Статті в журналах: "Bullying in schools"

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Mishra, Badrinarayan. "Relationships of School Performance and Responsibility-sharing with Bully Activities in Indian Schools." Journal of Advanced Research in Medical Science & Technology 08, no. 02 (August 5, 2021): 7–11. http://dx.doi.org/10.24321/2394.6539.202105.

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Background: The coexistence of schools and school bullying are time contextual. Though its components are explored to different lengths at different geography the relationship with school performance and responsibility-sharing for Indian subcontinents are far and few. Aim and Objectives: The study took cognizance of this knowledge gap and tried to explore the existence of any relations between academic performance and responsibility-sharing with school bullying. Methods: A cross-sectional study was conducted in 6 randomly selected schools (3 urban and 3 rural) in a district of Madhya Pradesh, India. The participants from the 6th to 10th standard were selected by systematic random sampling and 96 participants per class were enrolled. The tools used were back-translated and pilot tested. They are the Bullying Prevalence Questionnaire (BPQ) and the Rosenberg Self-esteem questionnaire. School performance and responsibility-sharing information were collected from concerned school records. Results: From 480 participants, 48.3% were involved in some form of school bully activities. Students’ academic grade (ꭓ2 - 0.20) and school attendance (ꭓ2 - 0.75) were not associated with school bully behaviors, but their non-cocurricular recognition and lack of responsibility-sharing made them vulnerable to bullying (ꭓ2 and ANOVA p = 0.02 each) and victimized (ANOVA p = 0.03). Participants who shared school responsibilities and received acclaim were prosocial (ANOVA p = 0.00) and immune to bullyism. Conclusion: Schools are places where the pupils are groomed to be responsible and productive. The results established these points.

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Fakhrou, Abdulnaser. "School Bullying Rates Directed Against Students with Special Needs in Special Education and Public Schools of Qatar." Mental Health & Human Resilience International Journal 7, no. 1 (2023): 1–9. http://dx.doi.org/10.23880/mhrij-16000218.

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Objective: Based on researches that have done bullying is a serious issue and if no effective action is taken to prevent bullying behaviour, this phenomenon will become a general norm in schools. The aim of this study was to investigate the rate of bullying, victimization and fighting in schools in Qatar. Methods: 100 early adolescence girl and boy who were enrolled in 2022-2023 academic year in special education and general schools in different areas of Qatar, were volunteer to participate. Based on their health status, students placed into two different groups (students with disabilities and students without disabilities). Participants completed the University of Illinois Scale. This scale consists of 3 subscales that assess victimization from peers, bullying, and fighting at school. Data were analyzed using Multivariate Analysis of Variance. Results: The results showed disabled pupils reported high rates in victimization and fighting behaviors but were in same rate with their peers in bullying preparation. Conclusion: Educators, parents, are crucial in stopping in the emergence of the problem of bullying in schools.

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Vitoroulis, Irene, Heather Brittain, and Tracy Vaillancourt. "School ethnic composition and bullying in Canadian schools." International Journal of Behavioral Development 40, no. 5 (July 10, 2016): 431–41. http://dx.doi.org/10.1177/0165025415603490.

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Bullying in ethnically diverse schools varies as a function of the ethnic composition and degree of diversity in schools. Although Canada is highly multicultural, few researchers have focused on the role of context on ethnic majority and minority youths’ bullying involvement. In the present study, 11,649 European-Canadian/ethnic majority (77%) and non-European Canadian/ethnic minority (23%) students in Grade 4 to Grade 12 completed an online Safe Schools Survey on general, physical, verbal, social, and cyber bullying. Hierarchical Linear Modeling (HLM) analyses indicated significant interactions between the proportion of non-European Canadian children in a school (Level 2) and individual ethnicity (Level 1) across most types of bullying victimization. Non-European Canadian students experienced less peer victimization in schools with higher proportions of non-European Canadian students, but ethnic composition was not related to European Canadian students’ peer victimization. No differences in bullying perpetration were found as a function of school ethnic composition across groups. Our findings suggest that ethnic composition in Canadian schools may not be strongly associated with bullying perpetration and that a higher representation of other ethnic minority peers may act as a buffer against peer victimization.

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Uzunboylu, Huseyin, Basak Baglama, Nadide özer, Tugba Kucuktamer, and Marina Valeryevna Kuimova. "Opinions of school counselors about bullying in Turkish high schools." Social Behavior and Personality: an international journal 45, no. 6 (July 7, 2017): 1043–55. http://dx.doi.org/10.2224/sbp.6632.

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The aim of the study was to determine the opinions about school bullying of 25 school counselors working in 6 high schools in Osmaniye, Turkey. Using a qualitative method, we collected data through semistructured interviews. We used a content analysis method to perform an interpretive exploration of the counselors' opinions on reasons for, and types of, bullying, precautions taken, and their recommendations for preventing bullying behaviors. Results showed that the school counselors encountered three main types of bullying; verbal insults, hitting others, and provoking others. We also found that the counselors needed to take precautions against bullying, to take steps to prevent it, and to develop intervention strategies for dealing with bullying behaviors. Implications are discussed, including practices to improve policies and to reduce and prevent bullying at high schools, and recommendations are made for further research.

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

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

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SUZUKI, Kouhei. "BULLYING IN SCHOOLS." Annual Report of Educational Psychology in Japan 34 (1995): 132–42. http://dx.doi.org/10.5926/arepj1962.34.0_132.

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Rao, V. "Bullying in schools." BMJ 310, no. 6986 (April 22, 1995): 1065–66. http://dx.doi.org/10.1136/bmj.310.6986.1065d.

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8

Dawkins, J. "Bullying in schools." BMJ 310, no. 6993 (June 10, 1995): 1536. http://dx.doi.org/10.1136/bmj.310.6993.1536.

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Swearer, Susan M., and Beth Doll. "Bullying in Schools." Journal of Emotional Abuse 2, no. 2-3 (March 2001): 7–23. http://dx.doi.org/10.1300/j135v02n02_02.

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O'Moore, Mona. "Bullying in Schools." Western European Education 22, no. 1 (April 1990): 92–117. http://dx.doi.org/10.2753/eue1056-4934220192.

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Carney, Amy G., and Kenneth W. Merrell. "Bullying in Schools." School Psychology International 22, no. 3 (August 2001): 364–82. http://dx.doi.org/10.1177/0143034301223011.

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Jacobsen, Kristen E., and Sheri Bauman. "Bullying in Schools: School Counselors’ Responses to Three Types of Bullying Incidents." Professional School Counseling 11, no. 1 (October 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100101.

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School counselors responded to an Internet survey containing vignettes describing physical, verbal, and relational bullying. Respondents rated relational bullying the least serious of the three types, they had the least empathy for victims of relational bullying, and they were least likely to intervene in relational bullying incidents. Counselors with anti-bullying training rated relational bullying as more serious and were more likely to intervene in relational bullying incidents than were those without training. Implications for counselor education are discussed.

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Shodiq, M., and Machmudah Machmudah. "Implementation of Anti-Bullying Module Through Child-Friendly Schools in Primary School." Kresna Social Science and Humanities Research 1 (January 28, 2021): 1–5. http://dx.doi.org/10.30874/ksshr.37.

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Child Friendly Schools are schools that are responsible for fulfilling and guaranteeing children's rights in a planned manner in life aspects. Based on child protection law article 4 of Law No.23 of 2002 states that children have the right to live, grow, develop, and participate appropriately according to human dignity, standards and values to get protection from violence and discrimination or bullying. Bullying is increasingly happening in the community, foe example in children, adolescents and adults. Bullying behavior involves power and power that is not balanced so that the victim is in a state of helplessness to oppose the act of bullying that he receives. Therefore, researchers are interested in conducting research on bullying cases that occur in primary schools. This study uses the Anti-bullying module which aims to prevent, reduce, introduce and teach the occurrence of bullying through child-friendly schools in SD Wonokromo District, Surabaya.

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Rahman, Imas Kania, Nesia Andriana, and Syahrozak Syahrozak. "Menelisik Fenomena Bullying di Pesantren." Asatiza: Jurnal Pendidikan 4, no. 3 (September 30, 2023): 156–67. http://dx.doi.org/10.46963/asatiza.v4i3.1179.

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Bullying behavior often occurs in Islamic boarding schools. Based on information from the Indonesian Child Protection Commission, bullying is the most common occurrence in school environments. The aim of this study was to describe the bullying phenomenon that occurs in Islamic boarding schools. The study was carried out using a descriptive qualitative approach with data collection methods in the form of document analysis. The findings found that bullying which usually occurs in schools also occurs in Islamic boarding schools. The situation of students living in Islamic boarding schools makes bullying more likely to occur. Bullying in Islamic boarding schools is caused by several factors, namely: lack of companions which has an impact on the effectiveness of controlling student activities, negative social environment and being a role model for other students, senior and junior culture, unclear regulations regarding bullying, and lack of training for students in prevention. and management of Islamic boarding schools. This study recommends the establishment of an anti-bullying program in Islamic boarding schools through increasing the number of supervisors, anti-bullying intervention training for Islamic boarding school supervisors, drafting anti-bullying regulations, adapting and expanding anti-bullying, facilities and planning. anti-bullying curriculum, implementing anti-bullying training for students and making students anti-bullying agents in Islamic boarding schools.

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Alhajeri, Salem S., and Abdulaziz S. Alenezi. "Student Bullying in Kuwait Public Schools: How School Administrators and Teachers React." International Journal of Educational Reform 29, no. 3 (December 9, 2019): 293–308. http://dx.doi.org/10.1177/1056787919892006.

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This study aimed to investigate how public school teachers perceive student bullying and how they perceive their own as well as school administrators’ efforts to protect students from bullying. A total of 238 elementary, middle, and high school teachers responded to 18 questions. The study found that student bullying exists in Kuwait public schools, it is more widespread in boys’ schools, and it occurs more in middle schools. Further, the study found a significant relationship between student bullying and school administrators’ efforts to protect students from bullying. A discussion of these results and relevant recommendations for future studies are included.

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Miao, Jianan. "School Bullying and Management in Semi-Boarding Schools in Second-Tier Cities in China: Problem Analysis and Optimization." Transactions on Social Science, Education and Humanities Research 5 (April 1, 2024): 528–37. http://dx.doi.org/10.62051/9fehbs51.

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The issue of school bullying in China's second-tier cities is often overlooked and not adequately addressed. School bullying is typically handled by schools alone, without legal recourse, and semi-boarding schools lack specific anti-bullying measures. The study aims to analyze the shortcomings of current anti-bullying strategies in these schools and propose optimized solutions. Research on bullying in schools reveals that it is prevalent in semi-boarding schools in Tier 2 cities, with similar proportions of boys and girls experiencing bullying. The harmful effects of bullying should not be underestimated, and students' understanding of bullying is not comprehensive enough. The current prevention and control measures in schools are inadequate. Recommendations include specialized education on bullying, raising awareness through lectures and activities, establishing early warning and handling mechanisms, and providing psychological assistance. Implementation should involve incorporating bullying prevention into school plans, increasing publicity and education, establishing early detection and fair handling mechanisms, and providing psychological support.

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Hendarty, Tety, Iim Wasliman, Siti Sarah Nurhasanah, Eva Dianawati Wasliman, and Dian Harliyani. "PENTINGNYA KOLABORASI ORANG TUA DAN SEKOLAH DALAM GERAKAN ANTI PERUNDUNGAN." EDUSAINTEK: Jurnal Pendidikan, Sains dan Teknologi 11, no. 2 (January 30, 2024): 858–72. http://dx.doi.org/10.47668/edusaintek.v11i2.1197.

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Bullying is a phenomena that affects children in their social contexts, including their families, communities, and schools, even in kindergarten. This is what motivated the conduct of this study. It is crucial that early childhood educators and parents work together to stop bullying. The following are the research objectives: (1) Describe how parents and schools work together to manage the anti-bullying campaign; (2) List the elements that encourage and obstruct parent and school collaboration in the anti-bullying movement. Case studies were employed in this qualitative research project. Data were gathered through observations, documentation, and interviews. The findings of the study demonstrate how crucial it is for parents and schools to work together in anti-bullying campaigns in order to stop bullying in schools. Schools must keep pushing parents to get involved in anti-bullying initiatives, particularly by reaching out to them with information about bullying. Bullying in schools can be decreased via effective collaboration between parents and schools. Together, parents and schools can provide a secure and encouraging learning environment for every student. Increased communication, active participation, understanding, acknowledging the role of parents, and an integrated strategy between schools and parents can all help achieve this.

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Hidayati, Eni, Chistina Tri Cahyani, Desi Ariyana Rahayu, Muhammad Fatkhul Mubin, and Tri Nurhidayati. "The Anticipation of Schools Bullying." South East Asia Nursing Research 2, no. 4 (December 30, 2020): 25. http://dx.doi.org/10.26714/seanr.2.4.2020.25-31.

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Bullying is an action to harm other people that continuously happen either in groups or individually. Bullying could happen in a school environment to the students who are quiet, small and to those unable to defend themselves. This study aims to determine the anticipation of bullying in the school environment. The frequency distribution test results obtained that 250 teachers were in the sufficient category in anticipating bullying prevention and 3 teachers were still in the poor category. The research hopefully can stop bullying in the school environment. Bullying is an action to harm other people which is carried out continuously either in groups or individually. Bullying could occur in a school environment to students who are quiet, small and those unable to defend themselves. Bullying prevented by regulations that could be valid to all school members. The study aims to determine the anticipation of bullying in the school environment. The frequency distribution test results obtained that 250 teachers were in the sufficient category in anticipation of bullying prevention and 3 teachers were still in the poor category. The research hopefully can stop bullying in the school environment.

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Fuqoha, Hasuri, Sasmia, and Sasmita. "Penyuluhan Metode Restorative Justice dalam Penanganan Prilaku Bullying Di Sekolah." BANTENESE : JURNAL PENGABDIAN MASYARAKAT 4, no. 2 (December 31, 2022): 71–83. http://dx.doi.org/10.30656/ps2pm.v4i2.5769.

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The activity was motivated by the many reports of bullying cases carried out between students and teachers and students in the school. The school should be a safe and comfortable place for students to study. So that the behavior of students who cross the line and lead to acts against the law in the form of bullying is very worrying. This concern is very justified considering the negative impact caused by physical, verbal, psychological and virtual bullying on social media. Therefore, legal counseling is needed regarding the dangers and legal threats to the behavior of acts of bullying and the handling of acts of bullying using restorative justice methods. This activity is carried out using a participatory learning and action model through lectures, discussions, accompanied by actions against bullying behavior. The results of this activity indicate that there are similarities in the goals and expectations of the school as the purpose of this activity regarding education and handling of bullying behavior in schools. Schools want the settlement of cases in schools to be avoided from legal threats by replacing using a restorative approach as the school's function is to educate children.

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Qamar, Sabeen, and Muhammad Faisal Farid. "Bullying in Schools: Students' Insights." Fall 2023 VIII, no. IV (December 30, 2022): 1–7. http://dx.doi.org/10.31703/gsr.2023(viii-iv).01.

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Child safety in educational institutions is a prime concern for stakeholders. The current study was planned to gather insights of learners, studying at various levels, regarding bullying in educational institutes. Data were gathered from 482 students studying in both public and private educational institutes. A self-reporting questionnaire, having 38 items with five factors, was used to collect data from both male and female students. The results showed that boys were more involved in bullying related activities than girls. Similarly, it was found that students studying in private sector educational institutes faced more bullying than students studying in government sector educational institutes. After analysis, the researchers found that boys faced more physical bullying, more relational bullying and cyber bullying than girls. It was also found that public educational institutions had more physical bullying and verbal bullying as compared to private educational institutions. The students of private schools faced more relational (social) bullying than students studying in public schools. The study had practical implications for stakeholders to curtail bullying for more effective learning environment in educational institutes in the country.

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Malta, Deborah Carvalho, Marta Angélica Iossi Silva, Flavia Carvalho Malta de Mello, Rosane Aparecida Monteiro, Luciana Monteiro Vasconcelos Sardinha, Claudio Crespo, Mércia Gomes Oliveira de Carvalho, Marta Maria Alves da Silva, and Denise Lopes Porto. "Bullying in Brazilian schools: results from the National School-based Health Survey (PeNSE), 2009." Ciência & Saúde Coletiva 15, suppl 2 (October 2010): 3065–76. http://dx.doi.org/10.1590/s1413-81232010000800011.

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The aim of this study is to identify and describe the occurrence of bullying among students in the 9th year (8th grade) from public and private schools from 26 Brazilian state capitals and the Federal District. It is a cross-sectional study involving 60,973 students and 1,453 public and private schools. Data analysis indicates that 5.4% (IC95%: 5.1%-5.7%) of students reported having suffered bullying almost always or always in the last 30 days, 25.4% (IC95%: 24.8%-26.0%) were rarely or sometimes the victim of bullying and 69.2% (IC95%: 68.5%-69.8%) of students felt no humiliation or provocation at school. The capital with higher frequency of bullying was Belo Horizonte (6.9%; IC95%: 5,9%-7,9%), Minas Gerais, and the lowest was Palmas (3.5%; IC95%: 2.6%-4.5%), Tocantins. Boys reported more bullying (6,0%; IC95%: 5.5%-6.5%) compared with girls (4,8%; IC95%: 4.4%-5.3%). There was no difference between public schools 5.5% (IC95%: 5.1%-5.8%) and private (5.2%) (IC95%: 4.6%-5.8%), except in Aracaju, Sergipe, that show more bullying in private schools. The findings indicate an urgent need for intersectoral action from educational policies and practices that enforce the reduction and prevention of the occurrence of bullying in schools in Brazil.

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Nurhayati, Riana, Suranto Suranto, Siti Irene Astuti Dwiningrum, Ariefa Efianingrum, Herwin Herwin, and Haryanto Haryanto. "Principal component analysis on bullying measurement models in schools." Cypriot Journal of Educational Sciences 17, no. 8 (August 31, 2022): 2771–81. http://dx.doi.org/10.18844/cjes.v17i8.7803.

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Cases of bullying in schools are still a major problem in many countries and must be resolved immediately because they are closely related to student morale. So far, schools are still focused on strategies to overcome bullying, but have not focused on exploring the right measurement model to identify bullying. This study aims to identify bullying systematically in schools. This is a quantitative research using principal component analysis (PCA). The questionnaire was developed based on the findings of previous studies. Internal factors and consistency were examined by involving 96 students from senior high schools in Indonesia. This study concludes that the model for measuring bullying in schools is measured by four indicators, namely setting, bullies, reasons for bullying and forms of bullying. This measurement model is measured by a total of 21 items that have been tested through PCA. Keywords: PCA, bullying measurement, schools.

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Karikari, Isaac, James R. Brown, Gifty Dede Ashirifi, and James Storms. "Bullying Prevention in Schools." Advances in Social Work 20, no. 1 (July 30, 2020): 61–81. http://dx.doi.org/10.18060/22928.

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Since bullying is an ecological and systemic phenomenon that occurs in multiple contexts with multiple actors, it makes sense to consider the perceptions of multiple stakeholders and their relationships with one another and in relation to bullying prevention in schools. Using a non-probability, purposive sample, this study examined the perspectives of 45 school stakeholders, namely, principals, school social workers, bus drivers, and parents from an urban school district in the Midwest. The study unveils some of the implicit and explicit challenges associated with bullying prevention efforts. For example, bullying can be quite nebulous because people tend to look at the issue through the prism of their own experiences and positions, limiting their understanding of other stakeholders. Some stakeholders’ perspectives may be muted when bullying behaviors are discussed or reported. Overall, the findings support the use of multi-stakeholder approaches in developing a more holistic view of bullying. Recommendations include avoiding the reification of the views and voices of a select few and having a more open system of dialogue among stakeholders to create inclusion when addressing bullying.

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Irira, Grace, and Mussa S. Muneja, ThD. "Prevalence of School Based Bullying among Monduli District Public Secondary Schools, Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 3, no. 5 (October 29, 2022): 125–29. http://dx.doi.org/10.46606/eajess2022v03i05.0226.

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The study aimed to analyze the prevalence rate of School Based Bullying. The study was done at Monduli District Public Secondary Schools, in Tanzania and it used descriptive survey design which falls in a quantitative research approach. A standardized closed-ended questionnaire was used in data collection from students of the schools. The population of the study was 121 representing respondents from each Public School in Monduli District. The study applied systematic sampling to identify students for the study. Data were analyzed using descriptive statistics by employing mean, frequencies and percentages. The findings showed that various forms of bullying took place in schools under investigation including stealing other learners’ property, beating, tarnishing others’ image by drawing on building walls, spreading disinformation, excluding others, taunting others and bad nicknaming. The study recommends that in order to lower the prevalence rate of bullying in schools, the ministry of education ought to provide a clearer guidance at school-level on dealing with school violence and particularly bullying behaviors. Measures taken against bullying would include anonymous reporting mechanism and corresponding stricter punitive consequences. The study further recommends that the government should provide continuous capacity building workshops with teachers on how to deal with and eradicate bullying behaviors in schools.

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Lodge, J., and E. Frydenberg. "Cyber-Bullying in Australian Schools: Profiles of Adolescent Coping and Insights for School Practitioners." Australian Educational and Developmental Psychologist 24, no. 1 (2007): 45–58. http://dx.doi.org/10.1017/s0816512200029096.

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AbstractCyber-bullying has emerged as the latest Permutation of school bullying. The growing number and the level of severity of cyber-bullying call for our educators, researchers, administrators, and authorities to take action. But before we can tackle this problem, a better understanding of the issue and how we can best support students is necessary. This study of 652 young people aged 11–17 years from Melbourne independent and state government schools, provides data on bullying that uses information and communication technologies (cyber-bullying), general bullying, and overall patterns of coping. Results revealed significant gender and school differences – with girls from independent schools reporting more cyber-bullying problems. These findings contrast with those of ‘real-world’(general) school bullying. Further analyses suggest that young people who are persistently victimised have most likely exhausted their strategies for responding. Of note, apprehensive and avoidant coping profiles exemplified girls reporting greater levels of cyber-bullying while boys reporting cyber-bullying problems were characterized by apprehensive, but active coping actions. The findings offer clear avenues of support for school practitioners and may also facilitate the identification of young people who are at high risk for negative outcomes.

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Elawati, Elawati, Imaculata Viviana Suandy, Noval Depati Allam Beltapan, and Sendi Fauzi Giwangsa. "Analisis Peran Guru dalam Mengatasi Perundungan di Sekolah Dasar." AS-SABIQUN 6, no. 1 (January 1, 2024): 147–56. http://dx.doi.org/10.36088/assabiqun.v6i1.4375.

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This research is motivated by the widespread bullying that occurs in elementary schools. This does not only happen to students but also to teaching staff. Based on surveys and observation results, bullying occurs more often among students. This research was conducted to analyze the role of teachers in preventing and overcoming bullying that occurs in elementary schools from various factors that trigger bullying. The method used in this research is a qualitative method with a case study approach. Participants in this research were teachers from one of the elementary schools in Tanjungpandan, Belitung. This research concludes that the role of teachers in preventing and overcoming bullying in elementary schools is very important. Creating a safe and comfortable school environment, providing outreach regarding bullying at school, working together with parents so that they can provide the best for students while at school and at home. Recommendations for previous researchers can expand research locations where bullying is still widespread in schools so that they can provide improvements for preventing bullying in elementary schools.

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Seda Sozen, Işılay, and Mustafa Can Koç. "EXAMINATION OF PEER PRESSURE IN HIGH SCHOOL STUDENTS BASED ON TEACHERS' OPINIONS." Slavonic Pedagogical Studies Journal 12, no. 2 (September 2023): 104–22. http://dx.doi.org/10.18355/pg.2023.12.2.4.

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This study examines peer bullying behaviors among high school students between the ages of 15 and 18 based on teachers' opinions. The sample group consisted of a total of 30 teachers, 22 of whom were female and 8 of whom were male. All these teachers worked in high schools and equivalent schools in Istanbul. A total of 23 of the participants hold undergraduate degrees, and 7 of them hold postgraduate degrees. The participants were selected from different branches. The data were collected using the face-to-face interview technique. Teachers were asked 11 types of questions about peer pressure, and their responses were noted. The data were collected from volunteer teachers who were still on duty. The 'Peer Bullying Questionnaire in Schools', developed by the researchers and determined according to expert opinions and consisting of two parts, was used as a data collection tool. The first part of the peer bullying questionnaire includes the demographic characteristics of the participants, and the second part includes 11 types of questions for teachers about peer pressure. Consequently, this research is a study that reflects the peer bullying cases that students have been exposed to, how students react to such bullying, what kind of attitude teachers have towards such behaviors, how they act as teachers, why bullying behaviors develop, and how they suggest solutions to such behaviors. The results of the present study showed that peer bullying is a highly prevalent problem in high schools, and the students mostly suffered from verbal and social bullying. Familial factors were reported as the major cause of peer bullying. Teachers stated that the first source they used to cope with bullying was the school's psychological counseling and guidance services. The results of the present study were discussed based on the available literature, the study's limitations were indicated, and suggestions for future practical and theoretical studies were presented.

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Putri Felita Listiani, Muhardila Fauziah, Anggita Dedek Eka Fatmala, Fathurahman Fathurahman, Mechy Khaerima, and Novarinda Nurul Azizah. "Perilaku Bullying Pada Anak Di Sekolah Dasar." JURNAL RISET RUMPUN ILMU PENDIDIKAN 3, no. 1 (February 16, 2024): 38–47. http://dx.doi.org/10.55606/jurripen.v3i1.2672.

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This article discusses a case study of bullying behavior in elementary schools. Bullying can have a negative impact on victims, and this research uses a descriptive qualitative approach to describe this phenomenon. Research methods include observation, interviews, and documentation studies. Research results show that bullying can occur in various forms, including verbal, physical and nonverbal. Many students in elementary school experience or witness incidents of bullying, which can cause serious psychological impacts. Factors such as students' socio-economic background also influence the high number of bullying cases in schools. Bullying behavior can have a negative impact on the social aspects of students in elementary schools. Efforts to prevent and handle bullying in elementary schools need to involve collaboration between schools and parents. Most of the references used in research are primary literature and are up to date. r.

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Salman, Fariha, Muhammad Sharjeel, and Mohammad Salman Abdullah. "PREVALENCE, ASSOCIATED FACTORS AND AWARENESS OF BULLYING AMONG STUDENTS OF PUBLIC AND PRIVATE SCHOOLS OF LAHORE, PAKISTAN." PAFMJ 71, no. 4 (August 27, 2021): 1446–50. http://dx.doi.org/10.51253/pafmj.v71i4.3989.

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Objectives: To find out prevalence of bullying, its associated factors and extent of awareness against bullying among th students of public/private schools of Lahore and to compare them. Study Design: Comparative cross-sectional study. Place and Duration of Study: Study was carried out in different schools of Lahore, Pakistan, from May to Nov 2019. Methodology: A total of 294 students of public/private schools (8-10th grade students) of Lahore were recruited in study by purposive sampling. The students filled a pretested and pre-structured questionnaire consisting of questions about bullying, number of bullies, forms of bullying, its causes and consequences, reaction of students towards bullying and if anybody was informed about it. Results: A higher frequency of bullying was reported in public schools (54%) than in private (46%). Students mostly suffered bullying in the form of humiliating remarks (56.3%) and verbal abuse (25.3%). Causes of bullying in public schools were physical appearance (48.9%), illness (19.1%) and imbalance of power (19.1%) whereas in private schools, physical status (45.0%), imbalance of power (25.0%) and low socioeconomic status (22.5%) were common. Bullying was associated with loss of concentration on studies (19.5%) and behavioral changes (18.4%). The students usually reported bullying incidents to teachers (36.8%) and parents (28.7%). A majority of students walked away from the bully (45.4%). Conclusion: Bullying is relatively more prevalent in public schools and predominantly manifested in the form of humiliating remarks & verbal abuse. Majority of students show no appropriate resistance towards the bully while bullying causes a critical psychological distress inthem.

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Jacobsen, Kristen, and Sheri Bauman. "Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents." Professional School Counseling 11, no. 1 (October 2007): 1–9. http://dx.doi.org/10.5330/psc.n.2010-11.1.

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31

Smith, Murray. "Bullying—Mostly in Schools." Crisis 25, no. 1 (January 2004): 43–44. http://dx.doi.org/10.1027/0227-5910.25.1.43.

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32

Kevorkian, Meline M., Albert Rodriguez, Matthew P. Earnhardt, Tom D. Kennedy, Robin D’Antona, Ashley G. Russom, and Jia Borror. "Bullying in Elementary Schools." Journal of Child & Adolescent Trauma 9, no. 4 (April 19, 2016): 267–76. http://dx.doi.org/10.1007/s40653-016-0085-0.

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O’Moore, A. M., and B. Hillery. "Bullying in Dublin Schools." Irish Journal of Psychology 10, no. 3 (January 1989): 426–41. http://dx.doi.org/10.1080/03033910.1989.10557759.

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34

Wood, Diana F. "Bullying in medical schools." BMJ 333, Suppl S4 (October 1, 2006): 0610357. http://dx.doi.org/10.1136/sbmj.0610357.

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Gofin, R., H. Palti, and L. Gordon. "Bullying in Jerusalem schools." Public Health 116, no. 3 (May 2002): 173–78. http://dx.doi.org/10.1038/sj.ph.1900843.

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36

Gini, Gianluca. "Bullying in Italian Schools." School Psychology International 25, no. 1 (February 2004): 106–16. http://dx.doi.org/10.1177/0143034304028042.

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37

Pereira, Beatriz, Denisa MendonçA, Carlos Neto, Lucília Valente, and Peter K. Smith. "Bullying in Portuguese Schools." School Psychology International 25, no. 2 (May 2004): 241–54. http://dx.doi.org/10.1177/0143034304043690.

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38

Rigby, Ken. "Addressing Bullying in Schools." School Psychology International 25, no. 3 (August 2004): 287–300. http://dx.doi.org/10.1177/0143034304046902.

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39

Lodenyo, Hudson A. "Bullying in secondary schools." African Journal of Health Sciences 35, no. 6 (January 18, 2023): 671. http://dx.doi.org/10.4314/ajhs.v35i6.1.

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40

Cross, Donna, Yolanda Pintabona, Margaret Hall, Greg Hamilton, Erin Erceg, and Clare Roberts. "The Friendly Schools Project: An Empirically Grounded School-based Bullying Prevention Program." Australian Journal of Guidance and Counselling 13, no. 1 (July 2003): 36–46. http://dx.doi.org/10.1017/s1037291100004726.

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There exists limited empirical evidence of the effectiveness of universal school-based interventions to reduce or prevent children's bullying. The Friendly Schools project was a 3-year longitudinal randomised control trial designed to determine the efficacy of a universal holistic intervention to prevent or reduce bullying among primary school children. The trial involved 1968 Western Australian children, their parents and their teachers. This paper discusses the components of the Friendly Schools program, and how empirical, theoretical and “promising” mechanisms of change (mediators) were operationalised to develop a whole-of-school approach to reduce bullying. This paper concludes that further research is needed to determine empirically: (a) which mechanisms of change mediate improvements in children's bullying behaviour and mental health status and (b) the relative contribution of the various components of a whole-of-school approach to bullying prevention and reduction in children.

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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 (July 25, 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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Murad, Amna. "BULLYING IN SCHOOLS: DOES EMPATHY HELP." Pakistan Journal of Social Research 04, no. 01 (March 31, 2022): 283–95. http://dx.doi.org/10.52567/pjsr.v4i1.651.

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Bullying is a universal problem, affecting students in schools all around the world. It makes life miserable for those who are bullied, and some victims have been so upset that they committed suicide. Bullying is an act of intentional harm, carried out repeatedly. It can take the form of physical, verbal, social or emotional and cyber bullying. The bullies are aggressive in nature and the emotion they harbor is anger. Their home environment is one of conflict, and lack of warmth. The victims of bullies are sensitive and lack social and problem-solving skills and easily fall prey to the bully. They are anxious, depressive and lonely. As a result of bullying, their school attendance falls, and academic results are low. To tackle the bullying problem in schools, many programs have been introduced which have reported to increase empathy in students, and consequently, reducing bullying. This article emphasizes the importance of bullying prevention programs in schools with empathy as a core component, because it is impossible to eradicate bullying by enforcing policies and rules only. The solution of bullying is to develop empathy which will help students to appreciate differences, and to develop a sense of community in students. Keywords: Intervention Program, Reducing Bullying, Schoolchildren and Empathy

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43

Steyn, Gertruida Maria, and Gunam Dolan Singh. "Managing bullying in South African secondary schools: a case study." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1029–40. http://dx.doi.org/10.1108/ijem-09-2017-0248.

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Purpose The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findings, recommend a model that may be used to curb bullying in secondary schools. A qualitative research design was used to investigate the problem through an interview process with participants from secondary schools, as well as a circuit manager from the Uthungulu district of KwaZulu-Natal. The findings confirmed that the problem of bullying emanated at the level of the family, the school and the community. The paper concludes with the provision of a model to manage and curb bullying in these secondary schools. Design/methodology/approach A qualitative research approach, in particular a case study design, was selected to give a clear understanding of participants’ views and experiences (Johnson and Christensen, 2011; Mason, 2013). The design involved a social constructivist paradigm, which was primarily concerned with meaning and understanding people’s “lived experiences” and “inner-worlds” in the context of the conditions and circumstances of their lives, which in this particular instance was bullying in secondary schools, occurring within a social context, which was the school (Johnson and Christensen, 2011). Purposeful sampling was used to identify five secondary schools in the Uthungulu district of KwaZulu-Natal where the problem of bullying was most prevalent principals at circuit and district-level meetings complained about the high incidence of bullying perpetration in their schools. Findings This paper highlights the findings in respect of the factors contributing to bullying perpetration in schools and presents a management model to curb bullying in secondary schools in KwaZulu-Natal. Factors contributing to bullying: the findings from the empirical investigation avowed that the three key factors contributing significantly to bullying behaviour are located at the level of the family, the school and the community. First, influence at family level: “60–70 per cent of our learners come from broken homes”. An overwhelming majority of participants in all five secondary schools attributed the escalation of bullying in schools directly to the influence at the family level. Broken homes, poor upbringing, the absence of positive role models and the influence of media violence on learners have had a negative impact on the culture of discipline, teaching and learning in the classroom and the general ethos of schools. Second, influence at school level: “the foremost problem here is peer pressure”. An overwhelming number of participants identified several factors at the school level that contributed to bullying in secondary schools. Learner 3 (School A) highlighted the problem of peer pressure and the need to belong to a group as a critical factor in advancing bullying in schools. Third, influence at community level: “they come from that violent environment”. Participants explained that the absence of after-school programmes and a lack of facilities, particularly in rural communities, misdirected youngsters into engaging in other destructive vices such as forming gangs and indulging in drugs and alcohol, to keep themselves occupied. Originality/value Various studies have been conducted in South Africa to understand the phenomenon of bullying and violence in South African schools. While the current body of research highlights the problem of bullying in schools and provides some guidelines on what measures may be adopted to address the problem, the suggested methods are not effective enough, resulting in the problem continuing unabated. This study therefore suggests a model to manage and curb bullying in secondary schools in South Africa.

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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 (September 28, 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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Cuiling, WU, and HE Xiaojun. "A Study on the Basic Characteristics and Coping Strategies of Bullying in Japanese School." Progress of Chinese Pedagogy 2, no. 3 (September 28, 2023): 50–62. http://dx.doi.org/10.48014/pcp.20230422001.

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Globally, school bullying has become a serious educational and social problem in different countries. Japan has developed a response system with its own characteristics in dealing with bullying in schools. Based on a review of the definitions of bullying and school bullying response measures in Japan at different times, the study is centered on the results of the 2022 survey on bullying in schools conducted by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan and based on the data published by MEXT and the Ministry of Internal Affairs and Communications (MIC) in 2022, the study focuses on "early prevention, early detection, early response and response to major incidents", and describes responses in these four aspects at both the national and school levels. The results of the study show that bullying in Japanese schools is becoming more prevalent and serious, the group of school bullying tends to be younger, non-violent psychological harm is the main type of school bullying, and methods of school bullying tend to be more covert, and cyber bullying tends to be more serious. The current response to bullying in schools in Japan emphasizes the strengthening of bullying prevention education from primary school onwards, with a tendency to strengthen education on interpersonal relationships and awareness of collective norms within the school (or classroom) . The specific response to school bullying consists of four components: early prevention, early detection, early response, and response to major incidents. Utilizing the role of the state, regional public bodies, schools, and other institutions is an important way to respond properly to incidents of bullying in schools. Among them, particular emphasis is placed on early detection and early response, and a special response to major incidents of school bullying.

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Alex-Hart, Balafama Abinye, Joyce Okagua, and Peace Ibo Opara. "Prevalence of bullying in secondary schools in Port Harcourt." International Journal of Adolescent Medicine and Health 27, no. 4 (November 1, 2015): 391–96. http://dx.doi.org/10.1515/ijamh-2014-0038.

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Abstract Background: School bullying is a global problem involving a high proportion of students worldwide. However, its prevalence and types in secondary schools in Port Harcourt is not yet known. Objective: This study aimed to determine the prevalence and types of bullying in secondary schools in Port Harcourt. Subjects: A total of 1160 students from six secondary schools in Port Harcourt comprised the sample. Materials and methods: This was a cross-sectional school-based study conducted in Port Harcourt in March 2014. Two mixed schools, two all-boys schools, and two all-girls schools were selected using purposive sampling technique. Stratified random sampling technique, by class strata (senior secondary 1, 2 and 3) was used to select 1160 students from the six schools. A 22-item self-administered questionnaire adapted from a previous study was modified and used in this study. The questions covered the prevalence, type of bullying, and socio-demographic data. Data were analyzed using SPSS version 20 (IBM SPSS Incorporated, Chicago, IL, USA). Results: About 82.2% reported being victims of bullying, whereas 64.9% reported being bullies. About 9.7% and 11.8% were neither bullies nor bullied, respectively. Bullying was significantly higher in the all-boys (90.8%) and all-girls (82.9%) schools than in the mixed schools (73.5%), p=0.000. More males were victims (53.4%) and bullies (53.3%) but more females (55.4%) were bully-victims. The most common (57.5%) type of bullying was physical bullying. Conclusion: The rate of bullying was found to be very high in secondary schools in Port Harcourt.

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Shaw, Thérèse, and Donna Cross. "The Clustering of Bullying and Cyberbullying Behaviour within Australian Schools." Australian Journal of Education 56, no. 2 (August 2012): 142–62. http://dx.doi.org/10.1177/000494411205600204.

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Bullying between students at school can seriously affect students' health and academic outcomes. To date, little is known regarding the extent to which bullying behaviour is clustered within certain schools rather than similarly prevalent across all schools. Additionally, studies of bullying behaviour in schools that do not account for clustering of such behaviour by students within the same school are likely to be underpowered and yield imprecise estimates. This article presents intraclass correlation (ICC) values for bullying victimisation and perpetration measures based on a large representative sample of 106 Australian schools. Results show that bullying is not confined to specific schools and school differences contribute little to explaining students' bullying behaviour. Despite this, seemingly negligible ICC values can substantially affect the sample sizes required to attain sufficiently powered studies, when large numbers of students are sampled per school. Sample size calculations are illustrated.

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Saputra, Yogi Nanda, Abdul Halim, and Meisa Fitri Nasution. "Anticipating Bullying Against Ja'far Muslim Lingga Tiga Junior High School." International Journal Of Community Service 2, no. 2 (March 9, 2022): 191–97. http://dx.doi.org/10.51601/ijcs.v2i2.85.

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In the midst of the rapid development of information and communication technology, it is undeniable that children who are still in school can access a lot of extensive information, one of which is about the problem of bullying. at school. Bullying behavior that occurs in schools is very diverse ranging from physical bullying, verbal bullying, social bullying and cyberbullying. The role of teachers in schools is also very important to minimize bullying in schools. In this research, the researcher distributed a questionnaire to be filled out by the socialization participants with a choice of answers agreeing or disagreeing. Researchers also during the socialization process gave several questions about bullying behavior to obtain supporting results regarding bullying behavior. The results of the research achieved in this study were that all socialization participants already knew what bullying was and it could be concluded that bullying is an action that students should avoid when at school because bullying can have a serious effect on victims of bullying.

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J. Mboya, Joyce, and Daniel Onyango. "Effectiveness of Schools in Combating Bullying Behaviors among Public Secondary Schools in Hai District, Tanzania." East African Journal of Education and Social Sciences 3, no. 3 (June 30, 2022): 147–52. http://dx.doi.org/10.4314/eajess.v3i3.189.

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The study investigated on the management of bullying behavior in public secondary schools in Hai District. The study employed the mixed research approach to organize the qualitative and quantitative data so as to deal with the research problem. Convergent parallel research design was employed to enable the researchers to collect data concurrently. While the targeted schools were 45 in the district, 5 schools were purposively selected with the sample of 171 respondents. The study found that majority of teachers were not effective in managing bullying behavior in schools though they are obligated with the task of managing students’ behaviors in through identifying, directing, controlling, monitoring the behavior and providing guidance and counseling to students. The study recommends that schools should come up with strategies to control bullying by offering short courses, seminars and workshops to teachers so as to equip them with skills on how to control bullying. Clubs and societies should be established in schools so as to involve learners in management of bullying. Schools should put in place a schedule where talks on various aspects of bullying can be presented to students. Speakers from outside the school can be invited to make presentations.

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Aqielasyifa, Qaireen, Winda Nur Mulyani, and Joko Siswanto. "Bullying Risk Survey in Elementary Schools." International Journal Scientific and Professional (IJ-ChiProf) 2, no. 4 (November 28, 2023): 232–39. http://dx.doi.org/10.56988/chiprof.v2i4.61.

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This study aims to determine the act of bullying and how to prevent it at SAI Palembang. This research uses quantitative descriptive research with a survey approach. This research was conducted by conducting observations using questionnaires, interviews, and documentation conducted at SAI Palembang in September 2022-February 2023. The questionnaire used is a list of 8 questions and observation there are 14 questions that have been tested previously on other students. The sample of this study was 18 SAI Palembang students from grades 3-6. The data analysis used was descriptive statistical analysis with data presentation using the percentage of bullying actions. Bullying carried out by students, namely mocking and hitting, which is 83%, and the smallest percentage is that the treatment is carried out repeatedly, which is 22%. From the results of the questionnaire on 18 students in grades 3 to 6, it can be concluded that indications of bullying actions exist in SAI Palembang, but this cannot be said to be a bullying incident because the main characteristics of bullying in the form of actions carried out intentionally by someone on another person repeatedly were not found. Bullying is disruptive in nature to other people because of the impact of negative behavior which is now popular among society, causing discomfort to other people or victims of bullying. Knowing the factors that support bullying behavior needs to be considered.

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