullying is an inhuman act and is a major sin as contained in the surah and al hamz and al lamz means to reproach (Al Humazah/104:1), as sukhriyah means to humiliate (Al Hujurat/49:11), yadhhakûn from adh dhahak means laughing (Al Mutaffifin/83:29), al-ghamz means gesturing with his eyes aimed at condescending (Al Mutaffifin/83:30), and others.
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Сорочан, Д. А. "Administrative and Legal Principles of the Activities of the National Police of Ukraine in Preventing and Counteracting Bullying". Law and Safety 79, nr 4 (14.12.2020): 48–53. http://dx.doi.org/10.32631/pb.2020.4.07.
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The negative socio-economic situation and large gaps in the moral and ethical education of the younger generation have led to an increase in the number of cases of deliberate abuse of older and stronger to the smaller and weaker members of educational institutions. The author has studied administrative and legal principles of the activity of the National Police of Ukraine on preventing and counteracting bullying. Based on a comprehensive analysis of national legislation on preventing and combating bullying in Ukraine, the author has determined perspective areas for improving administrative and legal principles in this area. It has been emphasized that the role of the National Police in this area cannot be limited to the preventive registration of a child. It is necessary to develop a set of preventive and educational measures aimed at preventing bullying manifestations among minors. It has been found out that there are no tools to assess the effectiveness of the impact of existing strategies to combat bullying in Ukraine, which necessitates further research in this area. It has been determined that it is necessary to fight not with individual facts of bullying, but to enshrine in the legislation the system of counteraction to harassment in educational institutions, which can be preventive in nature. It has been established that the legislator has introduced a number of amendments over the last few years, which are characterized by the strengthening of the component of protection of children’s rights. A positive novelty is that the main task of the juvenile police was preventive activity instead of punitive one. In general, the regulatory basis for the activities of the National Police of Ukraine to prevent and combat bullying can be divided into two parts: general legislative acts and departmental regulatory acts. It has been noted that the prevention of bullying and the prevention and combating of domestic violence are different aspects of the same problem, which are in constant close cooperation, and then the measures to overcome them should be common.
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Diac, Georgeta, i Tudorița Grădinariu. "Bullying Phenomenon in Schools: Teachers Training Needs and the Romanian New Legislative Provisions". Revista Romaneasca pentru Educatie Multidimensionala 14, nr 4 Sup.1 (20.12.2022): 273–87. http://dx.doi.org/10.18662/rrem/14.4sup1/672.
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The professional development of teachers in pre-university education is a priority for political decision-makers in Romania. The new legislative provisions regarding the implementation of programs for professional development bring a plus in the field of increasing the quality of education by including a distinct thematic area, which is violence/bullying. In this context, this article aims to examine those legislative changes regarding the continuing professional training of teachers that can serve the work of teachers from the perspective of prevention and intervention in bullying incidents. To achieve this objective, we resorted, on the one hand, to the analysis of the provisions of the new methodology that regulates the quality of continuing professional training programs and of the methodological norms aimed at the application of some provisions of the National Education Law regarding psychological violence-bullying, and on the other hand, we encountered a descriptive reading of the literature and scientific studies related to bullying with the aim of carrying out an interpretive study of the trends in the field of professional upgrading of teaching staff aimed at ensuring an appropriate legislative framework for the training of skills appropriate to the particularities of this type of violence. Our conclusions converge towards the appreciation that the effectiveness of the teaching staff in preventing and combating bullying largely depends on the transposition/operationalization of normative prescriptions in accordance with the scientific literature, in order for the professionals in education to better understand this phenomenon and its prevention.
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Febrianti, Rizka, Yogi Damai Syaputra i Tri Windi Oktara. "Dinamika Bullying di Sekolah: Faktor dan Dampak". Indonesian Journal of Educational Counseling 8, nr 1 (31.01.2024): 9–24. http://dx.doi.org/10.30653/001.202481.336.
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The problem of bullying has become a serious concern which has a psychological and emotional impact on teenagers. These include mental health problems, low self-esteem, social isolation, and even the potential risk of dangerous behavior. Based on this, this article aims to understand the dynamics of bullying in adolescents regarding the factors involved, the extent of its impact, and how society and the authorities or counselors can overcome this problem. This article uses a library research method that focuses on empirical research indexed by Google Scholar regarding the dynamics of bullying among teenagers in the last 5 years (2019-2023). In this literature review, 20 articles related to the dynamics of bullying in adolescents were identified, including factor aspects (11 articles) and impact aspects (9 articles). Research conducted in a variety of social contexts, such as school, online, or community settings, will be included in this analysis. The research results briefly show that there are factors that influence bullying behavior, including individuals, families, peers, the school environment, and the mass media. These factors play an important role in bullying behavior which has an impact on teenagers such as emotional problems including stress, depression, isolation and thoughts of suicide. Bullying can occur in various forms, including conventional (offline) and cyberbullying (online). Treatment and prevention efforts involve adolescents, families, schools and communities in building values, effective communication, prevention programs and social interventions. All parties need to play an active role in overcoming the problem of bullying.
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Cunningham, Nancy J., i Shaun M. Sowell. "Prevention of Sex-Based Harassment in K–12 Schools". Professional School Counseling 25, nr 1 (1.01.2021): 2156759X2110186. http://dx.doi.org/10.1177/2156759x211018658.
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Student sex-based harassment has a negative impact on individual students and on the school environment. This review of the literature describes the evolution of sex-based harassment from elementary through high school, clarifies the relationship between bullying and sex-based harassment, and summarizes the research-based system and individual factors that support the development of such harassment in schools. Based on the research, we recommend the adoption of a comprehensive planning process for prevention that addresses the factors that reinforce student sex-based harassment and supports the school’s bullying prevention efforts. School counselors can advocate for and play a leadership role in both developing and implementing a school-wide plan that includes needs assessment and evaluation. We offer suggestions for system-wide and individual interventions for school personnel and Tier 1–3 prevention and problem-solving interventions for students to support a healthy school environment free of sex-based harassment.
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Soresi, Salvatore, Laura Nota i Lea Ferrari. "Counseling for Adolescents and Children At-Risk in Italy". Journal of Mental Health Counseling 27, nr 3 (30.06.2005): 249–65. http://dx.doi.org/10.17744/mehc.27.3.16ft4j7xqv3bl9tj.
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The aim of the present article is to describe the difficulties experienced by some Italian children and adolescents.We distinguish, however, between overt forms of maladjustment, such as juvenile delinquency, drug addiction, depression, and suicidal behavior, and less severe forms of maladjustment, which are generally associated with poor decision-making skills, social difficulties, and unproductive coping strategies. This presentation is then followed by a description of the current counseling situation in Italy.Also presented is a specific counseling program for at-risk young adolescents and children, conducted with a small group of individuals as part of a broader prevention project aimed at preventing bullying.
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Priyandita, Insan Sheny, i Mubiar Agustin. "Freedom of Speech on Children’s Right Setting Toward Prevention of Bullying in Early Childhood Education: A Literature Review of Decolonization Approach". IJORER : International Journal of Recent Educational Research 2, nr 3 (31.05.2021): 250–60. http://dx.doi.org/10.46245/ijorer.v2i3.95.
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The discourse on freedom of speech, in particular when expressing an opinion on the provisions of the Rights of the Child, is often ignored by a trend of change in education that is too concentrated on the authoritarian educational process that prioritizes the success of academic learning rather than the socio-emotional success of children. It is important to communicate the experiences and feelings experienced by children, particularly bullying that occurs early in childhood. This research would examine the importance of free expression in children's rights to the prevention of bullying in early childhood through a decolonization approach. This study employed a literature review approach with a transformative paradigm which take a look at critical thoughts about children's rights, particularly freedom of speech that aims at preventing the bullying that occurs in early childhood. This study argued that the process of preventing bullying and even other negative behavior is effective when parents and teacher properly enforce the rights of children, especially freedom of speech. These results further illuminate the complexities faced by teachers in the application of free expression in early childhood education in daily life.
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Babarro, Izaro, Ane Arregi, Ainara Andiarena, Nerea Lertxundi, Oscar Vegas i Jesus Ibarluzea. "Do Hormone Levels Influence Bullying during Childhood and Adolescence? A Systematic Review of the Literature". Children 11, nr 2 (14.02.2024): 241. http://dx.doi.org/10.3390/children11020241.
Pełny tekst źródłaStreszczenie:
(1) Background: Bullying is one of the most common forms of aggressive behavior during childhood and adolescence. Some decades ago, researchers began exploring the basis of peer victimization from a biological perspective. Specifically, the Hypothalamic-Pituitary-Adrenal (HPA) and Hypothalamic-Pituitary-Gonadal (HPG) axes have been studied in relation to status-relevant behaviors, such as bullying. (2) Methods: We conducted a systematic review following the PRISMA guide and registered the review protocol at PROSPERO (CRD42023494738). We searched for relevant studies in PubMed, Psycinfo, Scopus, and Web of Science, and assessed them using the Robins E-tool. (3) Results: Our search yielded 152 studies, of which 33 were included in the review. These studies explored the association between testosterone and cortisol levels with bullying behavior, finding diverse results. Most of the studies were rated as having a low risk of bias. (4) Conclusions: This study not only enhances our understanding of bullying, but also provides guidance for the development of prevention and management programs for it. In the future, researchers should continue exploring the joint effects of different hormones on the HPA and HPG axis, using a broader set of biomarkers.
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Bogomolova, Anna G., i Ekaterina A. Kot. "FORENSIC ASPECTS OF CYBERBULLYING AS A FORM OF DESTRUCTIVE BEHAVIOR ON THE INTERNET". Vestnik of Immanuel Kant Baltic Federal University Series Humanities and social science, nr 2 (2023): 25–32. http://dx.doi.org/10.5922/sikbfu-2023-2-3.
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The article analyzes the criminological aspects of the cyberbullying phenomenon as a form of destructive behavior on the Internet. The authors take criminological approach in considering the psychological characteristics of such behavior, as well as forms and types of its manifestation. The research described the most socially dangerous forms of cyberbullying, carried out the problem analysis of existing methods of prevention and counteraction to cyberbullying in modern science. The problems of investigation and prevention of bullying are incurred by very limited control in the digital space, first of all social networks due to anonymity of their users. The article proposes some measures to optimize the forensic prevention of crimes committed through cyberbullying. The choice of specific preventive measures should be conditioned by: materials of the criminal case; circumstances prevailing at the time of the decision to implement preventive measures; peculiarities of the personality of the juvenile and other factors.
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Karimah, Natiqatul, Olyvia Syafira Putri Jayanti, Marsyadini Astari i Nurhasanah Nurhasanah. "Analisis Dampak dan Tindakan Pencegahan Bullying Dikalangan Pelajar dalam Persepsi Hak Asasi Manusia". Indo-MathEdu Intellectuals Journal 5, nr 3 (9.06.2024): 2822–34. http://dx.doi.org/10.54373/imeij.v5i3.1182.
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Bullying is any form of oppression or violence, which is done deliberately by a stronger person or group to intimidate or dominate others who are perceived as weaker. Both physical, verbal, and nonverbal bullying (spicy). Bullying often occurs in the school environment. This study uses a literature study study method. The main source of this research is research articles published on various sources, namely Google Scholar, Scopus, and Web of Science. The keyword used in literary livelihood is "bullying". The dtaa analysis was carried out qualitatively consisting of data reduction, data presentation, and conclusion drawing. The findings of this study are that bullying has a huge impact on the victim's mental health, confidence, the victim feels depressed and will even injure himself or commit suicide. Indonesia is a country of law and human rights cannot be violated because human rights are highly respected. By protecting human rights, the goal is to prevent bullying behavior and minimize human rights violations. This study aims to determine the impact and prevention of bullying among students on the perception of human rights
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Blood, Gordon W., Laura A. Robins, Ingrid M. Blood, Michael P. Boyle i Erinn H. Finke. "Bullying, School-Based Speech-Language Pathologists, and English Language Learners: Seriousness, Intervention, and Strategy Selection". Perspectives on School-Based Issues 12, nr 4 (grudzień 2011): 128–38. http://dx.doi.org/10.1044/sbi12.4.128.
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Abstract Bullying in schools is a worldwide problem. School personnel, including speech-language pathologists (SLPs), play a critical role in the prevention of, and intervention in, bullying incidences. In this study, the authors examined SLPs' perceptions of bullying and endorsement of potential strategies for dealing with bullying as it relates to English language learners (ELLs). A survey was developed and mailed to 1,000 school-based SLPs. Eight vignettes describing unobserved and observed episodes of physical, verbal, relational, and cyber bullying were included. Survey data from 390 SLPs were analyzed. SLPs perceive physical, verbal, and cyber bullying as serious problems and report the likelihood of some type of intervention. In contrast, relational bullying (e.g., social exclusion, rejection) was rated less serious and likely to require less intervention. The majority of SLPs recommended ELLs should “try to blend in better,” “not be bothered by the bully,” “be more aggressive,” or “ignore the bully” when dealing with relational bullying. This study extends the literature on perceptions of school personnel, specifically SLPs, and their role in preventing student victimization. Many SLPs are likely to assist clients in dealing with physical, verbal, and cyber bullying, but may need further education regarding the seriousness of, and need for intervention in, relational bullying.
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Arif, Muhamad, Mohd Kasturi Nor Abd Aziz i Yuldashev Azim Abdurakhmonovich. "Trend Strategy to Prevent Bullying in Islamic Boarding Schools (Pesantren)". Jurnal Ilmiah Peuradeun 12, nr 2 (30.05.2024): 639. http://dx.doi.org/10.26811/peuradeun.v12i2.1087.
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The presence of bullying within Islamic boarding schools is a serious issue that demands immediate attention and prevention. This research aimed to investigate the factors of bullying, the characteristics of bullying behavior in Islamic boarding schools, and the preventative measures implemented by Islamic boarding schools to shield their students. The research approach employed is a systematic literature review focused on published articles. The data was restricted to articles published from 2013 to 2023. The researchers used PRISMA analysis to analyze the data. The research results found that individual, a supportive environment, parental parenting patterns, particularly authoritarian parenting patterns, and aggressive or violent video or film elements were all factors in bullying. Several strategies had been put into effect, including the following: creating a fun cottage movement (GPM) program, strengthening conflict and emotional management, carrying out regular outreach and training regarding the dangers of bullying, cyber bullying, and legal education for bullies, implementing an anti-bullying curriculum, and others. Besides, more comprehensive research findings indicated that Islamic boarding schools must implement character formation based on Josephson’s “Character Counts” theory with six main pillars to prevent bullying behavior among students.
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Chen, Yiyang, Wanming Mo i Shiyu Zhang. "The Impact of Environmental Factors on Adolescents’ Involvement in School Bullying". Journal of Education, Humanities and Social Sciences 26 (2.03.2024): 340–45. http://dx.doi.org/10.54097/maz9aq98.
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This article analyzes the environmental factors contributing to adolescents’ school bullying involvement. Compared with internal factors such as psychosocial factors, environmental factors are more likely to be manipulated, so the study of environmental factors of school bullying is of profound practical significance for the prevention and control of school bullying. Through systematic analysis and conclusion of relevant literature on environmental factors that cause school bullying in Google Scholar, these environmental factors are frequently influencing aspects of bullying, such as social context: (immigration issues, poor academic achievements, low socioeconomic status, community, and inferiority), school: (physical, emotional, and social environment), peer influence: (normative social influence and group think), family: (family economic conditions, parental conflict and the quality of the family environment and family-of-origin parenting styles). Those environmental factors that have potential negative effects on the physical and mental health of adolescents are revealed so as to offer insight into finding feasible ways to reduce campus violence.
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Du, Jiaxing. "Leveraging Artificial Intelligence to Address Cross-Cultural Workplace Bullying Among International Students in Australia". International Journal of Global Economics and Management 3, nr 1 (9.05.2024): 332–41. http://dx.doi.org/10.62051/ijgem.v3n1.39.
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Workplace bullying is a pervasive issue with significant psychological, emotional, and professional repercussions for individuals, particularly in culturally diverse environments. This study explores the potential of artificial intelligence (AI) to address cross-cultural workplace bullying experienced by international students in Australia. By leveraging AI technologies such as natural language processing (NLP), sentiment analysis, and machine learning, organizations can enhance the identification, prevention, and intervention of bullying behaviors. The literature review provides a comprehensive overview of workplace bullying, emphasizing the additional complexities introduced by cultural diversity. Case studies and empirical analyses demonstrate the practical application and efficacy of AI-driven strategies, highlighting significant reductions in bullying incidents, improvements in employee well-being, and enhanced cultural awareness. The study underscores the importance of ethical considerations, algorithm transparency, and continuous training in successfully implementing AI systems. The findings offer valuable insights for employers, policymakers, and educators, contributing to the broader discourse on workplace inclusivity and safety.