WorldWideScience

Sample records for bullying behaviour 1994-2006

  1. Cross-national time trends in bullying behaviour 1994-2006: findings from Europe and North America

    DEFF Research Database (Denmark)

    Molcho, Michal; Craig, Wendy; Due, Pernille;

    2009-01-01

    OBJECTIVES: To identify trends over 12 years in the prevalence of bullying and associated victimization among adolescents in North American and European countries. METHODS: Cross-sectional self-report surveys were obtained from nationally representative samples of 11-15 year old school children in...... 21 countries in 1993/94 and in 27 countries in each of 1997/98, 2001/02 and 2005/06. Measures included involvement in bullying as either a perpetrator and/or victim. RESULTS: Consistent decreases in the prevalence of bullying were reported between 1993/94 to 2005/06 in most countries. Geographic...... patterns show consistent decreases in bullying in Western European countries and in most Eastern European countries. An increase or no change in prevalence was evident in almost all English speaking countries participating in the study (England, Scotland, Wales, Ireland and Canada, but not in the USA...

  2. Bullying Behaviour, Intentions and Classroom Ecology

    Science.gov (United States)

    Pryce, Sarah; Frederickson, Norah

    2013-01-01

    Anti-bullying commitment across school communities is seen as crucial to the effectiveness of interventions. This exploratory study used a mixed-methods design to investigate bullying behaviour, intentions and aspects of the classroom ecology within the context of an anti-bullying initiative that was launched with a declaration of commitment.…

  3. The Clustering of Bullying and Cyberbullying Behaviour within Australian Schools

    Science.gov (United States)

    Shaw, Therese; Cross, Donna

    2012-01-01

    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…

  4. The Problem of Bullying in Schools and the Promise of Positive Behaviour Supports

    Science.gov (United States)

    Pugh, Roger; Chitiyo, Morgan

    2012-01-01

    Bullying in schools is recognised as a global problem. In the USA, school shootings and increasing school aggression focused research on the causes of bullying and interventions that could reduce or eliminate bullying behaviours. A variety of bullying programs have generated mixed results with some actually increasing bullying behaviours. There…

  5. Spinning Our Wheels: Reconceptualizing Bullying beyond Behaviour-Focused Approaches

    Science.gov (United States)

    Walton, Gerald

    2011-01-01

    Bullying behaviours remain common in schools despite an abundance of policies and programs aimed at curbing them. In this paper, the author argues that such policies and programs are problematic not because they are flawed in themselves, but because they draw from the dominant and usual ideas about what bullying is taken to be. These ideas are…

  6. Interpersonal bullying behaviours in the workplace

    Directory of Open Access Journals (Sweden)

    Charlotte Pietersen

    2007-01-01

    Full Text Available In this paper employing a phenomenological method to explicate seven informants’ experience of interpersonal bullying behaviors in a South African work context, I demarcated four general themes namely: lack of recognition, discrimination, obstructionism, and isolation. Moreover, I found that perpetrators (male and female managers predominantly used verbal and indirect negative acts to bully subordinates. Finally, racial tensions contributed to bullying behavior. While a phenomenological approach shows promise to explore local bullying behavior more research is needed to broaden our understanding of the phenomenon, including explicating bullying through the eyes of bystanders and alleged bullies.

  7. Problem Behaviours, Traditional Bullying and Cyberbullying among Adolescents: Longitudinal Analyses

    Science.gov (United States)

    Lester, Leanne; Cross, Donna; Shaw, Therese

    2012-01-01

    Problem Behaviour Theory suggests that young people's problem behaviours tend to cluster. This study examined the relationship between traditional bullying, cyberbullying and engagement in problem behaviours using longitudinal data from approximately 1500 students. Levels of traditional victimisation and perpetration at the beginning of secondary…

  8. An exploration of bullying behaviours in nursing: a review of the literature.

    Science.gov (United States)

    Wilson, Janet Lynn

    This article explores bullying behaviours in nursing in the UK and other countries, why bullying happens, and suggests actions to prevent or combat it. Bullying involves intentional and repeated psychological violence, humiliating and isolating staff from colleagues. Current literature reports that 20-25% of nursing staff experience bullying behaviour. The main perpetrators are nurses in a senior position to those being bullied and colleagues who are established staff members. Those likely to be bullied are students and new staff members. Bullying can cause distress and depression, with up to 25% of those bullied leaving their jobs or the profession, and have an impact on patient care. Factors contributing to bullying are hierarchical management and employees not feeling empowered. Silence and inaction by managers and colleagues allows this behaviour to continue. A zero-tolerance policy and the addressing of this behaviour clearly and promptly by managers should be instigated. Staff being bullied should be supported by colleagues. PMID:27019166

  9. Bullying in Schools: Addressing Desires, Not Only Behaviours

    Science.gov (United States)

    Rigby, Ken

    2012-01-01

    Currently the main approach in responding to bullying in schools is to focus on undesired behaviours and to apply sanctions. This approach is often ineffective as well as failing to address the needs of children as persons as distinct from the behaviour they produce. A proposed alternative approach is to inquire into the motivation of children who…

  10. Monitoring Bullying Behaviours May Not Enhance Principal's Awareness of the Prevalence

    Science.gov (United States)

    Fröjd, Sari; Saaristo, Vesa; Ståhl, Timo

    2014-01-01

    Monitoring bullying behaviours is the key aspect of a successful anti-bullying intervention. Questionnaires among pupils and principals of the same schools were utilised to measure the agreement between pupil-reported frequency and principals' estimations of the prevalence of frequent bullying in the same schools and to identify monitoring…

  11. Families Promote Emotional and Behavioural Resilience to Bullying: Evidence of an Environmental Effect

    Science.gov (United States)

    Bowes, Lucy; Maughan, Barbara; Caspi, Avshalom; Moffitt, Terrie E.; Arseneault, Louise

    2010-01-01

    Background: Bullied children are at risk for later emotional and behavioural problems. "Resilient" children function better than would be expected given their experience of bullying victimisation. This study examined the role of families in promoting resilience following bullying victimisation in primary school. Method: Data were from the…

  12. Effects of an emotional literacy intervention for students identified with bullying behaviour

    OpenAIRE

    Knowler, C.; Frederickson, N.

    2013-01-01

    The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional learning initiative, including an anti-bullying component. Within schools, participants were randomly assigned to an intervention or a wait-list com...

  13. A Review of the Extent, Nature, Characteristics and Effects of Bullying Behaviour in Schools

    Science.gov (United States)

    Aluede, Oyaziwo; Adeleke, Fajoju; Omoike, Don; Afen-Akpaida, Justina

    2008-01-01

    Bullying behaviour no doubt is becoming a common feature, and a nightmare in schools all over the world. It is a worrisome practice in schools because it infringes on the child's right to human dignity, privacy, freedom and security. The physical, emotional and educational consequences of bullying behaviour can never be underestimated. Therefore,…

  14. Effects of an Emotional Literacy Intervention for Students Identified with Bullying Behaviour

    Science.gov (United States)

    Knowler, Claire; Frederickson, Norah

    2013-01-01

    The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional…

  15. Bullying

    Science.gov (United States)

    ... The NICHD supports and conducts research to understand bullying and its effects. Many studies include information about the prevalence of bullying, its mental and health effects, and trends in bullying patterns over recent years. ​​​ ...

  16. Individual Correlates of Bullying Behaviour in Turkish Middle Schools

    Science.gov (United States)

    Ozer, Arif; Totan, Tarik; Atik, Gokhan

    2011-01-01

    This study investigated the relationship between bullying involvement (bully, victim, bully/victim, and not involved) and gender, academic achievement, self-efficacies (academic, social, and emotional self-efficacies). Data were collected by administering the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), the Self-Efficacy Questionnaire…

  17. Healthy lifestyle behaviour decreasing risks of being bullied, violence and injury.

    Directory of Open Access Journals (Sweden)

    Amelia R Turagabeci

    Full Text Available BACKGROUND: Bullying and violence are problems of aggression in schools among adolescents. Basic daily healthy practices including nutritious diet, hygiene and physical activity are common approaches in comprehensive health promotion programs in school settings, however thier relationship to these aggressive behaviours is vague. We attempted to show the advantages of these healthy lifestyle behaviours in 9 developing countries by examining the association with being frequently bullied, violence and injury. METHODOLOGY/PRINCIPAL FINDINGS: A cross-sectional cross-national survey of 9 countries using the WHO Global School Based Student Health Survey dataset was used. Measurements included experiences of "being frequently bullied" in the preceding 30 days and violence/injury in the past 12 months. Association of risk behaviours (smoking, alcohol, sexual behaviour and healthy lifestyle (nutrition, hygiene practices, physical activity to being bullied, and violence/injury were assessed using multivariate logistic regression. Hygiene behaviour showed lower risks of being frequently bullied [male: RR = 0.7 (97.5CI: 0.5, 0.9; female: RR = 0.6 (0.5, 0.8], and lower risk of experiences of violence/injury [RR = 0.7 (0.5, 0.9 for males], after controlling for risk behaviours, age, education, poverty, and country. CONCLUSION/SIGNIFICANCE: Healthy lifestyle showed an association to decreased relative risk of being frequently bullied and violence/injury in developing countries. A comprehensive approach to risk and health promoting behaviours reducing bullying and violence is encouraged at school settings.

  18. Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students.

    Science.gov (United States)

    Hein, Vello; Koka, Andre; Hagger, Martin S

    2015-07-01

    We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour. PMID:25968108

  19. Frequency of Bullying Behaviours in Secondary Schools in Cluj-Napoca

    Directory of Open Access Journals (Sweden)

    Ioana Elena BELDEAN-GALEA

    2010-12-01

    Full Text Available “Bullying” is generally considered to be a specific form of aggressive behaviour. The aim of this paper is the investigation of gender and age-related bully and victim incidence in Cluj-Napoca secondary schools. A survey on bullying was completed by 264 students (141 girls and 123 boys; 112 students from grades 5-6 and 152 students from grades 7-8 with an age range between 10 and 14 years old. From the entire sample, results showed that 3.8% of the students bullied others once a week or more during the previous 3 months and 40.5% had been frequently bullied by other students once a week or more often during the previous 3 months. Considering the gender differences, girls showed a bullying behaviour more frequently than boys.

  20. Bullying

    Science.gov (United States)

    ... as a normal part of growing up. But bullying is harmful. It can lead children and teenagers to feel tense and afraid. It may lead them to avoid school. In severe cases, teens who are bullied may feel they ... effects of bullying last a lifetime. Centers for Disease Control and ...

  1. Efficacy of Client-Centred and Rational-Emotive Behaviour Therapies in Reducing Bullying Behaviour among In-School Adolescents in Ilorin, Nigeria

    Science.gov (United States)

    Alabi, Yahaya Lasiele; Lami, Mustapha Mulikat

    2015-01-01

    Bullying behaviour refers to repeated negative behaviour displayed by one or more person (s) with the intention of hurting the feeling, personality and power of the victim. The objective of this study therefore was to find out the efficacy of Client-Centred and Rational-Emotive Behaviour Therapies in reducing bullying behaviour among in-school…

  2. Bullying.

    Science.gov (United States)

    Rettew, David C; Pawlowski, Sara

    2016-04-01

    Bullying refers to aggressive behavior that is repetitive and intentional in which a power differential exists between the victim and bully. The negative effects of bullying on an individual's mental and physical health are substantial and in line with other major forms of child maltreatment. Efforts to increase detection of bullying are indicated, especially among youth presenting with school phobia, depression, anxiety, and declining school performance. Several antibullying efforts have been developed and promoted at the school and community level. Research indicates that many of these programs are effective and share some common elements that can help reduce the prevalence and impact of bullying. PMID:26980126

  3. Third Graders' Perceptions on Moral Behaviour on Bullying If They Had the Infinite Powers of Superhero Defenders

    OpenAIRE

    Juha Johansson; Markku S. Hannula

    2012-01-01

    Bullying is a serious moral concern affecting the victim's welfare and achievement in school. Lately, research on bullying phenomenon has led to successful procedures in which passive bystanders are asked to become defenders of the victims of bullying. This case study explores children's perceptions on moral behaviour on bullying and, moreover, what type of moral voice they would express if they had the infinite powers and means of superhero defenders. Children created masks, posters, and fla...

  4. Bullying

    Science.gov (United States)

    ... and afraid. It may lead them to avoid school. In severe cases, teens who are bullied may feel they need to take drastic measures or react violently. Others even consider suicide. For some, the effects of bullying last a lifetime. Centers for Disease Control and ...

  5. Assessing the bullying and victimisation experiences of children with special educational needs in mainstream schools: Development and validation of the Bullying Behaviour and Experience Scale.

    Science.gov (United States)

    Fink, Elian; Deighton, Jessica; Humphrey, Neil; Wolpert, Miranda

    2014-11-18

    Children with special educational needs (SEN) are more likely to experience victimisation at school and there is some evidence to suggest that these children are also more likely to engage in bullying behaviours; however, no measure of bullying experiences has been designed specifically for use with these children. The Bullying Behaviour and Experiences Scale (BBES) was specifically developed as a self-report measure of victimisation and bullying behaviour for children with SEN. This study examines the initial psychometric properties of the BBES using a sample of 348 children (67 of which had SEN, mean age=10 years), and compares the incidence of both victimisation and bullying in children with SEN to their peers, controlling for behavioural and emotional difficulties. Overall, the BBES showed favourable psychometric properties using multi-group confirmatory factor analyses and differential item functioning. Comparing the frequency of victimisation and bullying using the BBES showed that children with SEN were not more likely to experience victimisation compared to their peers but when extant behavioural and emotional difficulties were controlled for then they were significantly more likely to report victimisation. Conversely, children with SEN were more likely to report bullying compared to their peers, but this effect disappeared when extant behavioural and emotional difficulties were controlled. Overall, the BBES appears to be a promising measure of victimisation and bullying for children with SEN. This study also highlights the need to consider SEN status independently of behavioural and emotional problems to help understand the nature and extent of bullying and victimisation in this important population of children. PMID:25462521

  6. Efficacy of Client-Centred and Rational-Emotive Behaviour Therapies in Reducing Bullying Behaviour among in-School Adolescents in Ilorin, Nigeria

    Directory of Open Access Journals (Sweden)

    Yahaya Lasiele Alabi

    2015-01-01

    Full Text Available Bullying behaviour refers to repeated negative behaviour displayed by one or more person (s with the intention of hurting the feeling, personality and power of the victim. The objective of this study therefore was to find out the efficacy of Client-Centred and Rational-Emotive Behaviour Therapies in reducing bullying behaviour among in-school adolescents in Ilorin, Nigeria. The study adopted the quasi-experimental research method using a 3×2 factorial design made up of three (3 row groups (two experimental and one control. Stratified random sampling technique was used to select three secondary schools on the basis of location to prevent experimental contamination. Self-report questionnaire was used to purposively select the participants. The primary dependent variable was bullying behaviour and respondents with high score on bullying items and low scores on victimisation items were selected to participate in the treatment. The findings revealed a significant reduction in the bullying behaviour of the in-school adolescents exposed to experimental treatments; Client-Centred Therapy (CCT produced significant reduction in the bullying behaviour among the in-school adolescents, and Rational-Emotive Behaviour Therapy (REBT produced significant reduction in the bullying behaviour of the in-school adolescents. It was recommended that CCT and REBT procedures should be employed in modifying bullying behaviours.

  7. On Standby? A Comparison of Online and Offline Witnesses to Bullying and Their Bystander Behaviour

    Science.gov (United States)

    Quirk, Roslynn; Campbell, Marilyn

    2015-01-01

    Given their ubiquitous presence as witnesses to school-yard bullying, the role of the "bystander" has been studied extensively. The prevalence and behaviour of bystanders to "cyberbullying," however, is less understood. In an anonymous, school-based questionnaire, 716 secondary school students from South-East Queensland…

  8. Shame and Guilt as Behaviour Regulators: Relationships with Bullying, Victimization and Prosocial

    Science.gov (United States)

    Menesini, Ersilia; Camodeca, Marina

    2008-01-01

    Abstract: This study aimed at investigating intentional and non-intentional situations eliciting shame and guilt in relation to children's involvement in bullying, victimization and prosocial behaviour. We used the contextual model designed by Olthof, Schouten, Kuiper, Stegge, and Jennekens-Schinkel (2000) according to which certain situations…

  9. Parental Attitude and Teacher Behaviours in Predicting School Bullying

    Science.gov (United States)

    Erdogdu, M. Yüksel

    2016-01-01

    The main goal of this research is to present the relationship between "parental attitude and teacher behaviors in predicting school bullying". The population of this research is consisted of all primary school 4th grade students within Istanbul Küçükçekmece Municipality borders. Data were gathered from lower, mid and upper socio-economic…

  10. Gender Differences in the Relationships between Bullying at School and Unhealthy Eating and Shape-Related Attitudes and Behaviours

    Science.gov (United States)

    Farrow, Claire V.; Fox, Claire L.

    2011-01-01

    Background: Previous research has found links between being a victim of bullying and reporting more unhealthy eating behaviours and cognitions, particularly in girls. However, little is known about the factors that might mediate these relationships. Aim: The present study compared the relationships between bullying, emotional adjustment,…

  11. Evidence synthesis on the occurrence, causes, consequences, prevention and management of bullying and harassment behaviours to inform decision making in the NHS

    OpenAIRE

    Illing, Jan; Carter, Madeline; Thompson, Neill; Crampton, Paul; Morrow, Gill; Howse, Jenny; Cooke, A; Burford, Bryan

    2013-01-01

    Background Workplace bullying is a persistent problem in the NHS with negative implications for individuals, teams, and organisations. Bullying is a complex phenomenon and there is a lack of evidence on the best approaches to manage the problem. Aims Research questions What is known about the occurrence, causes, consequences and management of bullying and inappropriate behaviour in the workplace? Objectives Summarise the reported prevalence of workplace bullying and inapp...

  12. Bullying behaviour in schools, socioeconomic position and psychiatric morbidity: a cross-sectional study in late adolescents in Greece

    Directory of Open Access Journals (Sweden)

    Magklara Konstantina

    2012-02-01

    Full Text Available Abstract Background Bullying is quite prevalent in the school setting and has been associated with the socioeconomic position and psychiatric morbidity of the pupils. The aim of the study was to investigate the association between bullying and socioeconomic status in a sample of Greek adolescents and to examine whether this is confounded by the presence of psychiatric morbidity, including sub-threshold forms of illness. Methods 5,614 adolescents aged 16-18 years old and attending 25 senior high schools were screened and a stratified random sample of 2,427 were selected for a detailed interview. Psychiatric morbidity was assessed with a fully structured psychiatric interview, the revised Clinical Interview Schedule (CIS-R, while bullying was assessed with the revised Olweus bully/victim questionnaire. The following socio-economic variables were assessed: parental educational level and employment status, financial difficulties of the family and adolescents' school performance. The associations were investigated using multinomial logit models. Results 26.4% of the pupils were involved in bullying-related behaviours at least once monthly either as victims, perpetrators or both, while more frequent involvement (at least once weekly was reported by 4.1%. Psychiatric morbidity was associated with all types of bullying-related behaviours. No socioeconomic associations were reported for victimization. A lower school performance and unemployment of the father were significantly more likely among perpetrators, while economic inactivity of the mother was more likely in pupils who were both victims and perpetrators. These results were largely confirmed when we focused on high frequency behaviours only. In addition, being overweight increased the risk of frequent victimization. Conclusions The prevalence of bullying among Greek pupils is substantial. Perpetration was associated with some dimensions of adolescents' socioeconomic status, while victimization

  13. Trends in physical activity in Greenlandic schoolchildren, 1994-2006

    OpenAIRE

    Vindfeld, Signe; Schnohr, Christina; Niclasen, Birgit

    2009-01-01

    Objectives. To describe trends in self-reported physical activity among Greenlandic schoolchildren from 1994 to 2006, and to analyse associations between physical activity and quality of life, health, academic achievement, school satisfaction and substance use. Study design. Trend analysis of the Greenlandic data reported in the Health Behaviour in School- Aged Children (HBSC) survey on 11 , 13 , and 15 years olds in 1994, 1998, 2002 and 2006. Methods. Analyses of associations data on all par...

  14. Bullying behaviour in relation to psychiatric disorders, suicidality and criminal offences:a study of under-age adolescent inpatients in Northern Finland

    OpenAIRE

    Luukkonen, A.-H. (Anu-Helmi)

    2010-01-01

    Abstract Bullying behaviour is present in the daily life of many adolescents, but research into the serious problems related to this behaviour is still scarce. The aim of this work was to investigate the putative associations of bullying behaviour with psychiatric disorders, substance use, suicidality and criminal offences in a sample of under-age adolescent inpatients in Northern Finland. The epidemiologically unselected sample of 12–17-year-old inpatients in need of acute psychiatr...

  15. Third Graders' Perceptions on Moral Behaviour on Bullying If They Had the Infinite Powers of Superhero Defenders

    Directory of Open Access Journals (Sweden)

    Juha Johansson

    2012-01-01

    Full Text Available Bullying is a serious moral concern affecting the victim's welfare and achievement in school. Lately, research on bullying phenomenon has led to successful procedures in which passive bystanders are asked to become defenders of the victims of bullying. This case study explores children's perceptions on moral behaviour on bullying and, moreover, what type of moral voice they would express if they had the infinite powers and means of superhero defenders. Children created masks, posters, and flags for ideal superheroes and described their personalities. In addition, they drew comic strips about the skills they wish to teach new hero students in superhero school. The results indicate that children's moral voices can be divided primarily into justice and care. In addition, some expressed also the dark voice of the vigilante. Findings suggest that superheroes offer one tool for educators and children to ponder about the role of defenders for the victims of bullying. The topic focuses on the core of school life, relationships between pupils, and their moral development. Sixteen third grade children (aged 9-10 from a primary school in Finland took part in the study. The results for two of the children are presented in detail as the basis for discussion.

  16. Bullying among Primary School Children in New Zealand: Relationships with Prosocial Behaviour and Classroom Climate

    Science.gov (United States)

    Raskauskas, Juliana L.; Gregory, Janet; Harvey, Shane T.; Rifshana, Fathimath; Evans, Ian M.

    2010-01-01

    Background: Bullying is a problem for schools in many countries, especially, according to various surveys, in New Zealand. Students' involvement in bullying as bullies, victims or bystanders has serious implication for emotional, social and academic development. Purpose: The purpose of this research was to examine the relationships between…

  17. Understanding bullying in healthcare organisations.

    Science.gov (United States)

    Allen, Belinda

    2015-12-01

    Bullying is a pervasive problem in healthcare organisations. Inquiries and reports on patient care and poor practice in the NHS have emphasised the substantial negative effects this behaviour may have on patient care. If bullying is to be addressed, it is crucial we develop clarity about what behaviours constitute bullying and how these behaviours differ from other negative behaviours in the workplace. It is important that we recognise the extent of the problem; statistics on the prevalence of bullying are likely to be an underestimate because of under-reporting of bullying. Effective interventions may only be designed and implemented if there is knowledge about what precipitates bullying and the magnitude of the changes required in organisations to tackle bullying. Individuals should also be aware of the options that are available to them should they be the target of bullying behaviour and what they should do if they witness bullying in their workplace. PMID:26639294

  18. Bullying in the family: sibling bullying.

    Science.gov (United States)

    Wolke, Dieter; Tippett, Neil; Dantchev, Slava

    2015-10-01

    Sibling relationships have a substantial and lasting effect on children's development. Many siblings experience some occasional conflict, however, up to 40% are exposed to sibling bullying every week, a repeated and harmful form of intrafamilial aggression. We review evidence on the precursors, factors relating to peer bullying, and mental health consequences of sibling bullying. Parenting quality and behaviour are the intrafamilial factors most strongly associated with bullying between siblings. Sibling bullying increases the risk of being involved in peer bullying, and is independently associated with concurrent and early adult emotional problems, including distress, depression, and self-harm. The effects appear to be cumulative, with those children bullied by both siblings and peers having highly increased emotional problems compared with those bullied by siblings or peers only, probably because they have no safe place to escape from bullying. The link between sibling and peer bullying suggests interventions need to start at home. Health professionals should ask about sibling bullying and interventions are needed for families to prevent and reduce the health burden associated with sibling bullying. PMID:26462226

  19. The Friendly Schools Friendly Families Programme: Three-Year Bullying Behaviour Outcomes in Primary School Children

    Science.gov (United States)

    Cross, Donna; Waters, Stacey; Pearce, Natasha; Shaw, Therese; Hall, Margaret; Erceg, Erin; Burns, Sharyn; Roberts, Clare; Hamilton, Greg

    2012-01-01

    Purpose: This three-year group randomized controlled trial assessed whether a multi-age, multi-level bullying prevention and intervention with staff capacity building, can reduce bullying among primary school children. Methods: This study comprised two intervention and one comparison conditions. Student self-report data were collected from 2552…

  20. Pupil and Staff Perceptions of Bullying in Secondary Schools: Comparing Behavioural Definitions and Their Perceived Seriousness

    Science.gov (United States)

    Maunder, Rachel E.; Harrop, Alex; Tattersall, Andrew J.

    2010-01-01

    Background: How bullying is understood by members of the school community is important because differences in definitions could result in an inconsistent approach and affect the success of intervention work. Research evidence suggests that pupils and teachers may have different interpretations of what constitutes bullying. This evidence has,…

  1. Do First Generation Immigrant Adolescents Face Higher Rates of Bullying, Violence and Suicidal Behaviours Than Do Third Generation and Native Born?

    OpenAIRE

    Pottie, Kevin; Dahal, Govinda; Georgiades, Katholiki; Premji, Kamila; Hassan, Ghayda

    2014-01-01

    We conducted a systematic review to examine first generation immigrant adolescents’ likelihood of experiencing bullying, violence, and suicidal behaviours compared to their later-generation and native born counterparts, and to identify factors that may underlie these risks. Eighteen studies met full inclusion criteria. First generation immigrant adolescents experience higher rate of bullying and peer aggression compared to third generation and native counterparts. Refugee status and advanced ...

  2. The relationship between difficulties in psychological adjustment in young adulthood and exposure to bullying behaviour in childhood and adolescence

    OpenAIRE

    Kristina Sesar; Marijana Barišić; Maja Pandža; Arta Dodaj

    2012-01-01

    Objective. This study investigates the relationship between involvement in bullying in childhood and adolescence and psychological difficulties in young adulthood. Materials and method. A total of 249college students completed the Retrospective Bullying Questionnaireand Trauma Symptom Checklist. Results. The results showed significantdifferences in psychological adjustment among respondents whowere exposed to bullying compared to respondents who were not exposedto bullying. Those exposed to b...

  3. Bullied to Death: Perceptions of Peer Abuse and Suicidal Behaviour during Adolescence.

    Science.gov (United States)

    Carney, Jolynn V.

    2000-01-01

    Investigates perceptions of adolescents concerning relationship between chronic peer abuse and suicidal behavior, contending chronic peer abuse is a risk factor for adolescent suicidal behavior. Results upheld this contention, adding that bystander perceptions supported victims' views. Suggests interventions to stop bullying should be expanded to…

  4. Spatial and temporal dynamics of dengue fever in Peru: 1994-2006.

    Science.gov (United States)

    Chowell, G; Torre, C A; Munayco-Escate, C; Suárez-Ognio, L; López-Cruz, R; Hyman, J M; Castillo-Chavez, C

    2008-12-01

    SUMMARYThe weekly number of dengue cases in Peru, South America, stratified by province for the period 1994-2006 were analysed in conjunction with associated demographic, geographic and climatological data. Estimates of the reproduction number, moderately correlated with population size (Spearman rho=0.28, P=0.03), had a median of 1.76 (IQR 0.83-4.46). The distributions of dengue attack rates and epidemic durations follow power-law (Pareto) distributions (coefficient of determination >85%, P<0.004). Spatial heterogeneity of attack rates was highest in coastal areas followed by mountain and jungle areas. Our findings suggest a hierarchy of transmission events during the large 2000-2001 epidemic from large to small population areas when serotypes DEN-3 and DEN-4 were first identified (Spearman rho=-0.43, P=0.03). The need for spatial and temporal dengue epidemic data with a high degree of resolution not only increases our understanding of the dynamics of dengue but will also generate new hypotheses and provide a platform for testing innovative control policies. PMID:18394264

  5. Do First Generation Immigrant Adolescents Face Higher Rates of Bullying, Violence and Suicidal Behaviours Than Do Third Generation and Native Born?

    Science.gov (United States)

    Pottie, Kevin; Dahal, Govinda; Georgiades, Katholiki; Premji, Kamila; Hassan, Ghayda

    2015-10-01

    We conducted a systematic review to examine first generation immigrant adolescents' likelihood of experiencing bullying, violence, and suicidal behaviours compared to their later-generation and native born counterparts, and to identify factors that may underlie these risks. Eighteen studies met full inclusion criteria. First generation immigrant adolescents experience higher rate of bullying and peer aggression compared to third generation and native counterparts. Refugee status and advanced parental age were associated with increased parent to child aggression among South East Asians. Family cohesion was associated with lower rates of violence. Suicidal ideation was lower across most immigrant adolescents' ethnicities, with the exception of Turkish and South Asian Surinamese female adolescents in the Netherlands. Bullying and peer aggression of immigrant children and adolescents and potential mitigating factors such as family cohesion warrant research and program attention by policymakers, teachers and parents. PMID:25248622

  6. Incidence and gender differences in bullying behaviour in a South African high school / L. Krüger

    OpenAIRE

    Krüger, Liani

    2010-01-01

    There is widespread concern for the mental well–being of adolescents. Various studies have indicated the deleterious consequences of bullying for both victims and bullies, implying the serious need for interventions to lower the incidence of bullying in schools. Descriptive data must inform the development of intervention programmes. The present study aimed to provide such data and to add to existing research on bullying in South African schools. This quantitative study investi...

  7. Being bullied what an insight.

    Science.gov (United States)

    Hughes, Angharad

    2003-04-01

    Bullying and harassment have occupied a prominent position in NATN workshops and publications recently. Challenging Behaviours in the Perioperative Environment identifies practices that fall within the definition of these socially and legally unacceptable activities, and provides advice and guidance to victims and those who use bullying or violent behaviours. In this article, the author draws on her own experience of being a victim and provides advice on how to identify and deal with bullying. PMID:12728626

  8. Bullying-related behaviour in a mainstream high school versus a high school for autism: Self-report and peer-report.

    Science.gov (United States)

    Begeer, Sander; Fink, Elian; van der Meijden, Sandra; Goossens, Frits; Olthof, Tjeert

    2016-07-01

    This study examined the frequency of bullying, victimisation and defending behaviours among children with autism spectrum disorder and normal intelligence, using both self-report and peer-report information. Peer-report and self-report data were collected on a single classroom of 26 early adolescent boys attending a special school for children with autism and compared with 23 typically developing boys attending a single mainstream secondary school. Results showed that self- and peer-reported bully and victimisation rates did not differ between boys with autism spectrum disorder and typically developing boys. However, self-reported defending behaviour was less likely to be reported by boys in the autism spectrum disorder school compared to boys in the mainstream school, although there was no such difference for peer-reported defending. PMID:26239138

  9. The relationship between difficulties in psychological adjustment in young adulthood and exposure to bullying behaviour in childhood and adolescence

    Directory of Open Access Journals (Sweden)

    Kristina Sesar

    2012-11-01

    Full Text Available Objective. This study investigates the relationship between involvement in bullying in childhood and adolescence and psychological difficulties in young adulthood. Materials and method. A total of 249college students completed the Retrospective Bullying Questionnaireand Trauma Symptom Checklist. Results. The results showed significantdifferences in psychological adjustment among respondents whowere exposed to bullying compared to respondents who were not exposedto bullying. Those exposed to bullying had significantly higherlevels of anxiety, depression, sleeping problems, and dissociative andtraumatic symptoms compared to those who were not exposed to bullying.Respondents who were exposed to bullying in all three examinedperiods (the period from the first to fourth grade, the period from the fifth to eighth grade and the high school period had higher scores on the subscale of dissociative symptoms and sexual trauma symptoms compared to respondents who were exposed through one or twoperiods. Victims abused in all three periods have more symptoms ofanxiety and sleeping problems compared to the subjects exposed tobullying during one examination period. There were no differences inthe level of depressive symptoms and sexual problems regarding theduration of bullying. Also, there were no differences in psychologicaladjustment between respondents who were bullied during one specificperiod. Conclusion. Bullying experiences in childhood and adolescenceare connected with difficulties in psychological adjustment inyoung adulthood.

  10. ¿What about bullying?¿ An experimental field study to understand students¿ attitudes towards bullying and victimization in Italian middle schools

    OpenAIRE

    Baldry, A.C.

    2004-01-01

    Background. Attitudes towards bullying at school are influential in understanding and preventing bullying behaviour but they should be measured with reference to the particular conditions under which bullying takes place. Aims. To establish how far positive and negative judgments of bullying and victims and blaming of the victim vary according to the gender of observers, gender of bullies and of victims and whether the bullying took place alone or in group. Sample. Participants were 117 stude...

  11. Validation of the Wider Outcomes Survey for Teachers (WOST): A Measure for Assessing the Behaviour, Relationships and Exposure to Bullying of Children and Young People with Special Educational Needs and Disabilities (SEND)

    Science.gov (United States)

    Wigelsworth, Michael; Oldfield, Jeremy; Humphrey, Neil

    2015-01-01

    The Wider Outcomes Survey for Teachers (WOST) is a teacher informant-report questionnaire developed to aid the assessment of behaviour difficulties, quality of relationships and exposure to bullying among students identified with special educational needs and disabilities (SEND). This study examines the psychometric properties of the WOST in a…

  12. Bullying and LGBT Youth

    Science.gov (United States)

    ... Specific Groups PREVENT BULLYING How to Talk About Bullying Prevention at School Working in the Community Training Center ... Bookmark Bullying and LGBT Youth on Stumbleupon Rank Prevention Bullying and LGBT Youth on Digg Rank Prevention Bullying ...

  13. Warning Signs of Bullying

    Science.gov (United States)

    ... to talk to kids about bullying. Respond to Bullying Learn how to respond to bullying . From stopping ... away . Back to top Signs a Child is Bullying Others Kids may be bullying others if they: ...

  14. Bullying: It's Not OK

    Science.gov (United States)

    ... Prevention Listen Español Text Size Email Print Share Bullying: It's Not OK Page Content Article Body Bullying ... are shy, and generally feel helpless. Facts About Bullying Both girls and boys can be bullies. Bullies ...

  15. ¿What about bullying?¿ An experimental field study to understand students¿ attitudes towards bullying and victimization in Italian middle schools

    NARCIS (Netherlands)

    Baldry, A.C.

    2004-01-01

    Background. Attitudes towards bullying at school are influential in understanding and preventing bullying behaviour but they should be measured with reference to the particular conditions under which bullying takes place. Aims. To establish how far positive and negative judgments of bullying and vic

  16. Prevention of Bullying in Early Educational Settings: Pedagogical and Organisational Factors Related to Bullying

    Science.gov (United States)

    Repo, Laura; Sajaniemi, Nina

    2015-01-01

    Research suggests that bullying behaviour begins at an early age (three to six years) and that preventive practices should target early educational settings. However, no previous studies focus on early educational settings (kindergartens) as an arena for bullying behaviour. The aim of this study was to find what kind of organisational and…

  17. BULLYING AT FOREST PRODUCTS INDUSTRY IN TURKEY

    OpenAIRE

    Akyüz, Kadri Cemil; Gedik, Tarık; BALABAN, Yasin; YILDIRIM, İbrahim; Temiz, Ali

    2015-01-01

    This study investigates the prevalence of exposure to workplace bullying in the forest products industry in Turkey. A total of 2000 questionnaires are given to the employees in the randomly chosen company. Leymann Inventory of Psychological Terror (LIPT) scale which consists of 45 categories of acts of bullying was used. The results show that 13.2% of employees were bullying victims during the previous six month and suffer from hostile behaviours at workplace and 19.2% of employees were the w...

  18. Physical Violence Detection for Preventing School Bullying

    OpenAIRE

    Liang Ye; Hany Ferdinando; Tapio Seppänen; Esko Alasaarela

    2014-01-01

    School bullying is a serious problem among teenagers, causing depression, dropping out of school, or even suicide. It is thus important to develop antibullying methods. This paper proposes a physical bullying detection method based on activity recognition. The architecture of the physical violence detection system is described, and a Fuzzy Multithreshold classifier is developed to detect physical bullying behaviour, including pushing, hitting, and shaking. Importantly, the application has the...

  19. Morality, Values, Traditional Bullying, and Cyberbullying in Adolescence

    Science.gov (United States)

    Menesini, Ersilia; Nocentini, Annalaura; Camodeca, Marina

    2013-01-01

    The aim of the present study was to investigate moral aspects and human values in traditional bullying and cyberbullying, in order to detect differences between the two types of bullying and to test the role of immoral and disengaged behaviours in mediating the relationships between personal values and involvement in bullying. Sample comprised 390…

  20. The influence of managerial factors on bullying in the Police

    OpenAIRE

    Dick, Gavin P.M.

    2008-01-01

    Recently there has been a growing trend to recognise the damaging nature of workplace bullying in organisations' Dignity at Work policies (CIPD, 2004). In this article the author explores negative behaviours experienced by police officers and how their managerial environment influences the extent of these bullying behaviours. Quantitative methods are used to analysis a whole force survey to explore the nature of bullying behaviour in the police and its antecedents. The findings indicate...

  1. Bullying in schools − The educator’s role

    OpenAIRE

    Elza Venter; Elize C. du Plessis

    2012-01-01

    Worldwide there is a problem with violent incidents occurring amongst learners in schools. Bullying is one mode of violence that often occurs at school level. Bullying means repeatedly attacking a person psychologically, physically and/or emotionally in order to inflict harm. Bullying behaviour cannot be ignored, because the victims often report physical and mental health problems caused by the abuse they suffered. The future of the bully is also at stake, because such a person can turn into ...

  2. Bullying Prevention

    Science.gov (United States)

    Kemp, Patrice

    2016-01-01

    The focus of the milestone project is to focus on bridging the gap of bullying and classroom instruction methods. There has to be a defined expectations and level of accountability that has to be defined when supporting and implementing a plan linked to bullying prevention. All individuals involved in the student's learning have to be aware of…

  3. Physical Violence Detection for Preventing School Bullying

    Directory of Open Access Journals (Sweden)

    Liang Ye

    2014-01-01

    Full Text Available School bullying is a serious problem among teenagers, causing depression, dropping out of school, or even suicide. It is thus important to develop antibullying methods. This paper proposes a physical bullying detection method based on activity recognition. The architecture of the physical violence detection system is described, and a Fuzzy Multithreshold classifier is developed to detect physical bullying behaviour, including pushing, hitting, and shaking. Importantly, the application has the capability of distinguishing these types of behaviour from such everyday activities as running, walking, falling, or doing push-ups. To accomplish this, the method uses acceleration and gyro signals. Experimental data were gathered by role playing school bullying scenarios and by doing daily-life activities. The simulations achieved an average classification accuracy of 92%, which is a promising result for smartphone-based detection of physical bullying.

  4. The Invisibility of Covert Bullying among Students: Challenges for School Intervention

    Science.gov (United States)

    Barnes, Amy; Cross, Donna; Lester, Leanne; Hearn, Lydia; Epstein, Melanie; Monks, Helen

    2012-01-01

    Covert bullying behaviours are at least as distressing for young people as overt forms of bullying, but often remain unnoticed or unacknowledged by adults. This "invisibility" is increased in schools by inattention to covert bullying in policy and practice, and limited staff understanding and skill to address covert behaviours. These factors can…

  5. School bullying

    DEFF Research Database (Denmark)

    School Bullying: New Theories in Context brings together the work of scholars who utilise ontological, epistemological and methodological approaches that challenge paradigm one, contributing to the shift in research on school bullying that we call paradigm two. Several of the authors have...... participated in a five-year research project based in Denmark called ‘Exploring Bullying in Schools’ (eXbus) and others have been collaborative partners. Many are based in the Nordic countries, and others are from Australia and the US; their collective experiences with conducting empirical research in these...... countries highlights both the similarities and differences amongst national school systems. Most importantly, the authors share an analytical ambition to understand bullying as a complex phenomenon that is enacted or constituted through the interactive/intra-active entanglements that exist between a variety...

  6. Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents

    Directory of Open Access Journals (Sweden)

    Shaw Thérèse

    2010-11-01

    Full Text Available Abstract Background Cyber-bullying (i.e., bullying via electronic means has emerged as a new form of bullying that presents unique challenges to those victimised. Recent studies have demonstrated that there is a significant conceptual and practical overlap between both types of bullying such that most young people who are cyber-bullied also tend to be bullied by more traditional methods. Despite the overlap between traditional and cyber forms of bullying, it remains unclear if being a victim of cyber-bullying has the same negative consequences as being a victim of traditional bullying. Method The current study investigated associations between cyber versus traditional bullying and depressive symptoms in 374 and 1320 students from Switzerland and Australia respectively (52% female; Age: M = 13.8, SD = 1.0. All participants completed a bullying questionnaire (assessing perpetration and victimisation of traditional and cyber forms of bullying behaviour in addition to scales on depressive symptoms. Results Across both samples, traditional victims and bully-victims reported more depressive symptoms than bullies and non-involved children. Importantly, victims of cyber-bullying reported significantly higher levels of depressive symptoms, even when controlling for the involvement in traditional bullying/victimisation. Conclusions Overall, cyber-victimisation emerged as an additional risk factor for depressive symptoms in adolescents involved in bullying.

  7. Teaching Kids Not to Bully

    Science.gov (United States)

    ... and ability to form and sustain friendships. Understanding Bullying Behavior Kids bully for many reasons. Some bully ... children they perceive as weak. Helping Kids Stop Bullying Let your child know that bullying is unacceptable ...

  8. What Is Bullying?

    Science.gov (United States)

    ... Specific Groups PREVENT BULLYING How to Talk About Bullying Prevention at School Working in the Community Training Center ... What is Bullying on LinkedIn Bookmark What is Bullying on Stumbleupon Rank Prevention What is Bullying on Digg Rank Prevention What ...

  9. Dealing with Bullies

    Science.gov (United States)

    ... Big Deal Why Do Bullies Act That Way? Bullying: How to Handle It Preventing a Run-In With a Bully If The ... but what do you do if someone is bullying you? Our advice falls into two categories: preventing a run-in with the bully, and what ...

  10. School bullying

    DEFF Research Database (Denmark)

    ), school principals and parents (Hein), classroom culture with its particular experiences and histories (Hansen, Henningsen and Kofoed) and the virtual experiences of children – both in terms of their electronically mediated communications and the media products with and through which they play......School Bullying: New Theories in Context brings together the work of scholars who utilise ontological, epistemological and methodological approaches that challenge paradigm one, contributing to the shift in research on school bullying that we call paradigm two. Several of the authors have...... participated in a five-year research project based in Denmark called ‘Exploring Bullying in Schools’ (eXbus) and others have been collaborative partners. Many are based in the Nordic countries, and others are from Australia and the US; their collective experiences with conducting empirical research...

  11. [Bullying: Prevention and intervention strategies].

    Science.gov (United States)

    Christaki, M

    2007-04-01

    Bullying can be defined as when one (or more) individual engages in aggressive behaviour against another individual who seem to be unable to defend himself. This action is intentional and persistent and creates great distress and fear. There are not specific statistics in Greece but recent researches from EKKE showed that one out of four children in Athens have been bullied physically. Bullying is a multifaceted and complex problem. Modern psychological perspectives emphasize that aggressive and violent behaviours are learned responses to frustration. Learning occurs by observing models of such behaviour in the family, in the neighbourhood, in school. Ignoring the problem gives a bad example. Prevention and intervention strategies should include the family, the school personnel and the children. Bullying has negative effects on the physical and mental health of the child and it can also cost his life, some kids commit suicide. Therefore intervention strategies need to develop in the communities. The aim is to create a -physically and psychologically- safe environment. PMID:22466519

  12. Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions

    Science.gov (United States)

    Pearce, Natasha; Cross, Donna; Monks, Helen; Waters, Stacey; Falconer, Sarah

    2011-01-01

    In 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in…

  13. Bullied at school, bullied at work

    DEFF Research Database (Denmark)

    Andersen, Lars Peter; Labriola, Merete; Andersen, Johan Hviid;

    2015-01-01

    . Paying closer attention to multiple risk factors for being bullying can provide a basis for designing intervention programmes to prevent or reduce bullying among children and adolescents. METHODS: Risk factors for bullying were examined by using questionnaire data collected in 2004 and 2007. In 2004...... at school. Being overweight, smoking, low self-assessed position in class, low sense of coherence and low socioeconomic status were risk factors for being bullied at work. However, most associations between risk factors in 2004 and being bullied in 2007 disappeared after adjustment for being bullied in 2004...

  14. Bullying and Organisational Commitment: Common antecedents?

    OpenAIRE

    Dick, Gavin P.M.

    2011-01-01

    The paper’s aim is to provide new theoretical insights by examining whether organisational commitment and workplace bullying co-vary, and if this is due to direct effects and/or indirect effects of their organisation and supervision environment. From a survey of all uniform officers in a UK police agency the author analyses the bullying behaviours experienced by police officers and if the organisational and managerial factors that are known to influence organisational commitment also change t...

  15. Contributions of Personal and Situational Factors to Bystanders' Reactions to School Bullying

    Science.gov (United States)

    Oh, Insoo; Hazler, Richard J.

    2009-01-01

    The intent of this study was to explore bystanders' personal and situational variables predicting their behavioural reactions to school bullying by investigating a sample of 298 college students who had witnessed bullying during middle or high school. Results indicated that the bystander personal variables, gender and past experience as a bully or…

  16. Cyber bullying, traditional bullying and depression

    OpenAIRE

    Guðrún Inga Baldursdóttir 1987

    2013-01-01

    With increased technological evolution and availability of the Internet, a new form of bullying has developed called cyber bullying. The hypothesis is that victims of cyber bullying show more symptoms of depression than victims of traditional bullying. Participants in this research were from a random sample of 2000 children drawn from a population study carried out by The Icelandic Centre for Social Research (ICSRA). The participants were in grades five through seven in primary school in ...

  17. Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?

    OpenAIRE

    Jansen Pauline W; Verlinden Marina; Berkel Anke Dommisse-van; Mieloo Cathelijne; van der Ende Jan; Veenstra René; Verhulst Frank C; Jansen Wilma; Tiemeier Henning

    2012-01-01

    Abstract Background Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school neighbourhoods is also related to bullying behaviour. Furthermore, as previous bullying research mainly focused on older children and adolescents, it remains unclear to what extent bullying and victimiza...

  18. Bully, Bullied, Bystander...and beyond

    Science.gov (United States)

    Coloroso, Barbara

    2011-01-01

    Bullying is seldom the only factor in a teenager's suicide. Often, mental illness and family stresses are involved. But bullying does plainly play a role in many cases. These students feel that they have no way out of the pain heaped on them by their tormentors so they turn the violence inward with a tragic and final exit. Bullying involves three…

  19. Bullying in German Boarding Schools: A Pilot Study

    Science.gov (United States)

    Pfeiffer, Jens P.; Pinquart, Martin

    2014-01-01

    Adolescents who attend boarding schools share more time with peers than do students from day schools which, in turn, could provide more opportunities for bullying. Furthermore, some students attend boarding schools because of former social problems. In order to analyse the role of these factors, we examined the bullying behaviour of 706 German…

  20. Morality, values, traditional bullying, and cyberbullying in adolescence.

    Science.gov (United States)

    Menesini, Ersilia; Nocentini, Annalaura; Camodeca, Marina

    2013-03-01

    The aim of the present study was to investigate moral aspects and human values in traditional bullying and cyberbullying, in order to detect differences between the two types of bullying and to test the role of immoral and disengaged behaviours in mediating the relationships between personal values and involvement in bullying. Sample comprised 390 adolescents aged 14-18, balanced for gender, attending different high schools. Traditional and cyberbullying were detected by means of two self-report measures, while the Portrait Values Questionnaire was used to assess 10 values in four dimensions according to the value system model by Schwartz (1992): self-trascendence, self-enhancement, openness to change, and conservation. Finally, immoral and disengaged behaviours were assessed by means of five items about behavioural and personal aspects salient for morality. Results showed that, irrespective of gender, self-enhancement and self-trascendence moderately predicted cyber and traditional bullying, respectively, while immoral and disengaged behaviours predicted both. Indirect effects showed that self-enhancement and openness to change predicted both forms of bullying through immoral behaviour. Results are discussed in terms of similarities and differences between cyber and traditional bullying and with attention to the central role of morality in explaining bullying nature. PMID:23331102

  1. Predictors of Workplace Bullying and Cyber-Bullying in New Zealand

    OpenAIRE

    Dianne Gardner; Michael O’Driscoll; Helena D. Cooper-Thomas; Maree Roche; Tim Bentley; Bevan Catley; Stephen T. T. Teo; Linda Trenberth

    2016-01-01

    Background: The negative effects of in-person workplace bullying (WB) are well established. Less is known about cyber-bullying (CB), in which negative behaviours are mediated by technology. Drawing on the conservation of resources theory, the current research examined how individual and organisational factors were related to WB and CB at two time points three months apart. Methods: Data were collected by means of an online self-report survey. Eight hundred and twenty-six respondents (58% fema...

  2. Alva and Anders go to school; the problem of bullying and the anti-bullying strategies in Sweden

    Directory of Open Access Journals (Sweden)

    Daria Rybka-Koch

    2011-11-01

    Full Text Available The article reviews theoretical and practical approaches to the problem of bullying among students in Sweden. In the first part the paper presents the definition of bullying, it describes different forms and factors that affect the behaviour of bullies and victims. The legal regulations and restrictions adopted to prevent the problem of bullying and the activities of public institutions and Non Government Organizations in Sweden are also presented. The paper reviews recent research on the bullying in Sweden. The second part gives an overview on recent press information relevant to the problem.The author concludes with a summary of factors which impact the effectiveness of anti-bullying strategies based on the results of a government report on the broad study conducted in Sweden between 2007 and 2010.

  3. Profiles of sibling bullying.

    Science.gov (United States)

    Skinner, Jessica A; Kowalski, Robin M

    2013-05-01

    Considerable research has been done on childhood bullying, including its antecedents and consequences. Yet, with all of the attention on bullying, particularly school bullying, sibling bullying has been vastly overlooked. Sibling bullying is a type of violence prevalent in the lives of most children, but little is known about the phenomenon. The purpose of this study was to profile sibling bullying by examining prevalence rates, the extent to which siblings perceive sibling bullying to be normative, and victim-perpetrator differences in perceptions of sibling bullying. Twenty-seven sibling pairs who wrote stories about personal experiences of sibling bullying and victimization completed questionnaires about these experiences and responded to their sibling partners' stories. Of the siblings surveyed, 78% reported being bullied by their sibling and 85% reported bullying their sibling during their childhood. This is far greater than published statistics on peer bullying. Not surprisingly, victims viewed sibling bullying more negatively than perpetrators. Sadly, there was a norm of acceptance of sibling bullying among most of the sibling pairs. Practical implications are discussed. PMID:23348680

  4. Climatic conditions at the Mittivakkat Glacier catchment (1994-2006), Ammassalik Island, SE Greenland, and in a 109-year perspective (1898-2006)

    DEFF Research Database (Denmark)

    Mernild, Sebastian H.; Hansen, Birger; Jakobsen, Bjarne Holm;

    2008-01-01

    the catchment, meteorological conditions are monitored at the coast (Station Coast, 25 m a.s.l.) for the period 1998-2006 and in the glacier area (Station Nunatak, 515 m a.s.l.) for 1994-2006. During this 13-year period, solar radiation shows increasing values, averaging 0.5 W m-2 y-1, at the nunatak...... and decreasing values, averaging 1.4 W m-2 y-1, at the coast. The mean annual solar radiation at Station Coast is 102 W m-2 y-1, which is about 10% lower than at Station Nunatak, and is probably caused by increasing and higher percentages of dense clouds and sea fog in the coastal area. The mean...... annual air temperature is increasing by 0.10ºC y-1 at the nunatak and by 0.05ºC y-1 at the coast, extending the thawing periods by about 50 days and 5 days, respectively. A snow-free period of 64 days is observed at the nunatak. The coastal area is highly dominated by air temperature inversion and sea...

  5. Cyber space bullying

    Directory of Open Access Journals (Sweden)

    Popović-Ćitić Branislava

    2009-01-01

    Full Text Available Cyber space bullying is a relatively new phenomenon that has received increased attention by scientists, researchers and practitioners in recent years. It is usually defined as an intentionally and repeatedly expression of aggression towards other people through information and communication technologies. Cyber space bullying is characterized by all the primary characteristics of traditional bullying and some specifics ones that clearly differ it from other forms of bullying. In addition to the analysis of characteristics and specifics of cyber space bullying, the paper describes the basic forms of cyber space bullying (flaming, harassment, denigration, impersonation, outing, trickery, exclusion, stalking and happy slapping, as well as, the types of cyber space bullies (vengeful angel, power-hungry, revenge of the nerd, mean girls and inadvertent. The main goal of this paper is to provide initial theoretical guidelines for designing future empirical research on the complex phenomenon of cyber space bullying.

  6. Is subjective perception of negative body image among adolescents associated with bullying?

    NARCIS (Netherlands)

    Holubcikova, Jana; Kolarcik, Peter; Geckova, Andrea Madarasova; Van Dijk, Jitse P.; Reijneveld, Sijmen A.

    2015-01-01

    Adolescents' body image dissatisfaction has an adverse effect on peer relationships. It may lead to changes in behaviour (aggressive or passive) and consequently to bullying behaviour. Our aim was to assess the association between body image dissatisfaction and involvement in bullying and whether th

  7. Teenagers Explanations of Bullying

    OpenAIRE

    Thornberg, Robert; Knutsen, Sven

    2011-01-01

    The aim of the present study was to explore how teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender and prior bullying experiences. One hundred and seventy-six Swedish students in Grade 9 responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data. The grounded theory analysis generated five main categories and 26 sub categories regarding accounts of bullying causes. ...

  8. Cyber space bullying

    OpenAIRE

    Popović-Ćitić Branislava

    2009-01-01

    Cyber space bullying is a relatively new phenomenon that has received increased attention by scientists, researchers and practitioners in recent years. It is usually defined as an intentionally and repeatedly expression of aggression towards other people through information and communication technologies. Cyber space bullying is characterized by all the primary characteristics of traditional bullying and some specifics ones that clearly differ it from other forms of bullying. In addition to t...

  9. Teenagers' Explanations of Bullying

    Science.gov (United States)

    Thornberg, Robert; Knutsen, Sven

    2011-01-01

    The aim of the present study was to explore how teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender and prior bullying experiences. One hundred and seventy-six Swedish students in Grade 9 responded to a questionnaire. Mixed methods (qualitative and quantitative methods)…

  10. Pupils' Definitions of Bullying

    Science.gov (United States)

    Guerin, Suzanne; Hennessy, Eilis

    2002-01-01

    Although there has been a growing interest in research on bullying in the last decade the majority of studies have used definitions of bullying and victimisation derived from researchers' perceptions of the problem. The aim of the present study was to examine pupils' definitions of bullying in school. The participants were 166 pupils in the top…

  11. Adults Role in Bullying

    Science.gov (United States)

    Notar, Charles E.; Padgett, Sharon

    2013-01-01

    Do adults play a role in bullying? Do parents, teachers, school staff, and community adult leaders influence bullying behavior in children and teenagers? This article will focus on research regarding all adults who have almost daily contact with children and teens and their part in how bullying is identified, addressed, and prevented. This article…

  12. Dealing with Bullying

    Science.gov (United States)

    ... I Help a Friend Who Cuts? Dealing With Bullying KidsHealth > For Teens > Dealing With Bullying Print A ... Schools en español Cómo reaccionar ante la intimidación Bullying Is a Big Problem Every day thousands of ...

  13. Bullying: A School Responds

    Science.gov (United States)

    Fidler, Coletta

    2004-01-01

    Bullying has gone on in schools for decades. Defined as "browbeating" or being "habitually cruel to others who are weaker," bullying can cause physiological and psychological injuries that last a lifetime. Unchecked, this behavior can lead the bully to drug and gang cultures and eventually prison. It can drive the victim to depression and suicidal…

  14. Bullying toward Teachers: An Example from Turkey

    Science.gov (United States)

    Özkiliç, Rüçhan

    2012-01-01

    Problem Statement: The studies investigating bullying behaviours exhibited by students toward teachers are limited in number. Since teachers are perceived as powerful adults compared to the teenagers and are responsible for managing the classroom, it is commonly thought that they cannot be considered the victims of students. Such thoughts may have…

  15. Bullying and Agency: Definition, Intervention and Ethics

    Science.gov (United States)

    Sercombe, Howard; Donnelly, Brian

    2013-01-01

    Respect"me" is a human rights organisation working to reduce the impact of bullying in Scotland. In this work, some useful conceptual and practice frameworks have emerged, distinguishing between aggression, as legitimate, if sometimes unpleasant, dominance behaviour and violence, which is unethical action involving the intent to harm. Bullying…

  16. Dispelling the myth of bullying.

    Science.gov (United States)

    McGuinness, Teena M

    2007-10-01

    School violence is a widespread and serious social problem. Much of school violence involves bullying, a practice found in school settings around the world. The effects of bullying are traumatic and long lasting. New technology has engendered a new form of bullying: cyberbullying. This article describes various forms of bullying (verbal, physical, relational, and cyber) and offers several anti-bullying tactics. PMID:17990737

  17. School Bullying Raises Concern

    Institute of Scientific and Technical Information of China (English)

    2015-01-01

    Since March, Chinese media have exposed 26 cases of school bullying across the country, from first-tier cities like Beijing and Shanghai to underdeveloped regions in southwest China's Yunnan Province. Bullying often occurs in toilets and dormitories or on the way to and from school. The bullies and the bullied have salient personality characteristics. The former are mostly strong and mature, while the latter are physically weaker and less mature than their peers. Schoolchildren who tend to fall victim to bully- ing often lack self-confidence and basic social skills.

  18. Bullies Beat Down Self Esteem

    Science.gov (United States)

    ... Español Text Size Email Print Share Signs of Bullying: Important Questions for Parents to Ask Page Content ... messages to disappear after a period of time. Bullying Signs Kids who bully often learn the behavior ...

  19. Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?

    Directory of Open Access Journals (Sweden)

    Jansen Pauline W

    2012-07-01

    Full Text Available Abstract Background Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES of school neighbourhoods is also related to bullying behaviour. Furthermore, as previous bullying research mainly focused on older children and adolescents, it remains unclear to what extent bullying and victimization affects the lives of younger children. The aim of this study is to examine the prevalence and socioeconomic disparities in bullying behaviour among young elementary school children. Methods The study was part of a population-based survey in the Netherlands. Teacher reports of bullying behaviour and indicators of SES of families and schools were available for 6379 children aged 5–6 years. Results One-third of the children were involved in bullying, most of them as bullies (17% or bully-victims (13%, and less as pure victims (4%. All indicators of low family SES and poor school neighbourhood SES were associated with an increased risk of being a bully or bully-victim. Parental educational level was the only indicator of SES related with victimization. The influence of school neighbourhood SES on bullying attenuated to statistical non-significance once adjusted for family SES. Conclusions Bullying and victimization are already common problems in early elementary school. Children from socioeconomically disadvantaged families, rather than children visiting schools in disadvantaged neighbourhoods, have a particularly high risk of involvement in bullying. These findings suggest the need of timely bullying preventions and interventions that should have a special focus on children of families with a low socioeconomic background. Future studies are necessary to evaluate the effectiveness of such programs.

  20. Bullying and Victimization Among Children

    OpenAIRE

    Shetgiri, Rashmi

    2013-01-01

    Bullying among children is a significant public health problem world-wide. Bullying is most commonly defined as repeated, intentional aggression, perpetrated by a more powerful individual or group against a less powerful victim. Trends in victimization and moderate to frequent bullying may be decreasing slightly in the United States, but over 20% of children continue to be involved in bullying. Direct bullying consists of physical and verbal aggression, whereas indirect bullying involves rela...

  1. Bullying in schools − The educator’s role

    Directory of Open Access Journals (Sweden)

    Elza Venter

    2012-10-01

    Full Text Available Worldwide there is a problem with violent incidents occurring amongst learners in schools. Bullying is one mode of violence that often occurs at school level. Bullying means repeatedly attacking a person psychologically, physically and/or emotionally in order to inflict harm. Bullying behaviour cannot be ignored, because the victims often report physical and mental health problems caused by the abuse they suffered. The future of the bully is also at stake, because such a person can turn into an abuser in his or her adult years. This research focused on the challenges for teachers in the school system to handle bullying behaviour. The specific aims of the study were to research the role of school policies and ethos, as well as the teacher’s role, in dealing with bullying. The researchers investigated the problem by using social identity theory as theoretical framework and Christianity as worldview. The researchers mainly used a qualitative research design. Data for this study were collected by means of a literature study and questionnaires with closed questions as well as open-ended questions about teachers’ experiences regarding bullying. The main emphasis was on the feedback on the open-ended questions. It became clear from the research that schools should adopt an anti-bullying policy. Teachers should give more attention to classroom rules and they should become skilled in dealing with bullying. Recommendations were made concerning the role of teachers as well as the place of school ethos and policies when the above-mentioned behavioural problem needs to be managed.

  2. New perspectives upon the positioning of parents in children´s bullying in school

    DEFF Research Database (Denmark)

    Hein, Nina

    2014-01-01

    How can we understand the role of parents in children´s bullying in school? If we look into the international research literature, we find a field dominated by the perspective that bullies and victims of bullying have typical problems at home that can explain their behaviour. Parents´ strategies of...... child rearing, the way they relate to their children and the atmosphere at home, are viewed as the breeding ground for children´s behaviour as either bullies or victims in school. In my research into parental positions in children’s bullying, I have taken another departure point. By means of analyses of...... varied empirical material consisting, in part, of interviews with parents, schoolteachers and principals as well as of a range of public documents concerning bullying, parents’ responsibilities, the purpose of school, etc., this research project contributes to the field with new and different insights...

  3. Predictors of Workplace Bullying and Cyber-Bullying in New Zealand

    Directory of Open Access Journals (Sweden)

    Dianne Gardner

    2016-04-01

    Full Text Available Background: The negative effects of in-person workplace bullying (WB are well established. Less is known about cyber-bullying (CB, in which negative behaviours are mediated by technology. Drawing on the conservation of resources theory, the current research examined how individual and organisational factors were related to WB and CB at two time points three months apart. Methods: Data were collected by means of an online self-report survey. Eight hundred and twenty-six respondents (58% female, 42% male provided data at both time points. Results: One hundred and twenty-three (15% of participants had been bullied and 23 (2.8% of participants had been cyber-bullied within the last six months. Women reported more WB, but not more CB, than men. Worse physical health, higher strain, more destructive leadership, more team conflict and less effective organisational strategies were associated with more WB. Managerial employees experienced more CB than non-managerial employees. Poor physical health, less organisational support and less effective organisational strategies were associated with more CB. Conclusion: Rates of CB were lower than those of WB, and very few participants reported experiencing CB without also experiencing WB. Both forms of bullying were associated with poorer work environments, indicating that, where bullying is occurring, the focus should be on organisational systems and processes.

  4. Predictors of Workplace Bullying and Cyber-Bullying in New Zealand

    Science.gov (United States)

    Gardner, Dianne; O’Driscoll, Michael; Cooper-Thomas, Helena D.; Roche, Maree; Bentley, Tim; Catley, Bevan; Teo, Stephen T. T.; Trenberth, Linda

    2016-01-01

    Background: The negative effects of in-person workplace bullying (WB) are well established. Less is known about cyber-bullying (CB), in which negative behaviours are mediated by technology. Drawing on the conservation of resources theory, the current research examined how individual and organisational factors were related to WB and CB at two time points three months apart. Methods: Data were collected by means of an online self-report survey. Eight hundred and twenty-six respondents (58% female, 42% male) provided data at both time points. Results: One hundred and twenty-three (15%) of participants had been bullied and 23 (2.8%) of participants had been cyber-bullied within the last six months. Women reported more WB, but not more CB, than men. Worse physical health, higher strain, more destructive leadership, more team conflict and less effective organisational strategies were associated with more WB. Managerial employees experienced more CB than non-managerial employees. Poor physical health, less organisational support and less effective organisational strategies were associated with more CB. Conclusion: Rates of CB were lower than those of WB, and very few participants reported experiencing CB without also experiencing WB. Both forms of bullying were associated with poorer work environments, indicating that, where bullying is occurring, the focus should be on organisational systems and processes. PMID:27128929

  5. What is bullying?

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    Bullying can be understood as an extreme extension of an everyday social dynamic among children in school. In order to contemplate which conditions might hinder the movement from the normal flow of inclusions and exclusions to bullying, it is vital to understand the mechanisms that can cause marg...... knowledge basis for the development of bullying prevention and/or intervention.......Bullying can be understood as an extreme extension of an everyday social dynamic among children in school. In order to contemplate which conditions might hinder the movement from the normal flow of inclusions and exclusions to bullying, it is vital to understand the mechanisms that can cause...... marginalisation to escalate. One of the central mechanisms has to do with the fear of social exclusion as a driver for bullying practices. The concept of social exclusion anxiety is founded in a social psychological understanding of humans as existentially dependent on social embeddedness. Social embeddedness may...

  6. Workplace bullying: A perspective from the Job Demands-Resources model

    OpenAIRE

    Anja Van den Broeck; Elfi Baillien; Hans De Witte

    2011-01-01

    Orientation: Workplace bullying is characterised as a counterproductive interpersonal behaviour, yielding severe consequences for both the individual and the organisation. The occurrence of workplace bullying is often attributed to a stressful work environment.Research purpose: The purpose of the study was to test the work environment hypothesis by applying the Job Demands-Resources model to workplace bullying. We expected job demands and job resources to relate to both perpetrators’ and acto...

  7. Exploring the Bullying Construct: An Evidence Based Approach

    OpenAIRE

    Dick, Gavin P.M.; Rayner, Charlotte

    2004-01-01

    Negative interpersonal behaviour at work has been researched as ‘bullying’ in Europe, and explored under wider headings in the USA (e.g. ‘counter-productive’, ‘antisocial’ or ‘deviant’). The first aim of this paper is progress the concept of bullying by identifying and validating the latent variables that constitute bullying. Confirmatory factor analysis and structural equation modelling of two large UK data sets were used to test different construct models (from the literature) against eac...

  8. Protective Factors on Perpetration of Bullying and Cyberbullying

    OpenAIRE

    Guarini, Annalisa; Passini, Stefano; Melotti, Giannino; Brighi, Antonella

    2012-01-01

    The aim of this study was to describe the prevalence of bullying and cyberbullying perpetration among adolescents and to test the role of demographic (gender, age) and psychosocial variables (self-esteem, loneliness and school climate) associated with these aggressive behaviours. An anonymous questionnaire was fi lled in by 2.326 adolescents from Italian middle and high schools. Results showed that cyberbullying appeared to be less frequent as compared with traditional forms of bullying. Logis...

  9. Peer bullying in schools

    OpenAIRE

    Rıza Gökler

    2009-01-01

    In this study, the term of "Peer Bullying" has been observed according to definitions and approaches variety in Turkey and abroad. "Bullying" is used synonym of violence and aggressiveness today and spread of all cultures in the world as an international concept. "Bullying" is a widespread fact which consists of physical, verbal and social damage to a feeble one. It is a kind of violence and can be defined as incapability of someone to a person or more than one person's violence. Bullying can...

  10. Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

    Science.gov (United States)

    van Goethem, Anne A. J.; Scholte, Ron H. J.; Wiers, Reinout W.

    2010-01-01

    The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age = 11 years, 5 months) completed two newly developed measures of implicit bullying attitudes (a…

  11. Preventing Bullying: Nine Ways to Bully-Proof Your Classroom

    Science.gov (United States)

    Shore, Kenneth

    2009-01-01

    In recent years, bullying seems to have become more serious and more pervasive. Research indicates that 15% to 20% of all students are victimized by bullies at some point in their school careers. Clearly, bullying is a problem that schools must recognize and address. Bullying has three distinguishing characteristics: (1) it is intentional; (2) it…

  12. Victims of Bullying in Schools

    Science.gov (United States)

    Graham, Sandra

    2016-01-01

    This article provides an overview of current research on bullying (peer victimization, peer harassment) in school, with a focus on victims of such bullying. The 1st section provides a working definition of bullying and its many forms. The 2nd section describes some of the known consequences of being bullied for mental health, physical health, and…

  13. The Toll of Workplace Bullying

    Science.gov (United States)

    Killoren, Robert

    2014-01-01

    Bullying may be more common than most people think. According to a study commissioned by the Workplace Bullying Institute, one in three employees experience bullying in the workplace either as a victim or as a witness suffering collateral damage. Bullying is a serious problem. Directors, managers, and staff members need to ensure that it does not…

  14. Teacher Perceptions of Teacher Bullying

    Science.gov (United States)

    Zerillo, Christine; Osterman, Karen F

    2011-01-01

    This mixed-methods study examined elementary teachers' perceptions of teacher-student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious…

  15. Workplace bullying: A perspective from the Job Demands-Resources model

    Directory of Open Access Journals (Sweden)

    Anja van den Broeck

    2011-05-01

    Full Text Available Orientation: Workplace bullying is characterised as a counterproductive interpersonal behaviour, yielding severe consequences for both the individual and the organisation. The occurrence of workplace bullying is often attributed to a stressful work environment.Research purpose: The purpose of the study was to test the work environment hypothesis by applying the Job Demands-Resources model to workplace bullying. We expected job demands and job resources to relate to both perpetrators’ and actors’ reports of workplace bullying.Motivation for the study: We aimed to extend the outcomes examined in the Job Demands- Resources model to a specific form of counterproductive interpersonal behaviour, namely workplace bullying. From the point of view of the literature on bullying, we aimed to substantiate the well-known work environment hypothesis with empirical data.Research design, approach and method: We applied structural equation modelling on questionnaire data of a large heterogeneous sample of Flemish employees (N = 749.Main findings: Job demands and job resources interacted in the prediction of perpetrators’ reports of bullying: job demands associated positively to perpetrators’ reports of bullying particularly under the condition of high job resources. Job demands related positively to targets’ reports of bullying, while job resources related negatively. These associations were (partially mediated by emotional exhaustion.Practical/managerial implications: These results suggest that workplace bullying may indeed be reduced by good job design, that is, by limiting the job demands and increasing job resources. Particular prevention plans may be developed for exhausted employees, as they are vulnerable to workplace bullying, in terms of both becoming perpetrators and victims.Contribution/value-add: This study attests to the predictive validity of the JD-R model for perpetrators’ and targets’ reports of workplace bullying. The findings

  16. Association of Pupil Vandalism, Bullying and Truancy with Teachers' Absence Due to Illness: A Multilevel Analysis

    Science.gov (United States)

    Ervasti, Jenni; Kivimaki, Mika; Puusniekka, Riikka; Luopa, Pauliina; Pentti, Jaana; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

    2012-01-01

    The aim of this study was to examine whether vandalism, bullying, and truancy among pupils at school are associated with absence due to illness among teachers. Data on such problem behaviour of 17,033 pupils in 90 schools were linked to absence records of 2364 teachers. Pupil reported vandalism and bullying at the school-level were associated with…

  17. Understanding Bullying: Using Role-Play with 12-Year-Old Boys in Cyprus

    Science.gov (United States)

    Kaloyirou, Chrystalla; Lindsay, Geoff

    2014-01-01

    This study examines the use of role-play in order to investigate bullies' intentions, feelings and perceptions through identification and projection. The study was conducted with nine 12-year-old boys that presented high levels of bullying behaviour, according to their teachers and peers, from three state primary schools in Nicosia, Cyprus,…

  18. The Relationship between Bullying and Animal Abuse Behaviors in Adolescents: The Importance of Witnessing Animal Abuse

    Science.gov (United States)

    Gullone, Eleonora; Robertson, Nerida

    2008-01-01

    Children's abuse of animals may be predictive of aggression towards humans. This study assessed concurrent engagement in animal abuse and bullying behaviour in 241 adolescents aged 12 to 16 years. A total of 20.6% of youths reported abusing animals at least "sometimes" and 17.8% reported bullying others on at least one occasion in the past year.…

  19. E-Bully

    Science.gov (United States)

    Jackson, Camille

    2006-01-01

    Bullying has never been easier. Any child, operating in relative anonymity on the Internet at any time of day or night, can harass and intimidate peers. Bullying has gone high tech as kids, usually between age 9 and 14, use personal computers, cell phones and PDAs (personal digital assistants) to intimidate and manipulate their peers. Bullying…

  20. The school bullying problem.

    Science.gov (United States)

    Karstadt, L; Woods, S

    Research into school bullying has, to date, predominantly focused on prevalence and intervention programmes. This article reviews some of this previous work and goes on to explore and discuss the holistic management of bullying, and outlines the importance of the role of the school nurse. PMID:11209308

  1. Bullying and PTSD Symptoms

    Science.gov (United States)

    Idsoe, Thormod; Dyregrov, Atle; Idsoe, Ella Cosmovici

    2012-01-01

    PTSD symptoms related to school bullying have rarely been investigated, and never in national samples. We used data from a national survey to investigate this among students from grades 8 and 9 (n = 963). The prevalence estimates of exposure to bullying were within the range of earlier research findings. Multinomial logistic regression showed that…

  2. Bullying Prevention. Focus On

    Science.gov (United States)

    Rahal, Michelle Layer

    2010-01-01

    In the decade following Columbine High School, educators, communities, and even state legislatures have acknowledged that we can no longer treat bullying as a natural rite of passage. There are strong legal implications for administrators and teachers who ignore bullying behavior. While many districts have increased awareness and ramped up…

  3. Peer Bullying During Early Childhood

    OpenAIRE

    Hatice UYSAL; Çağlayan DİNÇER

    2012-01-01

    Peer bullying during early childhood is discussed along with the literature reviewed in this article with the purpose of drawing attention to peer bullying during early childhood and its significance, and contributing to studies which are few in number in Turkey. Peer bullying during early childhood was considered with its definition and types, people who play key roles in peer bullying, factors (gender, age, parents, and friendship) that relate to peer bullying, and what should be done befor...

  4. Bullying among medical students in a Saudi medical school

    Directory of Open Access Journals (Sweden)

    Alzahrani Hasan

    2012-07-01

    Full Text Available Abstract Background Bullying and sexual harassment of medical students by their teachers appears to be widespread phenomenon. However, nothing is published about its prevalence in conservative countries such as Saudi Arabia. This survey aims to ascertain the extent of these mistreatments among students in a Saudi medical school. Findings A cross-sectional questionnaire survey was conducted on a group of 542 clinical years’ medical students in a Saudi medical school to explore students' perceptions of their educational environment including exposure to different kinds of bullying. Bullying was defined as “a “persistent behaviour against a medical student that is intimidating, degrading, offensive or malicious and undermines the confidence and self- esteem of the recipient”. Results revealed that more than one quarter (28.0% of the surveyed students reported exposure to some sort of bullying during their clinical. Ninety percent of the reported insults were verbal, 6% sexual and 4% physical. Males were more exposed but difference was not statistically significant. Conclusions Bullying among Saudi medical students is an existing problem. A policy against bullying and harassment should be adopted in all of medical colleges to monitor this phenomenon and support students who have been bullied.

  5. Bullying in Elementary School

    DEFF Research Database (Denmark)

    Eriksen, Tine L. Mundbjerg; Nielsen, Helena Skyt; Simonsen, Marianne

    2014-01-01

    Bullying is a widespread social phenomenon that is thought to have detrimental effects on life outcomes. This paper investigates the link between bullying and later school performance. We rely on rich survey and register-based data for children born in a region of Denmark during 1990–92, which...... allows us to carefully consider possible confounders including psychological factors. We implement an IV strategy inspired by Carrell and Hoekstra (2010) where we instrument victim status with the proportion of peers from troubled homes in one’s classroom. We show that bullied children suffer in terms of...

  6. Peer Bullying During Early Childhood

    Directory of Open Access Journals (Sweden)

    Hatice UYSAL

    2012-10-01

    Full Text Available Peer bullying during early childhood is discussed along with the literature reviewed in this article with the purpose of drawing attention to peer bullying during early childhood and its significance, and contributing to studies which are few in number in Turkey. Peer bullying during early childhood was considered with its definition and types, people who play key roles in peer bullying, factors (gender, age, parents, and friendship that relate to peer bullying, and what should be done before and after peer bullying.

  7. Blackboard Bullies: Workplace Bullying in Primary Schools

    Science.gov (United States)

    Fahie, Declan

    2014-01-01

    This paper offers a comprehensive examination of the "lived experience" of workplace bullying in primary schools in Ireland. Underpinned by the qualitative analysis of in-depth interviews with a class teacher, a chairperson of a Board of Management and a school principal--all of whom who believe themselves to have been targets of…

  8. Awareness Raising about Cyber-Bullying - Report on activities carried out at the European School of Varese, Italy, Spring 2013

    OpenAIRE

    MARTINHO GUIMARAES PIRES PEREIRA Angela; GHEZZI Alessia; CHAUDRON Stéphane

    2013-01-01

    Cyber bullying is a phenomenon that is rapidly emerging with the pervasiveness and widespread usage of information and communication technologies. Cyber-bullying is a form of bullying. It is a form of aggression (by humiliation, harassment, social exclusion, mockery, unpleasant comments, etc.) involving intentional harmful behaviour. The European School of Varese is a particularly notable place as students from all EU (and beyond) geographies and cultures live together, both online and off...

  9. A Journey of Awareness Raising about Cyber-Bullying @ ESV. Report on activities at the ESV – Spring 2013

    OpenAIRE

    MARTINHO GUIMARAES PIRES PEREIRA Angela; GHEZZI Alessia; CHAUDRON Stéphane

    2013-01-01

    Cyber bullying is a phenomenon that is rapidly emerging with the pervasiveness and widespread usage of information and communication technologies. Cyber-bullying is a form of bullying. It is a form of aggression (by humiliation, harassment, social exclusion, mockery, unpleasant comments, etc.) involving intentional harmful behaviour. The European School of Varese is a particularly notable place as students from all EU (and beyond) geographies and cultures live together, both online and off...

  10. Workplace bullying as an antecedent to job insecurity and intention to leave: a 6-month prospective study

    OpenAIRE

    GLAMBEK, Mats; Matthiesen, Stig Berge; Hetland, Jørn; EINARSEN, Ståle

    2014-01-01

    Workplace bullying is a severe problem in contemporary working life, affecting up to 15 per cent of employees. Among the detrimental outcomes of bullying, it is even postulated as a major risk factor for exclusion from work. In support of this claim, the current study demonstrates that exposure to bullying behaviour predicts an increase in both levels of job insecurity and intention to leave over a 6-month time lag, among a random sample of North Sea workers (n = 734). The finding...

  11. Bullied at school, bullied at work: a prospective study

    OpenAIRE

    Andersen, Lars Peter; Labriola, Merete; Andersen, Johan Hviid; Lund, Thomas; Hansen, Claus D

    2015-01-01

    Background The consequences of childhood bullying victimisation are serious. Much previous research on risk factors for being bullied has used a cross-sectional design, impeding the possibility to draw conclusions on causality, and has not considered simultaneous effects of multiple risk factors. Paying closer attention to multiple risk factors for being bullying can provide a basis for designing intervention programmes to prevent or reduce bullying among children and adolescents. Methods Ris...

  12. Bullying - transformative potentiality?

    OpenAIRE

    Charlotte Mathiassen

    2013-01-01

    In this article, I argue that a person’s experience of having been bullied as a child can holdtransformative potentiality. This means that childhood exposure to bullying can both producenegative effects and provide fuel for transformative intention and actions. By exploring twoseparate narratives, I demonstrate how these individuals’ different ways of handling past incidentsare entangled with both present and future, as well as how they are closely connected to both thespecific situations and...

  13. Job stress, occupational position and gender as factors differentiating workplace bullying experience

    Directory of Open Access Journals (Sweden)

    Marcin Drabek

    2013-06-01

    Full Text Available Background: The results of our research broaden the knowledge concerning the correlates of mobbing. The study is aimed at finding out whether an employee's gender, his/her occupational position and level of occupational stress are related to bullying experience. Material and Methods: 1313 employees of a transport company participated in the study. The relationships between gender, occupational position, the level of stress and bullying were analysed. Bullying was measured by the use of the MDM Questionnaire, while work environment was assessed using the Subjective Assessment of Work Questionnaire. Results: It was found that women were generally more exposed to bullying than men (Z = –1.999; p < 0.05. Women experienced more bullying by their colleagues than men did (Z = –2.712; p < 0.01, in particular: bullying by colleagues that destroys the worker's image (Z = –2.922; p < 0.01 and bullying by colleagues that destroys social relations (Z = –3.004; p < 0.01. Individuals with managerial jobs experienced overall bullying (Z = –2.762; p < 0.01, bullying by colleagues (Z = –0.014; p < 0.05 and bullying by colleagues that destroys social relations (Z = –2.260; p < 0.05 more often than the individuals with non-management positions. The results of the study also indicated that employees with higher level of stress in comparison with less stressed co-workers reported more incidents of bullying behaviour (overall bullying – Z = –8.171; p < 0.001, bullying by colleagues – Z = –7.114; p < 0.001, bullying by supervisors – Z = –6.716; p < 0.001, all types of behaviour – p < 0.001. Conclusions: Comparing the results of our study to the previous research, it seems that the pattern of relationships between individual characteristics and bullying is rooted in the wider cultural context, the specificity of the company, its organisational culture as well as its situation. Therefore it's difficult to talk about irrefutable individual

  14. #bully: Uses of Hashtags in Posts about Bullying on Twitter

    Science.gov (United States)

    Calvin, Angela J.; Bellmore, Amy; Xu, Jun-Ming; Zhu, Xiaojin

    2015-01-01

    To understand how bullying is represented within social media, the characteristics of hashtags associated with public mentions of bullying on Twitter between January 1, 2012 and December 31, 2012 are explored in this study. The most frequently used 500 hashtags among the 552,831 distinct hashtags used with the keywords "bully,"…

  15. Explicit- and implicit bullying attitudes in relation to bullying behavior

    NARCIS (Netherlands)

    A.A.J. van Goethem; R.H.J. Scholte; R.W. Wiers

    2010-01-01

    The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age = 11 years, 5 months) completed two newly develope

  16. Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

    NARCIS (Netherlands)

    Goethem, A.A.J. van; Scholte, R.H.J.; Wiers, R.W.H.J.

    2010-01-01

    The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age = 11 years, 5 months) completed two newly develope

  17. Bullying 101: The Club Crew's Guide to Bullying Prevention

    Science.gov (United States)

    PACER Center, 2013

    2013-01-01

    "Bullying 101" is the Club Crew's Guide to Bullying Prevention. A visually-friendly, age-appropriate, 16-page colorful guide for students to read or for parents to use when talking with children, this guide describes and explains what bullying is and is not, the roles of other students, and tips on what each student can do to prevent…

  18. Health correlates of workplace bullying

    DEFF Research Database (Denmark)

    Bonde, Jens Peter; Gullander, Maria; Hansen, Åse Marie;

    2016-01-01

    OBJECTIVE: This study aimed to examine the course of workplace bullying and health correlates among Danish employees across a four-year period. METHODS: In total, 7502 public service and private sector employees participated in a 3-wave study from 2006 through 2011. Workplace bullying over the past......-labelled bullying at baseline using logistic regression. RESULTS: Reports of bullying were persistent across four years in 22.2% (57/257) of employees who initially reported bullying. Baseline associations between self-labelled bullying and sick-listing, poor self-rated health, poor sleep, and depressive symptoms...... were significant with adjusted odds ratios (OR) ranging from 1.8 [95% confidence interval (95% CI) 1.5-2.4] for poor sleep quality among those bullied "now and then" to 6.9 (95% CI 3.9-12.3) for depression among those reporting being bullied on a daily to monthly basis. In longitudinal analyses...

  19. Relationships between bullying victimization psychological distress and breakfast skipping among boys and girls.

    Science.gov (United States)

    Sampasa-Kanyinga, Hugues; Willmore, Jacqueline

    2015-06-01

    The purpose of this study was to further explore the association between bullying victimization and breakfast skipping in children and adolescents. Compared to the previous study, we have used a larger and representative sample of middle and high school students, examined the effect of gender, different forms (physical, verbal, theft/vandalism and cyber) and severity of bullying on breakfast eating behaviour. Data from students (2286 boys and 2859 girls) aged 11 to 19 years (mean ± SD age: 14.6 ± 1.9 years) from the 2013 Ontario Student Drug Use and Health Survey (OSDUHS) were analysed using self-reports of being bullied, diet, psychological distress, demographics, socio-economic status, weight status, and substance use. Results revealed greater odds of breakfast skipping in girl victims of physical, verbal, and cyber bullying, and in boy victims of verbal and cyber bullying. There was a dose-response relationship between experience of both school and cyber bullying victimization and breakfast skipping behaviour for both genders. Mediation analysis indicated that psychological distress fully mediated the relationship between both verbal and physical bullying victimization and breakfast skipping in girls, and partially mediated the relationship between verbal bullying victimization and breakfast skipping in boys. Psychological distress also partially mediated the link between cyber bullying victimization and breakfast skipping in both boys and girls. These results corroborate previous findings on the association between bullying victimization and breakfast skipping in children and adolescents. The strong and consistent associations with different forms of bullying victimization, the dose-response relationship, and the mediating role of psychological distress suggest a causal relationship. PMID:25633132

  20. Bullying and Victimization in Overweight and Obese Outpatient Children and Adolescents: An Italian Multicentric Study.

    Directory of Open Access Journals (Sweden)

    Dario Bacchini

    Full Text Available Being overweight or obese is one of the most common reasons that children and adolescents are teased at school. We carried out a study in order to investigate: i the relation between weight status and school bullying and ii the relation between weight status categories and types of victimization and bullying in an outpatient sample of Italian children and adolescents with different degrees of overweight from minimal overweight up to severe obesity.Nine-hundred-forty-seven outpatient children and adolescents (age range 6.0-14.0 years were recruited in 14 hospitals distributed over the country of Italy. The participants were classified as normal-weight (N = 129, overweight (N = 126, moderately obese (N = 568, and severely obese (N = 124. The nature and extent of verbal, physical and relational bullying and victimization were assessed with an adapted version of the revised Olweus bully-victim questionnaire. Each participant was coded as bully, victim, bully-victim, or not involved.Normal-weight and overweight participants were less involved in bullying than obese participants; severely obese males were more involved in the double role of bully and victim. Severely obese children and adolescents suffered not only from verbal victimization but also from physical victimization and exclusion from group activities. Weight status categories were not directly related to bullying behaviour; however severely obese males perpetrated more bullying behaviour compared to severely obese females.Obesity and bullying among children and adolescents are of ongoing concern worldwide and may be closely related. Common strategies of intervention are needed to cope with these two social health challenges.

  1. Bullying and Victimization in Overweight and Obese Outpatient Children and Adolescents: An Italian Multicentric Study

    Science.gov (United States)

    Garrasi, Alessandra; Corciulo, Nicola; Driul, Daniela; Tanas, Rita; Fiumani, Perla Maria; Di Pietro, Elena; Pesce, Sabino; Crinò, Antonino; Maltoni, Giulio; Iughetti, Lorenzo; Sartorio, Alessandro; Deiana, Manuela; Lombardi, Francesca

    2015-01-01

    Objective Being overweight or obese is one of the most common reasons that children and adolescents are teased at school. We carried out a study in order to investigate: i) the relation between weight status and school bullying and ii) the relation between weight status categories and types of victimization and bullying in an outpatient sample of Italian children and adolescents with different degrees of overweight from minimal overweight up to severe obesity. Participants/Methods Nine-hundred-forty-seven outpatient children and adolescents (age range 6.0–14.0 years) were recruited in 14 hospitals distributed over the country of Italy. The participants were classified as normal-weight (N = 129), overweight (N = 126), moderately obese (N = 568), and severely obese (N = 124). The nature and extent of verbal, physical and relational bullying and victimization were assessed with an adapted version of the revised Olweus bully-victim questionnaire. Each participant was coded as bully, victim, bully-victim, or not involved. Results Normal-weight and overweight participants were less involved in bullying than obese participants; severely obese males were more involved in the double role of bully and victim. Severely obese children and adolescents suffered not only from verbal victimization but also from physical victimization and exclusion from group activities. Weight status categories were not directly related to bullying behaviour; however severely obese males perpetrated more bullying behaviour compared to severely obese females. Conclusions Obesity and bullying among children and adolescents are of ongoing concern worldwide and may be closely related. Common strategies of intervention are needed to cope with these two social health challenges. PMID:26606393

  2. FCCLA Quilting Project Fights Bullying

    Science.gov (United States)

    Prasad, Vandita

    2007-01-01

    Bullying in schools is a topic of serious concern. According to a survey conducted in the United States, approximately 30% of youth in grades 6-10 have reported some involvement in moderate or frequent bullying, and this problem affects about 5.7 million youth. To deal with bullying, 2 years ago, Byrnedale Junior High School in Toledo, Ohio…

  3. What Kids Say about: Bullying

    Science.gov (United States)

    ... White House Lunch Recipes What Kids Say About: Bullying KidsHealth > For Kids > What Kids Say About: Bullying Print A A A Text Size If you ... boys and girls to answer some questions about bullying. Nearly half of them said they had been ...

  4. Addressing Bullying: Policy and Practice

    Science.gov (United States)

    Lerman, Bradford C.

    2010-01-01

    Bullying can be a serious and damaging experience for students today. The children who bully are more likely to be truant; drop out of school; or engage in alcohol, tobacco, or other drug abuse, and children who are bullied are more likely to experience depression, low self-esteem, health problems, poor grades, and suicidal thoughts. In addition,…

  5. Bullying: Dilemmas, Definitions, and Solutions

    Science.gov (United States)

    Long, Teresa; Alexander, Kristina

    2010-01-01

    Bullying has become an increasingly serious problem in today's schools. Many states have passed legislation to ensure schools do all they can to prevent and address bullying. Even though the school is a place that is to be safe for all children, in some instances this is not the case. This paper discusses bullying and focuses on the different…

  6. Staff Bullying in Australian Schools

    Science.gov (United States)

    Riley, Dan; Duncan, Deirdre J.; Edwards, John

    2011-01-01

    Purpose: The purpose of this paper is to estimate the prevalence of staff bullying in Australian schools, to identify bullies and targets and to examine some implications for school leaders in dealing with staff bullying. Design/methodology/approach: The quantitative research design survey instrument contained 11 demographic items, 44 questions of…

  7. Repetition, Power Imbalance, and Intentionality: Do These Criteria Conform to Teenagers' Perception of Bullying? A Role-Based Analysis

    Science.gov (United States)

    Cuadrado-Gordillo, Isabel

    2012-01-01

    The criteria that researchers use to classify aggressive behaviour as bullying are "repetition", "power imbalance", and "intent to hurt". However, studies that have analyzed adolescents' perceptions of bullying find that most adolescents do not simultaneously consider these three criteria. This paper examines adolescents' perceptions of bullying…

  8. Spotlight on Ethics: Institutional Review Boards as Systemic Bullies

    Science.gov (United States)

    Carr, Caleb T.

    2015-01-01

    Bullying, often considered an interpersonal or intergroup behaviour, has not been explored as an unintended artefact of organisational structure. Institutional review boards (IRBs), the 'human research ethics committees' at US universities, help oversee the protection of human research subjects, particularly in the social sciences within…

  9. Managing Bullying in Politically Charged Climates

    Science.gov (United States)

    Trump, Kenneth S.

    2011-01-01

    Educators, school safety experts, and anti-bullying advocates typically agree that bullying is a serious issue. They also agree that anti-bullying strategies should be an integral component of a school's safety plan. However, differences remain in how bullying should be addressed. Those differences have become magnified as bullying has become an…

  10. Bullying: Effective Strategies for Its Prevention

    Science.gov (United States)

    Scarpaci, Richard T.

    2006-01-01

    Some people view bullying as a normal aspect of childhood; teachers who prevent bullying know that this is not true. Bullying is a deliberate act that hurts young victims, both emotionally and physically. Aside from the victims, bullying affects people around them by distracting, intimidating, and upsetting them. Basically, bullying in the…

  11. Bullying and Victimization Trends in Undergraduate Medical Students – A Self-Reported Cross-Sectional Observational Survey

    Science.gov (United States)

    Kapoor, Shrea; Jadhav, Pradeep R

    2016-01-01

    Introduction Bullying is a form of behaviour that can negatively impact a person. It can lead to several deleterious consequences like low self-confidence, drop in academic performance and depression. Studies have shown that bullying behaviour exists amongst medical students also. In the medical field, it is known to negatively impact dispensing of health care and attitudes of medical students towards becoming doctors. It is very difficult for medical students to cope with such a menace as they are already burdened with a vast curriculum and rigorous schedules. There exists paucity of studies regarding bullying amongst undergraduate medical students in Indian context. Aim To study prevalence of peer-based bullying and victimization along with their associated factors in undergraduate medical students. Materials and Methods Four hundred randomly chosen undergraduate medical students were included in the study. Socio-demographic and personal details including history of substance use were recorded in a self-designed case record form. Illinois Bullying Scale was used to assess bullying behaviours. Out of total 400 students, 383 completed the survey and this data was analysed. Results In this study, 98.69% participants self-reported to having indulged in bullying while 88.77% reported feeling victimized. Physical (pschool indulged in significantly (p=0.034) greater severity of physical bullying than those of other years. Alcohol consumption (p=0.001) and cigarette smoking (p<0.001) were significantly associated with physical bullying. Conclusion Peer-based bullying and victimization was found to be highly prevalent amongst undergraduate medical students. There is an urgent need for more detailed studies on bullying in medical students so that remedial measures can be initiated and steps to limit such behaviours can be looked at seriously. PMID:27042564

  12. Peer bullying in schools

    Directory of Open Access Journals (Sweden)

    Rıza Gökler

    2009-10-01

    Full Text Available In this study, the term of "Peer Bullying" has been observed according to definitions and approaches variety in Turkey and abroad. "Bullying" is used synonym of violence and aggressiveness today and spread of all cultures in the world as an international concept. "Bullying" is a widespread fact which consists of physical, verbal and social damage to a feeble one. It is a kind of violence and can be defined as incapability of someone to a person or more than one person's violence. Bullying can be classified as follows: psychological and emotional (a gossip or exclusion etc., verbal (get a nickname, impose constraints, intimidation etc. and physical (impellent, to kick a victim etc.The findings of this study can be summarized as follows: the frequency and extent of violence is very effective on espousal, insensitivity and unresponsiveness of the students. Thus, they use them as a problem solving instrument and also can move them to all parts of theri life. Bully has been determined that some precautions should be taken not to be effected from the short term and long term effects of violence.

  13. Peer bullying in schools

    Directory of Open Access Journals (Sweden)

    Rıza Gökler

    2009-10-01

    Full Text Available In this study, the term of "Peer Bullying" has been observed according to definitions and approaches variety in Turkey and abroad. "Bullying" is used synonym of violence and aggressiveness today and spread of all cultures in the world as an international concept. "Bullying" is a widespread fact which consists of physical, verbal and social damage to a feeble one. It is a kind of violence and can be defined as incapability of someone to a person or more than one person's violence. Bullying can be classified as follows: psychological and emotional (a gossip or exclusion etc., verbal (get a nickname, impose constraints, intimidation etc. and physical (impellent, to kick a victim etc. The findings of this study can be summarized as follows: the frequency and extent of violence is very effective on espousal, insensitivity and unresponsiveness of the students. Thus, they use them as a problem solving instrument and also can move them to all parts of theri life. Bully has been determined that some precautions should be taken not to be effected from the short term and long term effects of violence.

  14. Workplace bullying and sleep difficulties

    DEFF Research Database (Denmark)

    Hansen, Åse Marie; Hogh, Annie; Garde, Anne Helene;

    2014-01-01

    PURPOSE: The aims of the present study were to investigate whether being subjected to bullying and witnessing bullying at the workplace was associated with concurrent sleep difficulties, whether frequently bullied/witnesses have more sleep difficulties than occasionally bullied/witnesses, and...... whether there were associations between being subjected to bullying or witnessing bullying at the workplace and subsequent sleep difficulties. METHODS: A total of 3,382 respondents (67 % women and 33 % men) completed a baseline questionnaire about their psychosocial work environment and health. The...... overall response rate was 46 %. At follow-up 2 years later, 1671 of those responded to a second questionnaire (49 % of the 3,382 respondents at baseline). Sleep difficulties were measured in terms of disturbed sleep, awakening problems, and poor quality of sleep. RESULTS: Bullied persons and witnesses...

  15. Bullying - transformative potentiality?

    Directory of Open Access Journals (Sweden)

    Charlotte Mathiassen

    2013-10-01

    Full Text Available In this article, I argue that a person’s experience of having been bullied as a child can holdtransformative potentiality. This means that childhood exposure to bullying can both producenegative effects and provide fuel for transformative intention and actions. By exploring twoseparate narratives, I demonstrate how these individuals’ different ways of handling past incidentsare entangled with both present and future, as well as how they are closely connected to both thespecific situations and contexts in which the person lives and his/her movements across suchsituations and contexts. The concept of dynamic effectuality is introduced to describe thisphenomenon. Furthermore, I claim that, by analysing the dynamic effectuality of individuals’ pastexperiences with bullying and their present adult lives, certain processes can be found – includingrevenge, transformative intention and collective transformative actions.

  16. Adolescent Bullying and Sleep Difficulties

    Directory of Open Access Journals (Sweden)

    Simon C. Hunter

    2014-11-01

    Full Text Available This study evaluated whether adolescents who report having been bullied, being bullies, or report both being a bully and being bullied experience more sleep difficulties than children uninvolved in bullying. The study drew upon cognitive theories of insomnia, investigating whether the extent to which young people report worrying about bullying can moderate associations between victimization and sleep difficulties. Participants were 5420 adolescents who completed a self-report questionnaire. Pure Victims (OR = 1.72, 95% CI [1.07, 2.75], Pure Bullies (OR = 1.80, 95% CI [1.16, 2.81], and Bully-Victims (OR = 2.90, 95% CI [1.17, 4.92] were all more likely to experience sleep difficulties when compared to uninvolved young people. The extent to which young people reported worrying about being bullied did not moderate the links between victimization and sleep difficulties. In this way, bullying is clearly related to sleep difficulties among adolescents but the conceptual reach of the cognitive model of insomnia in this domain is questioned.

  17. No Place for Bullying

    Science.gov (United States)

    Dillon, James

    2010-01-01

    After a tragic event, suicide, or violent act of revenge that occurs as a result of frequent bullying, the public is outraged at school employees who they think did nothing to prevent it. The public asks the obvious questions: How come nobody cared enough to do something to stop it? How could the staff be so heartless and callous? Where were the…

  18. Effective Intervention for Bullying

    Science.gov (United States)

    O'Neil, Randie; Kellner, Millicent H.; Green, Stuart; Elias, Maurice J.

    2012-01-01

    Most professional educators are aware that every school should have an effective approach to harassment, intimidation, and bullying (HIB) prevention in which every member of the school community participates. Regardless of the approach a school takes, all students and all staff members should be knowledgeable participants who have been trained to…

  19. Bullying Prevention for Kids

    Centers for Disease Control (CDC) Podcasts

    2012-01-19

    This podcast discusses what victims of bullying may experience and provides recommendations for coping with it.  Created: 1/19/2012 by National Center for Injury Prevention and Control (NCIPC).   Date Released: 1/19/2012.

  20. The Bully Roundup

    Centers for Disease Control (CDC) Podcasts

    2011-12-27

    In this podcast for kids, the Kidtastics talk about things you can do to deal with bullying.  Created: 12/27/2011 by National Center for Injury Prevention and Control, Division of Violence Prevention.   Date Released: 12/27/2011.

  1. Depresi Pada Remaja Korban Bullying

    Directory of Open Access Journals (Sweden)

    Aprilia Ramadhani

    2014-08-01

    Full Text Available Tujuan penelitian ini untuk menemukan hubungan antara mengalami bullying dengan depresi pada remaja. Hipotesis penelitian adalah ada korelasi positif antara mengalami bullying dengan depresi pada remaja. Subjek penelitian ini adalah 146 siswa SMA. Data dianalisis dengan korelasi product moment. Hasil analisis menemukan terdapat hubungan positif antara mengalami bullying dengan depresi pada remaja, dengan r = 0.218 (p 0,05. Hasil penelitian menemukan tidak terdapat perbedaan frekuensi bullying yang dialami subjek laki-laki dan perempuan dengan t=1,759 (p>0,05. Hasil menemukan perbedaan frekuensi bullying jenis fisik yang dialami oleh subjek laki-laki dan perempuan dengan t = 2,167 (p<0,05. Laki-laki lebih banyak mengalami bullying dibandingkan perempuan.

  2. Proximal Variables Related to School Violence and Bullying in High School Students

    OpenAIRE

    Brenda Mendoza González; Tania Morales Reynoso; Yazmín Arriaga Gómez

    2015-01-01

    Description of bullying has mainly focused on pupils in basic education, for which it is necessary to describe more this behavior in students of education average superior to allowing delineate protocols of action and intervention programs. The objective is to know differences between groups of students participating in school violence, bullying and which not is involved, depending on variables proximal as disruptive behaviour, conflict between professors and students, antisocial and proso...

  3. Older Teenagers’ Explanations of Bullying

    OpenAIRE

    Thornberg, Robert; Rosenqvist, Robert; Johansson, Per

    2012-01-01

    Background In accordance with the social information processing model, how adolescents attribute cause to a particular social situation (e.g., bullying) they witness or participate in, influences their online social information processing, and hence, how they will act in the situation. Objective The aim of the present study was to explore how older teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender. Methods Two hun...

  4. School bullying - A comparative approach -

    OpenAIRE

    Kosevaliska, Olga; Buzarovska - Lazetik, Gordana; Nanev, Lazar

    2014-01-01

    The modest purpose of this paper is to elaborate the phenomenon of school bullying and to try to give an answer to questions that remain open over time because of the seriousness of this issue. A child is being bullied when he or she is exposed repeatedly over time to aggressive behavior that intentionally inflicts injury or discomfort through physical contact, verbal attacks, fighting or psychological manipulation. Besides finding the proper definition of bullying, we’ll give a comparative a...

  5. Making a Difference for the Bullied: Teachers' Responsibilities for Responding to Bullying

    Science.gov (United States)

    McCarra, Janet F.; Forrester, Jeanne

    2013-01-01

    Bullying continues to be a challenging issue for classroom teachers. The authors provide seven recommendations to prevent bullying and for intervention if bullying occurs: (a) know the forms of bullying and recognize the effects forms of bullying and recognize the effects, (b) promote a positive classroom environment, (c) teach a variety of…

  6. Bullied youth: the impact of bullying through lesbian, gay, and bisexual name calling.

    Science.gov (United States)

    Evans, Caroline B R; Chapman, Mimi V

    2014-11-01

    Bullying is a common experience for many school-aged youth, but the majority of bullying research and intervention does not address the content of bullying behavior, particularly teasing. Understanding the various forms of bullying as well as the language used in bullying is important given that bullying can have persistent consequences, particularly for victims who are bullied through biased-based bullying, such as being called gay, lesbian, or queer. This study examines bullying experiences in a racially and ethnically diverse sample of 3,379 rural elementary-, middle-, and high-school youth. We use latent class analysis to establish clusters of bullying behaviors, including forms of biased-based bullying. The resulting classes are examined to ascertain if and how bullying by biased-based labeling is clustered with other forms of bullying behavior. This analysis identifies 3 classes of youth: youth who experience no bullying victimization, youth who experience social and emotional bullying, and youth who experience all forms of social and physical bullying, including being bullied by being called gay, lesbian, or queer. Youth in Classes 2 and 3 labeled their experiences as bullying. Results indicate that youth bullied by being called gay, lesbian, or queer are at a high risk of experiencing all forms of bullying behavior, highlighting the importance of increased support for this vulnerable group. PMID:25545432

  7. Self-Esteem in Pure Bullies and Bully/Victims: A Longitudinal Analysis

    Science.gov (United States)

    Pollastri, Alisha R.; Cardemil,, Esteban V.; O'Donnell, Ellen H.

    2010-01-01

    Past research on the self-esteem of bullies has produced equivocal results. Recent studies have suggested that the inconsistent findings may be due, in part, to the failure to account for bully/victims: those children who both bully and are victims of bullying. In this longitudinal study, we examined the distinctions among pure bullies, pure…

  8. Motivations behind "Bullies Then Offenders" versus "Pure Bullies": Further Suggestions for Anti-Bully Education and Practice

    Science.gov (United States)

    Johnston, Pattie; Tankersley, Merrie; Joenson, Trevor; Hupp, Mikey; Buckley, Jennifer; Redmond-McGowan, Margaret; Zanzinger, Allison; Poirier, Alex; Walsh, Abigail

    2014-01-01

    Cyber-bullying has become increasingly problematic in academic settings including universities and colleges. The bullying literature has been expanding investigation of the bully behaviors and has identified four bully types to include pure offender, pure victim, offender and victim, neither-offender-nor-victim. The majority of research has…

  9. Associations between cyberbullying and school bullying victimization and suicidal ideation, plans and attempts among Canadian schoolchildren.

    Directory of Open Access Journals (Sweden)

    Hugues Sampasa-Kanyinga

    Full Text Available The negative effects of peer aggression on mental health are key issues for public health. The purpose of this study was to examine the associations between cyberbullying and school bullying victimization with suicidal ideation, plans and attempts among middle and high school students, and to test whether these relationships were mediated by reports of depression.Data for this study are from the 2011 Eastern Ontario Youth Risk Behaviour Survey, which is a cross-sectional regional school-based survey that was conducted among students in selected Grade 7 to 12 classes (1658 girls, 1341 boys; mean ± SD age: 14.3 ± 1.8 years.Victims of cyberbullying and school bullying incurred a significantly higher risk of suicidal ideation (cyberbullying: crude odds ratio, 95% confidence interval  = 3.31, 2.16-5.07; school bullying: 3.48, 2.48-4.89, plans (cyberbullying: 2.79, 1.63-4.77; school bullying: 2.76, 2.20-3.45 and attempts (cyberbullying: 1.73, 1.26-2.38; school bullying: 1.64, 1.18-2.27 compared to those who had not encountered such threats. Results were similar when adjusting for sociodemographic characteristics, substance use, and sedentary activities. Mediation analyses indicated that depression fully mediated the relationship between cyberbullying victimization and each of the outcomes of suicidal ideation, plans and attempts. Depression also fully mediated the relationship between school bullying victimization and suicide attempts, but partially mediated the relationship between school bullying victimization and both suicidal ideation and plans.These findings support an association between both cyberbullying and school bullying victimization and risk of suicidal ideation, plans and attempts. The mediating role of depression on these links justifies the need for addressing depression among victims of both forms of bullying to prevent the risk of subsequent suicidal behaviours.

  10. Effects of the Dutch skills for life program on the health behavior, bullying, and suicidal ideation of secondary school students

    NARCIS (Netherlands)

    Fekkes, M.; Sande, M.C.E. van de; Gravesteijn, J.C.; Pannebakker, F.D.; Buijs, G.J.; Diekstra, R.F.W.; Kocken, P.L.

    2016-01-01

    Purpose – The purpose of this paper is to evaluate the effects of the Dutch “Skills for Life” programme on students’ health behaviours, bullying behaviour and suicidal ideation. Design/methodology/approach – The effectiveness of the “Skills for Life” programme on health behaviour outcomes was evalua

  11. Effects of the Dutch Skills for Life Program on the Health Behavior, Bullying, and Suicidal Ideation of Secondary School Students

    Science.gov (United States)

    Fekkes, M.; van de Sande, M. C. E.; Gravesteijn, J. C.; Pannebakker, F. D.; Buijs, G. J.; Diekstra, R. F. W.; Kocken, P. L.

    2016-01-01

    Purpose: The purpose of this paper is to evaluate the effects of the Dutch "Skills for Life" programme on students' health behaviours, bullying behaviour and suicidal ideation. Design/methodology/approach: The effectiveness of the "Skills for Life" programme on health behaviour outcomes was evaluated at three points in time in…

  12. How participants in bullying morally evaluate hypothetical bullies and defenders

    Czech Academy of Sciences Publication Activity Database

    Kollerová, Lenka; Janošová, Pavlína; Říčan, Pavel

    Vídeň: Faculty of Psychology, University of Vienna, 2012. s. 54-54. [International Conference: Bullying and Cyberbullying: The Interface between Science and Practice. 19.10.2012-19.10.2012, Vídeň] R&D Projects: GA ČR(CZ) GAP407/12/2325 Institutional support: RVO:68081740 Keywords : adolescence * bullying * moral evaluation Subject RIV: AN - Psychology

  13. Bullying the Meek: A Conceptualisation of Vietnamese School Bullying

    Science.gov (United States)

    Horton, Paul; Kvist Lindholm, Sofia; Nguyen, Thu Hang

    2015-01-01

    Drawing on ethnographic research conducted at three lower secondary schools in the northern Vietnamese cities of Hanoi and Haiphong, this article provides a contextually nuanced conceptualisation of Vietnamese school bullying. In doing so, the article not only addresses the lack of knowledge about Vietnamese school bullying, but also poses a…

  14. Bullying by Definition: An Examination of Definitional Components of Bullying

    Science.gov (United States)

    Goldsmid, Susan; Howie, Pauline

    2014-01-01

    Lack of definitional consensus remains an important unresolved issue within bullying research. This study examined the ability of definitional variables to predict overall level of victimisation (distress, power inequity, and provocation as predictors) and bullying (intention to harm, power inequity, and provocation as predictors) in 246…

  15. Bullying Victims: The Effects Last into College

    Science.gov (United States)

    Adams, Frank D.; Lawrence, Gloria J.

    2011-01-01

    This study examined whether those bullied in schools continued to show the effects of being bullied after they enrolled in an institution of higher education. There were 269 undergraduate students participating in the study. Previous studies (2006; 2008) conducted by the authors suggested the effects of bullying upon both the victim and bully are…

  16. Bullying among Young Children: Strategies for Prevention

    Science.gov (United States)

    Levine, Emily; Tamburrino, Melissa

    2014-01-01

    Bullying is an increasing problem within childcare facilities, preschool programs, and public schools. As a result, many districts are instituting anti-bullying intervention programs. This article defines bullying and explains the direct and indirect forms it can take. First, it examines research on bullying during the beginning years of school.…

  17. Bystanders Are the Key to Stopping Bullying

    Science.gov (United States)

    Padgett, Sharon; Notar, Charles E.

    2013-01-01

    Bullying is the dominance over another. Bullying occurs when there is an audience. Peer bystanders provide an audience 85% of instances of bullying. If you remove the audience bullying should stop. The article is a review of literature (2002-2013) on the role of bystanders; importance of bystanders; why bystanders behave as they do; resources to…

  18. Victimising of School Bullying: A Grounded Theory

    Science.gov (United States)

    Thornberg, Robert; Halldin, Karolina; Bolmsjo, Natalie; Petersson, Annelie

    2013-01-01

    The aim of this study was to investigate how individuals;who had been victims of school bullying; perceived their bullying experiences and how these had affected them; and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals, who all had prior experiences of being bullied in school for more than one year,…

  19. Rethinking School Bullying: Towards an Integrated Model

    Science.gov (United States)

    Dixon, Roz; Smith, Peter K.

    2011-01-01

    What would make anti-bullying initiatives more successful? This book offers a new approach to the problem of school bullying. The question of what constitutes a useful theory of bullying is considered and suggestions are made as to how priorities for future research might be identified. The integrated, systemic model of school bullying introduced…

  20. Bullying, cyberbullying, and suicide.

    Science.gov (United States)

    Hinduja, Sameer; Patchin, Justin W

    2010-01-01

    Empirical studies and some high-profile anecdotal cases have demonstrated a link between suicidal ideation and experiences with bullying victimization or offending. The current study examines the extent to which a nontraditional form of peer aggression--cyberbullying--is also related to suicidal ideation among adolescents. In 2007, a random sample of 1,963 middle-schoolers from one of the largest school districts in the United States completed a survey of Internet use and experiences. Youth who experienced traditional bullying or cyberbullying, as either an offender or a victim, had more suicidal thoughts and were more likely to attempt suicide than those who had not experienced such forms of peer aggression. Also, victimization was more strongly related to suicidal thoughts and behaviors than offending. The findings provide further evidence that adolescent peer aggression must be taken seriously both at school and at home, and suggest that a suicide prevention and intervention component is essential within comprehensive bullying response programs implemented in schools. PMID:20658375

  1. Latina Teen Suicide and Bullying

    Science.gov (United States)

    Romero, Andrea J.; Wiggs, Christine Bracamonte; Valencia, Celina; Bauman, Sheri

    2013-01-01

    Latina adolescents experience depression and suicidal ideations in a disproportionate manner compared to their non-Latina counterparts. We investigate suicide and depressive symptoms among a state-wide sample (N = 650) of adolescent Latina girls with a focus on bullying as a predictor. Bullying rates are higher than previous studies have found for…

  2. Moral Disengagement Processes in Bullying

    Science.gov (United States)

    Hymel, Shelley; Bonanno, Rina A.

    2014-01-01

    Bullying is the most common form of interpersonal violence facing youth in schools, and recent school-based intervention efforts have shown only limited success in reducing such behavior. Accordingly, this article considers the utility of Albert Bandura's theory of moral disengagement in understanding bullying behavior among children and…

  3. A Bully-Free School

    Science.gov (United States)

    Neville, Christine S.

    2012-01-01

    Bullies come in all sizes, shapes, ages, genders, and ethnicities. Bullies generally attack that which they do not understand, what is strange, different from their perception of the norm or someone whom they resent. Their motivation has to do with making themselves feel stronger, more secure or to compensate for their own sad experiences.…

  4. Bullying Prevention and Social Justice

    Science.gov (United States)

    Polanin, Megan; Vera, Elizabeth

    2013-01-01

    School bullying exists as a societal epidemic that affects millions of school-aged students (Espelage & Holt, 2012). Youths involved in bullying--whether perpetrating, witnessing, or being victimized--face inequitable access to school-based resources and opportunities aimed at academic growth and empowerment. This article conceptualizes school…

  5. Students' perspectives on cyber bullying.

    Science.gov (United States)

    Agatston, Patricia W; Kowalski, Robin; Limber, Susan

    2007-12-01

    The aim of this study was to gain a better understanding of the impact of cyber bullying on students and the possible need for prevention messages targeting students, educators, and parents. A total of 148 middle and high school students were interviewed during focus groups held at two middle and two high schools in a public school district. The focus groups were approximately 45 minutes in length. Students were divided by gender and asked a series of scripted questions by a same-gender student assistance counselor. We found that students' comments during the focus groups suggest that students-particularly females-view cyber bullying as a problem, but one rarely discussed at school, and that students do not see the school district personnel as helpful resources when dealing with cyber bullying. Students are currently experiencing the majority of cyber bullying instances outside of the school day; however there is some impact at school. Students were able to suggest some basic strategies for dealing with cyber bullying, but were less likely to be aware of strategies to request the removal of objectionable websites, as well as how to respond as a helpful bystander when witnessing cruel online behavior. We conclude that school districts should address cyber bullying through a combination of policies and information that are shared with students and parents. Schools should include cyber bullying as part of their bullying prevention strategies and include classroom lessons that address reporting and bystander behavior. PMID:18047946

  6. Who Cares about the Bullies?

    Science.gov (United States)

    Cowie, Helen; Colliety, Pat

    2016-01-01

    Children who bully have learned to use their power and aggression to control others, a mode that is not conducive to healthy relationships either in the present or in their future lives. Furthermore, there is evidence that children who bully are also likely to have mental health problems that persist into adult life. There are also wide social and…

  7. Bullying and suicidal behavior in jails.

    OpenAIRE

    Blaauw, E.; Winkel, F.W.; Kerkhof, A.J.F.M.

    2001-01-01

    Relationships between bullying features and suicidal behavior of inmates were examined. The files of 95 suicide victims in jails and prisons in the Netherlands were examined for reports of bullying. In addition, 221 nonsuicidal jail inmates and 53 suicidal jail inmates were interviewed. The files of 34% of the suicide victims noted that the suicide victim had felt bullied. Bullying, especially serious bullying, was relatively often reported by suicidal inmates and by vulnerable inmates. Diffe...

  8. Bullying at work Antecedents and outcomes

    OpenAIRE

    Matthiesen, Stig Berge

    2006-01-01

    The synopsis: The present thesis is titled "Workplace bullying. Antecedents and outcomes". Hence, it focuses on work place bullying, which is a relatively new research topic within psychology. The synopsis part of the thesis clarifies the construct of bullying and its prevalence. Related concepts, such as the aggression construct, interpersonal conflicts, emotional abuse, and extreme social stress, are discussed with reference to bullying. Ten subtypes of bullying, that may ...

  9. Bullying, through a Human Rights Perspective

    OpenAIRE

    Bjørndalen, Claus Henrik

    2014-01-01

    Abstract The purpose of this study was to gain a deeper understanding of how the judgement of causes of bullying affects teachers decisions to intervene in bullying situations. In spite of much effort to prevent bullying, approximately 50,000 children are bullied in Norwegian schools every day, and there is no indication that these numbers are going to decrease. Teachers are obligated by the Educational Act to intervene and stop bullying whenever they discover it. Thus, every teacher has a r...

  10. Bullying - The Perspective of the Accused

    OpenAIRE

    McGregor, Frances-Louise

    2015-01-01

    Bullying - The Perspective of the Accused takes a practical, realistic view of interactions between people and demonstrates that accusations of bullying are not always as easy to interpret and to unravel as might be thought. This work considers that whilst research and understanding of the bullying and the effect on targets, the voice of the alleged bully is seldom heard. The confusion between performance management and bullying is considered along with a comprehensive examination o...

  11. The social ecology of girls' bullying practices: exploratory research in two London schools.

    Science.gov (United States)

    Jamal, Farah; Bonell, Chris; Harden, Angela; Lorenc, Theo

    2015-06-01

    This exploratory study adopts a socio-ecological approach to examine the context of school bullying. It asks: (1) what are students' accounts of bullying practices?; (2) how are these enabled and constrained by the school-environment?; (3) how is gender implicated? Qualitative data were collected from girls in two schools in London via focus groups (one in each school; students aged 12-15) and seven semi-structured interviews (in one school; students aged 16-18); and from school policy documents. Our interpretation of girls' accounts, informed by Giddens' structuration theory, suggests that bullying practices were spatially patterned in the schools and often characterised by the regulation of girls' sexuality and sexual-harassment. Repeated acts of aggression were fluid with regard to the bully and victim role, challenging the dominant view of bullying as characterised by consistent disparities in power between individuals. Schools structured bullying behaviour via policies and practices that ignored these forms of abuse and which focused on and may have been complicit in the making of stable 'bully' and 'victim' roles, thus indirectly contributing to the reproduction of unhealthy relationships between students. In terms of gender, traditional gendered and sexual discourses appear to structure the identities of the schools and girls in our study. PMID:25655642

  12. THE NATURE AND PREVALENCE OF BULLYING AMONG BOYS AND GIRLS IN CROATIAN CARE INSTITUTIONS: A DESCRIPTIVE ANALYSIS OF CHILDREN’S HOMES AND CORRECTIONAL HOMES

    Directory of Open Access Journals (Sweden)

    David Farrington

    2009-12-01

    Full Text Available No research to date has established reliable estimates of bullying behaviour in Croatian care institutions. Drawing upon conceptualand methodological conclusions from the prison-based research in the UK, the present study aimed to explore the nature and extentof indirect and direct bullying in a national sample of boys and girls from Croatian residential care facilities. The study also aimed toassess whether there were gender differences in the frequency and types of bullying as well as whether bullying was more prevalentand serious in Correctional Homes as opposed to in Children’s Homes. The sample consisted of 601 young people aged 11 – 21 from22 residential institutions in Croatia. Data was collected using an anonymous self-reported questionnaire. Residents were classifi edas bullies or victims if they reported at least one behaviour indicative of bullying others or being bullied two or three times a monthor more often. With this defi nition, approximately three quarters of residents in both Children’s Homes and Correctional Homeswere involved in bullying either as victims (66.8% and 56.3% respectively or as bullies (45.9% and 50.2% respectively. Indirectvictimisation was more prevalent in Children’s Homes. In both samples, girls were signifi cantly more likely than boys to be involvedin indirect bullying either as victims or as perpetrators. In Correctional Homes, boys were signifi cantly more likely than girls to bullydirectly. Although descriptive in nature, this study is the fi rst to offer a comprehensive insight into bullying behaviour in Croatianresidential care. As such, it should serve as a basis for future research.

  13. Bullying in prisons

    OpenAIRE

    Moreira, Susana Alexandra Leite

    2014-01-01

    Dissertação de mestrado em Administração da Justiça O que se pretendeu com o presente estudo foi analisar questões relacionadas com a agressividade e bullying em contexto prisional ao nível de ofensores masculinos. Houve a necessidade de percepcionar se variáveis sócio-demográficas e jurídico-penais favorecem o desencadeamento de um aumento de comportamentos agressivos, bem como a possibilidade de existirem factores facilitares do surgimento dos mesmos, aspirando-se a compreensão da realid...

  14. The moderating role of perceived organisational support in the relationship between workplace bullying and turnover intention across sectors in South Africa

    Directory of Open Access Journals (Sweden)

    Lena-Mari van Schalkwyk

    2011-02-01

    Full Text Available Orientation: Because workplace bullying has detrimental consequences on the profitability, work quality and turnover intention of organisations, this phenomenon should be addressed. Perceived Organisational Support (POS was explored since factors such as role clarity, job information, participation in decision-making, colleague support and supervisory relationships might act as buffers against workplace bullying, subsequently influencing the turnover intention of the organisation.Research purpose: To investigate the role of POS as moderator in the relationship between workplace bullying and turnover intention across sectors in South Africa.Motivation for the study: Workplace bullying is a worldwide concern and it is unclear whether perceived organisational support moderates the relationship between workplace bullying and turnover intention.Research design, approach and method: A cross-sectional survey approach with a quantitative research design was used (N = 13 911. The South African Employee Health and Wellness Survey (SAEHWS was administered to explore the experiences of bullying behaviour, POS and turnover intention.Main findings: Bullying by superiors is more prevalent than bullying by colleagues. A positive relationship exists between workplace bullying and turnover intention. Role clarity, participation in decision-making and supervisory relationship moderates the relationship between bullying by superiors and turnover intention.Practical/managerial implications: This study creates an awareness of the prevalence of workplace bullying in the South African context so that sufficient counteraction can be encouraged.Contribution/value-add: This study contributes to the limited research regarding workplace bullying in the South African context by quantifying the relationships between workplace bullying POS and turnover intention.

  15. Approaches to reduce bullying in schools

    DEFF Research Database (Denmark)

    Kousholt, Kristine; Fisker, Tine Basse

    2015-01-01

    In this article, recent research literature on bullying in schools is discussed. The authors approach the discussion from a critical angle, distinguishing between first-order perspectives (bullying as part of individuals’ dysfunction) and second-order perspectives (bullying as part of social...... processes) to embrace the different understandings of bullying and to discuss these critically. The purpose is to present important knowledge to reduce bullying and to engage in a discussion of different perspectives on bullying. This article contributes to the existing knowledge of the field by discussing...... and developing the original concepts of first- and second-order interventions....

  16. A Task Force to Address Bullying.

    Science.gov (United States)

    Keller, Ronald; Budin, Wendy C; Allie, Tammy

    2016-02-01

    Bullying in the workplace can create a dysfunctional environment that is associated with serious physical and psychological harm to the person being bullied. Nurses' experience with bullying has gained considerable attention in recent years, and warrants further discussion. Nurse leaders need to develop and implement effective bullying prevention initiatives that will foster the functioning of a professional and productive staff in a healthy work environment. The aim of this article is to review workplace bullying as experienced by nurses, and describe how nurses at a Magnet-designated academic medical center developed and implemented a bullying task force to address the problem. PMID:26817556

  17. Stop Bullying Now! A Federal Campaign for Bullying Prevention and Intervention

    Science.gov (United States)

    Bryn, Stephanie

    2011-01-01

    This commentary describes a national bullying prevention effort, called Stop Bullying Now!, which aims to increase awareness of the problem of bullying and related research findings, and disseminate evidence-based approaches to prevention. Drawing on the special issue's main theme of the social context of bullying, the author describes the process…

  18. Effectiveness of the KiVa Antibullying Programme on Bully-Victims, Bullies and Victims

    Science.gov (United States)

    Yang, An; Salmivalli, Christina

    2015-01-01

    Background: Bullying is a widespread problem in schools. Although several effective school-based bullying intervention programmes have been developed to reduce bullying and victimisation, it has rarely been investigated whether intervention programmes are also effective in helping bully-victims. Purpose: This study investigates the effectiveness…

  19. Using Bullying Incident Density to Evaluate the Olweus Bullying Prevention Programme

    Science.gov (United States)

    Black, Sally A.; Jackson, Ericka

    2007-01-01

    Bullying negatively impacts the mental and physical health of student victims, bullies and bystanders. The Olweus Bullying Prevention Programme is an internationally recognized school based programme demonstrated effective in research. The purpose of this study was to determine if the Bullying Prevention Programme was effective for urban youth…

  20. Attacking Bullying; an Examination of Anti-Bullying Legislation and Policies

    Science.gov (United States)

    Toso, Tamara Marrella

    2012-01-01

    Bullying is a major threat to school safety and appears to be increasing at alarming rates. Leaders throughout the entire school community need to understand the implications and ramifications of bullying on both the student who bullies and students who are bullied. This imperative mission calls for transformational leaders, armed with strong…

  1. Bullying Prevention for the Public

    Centers for Disease Control (CDC) Podcasts

    2012-01-19

    This is the first podcast of a series to discuss the severity of bullying and provide resources for prevention efforts. CDC shares the most recent statistics and trends, provides valuable tips to implement in communities, and teaches individuals how to take action against bullying.  Created: 1/19/2012 by National Center for Injury Prevention and Control (NCIPC).   Date Released: 1/19/2012.

  2. Contrastings views on bullying in Schools

    DEFF Research Database (Denmark)

    Hansen, Helle Rabøl

    Contrasting views on bullying in schools Which views on bullying influence teachers intervention strategies? This question is discussed  on the basis of the findings of my empirical study of that aspect of bullying that has to do with the position of the teacher (a quantitative survey of the...... of what causes bullying. That conception is reinforced by the fact that bullying research is primarily rooted in individual psychology and less in social psychology, or sociology. The mono-causal focus on the individual prefigures intervention: It is left to victims and their families to deal with...... teachers' staff room, observations, interviews and analysis of explicit ‘bullying-politics'). I found contradictions in teachers' definitions of the phenomenon of bullying, in how they describe causality and furthermore in how they would attempt to solve a specific and complicated bullying case. The...

  3. Teen Safety: Putting an End to Bullying

    Science.gov (United States)

    ... Print Share Teen Safety: Putting An End to Bullying Page Content Article Body The outbreak of school ... that has been allowed to go virtually unchecked: bullying. It turns out that many of these adolescent ...

  4. Teasing and Bullying of Obese Children

    Science.gov (United States)

    ... Español Text Size Email Print Share Teasing and Bullying of Obese and Overweight Children: How Parents Can ... and Children Should Respond to This Type of Bullying Tell an adult. Stay in a group. As ...

  5. TEACHERS’ PERCEPTIONS OF ANTI-BULLYING INTERVENTIONS AND THE TYPES OF BULLYING EACH INTERVENTION PREVENTS

    OpenAIRE

    EMMA ELISE ROBERTS

    2011-01-01

    Teachers have a central role in the management and prevention of bullying within schools and are in turn involved in the implementation of anti-bullying interventions (Kochenderfer-Ladd & Pelletier, 2008). Therefore an assessment of teachers’ attitudes towards bullying interventions is needed to determine how helpful they perceived interventions to be. This study investigated teachers’ attitudes towards anti-bullying interventions and the types of bullying they perceived the interventions wou...

  6. A Study on Indirect Bullying among Girls

    OpenAIRE

    Karlsson, Anneli

    2010-01-01

    This study is looking at the topic of bullying. Initially, there is a general description of bullying then follows a more detailed description of girls’ indirect manner of bullying, which is split into different categories. The method I have used in order to accomplish my study is a semi-structured qualitative inquiry. Upon analysing given data I illustrate phenomena pertaining to girls’ bullying and list these under various themes. Similarities or differences between my study and existing li...

  7. Childhood bullying: implications for pediatricians Review

    OpenAIRE

    Alikaş, Müjgan; Ercan, Oya

    2007-01-01

    Childhood bullying has long been perceived as a normal part of growing up However recent studies from different countries showed that bullying behavior among children and adolescents was a greater problem than other problem behaviors such as drug use and early sexual activity The most common definition of bullying used in the literature was formulated by Dan Olweus According to Olweus bullying is an aggressive behavior that: a is intended to cause harm or distress b occurs repeatedly over tim...

  8. Introduction: new approaches to school bullying

    DEFF Research Database (Denmark)

    Schott, Robin May; Søndergaard, Dorte Marie

    2014-01-01

    This chapter offers an introduction to and discussion of the two main paradigms within bullying research: paradigm one with its focus on static personality traits and paradigm two woth an understanding of bullying in terms of the complex relational dynamics and negotiations that occur within social...... Groups and which include a variey of intra-acting forces. The chapter gives a 'road map' to the book's 16 chapters on bullying, situated within the second paradigm. A new definition of bullying concludes the chapter....

  9. Teachers who bully students: a hidden trauma

    OpenAIRE

    Twemlow, S. W.; Fonagy, P.; Sacco, F. C.; Brethour, J. R.

    2006-01-01

    Objective: The study examined teachers' perceptions of bullying by other teachers to see what causes and characteristics were attributed to such bullying teachers, and how often teachers were themselves bullied by students.Method: 116 teachers from seven elementary schools completed an anonymous questionnaire reflecting their feelings and perceptions about their own experiences of bullying, and how they perceive colleagues over the years.Results: Results confirmed that teachers who experience...

  10. Theorizing School Bullying: Insights from Japan

    Directory of Open Access Journals (Sweden)

    Shoko Yoneyama

    2015-08-01

    Full Text Available This paper identifies a lacuna in the existing paradigms of bullying: a gap caused by the frame of reference being largely limited to the highly industrialized societies of the 'west': Europe, North America and Oceania. The paper attempts to address this gap by presenting research developed in Japan. In Japan, sociological discourse on school bullying, i.e. the analysis of institutional factors relevant to understanding bullying was established relatively early, as was the epistemology now referred to as the second paradigm of bullying. The paper attempts to integrate the research strengths of Japan with this new trend in bullying research, with the view of incorporating 'non-western' research traditions into mainstream discourse on bullying. It introduces a typology of school bullying: Types I and II, and discusses 1 hierarchical relationships in schools, focusing on corporal punishment and teacher-student bullying, and 2 group dynamics surrounding bullying. The paper illustrates how bullying among students is entwined with various aspects of schools as social institutions. It argues that school bullying may represent a state of anomie in both formal and informal power structures in schools, which have become dysfunctional communities unable to deal with bullying, while at the same time it can be students' way of compensating their sense of alienation and disconnectedness from school.

  11. Reducing Bullying: Application of Social Cognitive Theory

    Science.gov (United States)

    Swearer, Susan M.; Wang, Cixin; Berry, Brandi; Myers, Zachary R.

    2014-01-01

    Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used…

  12. Time Trends in Bullying Behavior in Italy

    Science.gov (United States)

    Vieno, Alessio; Lenzi, Michela; Gini, Gianluca; Pozzoli, Tiziana; Cavallo, Franco; Santinello, Massimo

    2015-01-01

    Background: Given the severity of outcomes associated with involvement in bullying and the resources spent in an effort to reduce its prevalence, it is important to investigate trends in the bullying's occurrence. The main aim of this study was to identify trends from 2002 to 2010 in prevalence of bullying and victimization among Italian…

  13. Bullying Prevention and the Parent Involvement Model

    Science.gov (United States)

    Kolbert, Jered B.; Schultz, Danielle; Crothers, Laura M.

    2014-01-01

    A recent meta-analysis of bullying prevention programs provides support for social-ecological theory, in which parent involvement addressing child bullying behaviors is seen as important in preventing school-based bullying. The purpose of this manuscript is to suggest how Epstein and colleagues' parent involvement model can be used as a…

  14. Bullying Behavior: Current Issues, Research, and Interventions.

    Science.gov (United States)

    Geffner, Robert A., Ed.; Loring, Marti, Ed.; Young, Corinna, Ed.

    Although there has been great concern about the incidence of bullying in American schools, there has only recently been research conducted in American schools on this problem. This volume considers the difficulties involved in various definitions of bullying, theoretical perspectives on bullying, current clinical research findings on the dynamics…

  15. Cyberbullying: The New Era of Bullying

    Science.gov (United States)

    Wade, Ann; Beran, Tanya

    2011-01-01

    Bullying involves a powerful person intentionally harming a less powerful person repeatedly. With advances in technology, students are finding new methods of bullying, including sending harassing emails, instant messages, text messages, and personal pictures to others. Although school bullying has been studied since the 1970s, relatively little is…

  16. Understanding Bullying through the Eyes of Youth

    Science.gov (United States)

    Pister, Rebecca

    2014-01-01

    As reports of bullying continue to make headlines, the push to understand the processes behind bullying behaviors continues to rise. While a great deal of research has been conducted to better understand the processes behind and the outcomes of bullying, the majority of these studies are quantitative in nature and very few involve qualitative…

  17. Professional Cultures and Rates of Bullying

    Science.gov (United States)

    Ertesvåg, Sigrun K.; Roland, Erling

    2015-01-01

    Preventing and reducing bullying requires long-term and systematic school-wide actions. Researchers on bullying have given little attention to the school organization and its influence on the ability to implement the necessary actions to prevent and stop bullying. This study examines the relationship between aspects of a school's professional…

  18. Crafting a Successful Bully Prevention Program

    Science.gov (United States)

    McMurrer-Shank, Marlene R.

    2010-01-01

    Bullying continues to be a serious problem in schools everywhere, and states are enacting laws that target bullying and harassment on campus. Several state legislatures have proposed laws that require schools to establish anti-bullying policies and programs. Therefore, education leaders and school business officials should ensure that the bully…

  19. Weight discrimination and bullying.

    Science.gov (United States)

    Puhl, Rebecca M; King, Kelly M

    2013-04-01

    Despite significant attention to the medical impacts of obesity, often ignored are the negative outcomes that obese children and adults experience as a result of stigma, bias, and discrimination. Obese individuals are frequently stigmatized because of their weight in many domains of daily life. Research spanning several decades has documented consistent weight bias and stigmatization in employment, health care, schools, the media, and interpersonal relationships. For overweight and obese youth, weight stigmatization translates into pervasive victimization, teasing, and bullying. Multiple adverse outcomes are associated with exposure to weight stigmatization, including depression, anxiety, low self-esteem, body dissatisfaction, suicidal ideation, poor academic performance, lower physical activity, maladaptive eating behaviors, and avoidance of health care. This review summarizes the nature and extent of weight stigmatization against overweight and obese individuals, as well as the resulting consequences that these experiences create for social, psychological, and physical health for children and adults who are targeted. PMID:23731874

  20. Development and Psychometric Evaluation of the School Bullying Scales: A Rasch Measurement Approach

    Science.gov (United States)

    Cheng, Ying-Yao; Chen, Li-Ming; Liu, Kun-Shia; Chen, Yi-Ling

    2011-01-01

    The study aims to develop three school bullying scales--the Bully Scale, the Victim Scale, and the Witness Scale--to assess secondary school students' bullying behaviors, including physical bullying, verbal bullying, relational bullying, and cyber bullying. The items of the three scales were developed from viewpoints of bullies, victims, and…

  1. Proximal Variables Related to School Violence and Bullying in High School Students

    Directory of Open Access Journals (Sweden)

    Brenda Mendoza González

    2015-07-01

    Full Text Available Description of bullying has mainly focused on pupils in basic education, for which it is necessary to describe more this behavior in students of education average superior to allowing delineate protocols of action and intervention programs. The objective is to know differences between groups of students participating in school violence, bullying and which not is involved, depending on variables proximal as disruptive behaviour, conflict between professors and students, antisocial and prosocial behavior as well as the effects of the aggression in the school context. In the present study participated 1263 Bachelor (age 15-20 year range, 55% female and 45% male (total population of a school, the students answered a tool online that allows you to identify the type of aggression that exercises or receives antisocial, prosocial behavior, as well as the effects of bullying. The results allow to identify which students are classified into three types: not involved, harassing victim in school violence and bullying victim/stalker. It is concluded that they are students involved in bullying those who exhibit antisocial behavior, have fewer friends, present more disruptive behaviour in the classroom, and have more conflicts in the interaction with the faculty.

  2. The Prevalence of Bullying at High Schools in Lesotho: Perspectives of Teachers and Students

    Science.gov (United States)

    Mosia, Paseka Andrew

    2015-01-01

    This article seeks to explore the concept of bullying through the eyes of teachers and students. Although teachers are very important in monitoring and controlling students' behaviour, they can also unwittingly reinforce aggression by the manner in which they react to students who are either perpetrators or victims of aggression. Similarly,…

  3. Hurt People Hurt People: Female Bully-Victims

    Science.gov (United States)

    Edmondson, Lynne; Zeman, Laura Dreuth

    2009-01-01

    Common in the research literature on bullying is the dichotomy of bullying and victim behavior. The present definition of a bully is a person who has engaged in repeated acts of aggression or harm to persons over whom he or she has power. The literature on bullies examines gender differences at length. However, the bully-victim literature has yet…

  4. Bullying and social exclusion anxiety in schools

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2012-01-01

    In this article, I develop a new conceptual framework, a new thinking technology, for understanding the bullying that takes place between children in schools. In addition, I propose a new definition of bullying. This new thinking technology reflects a shift in focus from individual characteristics...... to the social processes that may lead to bullying. The social approach theorises bullying as one of many reactions to particular kinds of social insecurity. The concepts I develop include the necessity of belonging, social exclusion anxiety and the production of contempt and dignity by both children...... Denmark during a comprehensive five-year study of bullying....

  5. Moral Disengagement Among Bystanders to School Bullying

    DEFF Research Database (Denmark)

    Obermann, Marie-Louise

    2011-01-01

    This study examined the use of moral disengagement among children indirectly involved in bullying (bystanders). A sample of Danish adolescents (N = 660, M age 12.6 years) were divided into four groups depending on their bystander status: (a) outsiders, who did not experience bullying among their...... peers; (b) defenders, who were likely to help the victims in bullying episodes; (c) guilty bystanders, who did nothing to help bullied peers but felt guilty about it; and (d) unconcerned bystanders, who witnessed peers being bullied, without feeling responsible. Results indicated that, besides from...... active personal involvement in bullying others, being an unconcerned bystander to bullying also associates with moral disengagement. Unconcerned bystanders had significantly higher moral disengagement than guilty bystanders and defenders. Outsiders also showed significant higher disengagement than...

  6. Bullying within the Forestry Organizations of Turkey

    Directory of Open Access Journals (Sweden)

    Devlet Toksoy

    2013-01-01

    Full Text Available Today, many studies are conducted in order to determine bullying behaviors and to resolve conflicts with the purpose of increasing and maintaining organizational success in developed countries. According to these studies, bullying cases are more common in public institutions when compared to other sectors. In public institutions, bullying generally occurs when successful workers are discouraged and/or harassed by their managers, thus leaving them feeling distressed and dissatisfied with their jobs. The present study examines whether forest engineers working in the seven geographical regions of Turkey are exposed to bullying behaviors, the level of any bullying, and whether there are any regional differences (N=835. Through statistical analysis, a significant relationship was determined between bullying and demographic characteristics. The results of the present study were evaluated along with the results of other studies, and some suggestions were made in order to prevent bullying behaviors in forestry organizations.

  7. Workplace bullying and sickness presenteeism

    DEFF Research Database (Denmark)

    Conway, Paul Maurice; Clausen, Thomas; Hansen, Åse Marie;

    2016-01-01

    Purpose: The aim of this study is to investigate exposure to workplace bullying as a potential risk factor for sickness presenteeism (SP), i.e., working while ill. Methods: This study is based on data collected through self-reported questionnaires in a 2-year prospective study on employees in...... missing values, the final samples were composed of 2,865 and 1,331participants in the cross-sectional and prospective analyses, respectively. Results: Modified poisson regression analyses showed that frequent (i.e., daily or weekly) exposure to workplace bullying was associated with reporting 8 or more...... indications of a significant relationship between exposure to frequent workplace bullying and SP, although causal connections could not be established. Methodological and theoretical considerations about study findings are provided, which could be of benefit to future studies examining the impact of being a...

  8. Bullying and suicide. A review.

    Science.gov (United States)

    Kim, Young Shin; Leventhal, Bennett

    2008-01-01

    Being a victim or perpetrator of school bullying, the most common type of school violence, has been frequently associated with a broad spectrum of behavioral, emotional, and social problems. Suicide is third leading cause of mortality in children and adolescent in the United States of America and around the world. This paper provides a systematic review of the previous 37 studies conducted in children and adolescents from communities, as well as in special populations that examined the association between bullying experiences and suicide, with an emphasis on the strengths and limitations of the study designs. Despite methodological and other differences and limitations, it is increasingly clear that any participation in bullying increases the risk of suicidal ideations and/or behaviors in a broad spectrum of youth. PMID:18714552

  9. Workplace bullying: an emergent issue.

    Science.gov (United States)

    Essen, S Donovan; Esquivel, Cynthia; Jha, Pankaj

    2014-09-01

    All companies, including dentists, rely on their staff to represent their firms in the most positive and effective manner. Today's managers face a multitude of issues, and as such, they must walk a fine line of fostering a productive, harmonious and safe working environment for their employees. Over the last several decades it is apparent that on the- job sexual harassment is no longer the leading issue of employee complaints. Rather, the organization issue which was investigated is workplace bullying, also commonly referred to as employee harassment. Risk management is no longer limited to avoiding malpractice issues but also preventing litigation created by poor organizational behavior. The primary purpose of this paper is to explore the background of workplace bullying and how it affects today's managers and their employees, customers and suppliers. In other words, the scope of this paper will feature research on past studies, results and conclusions. Since workplace bullying affects all levels of a corporation, it must be stated that the concern and focus of this paper is for today's manager to understand the background and history of workplace bullying, and what they can do to foster a safe working environment and prevent the bully from creating mental and physical harm to their employees. This paper details the history of workplace bullying and how management, employees and suppliers deal with and address the issue. Lastly, this treatise looks at risk management from a manger/dentist's perspective, the assessment/conclusion summarizes the implications for managers regarding how they must handle the issue or risk harm to the employee and/or serious legal ramifications. PMID:25284567

  10. Peer Victimization in Middle Childhood: Characteristics, Causes, and Consequences of School Bullying

    OpenAIRE

    Zopito Marini

    1999-01-01

    This paper focuses on a particular type of peer victimization commonly identified as school bullying. In the past. myths and inaccurate assumptions coupled with the lack of empirical data on the long term effects and stability of peer victimization have presented serious obstacles toward a greater understanding of bullying. Recent research, however, suggests that the number of students affected is much higher than previously believed, the range of behaviours involved more severe, and the cons...

  11. Childhood bullying as a predictor for becoming a teenage mother in Finland

    OpenAIRE

    Lehti, Venla; SOURANDER, ANDRE; Klomek, Anat; Niemelä, Solja; Sillanmäki, Lauri; Piha, Jorma; Kumpulainen, Kirsti; Tamminen, Tuula; Moilanen, Irma; Almqvist, Fredrik

    2010-01-01

    Abstract The aim of this study is to examine the association between bullying behaviour at the age of 8 and becoming a mother under the age of 20. This birth cohort study included 2,867 Finnish girls at baseline in 1989. Register-based follow-up data on births was collected until the end of 2001. Information, both on the main exposure and outcome, was available for 2,507 girls. Both bullies and victims had an increased risk of becoming a teenage mother independent of family-related...

  12. Bullying and Youth with Disabilities and Special Health Needs

    Science.gov (United States)

    ... Specific Groups PREVENT BULLYING How to Talk About Bullying Prevention at School Working in the Community Training Center ... Disabilities and Special Health Needs on Stumbleupon Rank Prevention Bullying and Youth with Disabilities and Special Health Needs ...

  13. Bullying in Basic School: the Perspectives of Teachers and Pupils

    OpenAIRE

    Katja Posnic; Katja Košir

    2016-01-01

    The main purpose of our study was to investigate how basic school pupils and teachers perceive and understand bullying. The participants in the study were 58 teachers and 396 pupils in basic school. The results indicate that both teachers and pupils perceive verbal bullying as the most frequent form of bullying compared to physical and relational bullying. Pupils report perceiving more bullying than teachers. Both pupils and teachers perceive physical and verbal bullying as more serious forms...

  14. Childhood Bullying: A Review of Constructs, Contexts, and Nursing Implications

    OpenAIRE

    Liu, Jianghong; Graves, Nicola

    2011-01-01

    Bullying among children as a pervasive problem has been increasingly recognized as an important public health issue. However, while much attention has been given to understanding the impact of bullying on victims, it is equally important to examine predictors of bullying and potential outcomes for bullies themselves. The current literature on bullying lacks consensus on a utilizable definition of bullying in research, which can vary by theoretical framework. In an attempt to bridge the gaps i...

  15. "It Was My Fault": Bullied Students' Causal and Controllable Attributions in Bullying Blogs.

    Science.gov (United States)

    Danielson, Carly M; Emmers-Sommer, Tara M

    2016-04-01

    Student bullying is a growing and damaging social problem. The devastating outcomes bullied individuals often experience due to such treatment make understanding this phenomenon imperative. Utilizing Heider's (1958) attribution theory, this study explores how bullied students (n = 100) attribute locus of causality and controllability for their victimization in 5 bullying blogs. Findings from this investigation reveal that (a) male and female bloggers' causal and controllable attributions do not differ; (b) bloggers most often attribute blame to bullies, although a noteworthy portion also attribute internal causation; and (c) bloggers often attribute bullying as uncontrollable for several reasons. This study also identifies factors that influence shifts in negative attributions about bullying. These findings inform bullying programs with the hope of reducing destructive attribution formations that potentially lead to prolonged victimization and detrimental consequences. PMID:26855060

  16. Older Teenagers' Explanations of Bullying

    Science.gov (United States)

    Thornberg, Robert; Rosenqvist, Robert; Johansson, Per

    2012-01-01

    Background: In accordance with the social information processing model, how adolescents attribute cause to a particular social situation (e.g., bullying) they witness or participate in, influences their online social information processing, and hence, how they will act in the situation. Objective: The aim of the present study was to explore how…

  17. Bullying in an Aboriginal Context

    Science.gov (United States)

    Coffin, Juli; Larson, Ann; Cross, Donna

    2010-01-01

    Aboriginal children appear to be more likely to be involved in bullying than non-Aboriginal children. This paper describes part of the "Solid Kids Solid Schools" research process and discusses some of the results from this three year study involving over 260 Aboriginal children, youth, elders, teachers and Aboriginal Indigenous Education Officers…

  18. BULLYING: O PESADELO DAS ESCOLAS

    Directory of Open Access Journals (Sweden)

    CHICOTE, Irlandina, de Paula Macedo

    2009-10-01

    Full Text Available This article's aim is to conceptualize and characterize bullying, analyze if it is occurring inthe municipal, private and state elementary schools, located in the cities of Guará, Ituverava and Aramina andalso intends to analyze its probable consequences. For that, qualitative research was used. A semi-structuredquestionnaire was filled in by parents, teachers and students in order to detect the bullying existence in thementioned schools, the student's way of dealing with bullying and how parents and teachers act when facingthe problem.O presente artigo objetiva conceituar e caracterizar o bullying, investigar, analisar a ocorrênciado mesmo em escolas municipais, particulares e estaduais do ensino fundamental nas cidades de Ituverava,Guará e Aramina e suas possíveis consequências. Para tanto utilizou-se da pesquisa qualitativa. Foi realizadoum questionário semi-estruturado com pais, professores e alunos a fim de detectar a existência do bullyingnas referidas escolas, a maneira que os alunos enfrentam esta problemática e a atuação dos pais e professores.

  19. Parent/Child Concordance about Bullying Involvement and Family Characteristics Related to Bullying and Peer Victimization

    Science.gov (United States)

    Holt, Melissa K.; Kaufman Kantor, Glenda; Finkelhor, David

    2009-01-01

    This study examined parent perspectives on bullying, parent/child concordance about bullying involvement, and family characteristics associated with bullying perpetration and peer victimization. Participants were 205 fifth-grade students and their parents. Students attended an urban, ethnically diverse school district in the Northeast. Youth…

  20. Bully Blocking: Six Secrets to Help Children Deal with Teasing and Bullying. Revised Edition

    Science.gov (United States)

    Field, Evelyn M.

    2007-01-01

    This confidence-boosting book aims to help children overcome the damaging effects of teasing and bullying, and to develop practical skills and attitudes to improve their self-esteem and quality of life. This revised edition of "Bully Blocking" (originally published under the title "Bully Busting") is based on Evelyn Field's "Secrets of Relating,"…

  1. Bullying From Both Sides: Strategic Interventions for Working With Bullies & Victims

    Science.gov (United States)

    Roberts, Walter B.

    2005-01-01

    Today's bullies and victims are far more complex than the traditional labels of "thug" and "wimp" make them out to be. As a result, educators can not rely upon traditional methods to break the cycle of bullying. In response, this landmark new book challenges educators to work effectively with bullies as well as victims, and gives them the tools to…

  2. Cyber Bullying and Physical Bullying in Adolescent Suicide: The Role of Violent Behavior and Substance Use

    Science.gov (United States)

    Litwiller, Brett J.; Brausch, Amy M.

    2013-01-01

    The impact of bullying in all forms on the mental health and safety of adolescents is of particular interest, especially in the wake of new methods of bullying that victimize youths through technology. The current study examined the relationship between victimization from both physical and cyber bullying and adolescent suicidal behavior. Violent…

  3. Coping with Bullying in the Workplace: The Effect of Gender, Age and Type of Bullying

    Science.gov (United States)

    Olafsson, Ragnar; Johannsdottir, Hanna

    2004-01-01

    A study of bullying, victimisation and the coping strategies employed to tackle it is presented in the first study of bullying in the workplace conducted in Iceland. Participants were 398 members of a union of store and office workers and members of a national organisation of bank-employees. A factor analysis of bullying items identified two…

  4. Moral Reasoning and Emotion Attributions of Adolescent Bullies, Victims, and Bully-Victims

    Science.gov (United States)

    Perren, Sonja; Gutzwiller-Helfenfinger, Eveline; Malti, Tina; Hymel, Shelley

    2012-01-01

    This study investigated different facets of moral development in bullies, victims, and bully-victims among Swiss adolescents. Extending previous research, we focused on both bullying and victimization in relation to adolescents' morally disengaged and morally responsible reasoning as well as moral emotion attributions. A total of 516 adolescents…

  5. Adolescents' Definitions of Bullying: The Contribution of Age, Gender, and Experience of Bullying

    Science.gov (United States)

    Byrne, Hollie; Dooley, Barbara; Fitzgerald, Amanda; Dolphin, Louise

    2016-01-01

    The aim of the present research was to examine adolescents' definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12-19 years (M = 14.99 years, SD = 1.63) provided their definitions of…

  6. Teachers Matter: An Examination of Student-Teacher Relationships, Attitudes toward Bullying, and Bullying Behavior

    Science.gov (United States)

    Wang, Cixin; Swearer, Susan M.; Lembeck, Paige; Collins, Adam; Berry, Brandi

    2015-01-01

    This study investigated the influence of student-teacher relationships and attitudes toward bullying on middle school students' bullying behaviors. Gender and grade differences were also examined. Data were collected from 435 middle school students. Results indicated that students' attitudes toward bullying mediated the relationship between…

  7. Text-Bullying: Associations with Traditional Bullying and Depression among New Zealand Adolescents

    Science.gov (United States)

    Raskauskas, Juliana

    2010-01-01

    Bullying via mobile phone text messages (text-bullying) is a growing problem in New Zealand. Little research exists on this important issue. This study examined the nature and prevalence of text-bullying among adolescents. A total of 1,530 students ages 11-18 from three schools in New Zealand participated in this research. Students completed…

  8. Addressing Bullying and Cyber-Bullying Behaviors among Adolescents: A Participatory Action Approach

    Science.gov (United States)

    Green-Forde, Claire

    2013-01-01

    Bullying has been recognized as a significant social issue and research has shown that bullying behaviors tend to increase during the middle school years. Research trends indicate that current attention given to bullying has been influenced by public outcry against a growing number of tragic school and community-based events involving youth, many…

  9. The Joint Development of Traditional Bullying and Victimization with Cyber Bullying and Victimization in Adolescence

    Science.gov (United States)

    Jose, Paul E.; Kljakovic, Moja; Scheib, Emma; Notter, Olivia

    2012-01-01

    The present study investigated the stabilities of and interrelationships among traditional (i.e., face-to-face) bullying, traditional victimhood, cyber bullying, and cyber victimhood among adolescents over time. About 1,700 adolescents aged 11-16 years at Time 1 self-reported levels of both bullying and victimization in four contexts (in school,…

  10. Peer and teacher bullying/victimization of South Australian secondary school students: prevalence and psychosocial profiles.

    Science.gov (United States)

    Delfabbro, Paul; Winefield, Tony; Trainor, Sarah; Dollard, Maureen; Anderson, Sarah; Metzer, Jacques; Hammarstrom, Anne

    2006-03-01

    This study examined the nature and prevalence of bullying/victimization by peers and teachers reported by 1,284 students (mean age = 15.2 years) drawn from a representative sample of 25 South Australian government and private schools. Students completed a self-report survey containing questions relating to teacher and peer-related bullying, measures of psychosocial adjustment, and personality. The results showed that students could be clearly differentiated according to the type of victimization they had experienced. Students reporting peer victimization typically showed high levels of social alienation, poorer psychological functioning, and poorer self-esteem and self-image. By contrast, victims of teacher victimization were more likely to be rated as less able academically, had less intention to complete school and were more likely to be engaged in high-risk behaviours such as gambling, drug use and under-age drinking. Most bullying was found to occur at school rather than outside school and involved verbal aggression rather than physical harm. Boys were significantly more likely to be bullied than girls, with the highest rates being observed amongst boys attending single-sex government schools. Girls were more likely to be subject to bullying if they attended coeducational private schools. The implications of this work for enhancing school-retention rates and addressing psychological distress amongst adolescent students are discussed. PMID:16573980

  11. Bullying in Basic School: the Perspectives of Teachers and Pupils

    Directory of Open Access Journals (Sweden)

    Katja Posnic

    2016-06-01

    Full Text Available The main purpose of our study was to investigate how basic school pupils and teachers perceive and understand bullying. The participants in the study were 58 teachers and 396 pupils in basic school. The results indicate that both teachers and pupils perceive verbal bullying as the most frequent form of bullying compared to physical and relational bullying. Pupils report perceiving more bullying than teachers. Both pupils and teachers perceive physical and verbal bullying as more serious forms of bullying compared to relational bullying and report feeling more empathy toward victims of these two forms of bullying. In addition, teachers report that they are more willing to intervene in cases of physical and verbal bullying. There are significant differences between pupils’ and teachers’ reports of the likelihood of teachers’ interventions in cases of bullying; compared to pupils teachers report a higher likelihood of their intervention..

  12. Theorizing School Bullying: Insights from Japan

    OpenAIRE

    Shoko Yoneyama

    2015-01-01

    This paper identifies a lacuna in the existing paradigms of bullying: a gap caused by the frame of reference being largely limited to the highly industrialized societies of the 'west': Europe, North America and Oceania. The paper attempts to address this gap by presenting research developed in Japan. In Japan, sociological discourse on school bullying, i.e. the analysis of institutional factors relevant to understanding bullying was established relatively early, as was the epistemology now re...

  13. Workplace Bullying: A Tale of Adverse Consequences

    OpenAIRE

    Sansone, Randy A.; Sansone, Lori A.

    2015-01-01

    Workplace bullying is defined as the repetitive and systematic engagement of interpersonally abusive behaviors that negatively affect both the targeted individual and the work organization. According to the findings of 12 studies, being bullied in the workplace affects approximately 11 percent of workers. Victims are frequently blue-collar and unskilled workers. However, there also appear to be gender and milieu/management factors. Emotional/psychological consequences of workplace bullying ma...

  14. Bullying within the Forestry Organizations of Turkey

    OpenAIRE

    Devlet Toksoy; Mahmut Muhammet Bayramoğlu

    2013-01-01

    Today, many studies are conducted in order to determine bullying behaviors and to resolve conflicts with the purpose of increasing and maintaining organizational success in developed countries. According to these studies, bullying cases are more common in public institutions when compared to other sectors. In public institutions, bullying generally occurs when successful workers are discouraged and/or harassed by their managers, thus leaving them feeling distressed and dissatisfied with their...

  15. BULLYING AND CYBERBULLYING IN THAILAND: A REVIEW

    OpenAIRE

    Ruthaychonnee Sittichai; Smith, Peter K.

    2013-01-01

    Bullying is a severe problem, especially in schools, including the relatively new phenomenon of cyberbullying (via mobile phones and the internet). Research in Western countries suggests that over the last decade, cyberbullying accounts for about one-quarter to one-third of all bullying. Here we review research on cyberbullying, and bullying in general, in an eastern culture, Thailand. Eight relevant reports were found; however only three explicitly discussed cyberbullying. Reports were mainl...

  16. Schoolchildren's social representations on bullying causes

    OpenAIRE

    Thornberg, Robert

    2010-01-01

    The aim of the present study is to investigate schoolchildren's social representations on the causes of bullying. Individual qualitative interviews were conducted with 56 schoolchildren recruited from five elementary schools in Sweden. Mixed methods (grounded theory as well as descriptive statistic methods) were used to analyze data. According to the findings, the most prevalent social representation on bullying causes among the children is to view bullying as a reaction to deviance. The seco...

  17. Bully Victims: Psychological and Somatic Aftermaths

    OpenAIRE

    Sansone, Randy A.; Sansone, Lori A.

    2008-01-01

    Bullying is a well-known adversity among school-age children. According to data, approximately 10 percent of US children and adolescents are the victims of frequent bullying by peers. In the aftermath of being bullied, victims may develop a variety of psychological as well as somatic symptoms, some of which may persist into adulthood. Psychological symptoms may include social difficulties, internalizing symptoms, anxiety, depression, suicidal ideation, and eating disorders (i.e., anorexia or ...

  18. DAMPAK MEDIA SOSIAL DALAM CYBER BULLYING

    OpenAIRE

    Monica Hidajat; Angry Ronald Adam; Muhammad Danaparamita; Suhendrik

    2015-01-01

    The purpose of this research is to review two journals about social media effect for cyberbullying. First Journal is written by Eddie Fisher with the title From Cyber Bullying to Cyber Coping: The Misuse of Mobile Technology and Social Media and Their Effects on Peoples Lives and the second journal is written by Reginald H. Gonzales with the title Social Media as a Channel and its Implications on Cyber Bullying. First Journal focus on condition and cyber bullying state by interview respondent...

  19. Translating research to practice in bullying prevention.

    Science.gov (United States)

    Bradshaw, Catherine P

    2015-01-01

    Bullying continues to be a concern in schools and communities across the United States and worldwide, yet there is uncertainty regarding the most effective approaches for preventing it and addressing its impacts on children and youth. This paper synthesizes findings from a series of studies and meta-analyses examining the efficacy of bullying prevention programs. This paper considers some methodological issues encountered when testing the efficacy and effectiveness of bullying prevention and intervention approaches. It also identifies several areas requiring additional research in order to increase the effectiveness of bullying prevention efforts in real-world settings. Drawing upon a public health perspective and findings from the field of prevention science, this paper aims to inform potential future directions for enhancing the adoption, high quality implementation, and dissemination of evidence-based bullying prevention programs. It is concluded that although bullying prevention programs can be effective in reducing bullying and victimization among school-aged youth, there is a great need for more work to increase the acceptability, fidelity, and sustainability of the existing programs in order to improve bullying-related outcomes for youth. The findings from this review are intended to inform both policy and public health practice related to bullying prevention. PMID:25961313

  20. Victimising of school bullying : a grounded theory

    OpenAIRE

    Thornberg, Robert; Halldin, Karolina; Bolmsjö, Nathalie; Petersson, Annelie

    2013-01-01

    The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in s...

  1. The Effects of Bullying in Elementary School

    DEFF Research Database (Denmark)

    Eriksen, Tine L. Mundbjerg; Nielsen, Helena Skyt; Simonsen, Marianne

    Bullying is a widespread social phenomenon. We show that both children who are being bullied and children who bully suffer in terms of long-term outcomes. We rely on rich survey and register-based data for children born in a region of Denmark during 1990-1992, which allows us to carefully consider...... possible confounders. Evidence from a number of identification strategies suggests that the relationship is causal. Besides the direct effect bullying may have on the child in the longer run, we show that an additional mechanism can arise through teacher perceptions of short-run abilities and behavior....

  2. BULLYING AND CYBERBULLYING IN THAILAND: A REVIEW

    Directory of Open Access Journals (Sweden)

    Ruthaychonnee Sittichai

    2013-06-01

    Full Text Available Bullying is a severe problem, especially in schools, including the relatively new phenomenon of cyberbullying (via mobile phones and the internet. Research in Western countries suggests that over the last decade, cyberbullying accounts for about one-quarter to one-third of all bullying. Here we review research on cyberbullying, and bullying in general, in an eastern culture, Thailand. Eight relevant reports were found; however only three explicitly discussed cyberbullying. Reports were mainly quantitative, and did not consistently distinguish (cyber bullying from general aggression. Suggestions are made for future research in this area, in Thailand and other Southeast Asian countries.

  3. Bullying prevalence across contexts: a meta-analysis measuring cyber and traditional bullying.

    Science.gov (United States)

    Modecki, Kathryn L; Minchin, Jeannie; Harbaugh, Allen G; Guerra, Nancy G; Runions, Kevin C

    2014-11-01

    Bullying involvement in any form can have lasting physical and emotional consequences for adolescents. For programs and policies to best safeguard youth, it is important to understand prevalence of bullying across cyber and traditional contexts. We conducted a thorough review of the literature and identified 80 studies that reported corresponding prevalence rates for cyber and traditional bullying and/or aggression in adolescents. Weighted mean effect sizes were calculated, and measurement features were entered as moderators to explain variation in prevalence rates and in traditional-cyber correlations within the sample of studies. Prevalence rates for cyber bullying were lower than for traditional bullying, and cyber and traditional bullying were highly correlated. A number of measurement features moderated variability in bullying prevalence; whereas a focus on traditional relational aggression increased correlations between cyber and traditional aggressions. In our meta-analytic review, traditional bullying was twice as common as cyber bullying. Cyber and traditional bullying were also highly correlated, suggesting that polyaggression involvement should be a primary target for interventions and policy. Results of moderation analyses highlight the need for greater consensus in measurement approaches for both cyber and traditional bullying. PMID:25168105

  4. Perceptions of Adult to Student Bullying in Secondary School Settings

    Science.gov (United States)

    Boyle, Ricki M.

    2012-01-01

    Despite the volumes of research on peer-to-peer bullying little research has been done regarding teacher to student bullying. Educational professionals recognize that bullying and intimidation have a negative effect on school climate. The purpose of the study was to explore the prevalence of teacher to student bullying in secondary schools from…

  5. Bullying: What Speech-Language Pathologists Should Know

    Science.gov (United States)

    Hughes, Stephanie

    2014-01-01

    Purpose: The purpose of this tutorial is to introduce speech-language pathologists (SLPs) to the broad issues surrounding the problem of school bullying in childhood and adolescence. Specifically, types of bullying and their causes are considered, as are the roles students take when bullying occurs and the effects of bullying on students with…

  6. Adolescent's Unambiguous Knowledge of Overcoming Bullying and Developing Resilience

    Science.gov (United States)

    Garner, Ian W.; Boulton, Michael J.

    2016-01-01

    Antibullying interventions have been implemented in schools in an attempt to reduce bullying. However, school-based bullying is still prevalent in many schools across the United Kingdom. Therefore, antibullying interventions should aim to prevent bullying and also reduce the effects of bullying by educating victims about resilience against…

  7. Bullying among Primary School Children in Athens, Greece.

    Science.gov (United States)

    Pateraki, Lena; Houndoumadi, Anastasia

    2001-01-01

    Investigates bullying behavior in 8-12 year old children in Athens (Greece), using a self-report bullying inventory. Reports that 14.7 percent of children reported being victims of bullying, 6.25 percent stated that they were bullies, while 4.8 percent saw themselves as both. States that boys were usually in the latter categories. (CMK)

  8. Bullying Prevention in Middle Schools: A Collaborative Approach

    Science.gov (United States)

    Studer, Jeannine R.; Mynatt, Blair S.

    2015-01-01

    School bullying reaches across all ages and grades, and is associated with serious mental health issues such as suicide, homicide, and other acts of violence. There are several different types of bullying that are classified as physical, verbal, relational, and cyber bullying. Physical bullying may involve hitting, punching, threatening acts, and…

  9. Bullying Prevention: A Research Dialogue with Dorothy Espelage

    Science.gov (United States)

    Prevention Researcher, 2012

    2012-01-01

    Bullying impacts many of our nation's youth, either as victims, bullies, or bystanders. Over the past two decades, we have seen the research on bullying grow as researchers first defined bullying, and then explored how to effectively intervene and prevent it from happening. We know from listening to our readers and board members that there are…

  10. Frequency of bullying at work, physiological response, and mental health

    DEFF Research Database (Denmark)

    Hansen, Åse Marie; Hogh, Annie; Persson, Roger

    2011-01-01

    The present study aimed to elucidate the relationship between bullying at work and cortisol secretion. Of particular interest was to examine whether frequently and occasionally bullied persons differed from nonbullied persons.......The present study aimed to elucidate the relationship between bullying at work and cortisol secretion. Of particular interest was to examine whether frequently and occasionally bullied persons differed from nonbullied persons....

  11. Teaching about Bullying and Cyberbullying with the Internet

    Science.gov (United States)

    Risinger, C. Frederick

    2011-01-01

    Bullying and cyber bullying are important issues in schools, not only in the United States but in many other nations. In this article, the author recommends sites that he thinks would be helpful for teachers and schools combating bullying and cyber bullying. These recommended sites provide teacher lesson plans and other resources dealing with…

  12. Direct Bullying: Criminal Act or Mimicking What Has Been Learned?

    Science.gov (United States)

    Garby, Lisa

    2013-01-01

    Bullying has been around for ages, but in the past decade it has been in the spotlight because of suicidal deaths and a push for legislation to put these bullies behind bars. Numerous national surveys report that a large percentage of bullying in schools is a form of direct bullying. Recently all but one state has now enacted harsher anti-bullying…

  13. Bullying and School Liability--Implications for School Personnel

    Science.gov (United States)

    Essex, Nathan

    2011-01-01

    Bullying is a serious and escalating problem in public schools across America. Each day, thousands of students face taunts and humiliation stemming from bullies. Bullying victims experience emotional and psychological problems that may persist for a lifetime. Other victims commit suicide or retaliate against bullies out of fear for their own…

  14. Teacher Training to Handle Bullying in the School in Indonesia

    Directory of Open Access Journals (Sweden)

    Hidayatus Sholihah

    2016-02-01

    Full Text Available There are several students in Indonesia who have suffered from injury or even died because of bullying. As a consequence, school teachers in Indonesia need to be trained to handle and prevent bullying. This essay examines the importance of pre-service and in service teacher training in order to reduce and prevent bullying in school in Indonesia by examining the problem of bullying, discussing the effects of it and providing areas of training to help teachers to tackle bullying. There are several reasons why bullying becomes serious problem in school. First of all, bullying is a complex task for teachers because it is difficult to identify and, teachers find it difficult to differentiate between bullying and fighting or horseplay. Moreover, teachers lack the knowledge and skills to handle bullying. Bullying has negative effects not only on victims but also on bullies. Victims feel lonely, depressed, and often have low self-esteem, while bullies often exhibit sign of bad temper or depression. Areas of teachers pre- service and in- service training are1 assisting teachers to differentiate between bullying and fighting or horse playing 2 developing skills to communicate with bullies and to manage classrooms where bullying occurs. In conclusion, teacher training is a good solution to tackle bullying at school in Indonesia because teachers are in the front line to solve this problem. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1786

  15. School Bullying: Why Quick Fixes Do Not Prevent School Failure

    Science.gov (United States)

    Casebeer, Cindy M.

    2012-01-01

    School bullying is a serious problem. It is associated with negative effects for bullies, targets, and bystanders. Bullying is related to school shootings, student suicides, and poor academic outcomes. Yet, this issue cannot be solved by way of simple, one-size-fits-all solutions. Instead, school bullying is a complex, systemic issue that requires…

  16. The Extent and Nature of Bullying in a Christian School

    Science.gov (United States)

    Hazeltine, Brian

    2012-01-01

    Bullying is a problem that has been studied in schools worldwide, but there is little research on bullying within Christian schools, a dearth which may stem from the assumption that Christian schools teach character traits that are inimical to bullying. Yet understanding the extent and nature of bullying in Christian schools may lead to a better…

  17. Cyber Bullying in ADHD and Asperger Syndrome Populations

    Science.gov (United States)

    Kowalski, Robin M.; Fedina, Cristin

    2011-01-01

    Cyber bullying or electronic bullying refers to bullying that occurs through the Internet or cellular phones. With the rise of technology, researchers have shown a keen interest in the topic of cyber bullying. However, that interest has not extended to individuals with special needs. To address this gap in the literature, the current study…

  18. Bullying and Cyberbullying at Colleges and Universities. Prevention Update

    Science.gov (United States)

    Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention, 2012

    2012-01-01

    According to StopBullying.gov, an official U.S. government Web site managed by the Department of Health and Human Services in partnership with the Department of Education and Department of Justice, definitions of bullying vary, but "most agree that bullying involves: (1) Imbalance of Power: people who bully use their power to control or harm and…

  19. Constructing Bullying in Ontario, Canada: A Critical Policy Analysis

    Science.gov (United States)

    Winton, Sue; Tuters, Stephanie

    2015-01-01

    As the prevalence and negative effects of bullying become widely known, people around the world seem desperate to solve the bullying "problem". A sizeable body of research about many aspects of bullying and a plethora of anti-bullying programmes and policies now exist. This critical policy analysis asks: how does Ontario, Canada's…

  20. Bullying, mentoring, and patient care.

    Science.gov (United States)

    Frederick, Dorothea

    2014-05-01

    The literature suggests that acts of bullying are a root cause of new nurses leaving their units or the profession entirely and have the potential to worsen the nursing shortage. As an effective way to address bullying in the perioperative setting, mentoring benefits the nursing profession. Mentoring can have a direct influence on nurses' longevity in a health care organization, thereby strengthening the nursing workforce. Magnet-designated hospitals support the importance of mentor-mentee relationships for positive employee retention and positive recruitment outcomes. One of the most important tasks that a mentor should undertake is that of a role model. Establishing a culture of mentoring requires authentic leadership, genuine caring and respect for employees, and open communication. The entire nursing profession benefits from a culture of mentoring, as do the patients and families who receive care. PMID:24766920

  1. Prevalence of bullying and victimization among children in early elementary school : Do family and school neighbourhood socioeconomic status matter?

    NARCIS (Netherlands)

    Jansen, P.W.; Verlinden, Marina; Dommisse-van Berkel, Anke; Mieloo, Cathelijne; van der Ende, J; Veenstra, René; Verhulst, F.C.; Jansen, Wilma; Tiemeier, Henning

    2012-01-01

    Background: Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school neighbourhoods

  2. Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?

    NARCIS (Netherlands)

    P.W. Jansen (Pauline); V.J.A. Verlinden (Vincent); A. Dommisse-Van Berkel (Anke); C.L. Mieloo (Cathelijne); J. van der Ende (Jan); R. Veenstra (René); F.C. Verhulst (Frank); W. Jansen (Wilma); H.W. Tiemeier (Henning)

    2012-01-01

    textabstractBackground: Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school ne

  3. The interpersonal worlds of bullies: parents, peers, and partners.

    Science.gov (United States)

    Keelan, Colleen M; Schenk, Allison M; McNally, Matthew R; Fremouw, William J

    2014-05-01

    Research has yet to examine the social influences of parents, peers, and partners on bullying. This study explored the impact of social relationships on bullies, victims, bully/victims, and uninvolved participants. A sample of 370 college-age participants was asked about bullying, family environment, friends' illegal behavior, and conflict resolution tactics in romantic relationships. Results indicated controls came from more secure and engaged families. Bully/victims reported friends engaging in more illegal behaviors than victims and uninvolved participants. Bullies and bully/victims reported more psychological coercion from their romantic partner. A logistic regression revealed peer illegal behaviors, psychological aggression, physical assault, and sexual coercion in romantic relationships best predicted bullies from non-bullies (67.3%). Based on these results, the interpersonal world of those involved with bullying significantly impacts behaviors. PMID:24305866

  4. Bullying and suicidal behavior in jails.

    NARCIS (Netherlands)

    Blaauw, E.; Winkel, F.W.; Kerkhof, A.J.F.M.

    2001-01-01

    Relationships between bullying features and suicidal behavior of inmates were examined. The files of 95 suicide victims in jails and prisons in the Netherlands were examined for reports of bullying. In addition, 221 nonsuicidal jail inmates and 53 suicidal jail inmates were interviewed. The files of

  5. Beyond Bullying: Pairing Classics and Media Literacy

    Science.gov (United States)

    Johnson, Angela Beumer; Augustus, Linda; Agiro, Christa Preston

    2012-01-01

    Bullying remains a wretched, pervasive problem in the society, especially for teenagers. Bullying is commonly defined as negative acts that occur repeatedly and involve an imbalance of power (Olweus 413); since this widely accepted definition excludes one-time acts of cruelty, the authors prefer to use the word "conflict" in their conversations…

  6. Counseling Group Curriculum for Parents on Bullying

    Science.gov (United States)

    Lamanna, John; Shillingford, M. Ann; Parrish, Mary-Frances; Sheffield, Rebecca

    2010-01-01

    This article discusses the impact of bullying on K-12 students and the importance of collaborative partnerships between home and school in decreasing the dramatic effects of student bullying behaviors. The authors present a six-week, research-based, small group curriculum specifically developed for professional school counselors to support parents…

  7. Effective Bullying-Trauma Intervention Technique

    Science.gov (United States)

    Pierce, Kenneth L.

    2010-01-01

    There is considerable interest in many sectors of society in trauma intervention. School yard bullying has been getting a lot of attention as of late. It is widely reported and analyzed repeatedly in the media. As a clinical psychologist and adjunct psychology professor for over 30 years, the author has had occasion to see bullying in many forms…

  8. Bullying during adolescence in Brazil: an overview.

    Science.gov (United States)

    Pigozi, Pamela Lamarca; Machado, Ana Lúcia

    2015-11-01

    Bullying has been the subject of worldwide study for over four decades and is widely reported by social media. Despite this, the issue is a relatively new area of research in Brazil. This study analyzes academic literature addressing bullying produced in Brazil focusing on aspects that characterize this issue as a subtype of violence: gender differences, factors associated with bullying, consequences, and possible intervention and prevention approaches. The guiding question of this study was: what have Brazilian researchers produced regarding bullying among adolescents? The results show that over half of the studies used quantitative approaches, principally cross-sectional methods and questionnaires, and focused on determining the prevalence of and factors associated with bullying. The findings showed a high prevalence of bullying among Brazilian adolescents, an association between risk behavior and bullying, serious consequences for the mental health of young people, lack of awareness and understanding among adolescents about bullying and its consequences, and a lack of strategies to manage this type of aggression. There is a need for intervention studies, prevention and restorative practices that involve the community and can be applied to everyday life at school. PMID:26602728

  9. Racial and Ethnic Stereotypes and Bullying Victimization

    Science.gov (United States)

    Peguero, Anthony A.; Williams, Lisa M.

    2013-01-01

    Bullying is a serious problem within the U.S. school system. Prior research suggests that victimization is stratified by race and ethnicity. However, few studies consider factors that may moderate this relationship. This article extends research on this topic by considering whether stereotypes moderate bullying among racial and ethnic youth. Youth…

  10. Bullied Children: Parent and School Supports

    Science.gov (United States)

    Honig, Alice Sterling; Zdunowski-Sjoblom, Nicole

    2014-01-01

    Family interviews were conducted with 28 7-12-year-old children who had experienced various forms of bullying and relational aggression by their peers, as well as with their parent and with an older sibling. Interviews explored possible supportive strategies of older siblings, parents, and teachers. All bullied children reported negative feelings…

  11. Youth Perspectives on Bullying in Adolescence

    Science.gov (United States)

    Guerra, Nancy G.; Williamson, Ariel A.; Sadek, Shelly

    2012-01-01

    Much of what we know about the causes and prevention of school bullying is based on research with elementary school-aged children. Few studies have captured adolescents' own views about bullying in school and in cyberspace, even though understanding youth perspectives is a critical aspect of prevention programming. Based on focus groups with…

  12. Bullying in Elementary School: An American Perspective

    Science.gov (United States)

    Conn, Kathleen

    2013-01-01

    Bullying in elementary schools is a recognized and widespread occurrence that threatens to rob children of their childhood. Part I of this commentary describes existing scientifically-based research on the nature, extent and effects of the phenomenon on children in United States schools. Part II analyzes the effectiveness of bullying prevention…

  13. Strengthening Bullying Prevention through School Staff Connectedness

    Science.gov (United States)

    O'Brennan, Lindsey M.; Waasdorp, Tracy E.; Bradshaw, Catherine P.

    2014-01-01

    The growing concern about bullying and school violence has focused national attention on various aspects of school climate and school connectedness. The current study examined dimensions of staff connectedness (i.e., personal, student, staff, and administration) in relation to staff members' comfort intervening in bullying situations (e.g.,…

  14. Bullying among U.S. Adolescents

    Science.gov (United States)

    Wang, Jing; Iannotti, Ronald

    2012-01-01

    Bullying has been identified as a worldwide problem and has attracted great attention from the media, researchers, educators, and parents in the past few decades. This introductory article describes the prevalence and demographic differences for both traditional bullying and cyberbullying among U.S. adolescents. Then it reviews risk and protective…

  15. Dear Colleague Letter: Harassment and Bullying

    Science.gov (United States)

    Ali, Russlynn

    2010-01-01

    In recent years, many state departments of education and local school districts have taken steps to reduce bullying in schools. The U.S. Department of Education (Department) fully supports these efforts. Bullying fosters a climate of fear and disrespect that can seriously impair the physical and psychological health of its victims and create…

  16. Bullying: The Elephant in the School Yard

    Science.gov (United States)

    Kopple, Jody

    2011-01-01

    No one believes that bullying is a problem isolated to teens and tweens. Children tease one another from a very young age; they discover power by rejecting someone or by taking another's toys. Adults are hardly immune. By addressing bullying behavior early on, at every grade level, and in a variety of ways, educators have a better chance of…

  17. Improving School Climate to Reduce Bullying

    Science.gov (United States)

    Smith, David

    2012-01-01

    Bullying harms kids in nearly every way imaginable. It disrupts their learning; it causes them to suffer anxiety and depression; and it undermines their feelings of safety and connection to school. New understandings of bullying are based on relationships and connect directly to the growing appreciation of the role of the social climate within…

  18. Bullying: Description and Analysis of the Phenomenon

    Science.gov (United States)

    Benitez, Juan Luis; Justicia, Fernando

    2006-01-01

    This article purports to present this Special Issue about Bullying and, at the same time, to introduce the phenomenon of bullying in order to facilitate readers an updated vision about the problem that will be worked from different perspectives by researchers from national and international scope. With this purpose, we present some controversial…

  19. Cartoons for Teaching Elementary Students about Bullying

    Science.gov (United States)

    Rule, Audrey C.; Logan, Stephanie R.; Kohler, Frank W.

    2012-01-01

    Bullying is a pressing concern in schools as many teachers are not being sufficiently prepared with curriculum and instructional strategies to prevent, mitigate, or halt it. This document presents classroom-tested cartoons created by graduate students that address the causes, effects, and ways of preventing or stopping bullying in an interesting…

  20. Predicting Bullying: Maladjustment, Social Skills and Popularity

    Science.gov (United States)

    Postigo, Silvia; Gonzalez, Remedios; Mateu, Carmen; Montoya, Inmaculada

    2012-01-01

    In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies…

  1. Is School Bullying Really on the Rise?

    Science.gov (United States)

    Rigby, Ken; Smith, Peter K.

    2011-01-01

    Whether bullying in schools is increasing, as is widely believed, was investigated drawing upon empirical studies undertaken in a wide range of countries in which findings had been published describing its prevalence at different points in time between 1990 and 2009. Results do not support the view that reported bullying in general has increased…

  2. School Bullying and Social and Moral Orders

    Science.gov (United States)

    Horton, Paul

    2011-01-01

    This article provides a theoretical consideration of the ways in which school bullying relates to social and moral orders and the relations of power that are central to the upholding of such orders. Moving away from the focus on individual aggressive intentionality that has hitherto dominated school bullying research, the article argues that…

  3. Parenting at Home and Bullying at School

    Science.gov (United States)

    Georgiou, Stelios N.; Stavrinides, Panayiotis

    2013-01-01

    The present study aimed at examining the relationship that may exist between specific parental practices at home and the child's bullying and victimization experiences at school. This study attempted to go beyond parental styles, a variable that most of the earlier studies have used and introduce three, relatively new parameters of bullying and…

  4. Cyber-Bullying: The Situation in Ireland

    Science.gov (United States)

    O'Moore, Mona

    2012-01-01

    This paper reports on the first major survey of cyber-bullying undertaken in Ireland. While preliminary results have been published they were based on a smaller and incomplete sample of 12-16 year olds living in Ireland. The preliminary results addressed the incidence level of cyber-bullying and that of the different subcategories of…

  5. H8 @ Skul: Cyber World Bullying

    Science.gov (United States)

    Goddard, Connie

    2008-01-01

    The cover of a "Chicago Tribune Magazine" says it all about the most recent manifestation of an ancient phenomenon--bullying. The article represents two trends that present new challenges to counselors, teachers, and administrators -- especially in middle and junior high schools: Girls are bullying more than ever before and it's gone electronic.…

  6. Forms of resistance to workplace bullying

    Czech Academy of Sciences Publication Activity Database

    Zábrodská, Kateřina

    Copenhagen: University of Copenhagen, 2012. s. 97-97. ISBN 978-87-87417-97-6. [International Conference on Workplace Bullying and Harassment - Future Challenges /8./. 12.06.2012-15.06.2012, Copenhagen] R&D Projects: GA ČR GPP407/10/P146 Institutional support: RVO:68081740 Keywords : resistance * workplace bullying * empowerment Subject RIV: AN - Psychology

  7. Reducing Bullying toward LGBTQ Youths in Schools

    Science.gov (United States)

    Kopels, Sandra; Paceley, Megan S.

    2012-01-01

    Bullying toward lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youths is a pervasive problem in schools that has negative impacts on LGBTQ students' mental health and educational outcomes. School social workers need to understand the prevalence and dynamics of bullying toward LGBTQ students to respond appropriately to victims and…

  8. Does the gender of the bully/victim dyad and the type of bullying influence children's responses to a bullying incident?

    Science.gov (United States)

    Fox, Claire L; Jones, Siân E; Stiff, Chris E; Sayers, Jayde

    2014-01-01

    Children's responses to bullying are context related; they will vary depending on the specific bullying episode. The aim of the present study was to explore whether children's responses to bullying vary depending on the gender of the bully and victim and the type of bullying portrayed. In total, 437 children aged 9-11 years from four primary schools in the UK took part in the study. Each child read a story about one child bullying another. There were 12 different versions of the story, varying the type of bullying (verbal, physical, or relational/indirect) and the gender of the bully and victim (i.e., male bully-female victim, female bully-male victim, male bully-male victim, female bully-female victim). Each child was randomly allocated to one of the 12 stories. After reading the story the children then responded to a series of questions to assess their perceptions of the victim and bully and situation. Overall females liked the bully more than males; females also reported liking the female victim more than the male victim and females were more likely than males to intervene with a female victim. The bullying was viewed as more serious, more sympathy was shown to the victim, and there was a greater likelihood of intervention when the incident involved a female bully. There was less liking for the bully if the situation involved a female victim of physical bullying. The findings are explained in terms of social identity theory and social norms about typical male and female behavior. PMID:24777475

  9. Bullying behaviors in children and adolescents: an ongoing story

    Directory of Open Access Journals (Sweden)

    Artemis Kimon Tsitsika

    2014-02-01

    Full Text Available Bullying is a universal problem which continues to be a serious threat to physical and emotional health of children and adolescents. This article highlights the prevalence, the common characteristics of bullies and victims, as well as the short- and long-term impact of bullying involvement. Key areas highlighted include the efficacy of bullying prevention programs, which can help health care providers to assess and provide interventions to children and adolescents affected by bullying.

  10. Workers' perception of workplace bullying: a cross-cultural study

    OpenAIRE

    Escartín Solanelles, Jordi; Zapf, Dieter; Arrieta, Carlos; Rodríguez Carballeira, Álvaro

    2011-01-01

    This study is one of the first studies to approach workplace bullying cross-culturally. It sought to compare employees' understanding of workplace bullying in two different world regions: Central America and Southern Europe, regarding three aspects of workplace bullying: psychological vs. physical harassment, hierarchical vs. horizontal bullying, and direct vs. indirect aggression. A convenience sample of 246 workers provided their own definition of workplace bullying through a single, open-e...

  11. Where Does Bullying Exist in Children's Everyday Experiences of School?

    OpenAIRE

    Nassem, Elizabeth

    2012-01-01

    The aim of this research is to examine, from children’s perspectives, where bullying exists in their everyday experiences of school. A Foucauldian perspective is used to conceptualise bullying and perceives it as involving power which is fluid and involves struggles between individuals. Different modalities of bullying are examined (between pupils, between teachers and pupils and systemic bullying). This research also investigates different severities of bullying from clear to ‘grey’; and dif...

  12. Social background, bullying, and physical inactivity

    DEFF Research Database (Denmark)

    Henriksen, P W; Rayce, S B; Melkevik, O;

    2015-01-01

    More children from lower social backgrounds are physically inactive than those from higher ones. We studied whether bullying was a mediating factor between lower social background and physical inactivity. We also examined the combined effect of low social class and exposure to bullying on physical...... leaves 4.0% in the category physically inactive. The sex and age-adjusted OR (95% CI) for physical inactivity was 2.10 (1.39-3.18) among students with low social class and unclassifiable 3.53 (2.26-5.53). Exposure to bullying was associated with physical inactivity, sex and age-adjusted OR = 2.39 (1.......67-3.41). Exposure to bullying did not explain the association between social class and physical inactivity. The association between social class and physical inactivity was more pronounced among participants also exposed to bullying. In conclusion, there was a significantly increased odds ratio for physical...

  13. Cyber bullying and physical bullying in adolescent suicide: the role of violent behavior and substance use.

    Science.gov (United States)

    Litwiller, Brett J; Brausch, Amy M

    2013-05-01

    The impact of bullying in all forms on the mental health and safety of adolescents is of particular interest, especially in the wake of new methods of bullying that victimize youths through technology. The current study examined the relationship between victimization from both physical and cyber bullying and adolescent suicidal behavior. Violent behavior, substance use, and unsafe sexual behavior were tested as mediators between two forms of bullying, cyber and physical, and suicidal behavior. Data were taken from a large risk-behavior screening study with a sample of 4,693 public high school students (mean age = 16.11, 47 % female). The study's findings showed that both physical bullying and cyber bullying associated with substance use, violent behavior, unsafe sexual behavior, and suicidal behavior. Substance use, violent behavior, and unsafe sexual behavior also all associated with suicidal behavior. Substance use and violent behavior partially mediated the relationship between both forms of bullying and suicidal behavior. The comparable amount of variance in suicidal behavior accounted for by both cyber bullying and physical bullying underscores the important of further cyber bullying research. The direct association of each risk behavior with suicidal behavior also underscores the importance of reducing risk behaviors. Moreover, the role of violence and substance use as mediating behaviors offers an explanation of how risk behaviors can increase an adolescent's likelihood of suicidal behavior through habituation to physical pain and psychological anxiety. PMID:23381779

  14. Psychosocial profile of bullies, victims, and bully-victims: a cross-sectional study.

    Science.gov (United States)

    Leiner, Marie; Dwivedi, Alok Kumar; Villanos, Maria Theresa; Singh, Namrata; Blunk, Dan; Peinado, Jesus

    2014-01-14

    While adverse conditions in a child's life do not excuse inappropriate behavior, they may cause emotional and behavioral problems that require treatment as a preventive measure to reduce the likelihood of bullying. We aimed to identify differences in the psychosocial profiles of adolescents who classified themselves as bullies, victims, or bully-victims. We performed a cross-sectional study in which data were collected between January 2009 and January 2010 from seven university-based clinics in a large metropolitan area with a predominantly Mexican-American population. We collected data on physical aggression among adolescents who self-categorized into the following groups: uninvolved, bullies, victims, and bully-victims. We determined the psychosocial profiles of the adolescents based on responses to the Youth Self Report (YSR) and parent's responses to the Child Behavior Checklist (CBCL). A one-way analysis of variance and multivariate regression analyses were performed to compare the various components of the psychosocial profiles among the groups. Our analysis of the CBCL and the YSR assessments identified differences between the uninvolved group and one or more of the other groups. No significant differences were observed among the bully, victim, and bully-victim groups based on the CBCL. We did find significant differences among those groups based on the YSR, however. Our results suggest that emotional and behavioral problems exist among bullies, victims, and bully-victims. Therefore, treatment should not focus only on the victims of bullying; treatment is equally important for the other groups (bullies and bully-victims). Failure to adequately treat the underlying problems experienced by all three groups of individuals could allow the problems of bullying to continue. PMID:24459665

  15. Psychosocial profile of bullies, victims, and bully-victims: A cross-sectional study

    Directory of Open Access Journals (Sweden)

    Marie eLeiner

    2014-01-01

    Full Text Available While adverse conditions in a child’s life do not excuse inappropriate behavior, they may cause emotional and behavioral problems that require treatment as a preventive measure to reduce the likelihood of bullying. We aimed to identify differences in the psychosocial profiles of adolescents who classified themselves as bullies, victims, or bully-victims. We performed a cross-sectional study in which data were collected between January 2009 and January 2010 from seven university-based clinics in a large metropolitan area with a predominantly Mexican-American population. We collected data on physical aggression among adolescents who self-categorized into the following groups: uninvolved, bullies, victims, and bully-victims. We determined the psychosocial profiles of the adolescents based on responses to the Youth Self Report (YSR and parent’s responses to the Child Behavior Checklist (CBCL. A one-way analysis of variance and multivariate regression analyses were performed to compare the various components of the psychosocial profiles among the groups. Our analysis of the CBCL and the YSR assessments identified differences between the uninvolved group and one or more of the other groups. No significant differences were observed among the bully, victim, and bully-victim groups based on the CBCL. We did find significant differences among those groups based on the YSR, however. Our results suggest that emotional and behavioral problems exist among bullies, victims, and bully-victims. Therefore, treatment should not focus only on the victims of bullying; treatment is equally important for the other groups (bullies and bully-victims. Failure to adequately treat the underlying problems experienced by all three groups of individuals could allow the problems of bullying to continue.

  16. SUPERVISORS' TRANSFORMATIONAL LEADERSHIP AND BULLYING IN THE WORKPLACE.

    Science.gov (United States)

    Dussault, Marc; Frenette, Éric

    2015-12-01

    The study tests the relationship between supervisors' transformational, transactional, and laissez-faire leadership and perceived bullying in the workplace. Transformational and transactional leaders can create conditions that make bullying at work less frequent but laissez-faire leadership may cause conflict that can result in bullying. The participants were 288 adults (122 women, 164 men; M age = 38.9 yr., SD = 11.7; M tenure = 7.2 yr.) employed across several organizations. Of the participants, 53.2% were contacted during an evening class in organizational behavior, and the others were workers from a waterproofing company. Scales measuring perceived leadership of a supervisor and perceived bullying at work were administered. Supervisor's transformational and transactional leadership were negatively related to work-related bullying, person-related bullying, and physically intimidating bullying. Transactional leadership was also negatively related to Work-related bullying, perceived Person-related bullying, and perceived Physically intimidating bullying. Supervisor's laissez-faire leadership was positively related to Work-related bullying, perceived Person-related bullying, and perceived Physically intimidating bullying. The use of Bass's model of transformational leadership in relation with the three-factor structure of the Negative Acts Questionnaire-Revised is unique in research on leadership and bullying. The relationship between laissez-faire leadership and leadership support results from previous studies: transactional or transformational leadership is likely to provide an environment that makes bullying more rare than under a negative or passive leadership. PMID:26652889

  17. Bullying and exclusion from dominant peer group in Polish middle schools.

    Directory of Open Access Journals (Sweden)

    Wójcik Małgorzata

    2015-03-01

    Full Text Available School bullying also referred to as peer victimization is considered extremely harmful for all parties involved. It has been recognised as an important issue in Polish schools. This article presents the first stage of a project financed by the National Centre of Research and Development and includes the results of qualitative research conducted in groups of middle-school students, middle-school teachers and psychologists. The results highlight several factors leading to the exclusion from the dominant peer group. The results also indicate that although students are aware of the consequences of bullying and excluding behaviours, they do not implement this knowledge when explaining their own excluding actions. All results are discussed in terms of designing and implementing a data-based programme which would effectively mitigate excluding behaviours during middle-school transition.

  18. Associations between Cyberbullying and School Bullying Victimization and Suicidal Ideation, Plans and Attempts among Canadian Schoolchildren

    OpenAIRE

    Hugues Sampasa-Kanyinga; Paul Roumeliotis; Hao Xu

    2014-01-01

    Purpose The negative effects of peer aggression on mental health are key issues for public health. The purpose of this study was to examine the associations between cyberbullying and school bullying victimization with suicidal ideation, plans and attempts among middle and high school students, and to test whether these relationships were mediated by reports of depression. Methods Data for this study are from the 2011 Eastern Ontario Youth Risk Behaviour Survey, which is a cross-sectional regi...

  19. Racist and Homophobic Bullying in Adulthood: Narratives from Gay Men of Color in Higher Education

    Science.gov (United States)

    Misawa, Mitsunori

    2010-01-01

    Bullying is a serious problem in contemporary American society. Many adults are now suffering from bullying, which has conventionally been thought of as a childhood behavior. While a general form of bullying has been focused on by contemporary scholars, specific types of bullying (racist bullying and homophobic bullying) have not well been…

  20. Bullying in a children's group: teachers’ orientations and opportunities

    Directory of Open Access Journals (Sweden)

    A.A. Bochaver,

    2014-08-01

    Full Text Available We discuss the definition and phenomenology of direct and indirect bullying, describe the effects of bullying for all categories of participants. We discuss the most common teachers’ settings (normative, assertive, avoidant in relation to bullying, and the ways to respond arising from these settings. We discuss mismatch in understanding the phenomenon of bullying between psychologists and educators, as well as the need to develop consistent definitions for the design of prevention programs and preventive procedures in situations of bullying in particular institution. We reveal the basic myths developed in society and aggravating bullying normalization, aggressor support and the victim's humiliation. We discuss the principles of organization of prevention system and school bullying prevention. The teachers’ possibilities to reduce the number of school bullying situations are considered. We show the necessity of a more critical and informed teachers' attitude toward bullying situations and their own response strategies.

  1. Workplace bullying, working environment and health.

    Science.gov (United States)

    Oxenstierna, Gabriel; Elofsson, Stig; Gjerde, Maria; Magnusson Hanson, Linda; Theorell, Töres

    2012-01-01

    Improved work organisation could be of importance for decreased bullying in workplaces. Participants in the Swedish Longitudinal Occupational Survey of Health (SLOSH) responded to questions about work and workplace and whether they had been bullied during the past year in 2006. Those in worksites with at least five employees who did not report that they had been bullied in 2006 and without workplace change between 2006 and 2008 constituted the final sample (n=1,021 men and 1,182 women). Work characteristics and workplace factors in 2006 were used in multiple logistic regression as predictors of bullying in 2008. Separate analyses were performed for work characteristics and workplace factors respectively. Adjustments for demographic factors were made in all analyses. The question used for bullying was: "Are you exposed to personal persecution by means of vicious words or actions from your superiors or your workmates?" Such persecution any time during the past year was defined as bullying. For both genders organisational change and conflicting demands were identified as risk factors, and good decision authority as a protective factor. Dictatorial leadership, lack of procedural justice and attitude of expendability were male and lack of humanity a female risk factor for bullying. PMID:22453205

  2. Bullying in Jerusalem schools: victims and perpetrators.

    Science.gov (United States)

    Gofin, R; Palti, H; Gordon, L

    2002-05-01

    The objectives of this study were to determine the prevalence of bullying among adolescents studying in Jerusalem schools and to identify the characteristics of its victims and perpetrators. Pupils in the 8th and 10th grade (ages 14-16 y) in 11 schools in Jerusalem (n=1182) anonymously completed the World Health Organization questionnaire from the 'Health Behavior in School Children' study. Bullying others or being bullied at least once in the last term was reported. The independent variables studied were socio-demographic characteristics, and personal and school-related factors. Bullying was reported by 57.1% of boys and 27.0% of girls, and being bullied by 50.3% of boys and 39.5% of girls. The factors associated with bullying others were lack of support from teachers for both genders and poor mental health among boys. Variables related to social exclusion among girls and social isolation among boys were associated with being bullied. Health professionals should be active in all levels of prevention to deal with this problem that affects the health and well-being of so many children and adolescents. PMID:12082600

  3. School bullying: development and some important challenges.

    Science.gov (United States)

    Olweus, Dan

    2013-01-01

    After sketching how my own interest and research into bullying problems began, I address a number of potentially controversial issues related to the definition and measurement of such problems. The importance of maintaining the distinctions between bullying victimization and general victimization and between bullying perpetration and general aggression is strongly emphasized. There are particular problems with the common method of peer nominations for purposes of prevalence estimation, comparisons of such estimates and mean levels across groups and time, and measurement of change. Two large-scale projects with time series data show that several recent claims about cyber bullying made in the media and by some researchers are greatly exaggerated and lack scientific support. Recent meta-analyses of the long-term outcomes for former bullies and victims provide convincing evidence that being involved in such problems is not just a harmless and passing school problem but something that has serious adjustment and public health consequences that also entail great costs to society. Another section presents my view of why the theme of bullying took quite some time to reach the peer relations research community in the United States and the role of a dominant research tradition focusing on "likeability" in this account. In a final section, I summarize some reasons why it may be considered important and interesting to focus both research and intervention on bully/victim problems. PMID:23297789

  4. [Conceptual model of teasing and bullying in adolescents].

    Science.gov (United States)

    Lien, Angela Shin-Yu; Dai, Yu-Tzu; Lee, Ya-Ling

    2013-08-01

    Teasing and bullying incident levels have increased markedly in recent years according to international news reports. School and community-level action to stop and prevent bullying is a key focus of government education policy worldwide. Teasing is a usual facet of social interaction among youth and is related to bullying behavior. Although teasing and bullying are significant concerns, references for relevant concept analysis are lacking in the nursing field. To facilitate early screening to identify high-risk bullies and help victims effectively stop bullying events, concept analysis is needed to clarify and distinguish between the two concepts of teasing and bullying. The aim of this study is to integrate relevant published literature to determine the reasons for and relationships between teasing and bullying. We chose obesity as an example to construct a teasing and bullying conceptual model for adolescents and used this model to explore the related factors and health impacts of obesity. We found that both teaser intent and recipient perceptions correlated with bullying behavior. Duration and severity may induce teasing to become bullying. Because weight-based teasing is common among adolescents, we chose obesity as an example issue to demonstrate our adolescents teasing and bullying concept model. We then integrated the antecedent and consequential factors of teasing and bullying for obese adolescents. Weight-control strategies can stop school bullying if early interventions are performed in high-risk populations. PMID:23922094

  5. TEACHERS’ PERCEPTIONS OF ANTI-BULLYING INTERVENTIONS AND THE TYPES OF BULLYING EACH INTERVENTION PREVENTS

    Directory of Open Access Journals (Sweden)

    EMMA ELISE ROBERTS

    2011-10-01

    Full Text Available Teachers have a central role in the management and prevention of bullying within schools and are in turn involved in the implementation of anti-bullying interventions (Kochenderfer-Ladd & Pelletier, 2008. Therefore an assessment of teachers’ attitudes towards bullying interventions is needed to determine how helpful they perceived interventions to be. This study investigated teachers’ attitudes towards anti-bullying interventions and the types of bullying they perceived the interventions would prevent. A 26 item questionnaire analysing teachers’ attitudes towards four ‘global interventions’; ‘teacher implemented’, ‘student implemented’, ‘non-teaching staff implemented’ and ‘specific’. The results indicated that teachers perceived ‘nonteaching staff implemented’ as the most helpful in preventing bullying and was also identified as the most effective in preventing physical bullying, verbal bullying, intimidation, social alienation and social exclusion. Overall the results indicated a consistent pattern which could be analysed further and would benefit schools, local authorities and the government in preventing bullying.

  6. Peer Victimization in Middle Childhood: Characteristics, Causes, and Consequences of School Bullying

    Directory of Open Access Journals (Sweden)

    Zopito Marini

    1999-01-01

    Full Text Available This paper focuses on a particular type of peer victimization commonly identified as school bullying. In the past. myths and inaccurate assumptions coupled with the lack of empirical data on the long term effects and stability of peer victimization have presented serious obstacles toward a greater understanding of bullying. Recent research, however, suggests that the number of students affected is much higher than previously believed, the range of behaviours involved more severe, and the consequences long-lasting; in many cases, the maladjustment for both victims and bullies can extend well into adulthood. Clearly, peer victimization is a complex and multidimensional aspect of school life that needs to be understood in greater depth and taken much more seriously because of the associated consequences. This paper will provide an overview of four central aspects of bullying, namely, the myths, characteristics, callses, and consequences.

  7. Bullying: comportamento agressivo entre estudantes Bullying: aggressive behavior among students

    Directory of Open Access Journals (Sweden)

    Aramis A Lopes Neto

    2005-11-01

    Full Text Available OBJETIVO: Alertar os pediatras sobre a alta prevalência da prática de bullying entre estudantes, conscientizando-os da importância de sua atuação na prevenção, diagnóstico e tratamento dos possíveis danos à saúde e ao desenvolvimento de crianças e adolescentes, além da necessidade em orientar as famílias e a sociedade para o enfrentamento da forma mais freqüente de violência juvenil. FONTE DE DADOS: Foram acessados bancos de dados bibliográficos e páginas de relevância na Internet, identificando-se artigos e textos recentes sobre o tema. SÍNTESE DOS DADOS: O comportamento agressivo entre estudantes é um problema universal, tradicionalmente admitido como natural e freqüentemente ignorado ou não valorizado pelos adultos. Estudos realizados nas 2 últimas décadas demonstraram que a sua prática pode ter conseqüências negativas imediatas e tardias para todas as crianças e adolescentes direta ou indiretamente envolvidos. A adoção de programas preventivos continuados em escolas de educação infantil e de ensino fundamental tem demonstrado ser uma das medidas mais efetivas na prevenção do consumo de álcool e drogas e na redução da violência social. CONCLUSÃO: A prevenção do bullying entre estudantes constitui-se em uma necessária medida de saúde pública, capaz de possibilitar o pleno desenvolvimento de crianças e adolescentes, habilitando-os a uma convivência social sadia e segura.OBJECTIVE: To warn pediatricians about the high prevalence of bullying among students, to raise their awareness about the importance of their action in the prevention, diagnosis, and treatment of possible damage to children's health and development, and about the necessity to instruct families and society on how to face the most frequent form of youth violence. SOURCE OF DATA: Bibliographic databases and relevant Internet sites were searched for recent articles and texts about the theme. SUMMARY OF THE FINDINGS: Aggressive behavior

  8. Workplace Bullying among Healthcare Workers

    Directory of Open Access Journals (Sweden)

    María José Montero-Simó

    2013-07-01

    Full Text Available This paper aims to assess consistent predictors through the use of a sample that includes different actors from the healthcare work force to identify certain key elements in a set of job-related organizational contexts. The utilized data were obtained from the 5th European Working Conditions Survey, conducted in 2010 by the European Foundation for the Improvement of Living and Working Conditions. In light of these objectives, we collected a subsample of 284 health professionals, some of them from the International Standard Classification of Occupations—subgroup 22—(ISCO-08. The results indicated that the chance of a healthcare worker referring to him/herself as bullied increases among those who work on a shift schedule, perform monotonous and rotating tasks, suffer from work stress, enjoy little satisfaction from their working conditions, and do not perceive opportunities for promotions in their organizations. The present work summarizes an array of outcomes and proposes within the usual course of events that workplace bullying could be reduced if job demands were limited and job resources were increased. The implications of these findings could assist human resource managers in facilitating, to some extent, good social relationships among healthcare workers.

  9. The reported effects of bullying on burn-surviving children.

    Science.gov (United States)

    Rimmer, Ruth B; Foster, Kevin N; Bay, Curtis R; Floros, Jim; Rutter, Cindy; Bosch, Jim; Wadsworth, Michelle M; Caruso, Daniel M

    2007-01-01

    There is a trend of increasing childhood aggression in America, which has been tied to bullying. Although there is growing research concerning bullying in the general pediatric population, there are limited data on bullying and its effects on children with disfigurements and physical limitations. This study was conducted to assess burned children's experience with bullying. A pretest was administered regarding experience with bullying and teasing. A curriculum regarding bullying, which incorporated the Harry Potter and the Sorcerer's Stone movie, was presented. After reviewing bullying depicted in the film and participating in a class regarding bullying, children were invited to complete a survey regarding their experience with bullying. A total of 61% of these children reported being bullied at school; 25% reported experiencing headaches or stomachaches due to bullying, and 12% reported staying home from school. Nearly 25% reported bullying as a big problem. Of those with visible scars (55%), a full 68% reported bullying as a problem, versus 54% with hidden scars (P experiences after participating in the class (57%) than before (45%) (P experiences and can provide them with prevention information and a safe place to seek help. PMID:17438488

  10. DAMPAK MEDIA SOSIAL DALAM CYBER BULLYING

    Directory of Open Access Journals (Sweden)

    Monica Hidajat

    2015-06-01

    Full Text Available The purpose of this research is to review two journals about social media effect for cyberbullying. First Journal is written by Eddie Fisher with the title From Cyber Bullying to Cyber Coping: The Misuse of Mobile Technology and Social Media and Their Effects on Peoples Lives and the second journal is written by Reginald H. Gonzales with the title Social Media as a Channel and its Implications on Cyber Bullying. First Journal focus on condition and cyber bullying state by interview respondents in law terms. Second journal focus on handling cyber bullying case at social media. Social medial cause few cases of cyberbullying increasing because of its characteristic that possible to spread information easily and fast. Socialization proper use of social media needs to be done to improve public awareness about the dangers of misuse of social media.

  11. Bullying in schools : The multi aspect problem

    OpenAIRE

    Lagerlöf, Hélène

    2004-01-01

    Everyday thousands of children and teenagers live through the hell of bullying. This theoretical research essay describes analyses and gives a literature overview of the phenomenon of bullying from eight different ideal-typical aspects based on Max Weber’s concept of Ideal types as a tool to make text analysis. The essay also investigates and compares three studies with focus on what methodological tools the researchers have employed to come to their conclusions. With the results from this in...

  12. Differential effects of the KiVa anti-bullying program on popular and unpopular bullies

    NARCIS (Netherlands)

    Garandeau, Claire F.; Lee, Ihno A.; Salmivalli, Christina

    2014-01-01

    This study utilized data from the evaluation of the Finnish KiVa program in testing the prediction that school bullies' high perceived popularity would impede the success of anti-bullying interventions. Multiple-group structural equation modeling (SEM) analyses were conducted on a subsample of 911 t

  13. Cyber Bullying and Internalizing Difficulties: Above and beyond the Impact of Traditional Forms of Bullying

    Science.gov (United States)

    Bonanno, Rina A.; Hymel, Shelley

    2013-01-01

    Although recent research has demonstrated significant links between involvement in cyber bullying and various internalizing difficulties, there exists debate as to whether these links are independent of involvement in more traditional forms of bullying. The present study systematically examined the association between involvement in cyber…

  14. Perceptions of adolescent bullying: attributions of blame and responsibility in cases of cyber-bullying.

    Science.gov (United States)

    Morrow, Allison; Downey, Christina A

    2013-12-01

    Cyber-bullying (where victims are targeted via online social networking or other electronic means) has gained increased attention in research and the broadcast media, but previous research has not investigated attribution of blame in such cyber-bullying events. This experiment hypothesized that participants would assign higher ratings of blame to bullying perpetrators when the bullying situations were depicted as having highly foreseeable outcomes (vs. unforeseeable outcomes), and as occurring in school (vs. online). In addition, a significant interaction was predicted between outcome foreseeability and bullying situation, with highly foreseeable in-school events being rated as the most predictable and attributable to the bully's actions. One-hundred sixty-three participants completed surveys containing demographic items, items regarding their past experiences of victimization, and one of four randomly-assigned vignettes detailing a bullying situation (which participants rated). While hypotheses regarding outcome foreseeability were supported, no cyber-bullying vs. in-school main effects (or corresponding interaction effects) were detected. Implications for future research and practice, as well as study limitations, are discussed. PMID:24111682

  15. Cyber bullying and internalizing difficulties: above and beyond the impact of traditional forms of bullying.

    Science.gov (United States)

    Bonanno, Rina A; Hymel, Shelley

    2013-05-01

    Although recent research has demonstrated significant links between involvement in cyber bullying and various internalizing difficulties, there exists debate as to whether these links are independent of involvement in more traditional forms of bullying. The present study systematically examined the association between involvement in cyber bullying, as either a victim or a bully, and both depressive symptomatology and suicidal ideation. Self-report data were collected from 399 (57% female) Canadian adolescents in grades 8-10 (mean age = 14.2 years, SD = .91 years). Results indicated that involvement in cyber bullying, as either a victim or a bully, uniquely contributed to the prediction of both depressive symptomatology and suicidal ideation, over and above the contribution of involvement in traditional forms of bullying (physical, verbal, relational). Given the ever increasing rate of accessibility to technology in both schools and homes, these finding underscore the importance of addressing cyber bullying, with respect to both research and intervention, as a unique phenomenon with equally unique challenges for students, parents, school administrators and researchers alike. PMID:23512485

  16. Workplace Bullying: A Tale of Adverse Consequences

    Science.gov (United States)

    Sansone, Lori A.

    2015-01-01

    Workplace bullying is defined as the repetitive and systematic engagement of interpersonally abusive behaviors that negatively affect both the targeted individual and the work organization. According to the findings of 12 studies, being bullied in the workplace affects approximately 11 percent of workers. Victims are frequently blue-collar and unskilled workers. However, there also appear to be gender and milieu/management factors. Emotional/psychological consequences of workplace bullying may include increased mental distress, sleep disturbances, fatigue in women and lack of vigor in men, depression and anxiety, adjustment disorders, and even work-related suicide. Medical consequences of workplace bullying may include an increase in health complaints such as neck pain, musculoskeletal complaints, acute pain, fibromyalgia, and cardiovascular symptoms. Finally, socioeconomic consequences of workplace bullying may include absenteeism due to sick days and unemployment. Clinicians in both mental health and primary care settings need to be alert to the associations between bullying in the workplace and these potential negative consequences, as patients may not disclose workplace maltreatment due to embarrassment or fears of retribution. PMID:25852978

  17. Workplace bullying: a tale of adverse consequences.

    Science.gov (United States)

    Sansone, Randy A; Sansone, Lori A

    2015-01-01

    Workplace bullying is defined as the repetitive and systematic engagement of interpersonally abusive behaviors that negatively affect both the targeted individual and the work organization. According to the findings of 12 studies, being bullied in the workplace affects approximately 11 percent of workers. Victims are frequently blue-collar and unskilled workers. However, there also appear to be gender and milieu/management factors. Emotional/psychological consequences of workplace bullying may include increased mental distress, sleep disturbances, fatigue in women and lack of vigor in men, depression and anxiety, adjustment disorders, and even work-related suicide. Medical consequences of workplace bullying may include an increase in health complaints such as neck pain, musculoskeletal complaints, acute pain, fibromyalgia, and cardiovascular symptoms. Finally, socioeconomic consequences of workplace bullying may include absenteeism due to sick days and unemployment. Clinicians in both mental health and primary care settings need to be alert to the associations between bullying in the workplace and these potential negative consequences, as patients may not disclose workplace maltreatment due to embarrassment or fears of retribution. PMID:25852978

  18. Teacher and Administrator Perceptions of Bullying In Schools

    Directory of Open Access Journals (Sweden)

    Tom D. Kennedy

    2012-09-01

    Full Text Available The primary aim of this study was to explore the differences between teacher and administrator perceptions of bullying. Data were collected from 139 practicing educators and administrators who completed a survey regarding their perceptions of bullying in schools. Mann Whitney U tests were conducted to determine if perceptions of bullying varied with occupation and gender. Bonferroni adjustments were made for the multiple pairwise comparisons. There were statistically significant differences between the perceptions of teachers and administrators regarding their role in bullying prevention. Teachers felt more strongly that educators played an important role in bullying prevention; however, administrators felt more comfortable communicating with the parents of bullying victims. Interestingly, teachers were significantly more likely than administrators to perceive a need for increased bullying prevention training. Significant gender differences concerning the inclusion of bullying prevention in school curriculum were also found.

  19. An Investigation of Organizational and Regulatory Discourses of Workplace Bullying.

    Science.gov (United States)

    Johnson, Susan L; Boutain, Doris M; Tsai, Jenny H-C; de Castro, Arnold B

    2015-10-01

    Organizations use policies to set standards for employee behaviors. Although many organizations have policies that address workplace bullying, previous studies have found that these policies affect neither workplace bullying for targets who are seeking assistance in ending the behaviors nor managers who must address incidents of bullying. This article presents the findings of a study that used critical discourse analysis to examine the language used in policies written by health care organizations and regulatory agencies to regulate workplace bullying. The findings suggest that the discussion of workplace bullying overlaps with discussions of disruptive behaviors and harassment. This lack of conceptual clarity can create difficulty for managers in identifying, naming, and disciplining incidents of workplace bullying. The documents also primarily discussed workplace bullying as a patient safety concern. This language is in conflict with organizations attending to worker well-being with regard to workplace bullying. PMID:26223898

  20. Extremely Small Preemies May Face Bullying, Mental Health Risks

    Science.gov (United States)

    ... fullstory_157318.html Extremely Small Preemies May Face Bullying, Mental Health Risks Long-term Canadian study followed ... higher among those who had suffered the most bullying, the study found. By their 30s, adults who ...

  1. Best Practices to Address (or Reduce) Bullying in Schools

    Science.gov (United States)

    Ansary, Nadia S.; Elias, Maurice J.; Greene, Michael B.; Green, Stuart

    2015-01-01

    The authors quantify and unpack the prevalence and effects of bullying on children and adolescents before prescribing provisos for schools to consider when planning preventive and responsive approaches to bullying.

  2. How Does Bullying Affect Health and Well-Being?

    Science.gov (United States)

    ... Information Clinical Trials Resources and Publications How does bullying affect health & well-being? Skip sharing on social media links Share this: Page Content Bullying can lead to physical injury, social problems, emotional ...

  3. Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents

    OpenAIRE

    Shaw Thérèse; Dooley Julian; Perren Sonja; Cross Donna

    2010-01-01

    Abstract Background Cyber-bullying (i.e., bullying via electronic means) has emerged as a new form of bullying that presents unique challenges to those victimised. Recent studies have demonstrated that there is a significant conceptual and practical overlap between both types of bullying such that most young people who are cyber-bullied also tend to be bullied by more traditional methods. Despite the overlap between traditional and cyber forms of bullying, it remains unclear if being a victim...

  4. Gender and Workplace Bullying: Men's Experiences of Surviving Bullying at Work.

    Science.gov (United States)

    O'Donnell, Sue M; MacIntosh, Judith A

    2016-02-01

    Although men are targets of workplace bullying, there is limited research focused on their experiences. To address this gap, we used a qualitative grounded theory approach and interviewed a community sample of 20 Atlantic Canadian men to explore and explain their experiences of, and responses to, bullying. The main problem identified by men was a lack of workplace support to address and resolve the bullying, a challenge named abandonment. Men addressed this problem by surviving, a process that involved efforts to manage persistent bullying and the associated consequences. Men experienced physical, emotional, and social health consequences and, contrary to prevailing assumptions related to men's help-seeking behaviors, men want support and many sought help to address the problem and its consequences. Responses to abandonment and the associated consequences varied according to a number of factors including gender and highlight the need for research aimed at understanding the gendered nature of bullying. PMID:25568094

  5. Bullying na Escola: um sofrimento

    Directory of Open Access Journals (Sweden)

    Marlene Silva Sardinha Gurpilhares

    2014-07-01

    Full Text Available O bullying é uma forma de violência presente nas escolas e o termo é utilizado para caracterizar todas as formas de agressões repetitivas psicológicas e físicas, direta ou indiretamente. Esta violência causa sofrimentos, intimidação e medo, sempre numa relação de poder entre pares. Esta pesquisa trata de um estudo do bullying escolar: o que é, como surgiu, como identificá-lo e sua caracterização, conseqüências, causas, o papel da escola, de professores e pais e uma proposta prática que pode ser adotada para sua prevenção e contenção. O objetivo é organizar materiais para leitura dos atores educacionais para uma possível reflexão, através de pesquisas bibliográficas. Esta violência é grave e deveria ser tratada como saúde pública, devido às conseqüências que traz, como queda na aprendizagem, na autoestima e em casos mais graves, até o suicido e outras tragédias. A escola necessita atentar para esse tipo de violência, revendo suas ações em todos os momentos, tendo um olhar integral e diferenciado em relação aos alunos. É fundamental que o bullying não seja tratado como brincadeira de criança e para ser identificado e combatido é necessária uma ação entre a família e todos da escola, que pode ser desenvolvida através de projetos que ajudem a apontar caminhos para a solução do problema. Tais ações devem ser pautadas por constantes debates e reflexões, nas quais o aluno se torne o protagonista. Não existem fórmulas prontas, pois a intervenção deve ser feita através da realidade de cada escola.

  6. Bullying victimization among college students: Negative consequences for alcohol use

    OpenAIRE

    Rospenda, Kathleen M.; Richman, Judith A.; Wolff, Jennifer M.; Burke, Larisa A.

    2013-01-01

    This study reports on the prevalence of bullying victimization at school and work among college freshmen, and the relationships between victimization and changes in alcohol consumption and alcohol problems. Web survey data at two points in time from a sample of 2118 freshmen from eight colleges and universities in the Midwestern United States indicated that 43% of students experienced bullying at school, and 33% of students experienced bullying at work. Bullying, particularly at school, consi...

  7. Bullying Among Adolescents With Autism Spectrum Disorders: Prevalence and Perception

    OpenAIRE

    van Roekel, Eeske; Scholte, Ron H. J.; Didden, Robert

    2009-01-01

    This study examined: (a) the prevalence of bullying and victimization among adolescents with ASD, (b) whether they correctly perceived bullying and victimization, and (c) whether Theory of Mind (ToM) and bullying involvement were related to this perception. Data were collected among 230 adolescents with ASD attending special education schools. We found prevalence rates of bullying and victimization between 6 and 46%, with teachers reporting significantly higher rates than peers. Furthermore, ...

  8. A Study of Personal and Environmental Factors Influencing Bullying

    OpenAIRE

    Kim, Su-Jeong

    2004-01-01

    This study aims to find out the differences in the bullying experience between boys and girls in different perspectives and to find out the predictive power of cognitive, social and environmental factors on students’ bully and victim tendencies. At last, through this research, this study aims to gain a synthetic perspective on bully phenomenon by considering various aspects in order to provide a theoretical and empirical reference for preventing and intervening bullying problem. The sample si...

  9. Assessment and Management of Bullied Children in the Emergency Department

    OpenAIRE

    Waseem, Muhammad; Ryan, Mary; Foster, Carla Boutin; Peterson, Janey

    2013-01-01

    Bullying is an important public health issue in the United States. Up to 30% of children report exposure to such victimization. Not only does it hurt bully victim, but it also negatively impacts the bully, other children, parents, school staff, and health care providers. Because bullying often presents with accompanying serious emotional and behavioral symptoms, there has been an increase in psychiatric referrals to emergency departments. Emergency physicians may be the first responders in th...

  10. The World of Bullying: An Overview and Reflexion

    OpenAIRE

    Gerard Martínez-Criado

    2014-01-01

    The issue of bullying is of growing concern in developed countries. Considerable effort has been carried out to understand the problem and implementation programs have been launched to deal with this issue. In this paper we aim to define the concept of bullying and to present some data in relation to causes of bullying which have been highlighted by different researchers around the world. We aim to shed some light on the question of how to fight agains t bullying. Our ...

  11. Bullying among university employees: Prevalence, correlates, and consequences

    OpenAIRE

    Koval, Olena

    2014-01-01

    The aim of the present study was to explore bullying and its effects among university employees (n = 211). It was hypothesized that bullying would have negative correlations with social support and work engagement, and that there would be a positive relationship between the experience of being bullied and psychological distress, absenteeism, turnover intention as well as transfers within the same organization.Workplace bullying was examined using Negative Acts Questionnaire (NAQ-R, Einarsen, ...

  12. Development of the Bullying and Health Experiences Scale

    OpenAIRE

    Beran, Tanya; Stanton, Lauren; HETHERINGTON, ROSS; Mishna, Faye; Shariff, Shaheen

    2012-01-01

    Background Until recently, researchers have studied forms of bullying separately. For 40 years, research has looked at the traditional forms of bullying, including physical (eg, hitting), verbal (eg, threats), and social (eg, exclusion). Attention focused on cyberbullying in the early 2000s. Although accumulating research suggests that bullying has multiple negative effects for children who are targeted, these effects excluded cyberbullying from the definition of bullying. Objective This pape...

  13. Ethnicity, Gender, Bullying and Cyberbullying in English Secondary School Pupils

    OpenAIRE

    Smith, Peter K.; Thompson, Fran; Bhatti, Saba

    2012-01-01

    This study investigated the effect of gender and ethnicity on both bullying and cyberbullying in English secondary school pupils. Although previous research had been carried out looking at the effect of ethnicity on bullying, no research has yet been carried out looking at the effect of ethnicity on cyberbullying. A sample of 2,268 pupils aged 11 to 16 years from 14 schools, fi lled in anonymous questionnaires. Gender differences were found in both bullying and cyberbullying with boys bullying...

  14. Population-Based Studies of Bullying in Young Children

    OpenAIRE

    Verlinden-Bondaruk, Maryna

    2014-01-01

    markdownabstract__Abstract__ School bullying is defined as repeated and intentional aggression toward the peers who have difficulty to stop or counteract such harassment.1,2 Bullying and victimization have serious negative effects on health and functioning of children.3-5 Detecting and preventing bullying problems early in the schooling process is an opportunity to protect children from long-lasting adverse health consequences.6,7 A comprehensive understanding of school bullying, its prevalen...

  15. Mental health of psychiatric outpatients bullied in childhood

    OpenAIRE

    Fosse, Gunilla Klensmeden

    2006-01-01

    Bullying hurts – even many years later This thesis indicates that bullying by peers in school during childhood is associated withmental health problems in adulthood; almost50 per cent of the 160 psychiatric outpatients reported bullying by peers. As adults, those bullied in childhood demonstrated higher psychiatric symptom levels, lower self-esteem and more external locus of control. They also reported more bulimianervosa. In addition, they were often singles, and, they had lower levels of e...

  16. Bullying among siblings: the role of personality and relational variables

    OpenAIRE

    Ersilia Menesini; Marina Camodeca; Annalaura Nocentini

    2010-01-01

    Abstract This study aimed to investigate: (1) the influence of gender, sibling age, and sibling gender on sibling bullying and victimization; (2) the links between personality characteristics, quality of the sibling relationship, and sibling bullying/victimization; (3) the association between sibling and school bullying/victimization, and the direct and indirect associations between personality variables and school bullying/victimization. The sample comprised 195 children (...

  17. The Legislative Framework Regarding Bullying In South African Schools

    OpenAIRE

    Annelie Laas; Trynie Boezaart

    2014-01-01

    Bullying in schools is a global phenomenon that has the potential to impact on children not only physically but also psychologically. In South Africa countless children fall victim to bullying, harassment and abuse at schools. A myriad of constitutional rights are infringed upon when bullying occurs, and the problem is escalating. The Protection from Harassment Act 71 of 2011 was signed and accepted into law on the 27th of April 2013. This new Act may grant relief to victims of bullying inter...

  18. Suicidal ideation and suicide attempts among youth who report bully victimization, bully perpetration and/or low social connectedness.

    Science.gov (United States)

    Arango, Alejandra; Opperman, Kiel J; Gipson, Polly Y; King, Cheryl A

    2016-08-01

    The current study examined characteristics of bullying involvement and social connectedness in relation to suicide ideation and attempts in a sample of youth who report bully victimization, bully perpetration, and/or low social connectedness. The sample was comprised of 321 youth (67% female), ages 12-15 years (M = 13.6), recruited from an emergency department in the Midwest region of the United States. Results indicated that lower levels of social connectedness and higher levels of bully victimization and perpetration were significantly associated with suicide ideation and attempts. Level of social connectedness did not moderate the relationship between bullying involvement and suicide risk. The associations between the severity of subtypes of bully victimization and perpetration (verbal, relational, physical), electronic bullying involvement, and suicide risk were examined. Results highlight a continuum in severity of bullying involvement and social connectedness associated with suicide risk. Implications of these results are discussed. PMID:27262934

  19. Teaching Violence Prevention: How Much Does Bullying Weigh?

    Science.gov (United States)

    Blosnich, John; Kershner, Ruth

    2009-01-01

    Bullying is a prevalent problem for many elementary school students, and it is associated with physical injury and depression. Objectives: Students engaged in this teaching activity will be able to identify bullying behaviors as well as list and demonstrate strategies to effectively deal with bullying situations. Target Audience: Fourth- and…

  20. Teachers' Perspectives about an Anti-Bullying Program

    Science.gov (United States)

    Lester, Robin Rawlings; Maldonado, Nancy

    2013-01-01

    Bullying has become a nationwide concern at the K-12 level. Guided by the theoretical framework of social learning theory, this study explored the perceptions of secondary education teachers about the bully-proofing program in place at one target middle school. Despite the target middle school's anti-bullying program, the incidence of…

  1. A Review of School-Based Bullying Interventions

    Science.gov (United States)

    Nordahl, Jennifer K.; Poole, Ann; Stanton, Lauren; Walden, Laura M.; Beran, Tanya N.

    2008-01-01

    Bullying among school children is a long-standing problem that detrimentally affects a substantial number of students. School officials have recognized the impact of bullying and have introduced various methods to manage the problem. To help ensure that these methods reduce bullying, it is critical that school personnel understand critical issues…

  2. The interrelation between victimization and bullying inside young offender institutions.

    Science.gov (United States)

    Häufle, Jenny; Wolter, Daniel

    2015-01-01

    Bullying and victimization are serious problems within prisons. Young Offender Institutions (YOIs), in particular, suffer from high rates of inmate-on-inmate violence. More recent theories about the development of bullying in closed custody institutions imply a relationship between the experience of victimization and the usage of bullying. In our study, we test this linkage using longitudinal survey data taken at two time-points from 473 inmates (aged 15-24) inside three YOIs in Germany. We first analyze the extent of bullying and victimization, and then used a longitudinal structural equation model to predict inmate bullying behavior at time 2 based on victimization that occurred at time 1. Age is used as a predictor variable to account for differences in the amount of victimization and bullying. Results suggest that bullying and victimization are high in the YOIs, which were subject to research. Most inmates reported being a bully and a victim at the same time. Younger inmates use more direct physical bullying but not psychological bullying. An increase in psychological bullying over time can significantly be explained by victimization at an earlier measurement time point. Our study therefore supports recent theoretical assumptions about the development of bullying behavior. Possible implications for prevention and intervention are discussed. PMID:24975724

  3. Disrupting Traditions: Swimming against the Current of Adolescent Bullying

    Science.gov (United States)

    Khasnabis, Debi; Upton, Kevin

    2013-01-01

    Advances in technology have aggravated the generations-old problem of bullying in schools. In this article, the authors attend to the impact of social media on bullying and advocate an approach to teaching anti-bullying that incorporates a project-based learning approach for young adolescents. Process drama as a model of learning and the use of…

  4. Integrating Bullying Prevention into Schoolwide Positive Behavior Support

    Science.gov (United States)

    Good, Chris P.; McIntosh, Kent; Gietz, Carmen

    2011-01-01

    Bullying is often defined as unprovoked aggressive behavior repeatedly carried out against victims who are unable to defend themselves. Children and youth who engage in bullying behavior may have a physical advantage, higher social status, or power in numbers, whereas those who are targeted by bullies are likely to be solitary, smaller in stature,…

  5. Principals' Perceptions and Practices of School Bullying Prevention Activities

    Science.gov (United States)

    Dake, Joseph A.; Price, James H.; Telljohann, Susan K.; Funk, Jeanne B.

    2004-01-01

    The purpose of this study was to examine principals' perceptions and practices regarding bullying prevention. A survey instrument was developed to assess principals' stages of change and perceived barriers regarding selected bullying prevention activities as well as the effectiveness of bullying prevention activities. Of a national random sample…

  6. School Administrator Assessments of Bullying and State-Mandated Testing

    Science.gov (United States)

    Lacey, Anna; Cornell, Dewey G.

    2016-01-01

    Bully victimization is associated with lower academic performance for individual students; however, less is known about the impact of bullying on the academic performance of the school as a whole. This study examined how retrospective administrator reports of both the prevalence of teasing and bullying (PTB) and the use of evidence-based bullying…

  7. Bullying and Discrimination Experiences among Korean-American Adolescents

    Science.gov (United States)

    Shin, Jin Y.; D'Antonio, Emily; Son, Haein; Kim, Seong-A.; Park, Yeddi

    2011-01-01

    The bullying experiences of Korean-American adolescents (N = 295) were explored in relation to discrimination and mental health outcomes. Bullying experiences were assessed by the "Bully Survey" (Swearer, 2005), discrimination by the "Perceived Ethnic and Racial Discrimination Scale" (Way, 1997) and depression by the "Center for Epidemiological…

  8. Youth Court: An Alternative Response to School Bullying

    Science.gov (United States)

    Copich, Cindy

    2012-01-01

    Bullying and school violence are critical issues facing 21st century educational leaders. U.S. public schools have been scrambling to develop and implement anti-bullying programs with varying degrees of success. Bullying leads to disruption of learning, and its lasting effects of anxiety, depression, anger, and actual brain damage follow victims…

  9. Create an Anti-Bullying Program with Resources You Have

    Science.gov (United States)

    Trump, Kenneth S.

    2011-01-01

    Bullying has captured the news headlines and the attention of legislators, educators, and special interest advocates over the past three years at a greater rate. High-profile teen suicides have raised questions about the role bullying may have played in student deaths. School administrators and safety officials agree that bullying is a serious…

  10. Bullying and Belonging: Teachers' Reports of School Aggression

    Science.gov (United States)

    Jones, Siân Emily; Manstead, Antony S. R.; Livingstone, Andrew G.

    2014-01-01

    Research on bullying has confirmed that social identity processes and group-based emotions are pertinent to children's responses to bullying. However, such research has been done largely with child participants, has been quantitative in nature, and has often relied on scenarios to portray bullying. The present paper departs from this methodology…

  11. What Makes a Bystander Stand By? Adolescents and Bullying

    Science.gov (United States)

    Chapin, John; Brayack, Michael

    2016-01-01

    The current study sheds some light on the extent to which adolescents say they are experiencing bullying, what they think they would do when confronted with bullies, and what they have actually done in the past when witnessing bullying. Results from a survey of 1,742 adolescents indicates even young adolescents have already experienced verbal,…

  12. Bullying in Elementary Schools: Its Causes and Effects on Students

    Science.gov (United States)

    Jan, Afroz; Husain, Shafqat

    2015-01-01

    Bullying is an everlasting problem in the lives of school kids. It is a problem that affects all students, the person who bully, those who are victims, and the persons who witnesses to interpersonal violence. Bullying may include verbal and physical assaults, threats, "jokes" or language, mockery and criticizing , insulting behavior and…

  13. Portraying Monsters: Framing School Bullying through a Macro Lens

    Science.gov (United States)

    Horton, Paul

    2016-01-01

    This article critically considers the discourse on school bullying through the conceptual framework of lenses and argues that a macro lens has been utilised by school bullying researchers to bring into focus the characteristics of the individuals involved and the types of actions used. By considering earlier understandings of bullying, the article…

  14. The Critical Role of School Climate in Effective Bullying Prevention

    Science.gov (United States)

    Wang, Cixin; Berry, Brandi; Swearer, Susan M.

    2013-01-01

    Research has shown a negative association between positive school climate and bullying behavior. This article reviews research on school climate and bullying behavior and proposes that an unhealthy and unsupportive school climate (e.g., negative relationship between teachers and students, positive attitudes towards bullying) provides a social…

  15. Recognize the Signs: Reading Young Adult Literature to Address Bullying

    Science.gov (United States)

    Pytash, Kristine E.; Morgan, Denise N.; Batchelor, Katherine E.

    2013-01-01

    This article summarizes preservice teachers' experiences in a book club that read young adult literature focused on issues related to bullying. Preservice teachers learned to recognize various incidents of bullying in the books. They also began to consider how they might handle incidents of bullying in their future classrooms. (Contains 2 figures.)

  16. Cyber Bullying @ Schools: What Do Turkish Adolescents Think?

    Science.gov (United States)

    Topcu, Cigdem; Yildirim, Ali; Erdur-Baker, Ozgur

    2013-01-01

    Cyber bullying is an emerging form of peer bullying, becoming prominent especially over the past decade. The aim of this study was to investigate through interviews the perceptions of Turkish high school students about cyber bullying. The sample consisted of six male and one female high school students all aged 15 years who identified as being…

  17. Anti-Bullying Policies and Practices in Texas Middle Schools

    Science.gov (United States)

    Robbins, Rosemary

    2011-01-01

    For over a decade national attention to bullying in American schools has increased, fueled by publicity about suicides of severely bullied youth. Schools have the charge of maintaining the safety of all students in order to ensure a positive learning environment, but there is little information about what they are doing to prevent bullying. The…

  18. Recognizing and Preventing Bullying. The Informed Educator Series.

    Science.gov (United States)

    Shellard, Elizabeth

    To build safe and effective schools, it is important, according to this report, to understand and take seriously the dynamics of bullying behavior among school-aged children. The report examines the problem of bullying and its effects on students, discusses steps schools can take to prevent bullying, and provides suggestions for implementing a…

  19. Bullying Among Adolescents With Autism Spectrum Disorders: Prevalence and Perception

    NARCIS (Netherlands)

    Roekel, G.H. van; Scholte, R.H.J.; Didden, H.C.M.

    2010-01-01

    This study examined: (a) the prevalence of bullying and victimization among adolescents with ASD, (b) whether they correctly perceived bullying and victimization, and (c) whether Theory of Mind (ToM) and bullying involvement were related to this perception. Data were collected among 230 adolescents

  20. Validation of the Perceived School Bullying Severity Scale

    Science.gov (United States)

    Chen, Li Ming; Liu, Kun Shia; Cheng, Ying Yao

    2012-01-01

    Research on school bullying has tended to focus on its prevalence or frequency while ignoring its perceived severity. This study attempted to construct a perceived School Bullying Severity Scale (SBSS). The original 24-item instrument, revised from the Victim Scale of the School Bullying Scales, covered the four categories of physical, verbal,…

  1. Middle School Students' Perceptions of and Responses to Cyber Bullying

    Science.gov (United States)

    Holfeld, Brett; Grabe, Mark

    2012-01-01

    This study explored the nature and extent of middle school students' (n = 665) experiences with cyber bullying. Approximately one in five students reported being cyber bullied in the past year, with 55% of those students being repeatedly victimized within the past 30 days. Female students were more likely to be involved in cyber bullying (victim,…

  2. Psychological Impact of Cyber-Bullying: Implications for School Counsellors

    Science.gov (United States)

    Nordahl, Jennifer; Beran, Tanya; Dittrick, Crystal J.

    2013-01-01

    Cyber-bullying is a significant problem for children today. This study provides evidence of the psychological impact of cyber-bullying among victimized children ages 10 to 17 years (M = 12.48, SD = 1.79) from 23 urban schools in a western province of Canada (N = 239). Students who were cyber-bullied reported high levels of anxious,…

  3. Teacher and Administrator Perceptions of Bullying in Schools

    Science.gov (United States)

    Kennedy, Tom D.; Russom, Ashley G.; Kevorkian, Meline M.

    2012-01-01

    The primary aim of this study was to explore the differences between teacher and administrator perceptions of bullying. Data were collected from 139 practicing educators and administrators who completed a survey regarding their perceptions of bullying in schools. Mann Whitney U tests were conducted to determine if perceptions of bullying varied…

  4. What Actually Makes Bullying Stop? Reports from Former Victims

    Science.gov (United States)

    Frisen, Ann; Hasselblad, Tove; Holmqvist, Kristina

    2012-01-01

    School bullying is a serious, worldwide problem which is not easily counteracted. The present study focuses on the perspective of former victims, asking them what it was that made the bullying stop in their case. Participants were 273 18-year-old former victims in Sweden, a country in which schools are doing extensive work against bullying and the…

  5. Cyber bullying behaviors among middle and high school students.

    Science.gov (United States)

    Mishna, Faye; Cook, Charlene; Gadalla, Tahany; Daciuk, Joanne; Solomon, Steven

    2010-07-01

    Little research has been conducted that comprehensively examines cyber bullying with a large and diverse sample. The present study examines the prevalence, impact, and differential experience of cyber bullying among a large and diverse sample of middle and high school students (N = 2,186) from a large urban center. The survey examined technology use, cyber bullying behaviors, and the psychosocial impact of bullying and being bullied. About half (49.5%) of students indicated they had been bullied online and 33.7% indicated they had bullied others online. Most bullying was perpetrated by and to friends and participants generally did not tell anyone about the bullying. Participants reported feeling angry, sad, and depressed after being bullied online. Participants bullied others online because it made them feel as though they were funny, popular, and powerful, although many indicated feeling guilty afterward. Greater attention is required to understand and reduce cyber bullying within children's social worlds and with the support of educators and parents. PMID:20636942

  6. Traditional Bullying as a Potential Warning Sign of Cyberbullying

    Science.gov (United States)

    Kowalski, Robin M.; Morgan, Chad A.; Limber, Susan P.

    2012-01-01

    Although traditional bullying and cyberbullying share features in common, they differ in important ways. For example, cyberbullying is often characterized by perceived anonymity and can occur any time of the day or night. Conversely, perpetrators of traditional bullying are known to the victim, and most traditional bullying occurs at school. Yet,…

  7. Responsibility of a frontline manager regarding staff bullying.

    Science.gov (United States)

    Rocker, Carol F

    2012-09-01

    Canadian frontline nursing managers are observing an increase in the reporting of workplace bullying as more nurses become aware of their employers' legal obligations to provide employees with a respectful workplace, per the Canada Human Rights Code, Canada Labor Code, and Canada Occupational Health and Safety Regulations. One problem with this reporting is that the victim's reports of bullying may become overshadowed by the bully's reports of victim incompetence, resulting in the victim experiencing further victimization. Bullies may report the victim (target) as inept, deficient in knowledge, or lacking ability. Fear of re-victimization plays a significant role in the victim's failure to report workplace bullying. It is important that managers focus on the bullying and not on the perceived character flaws described by the bully. The author begins by describing workplace bullying and reviewing the workplace bullying literature. She then presents and discusses a composite case study. To assist managers in discouraging bullying she shares supports for addressing bullying, specifically workplace policies, collective agreements, human resources departments, mediation, alternative dispute resolution, and arbitration, and concludes by reminding frontline managers of their important role in identifying bullying and understanding the victim's fears of further victimization. PMID:23036063

  8. Interventions to reduce school bullying.

    Science.gov (United States)

    Smith, Peter K; Ananiadou, Katerina; Cowie, Helen

    2003-10-01

    In the last 2 decades, school bullying has become a topic of public concern and research around the world. This has led to action to reduce the problem. We review interventions targeted at the school level (for example, whole school policy, classroom climate, peer support, school tribunal, and playground improvement), at the class level (for example, curriculum work), and at the individual level (for example, working with specific pupils). Effectiveness of interventions has been sporadically assessed. We review several systematically evaluated, large-scale, school-based intervention programs. Their effectiveness has varied, and we consider reasons for this. We suggest ways to improve the evaluation and comparability of studies, as well as the effectiveness of future interventions. PMID:14631879

  9. Digital image bullying among school students in Belgium: an exploration of the characteristics of bullies and their victims

    OpenAIRE

    Lembrechts, Lieve

    2012-01-01

    This article focuses on digital image bullying, which has never been studied separately from other types of cyber bullying with much detail. Based upon a survey among 456 Belgian students between 16 and 21 years old, the prevalence and circumstances of this way of cyber bullying, and the characteristics of victims and perpetrators were studied. The study reveals that 10.1% of the respondents have been victims, while 9.2% have been bullies. Based on logistic regression analysis, it was investi...

  10. Comparison between face-to-face bullying and cyber-bullying amongst elementary school students and how they cope

    OpenAIRE

    Stefán Örn Guðmundsson 1982

    2013-01-01

    Face-to-face bullying has been described as aggression from two or more students against a student repeatedly and over time (Olweus, 1996). The increasing availability of internet and an extensive technology development in cell phones has given adolescents a new way to bully. Cyber-bullying is a new form of bullying and can damage adolescents’ social and emotional development (Raskauskas & Stoltz, 2007). The main focus of the current study was to examine the relationship between face-to-face ...

  11. Middle School Students' Perceptions of Bullying and the Effects of an Anti-Bullying Policy

    Science.gov (United States)

    Jones, Ann M.

    2013-01-01

    The problem of bullying in schools is an issue of national importance. Research points to an abundance of negative impacts on students involved in bullying and require the attention of adults to address and resolve bullying incidents between students. This study, giving credence to the voices of eighth graders in one central Massachusetts middle…

  12. The effects of general interpersonal and bullying-specific teacher behaviors on pupils' bullying behaviors at school

    NARCIS (Netherlands)

    Zanden, P.J.A.C. van der; Denessen, E.J.P.G.; Scholte, R.H.J.

    2015-01-01

    Bullying is a problem in many schools around the world. It is seen as an unwanted phenomenon in education and in many contexts the reduction of bullying is a target of national and local education policy. In practice, the extent to which bullying occurs differs widely across classrooms. Part of thes

  13. How Teachers Deal with Bullying: Best Practices for Identifying and Dealing with Bullying Behaviors among High School Students

    Science.gov (United States)

    Gleason, Katherine

    2011-01-01

    Today's youth are in a social environment where being the brunt of jokes and harassment of their peers is an accepted and encouraged norm. It is not exactly clear what teachers do to deal with bullying in their classrooms. Much of the research on bullying has focused on elementary and middle school level students. Little is known about bullying at…

  14. The Role of Teachers in Bullying : The Relation Between Antibullying Attitudes, Efficacy, and Efforts to Reduce Bullying

    NARCIS (Netherlands)

    Veenstra, René; Lindenberg, Siegwart; Huitsing, Gijs; Sainio, Miia; Salmivalli, Christina

    2014-01-01

    In order to battle bullying, it can be important for students to have teachers whom they see as taking an active stand against bullying in terms of propagating antibullying norms and having an efficacious approach to decreasing bullying. This expectation was tested with data from the control schools

  15. The Role of Teachers in Bullying: The Relation between Antibullying Attitudes, Efficacy, and Efforts to Reduce Bullying

    Science.gov (United States)

    Veenstra, René; Lindenberg, Siegwart; Huitsing, Gijs; Sainio, Miia; Salmivalli, Christina

    2014-01-01

    In order to battle bullying, it can be important for students to have teachers whom they see as taking an active stand against bullying in terms of propagating antibullying norms and having an efficacious approach to decreasing bullying. This expectation was tested with data from the control schools of the Finnish evaluation of the KiVa…

  16. The Effects of General Interpersonal and Bullying-Specific Teacher Behaviors on Pupils' Bullying Behaviors at School

    Science.gov (United States)

    van der Zanden, Petrie J. A. C.; Denessen, Eddie J. P. G.; Scholte, Ron H. J.

    2015-01-01

    Bullying is a problem in many schools around the world. It is seen as an unwanted phenomenon in education and in many contexts the reduction of bullying is a target of national and local education policy. In practice, the extent to which bullying occurs differs widely across classrooms. Part of these differences may be explained by teachers'…

  17. School-Based Mental Health Professionals' Bullying Assessment Practices: A Call for Evidence-Based Bullying Assessment Guidelines

    Science.gov (United States)

    Blake, Jamilia; Banks, Courtney S.; Patience, Brenda A.; Lund, Emily M.

    2014-01-01

    A sample of 483 school-based mental health professionals completed a survey about the training they have received related to conducting bullying assessments in schools, competence in conducting an assessment of bullying, and the bullying assessment methods they used. Results indicate that school counselors were usually informed about incidents of…

  18. Prevalence of School Bullying among Secondary Students in Taiwan: Measurements with and without a Specific Definition of Bullying

    Science.gov (United States)

    Chen, Li-Ming; Cheng, Ying-Yao

    2013-01-01

    Estimates of bullying and bullying victimization rates vary depending on how these rates are measured. The current study used survey methods of the World Health Organisation (WHO) to investigate the prevalence of school bullying among secondary students in Taiwan. We also examined whether results differed between surveys with and without…

  19. The relation between bullying and subclinical psychotic experiences and the influence of the bully climate of school classes

    NARCIS (Netherlands)

    Horrevorts, Esther M. B.; Monshouwer, Karin; Wigman, Johanna T. W.; Vollebergh, Wilma A. M.

    2014-01-01

    This study aims to examine the association between the bully climate of school classes and the prevalence of subclinical psychotic experiences among students who are involved in bullying (either as bully or as victim). Data were derived from the Dutch health behavior in school-aged children survey o

  20. Help Seeking Amongst Child and Adolescent Victims of Peer-Aggression and Bullying: The Influence of School-Stage, Gender, Victimisation, Appraisal, and Emotion

    Science.gov (United States)

    Hunter, Simon C.; Boyle, James M. E.; Warden, David

    2004-01-01

    Background: An important element of many anti-bullying programmes is encouraging victims to tell someone about their predicament. Research has already reported prevalence of telling, who/when children tell and efficacy of telling. However, seeking help can be viewed as a coping behaviour, and coping processes such as appraisal and emotion may be…

  1. Emotional Health of Lesbian, Gay, Bisexual and Questioning Bullies: Does It Differ from Straight Bullies?

    Science.gov (United States)

    Eisenberg, Marla E; Gower, Amy L; McMorris, Barbara J

    2016-01-01

    Research demonstrates that young people involved in bullying are at greater risk for poor emotional health outcomes, but this association may not be consistent for youth of different sexual orientations. Understanding the unique needs of lesbian, gay, bisexual and questioning (LGBQ) youth may suggest important opportunities for intervention and prevention. This study, therefore, examines whether involvement with bullying is differentially associated with emotional well-being across sexual orientation. Survey data were collected from a large statewide sample of 9th and 11th grade students in 2013 (N = 79,039, 49.8% female, 74.6% white). Logistic regression tested associations between sexual orientation, physical or relational bullying perpetration and five measures of emotional health. In the full sample, those reporting bullying perpetration had significantly elevated odds of emotional health problems. However, interaction terms and stratified models indicated that in nine out of ten physical bullying models and two out of ten relational bullying models, perpetration was not as strongly associated with poor emotional health among LGBQ adolescents as it was among heterosexual youth. Possible explanations for this finding include unhealthy coping strategies or masking one's own vulnerable status as LGBQ. Continued efforts to prevent bullying are needed for all youth. PMID:26070360

  2. We're Not Gonna Take It: A Student Driven Anti-Bullying Approach.

    Science.gov (United States)

    Packman, Jill; Lepkowski, William J.; Overton, Christian C.; Smaby, Marlowe

    2005-01-01

    Bullying is a serious problem in schools today. Most programs that deal with bullying are adult-driven and dependent. Inspired by the students in one middle school, the authors ask if student-driven anti-bullying programs exist and are effective. The scope and consequences of bullying is reported. Research-based responses to bullying are explored…

  3. Dating Violence & Sexual Harassment across the Bully-Victim Continuum among Middle and High School Students

    Science.gov (United States)

    Espelage, Dorothy L.; Holt, Melissa K.

    2007-01-01

    Associations among bullying, peer victimization, sexual harassment, and dating violence were examined among 684 middle and high school students. Cluster analysis of self-report measures revealed four distinct bully-victim subtypes: uninvolved, victims, bully-victims, and bullies. African-American students comprised the bully cluster more than…

  4. An Interview with...Susan Limber and Sylvia Cedillo: Responding to Bullying.

    Science.gov (United States)

    Chamberlain, Steven P.

    2003-01-01

    An interview with two experts on violence, bullying, and sexual harassment in schools notes the increased attention given to bullying, the recognition of peer sexual harassment, a definition of bullying, the close relationship between sexual harassment and bullying, gender differences in bullying, problems with school "zero tolerance" policies, a…

  5. The Relationship Between Childhood Bullying and Young Adult Self-Esteem and Loneliness.

    Science.gov (United States)

    Tritt, Carol; Duncan, Renae D.

    1997-01-01

    This study finds similar levels of self-esteem in young adults who were childhood bullies, bully victims, and children not involved with bullies. However results show that as adults, bullies and their victims report significantly more loneliness than those not involved in bully situations. Examines implications for intervention and future…

  6. Perceived Severity of School Bullying in Elementary Schools Based on Participants' Roles

    Science.gov (United States)

    Chen, Li Ming; Cheng, Wen; Ho, Hsiao-Chi

    2015-01-01

    The purpose of this study was to examine the perceived severity of school bullying among participants with different roles (victims, bullies, bullies/victims and non-involved individuals) and to determine whether interactions between type of bullying and participant roles exist. Two Olweus-like global items and a revised School Bullying Severity…

  7. The Relationships between Cyber Bullying, Academic Constructs, and Extracurricular Participation among Middle Schoolers

    Science.gov (United States)

    Shamel, Kimberly A.

    2013-01-01

    Bullying is a large scale social problem impacting educational systems nationwide, and has been linked to negative outcomes for both bullies and targets. Bullying has become more highly technological and is most often referred to as cyber bullying. Bullies have begun to use the internet, social networking sites, e-mail, instant messaging (IM),…

  8. Psychological Needs as a Predictor of Cyber Bullying: A Preliminary Report on College Students

    Science.gov (United States)

    Dilmac, Bulent

    2009-01-01

    Recent surveys show that cyber bullying is a pervasive problem in North America. Many news stories have reported cyber bullying incidents around the world. Reports on the prevalence of cyber bullying and victimization as a result of cyber bullying increase yearly. Although we know what cyber bullying is it is important that we learn more about the…

  9. The World of Bullying: An Overview and Reflexion

    Directory of Open Access Journals (Sweden)

    Gerard Martinez-Criado

    2014-02-01

    Full Text Available The issue of bullying is of growing concern in developed countries. Considerable effort has been carried out to understand the problem and implementation programs have been launched to deal with this issue. In this paper we aim to define the concept of bullying and to present some data in relation to causes of bullying which have been highlighted by different researchers around the world. We aim to shed some light on the question of how to fight against bullying. Our conclusions stress the difficulties in conceptualising and researching bullying derived from cultural/social factors and from factors that relate to adolescence as a transitional and vulnerable period in life.

  10. Bullying, psychiatric pathology and suicidal behavior.

    Science.gov (United States)

    Dobry, Yuriy; Braquehais, María Dolores; Sher, Leo

    2013-01-01

    Bullying is a highly prevalent behavior which carries a significant social, medical and financial cost for its victims and perpetrators, with powerful and long-lasting psychological and social impact. Bullying has been defined as a specific form of intentional, repeated aggression, that involves a disparity of power between the victim(s) and perpetrator(s). The aggression can take physical, verbal or gestural forms. The behavior of bullying crosses sociodemographic categories of age, gender, ethnicity, level of academic achievement and professional environment. It has been abundantly observed by teachers and parents in elementary schools, but has also shown its negative presence in corporate boardrooms. The direct outcome of bullying, for both victims and perpetrators, is an increased risk of psychiatric disorders including depression, post-traumatic stress disorder, anxiety disorders, substance abuse and suicidal behavior. Cruelty (and bullying, as one of its manifestations) breaks the basis of morality. Mental health professionals usually treat the victims of those actions unfortunately long after they have been exposed to the harm. The evidence does not support the idea that the majority of cruel actions are intrinsically "pathological", in the sense of being motivated by "mental disorders". Therefore, only moral rules and legal actions - but not psychiatric or psychological interventions - may dissuade humans from this form of cruelty. PMID:24006324

  11. Consultants as victims of bullying and undermining: a survey of Royal College of Obstetricians and Gynaecologists consultant experiences

    Science.gov (United States)

    Shabazz, Tariq; Parry-Smith, William; Oates, Sharon; Henderson, Steven; Mountfield, Joanna

    2016-01-01

    Objective To explore incidents of bullying and undermining among obstetrics and gynaecology (O&G) consultants in the UK, to add another dimension to previous research and assist in providing a more holistic understanding of the problem in medicine. Design Questionnaire survey. Setting Royal College of Obstetricians and Gynaecologists (RCOG). Participants O&G consultant members/fellows of the RCOG working in the UK. Main outcome measures Measures included a typology of 4 bullying and undermining consequences from major to coping. Results There was a 28% (664) response rate of whom 44% (229) responded that they had been persistently bullied or undermined. Victims responded that bullying and undermining is carried out by those senior or at least close in the hierarchy. Of the 278 consultants who answered the question on ‘frequency of occurrence’, 50% stated that bullying and undermining occurs on half, or more, of all encounters with perpetrators and two-thirds reported that it had lasted more than 3 years. The reported impact on professional and personal life spans a wide spectrum from suicidal ideation, depression and sleep disturbance, and a loss of confidence. Over half reported problems that could compromise patient care. When victims were asked if the problem was being addressed, 73% of those that responded stated that it was not. Conclusions Significant numbers of consultants in O&G in the UK are victims of bullying and undermining behaviour that puts their own health and patient care at risk. New interventions to tackle the problem, rather than its consequences, are required urgently, together with greater commitment to supporting such interventions. PMID:27324715

  12. Cyber-bullying prevention in primary school: School leaders’ understanding of cyber-bullying prevention

    OpenAIRE

    Vestvik, Svitlana

    2011-01-01

    This master‟s thesis is about cyber-bullying prevention in primary school. My reason for choosing this issue was a desire to get a greater insight into cyber-bullying as a phenomenon. In addition, I found it interesting to find how the principals can work systematically for prevention and reduction of cyber-bullying incidents in schools, with the purpose of offering pupils a good psycho-social environment as enshrined in the Education Act, Section 9a-3. My attention was focused on understa...

  13. Assessment and management of bullied children in the emergency department.

    Science.gov (United States)

    Waseem, Muhammad; Ryan, Mary; Foster, Carla Boutin; Peterson, Janey

    2013-03-01

    Bullying is an important public health issue in the United States. Up to 30% of children report exposure to such victimization. Not only does it hurt bully victim, but it also negatively impacts the bully, other children, parents, school staff, and health care providers. Because bullying often presents with accompanying serious emotional and behavioral symptoms, there has been an increase in psychiatric referrals to emergency departments. Emergency physicians may be the first responders in the health care system for bullying episodes. Victims of bullying may present with nonspecific symptoms and be reluctant to disclose being victimized, contributing to the underdiagnosis and underreporting of bully victimization. Emergency physicians therefore need to have heightened awareness of physical and psychosocial symptoms related to bullying. They should rapidly screen for bullying, assess for injuries and acute psychiatric issues that require immediate attention, and provide appropriate referrals such as psychiatry and social services. This review defines bullying, examines its presentations and epidemiology, and provides recommendations for the assessment and evaluation of victims of bullying in the emergency department. PMID:23462401

  14. A relational framework for understanding bullying: Developmental antecedents and outcomes.

    Science.gov (United States)

    Rodkin, Philip C; Espelage, Dorothy L; Hanish, Laura D

    2015-01-01

    This article reviews current research on the relational processes involved in peer bullying, considering developmental antecedents and long-term consequences. The following themes are highlighted: (a) aggression can be both adaptive and maladaptive, and this distinction has implications for bullies' functioning within peer social ecologies; (b) developmental antecedents and long-term consequences of bullying have not been well-distinguished from the extant research on aggressive behavior; (c) bullying is aggression that operates within relationships of power and abuse. Power asymmetry and repetition elements of traditional bullying definitions have been hard to operationalize, but without these specifications and more dyadic measurement approaches there may be little rationale for a distinct literature on bullying--separate from aggression. Applications of a relational approach to bullying are provided using gender as an example. Implications for future research are drawn from the study of relationships and interpersonal theories of developmental psychopathology. PMID:25961312

  15. Bullied Status and Physical Activity in Texas Adolescents.

    Science.gov (United States)

    Case, Kathleen R; Pérez, Adriana; Saxton, Debra L; Hoelscher, Deanna M; Springer, Andrew E

    2016-06-01

    This study examined the association between having been bullied at school during the past 6 months ("bullied status") and not meeting physical activity (PA) recommendations of 60 minutes of daily PA during the past week among 8th- and 11th-grade Texas adolescents. Multiple logistic regression analysis was conducted to examine this association, adjusted for weight status, grade, race/ethnicity, and stratified by gender; furthermore, a significant interaction was found between bullied status and weight status. Results are presented by interaction status. Results indicated that overweight girls who reported never being bullied, as well as those who reported being bullied more than twice, had higher odds of not meeting PA recommendations than normal weight girls who were never bullied (adjusted odds ratio [AOR] = 2.12, 95% confidence interval [CI: 1.12, 3.99]; AOR = 9.18, 95% CI [2.26, 37.27], respectively). Obese girls who were bullied once or twice had higher odds of not meeting PA recommendations than normal weight girls who were never bullied (AOR = 2.89, 95% CI [1.06, 7.89]). Overweight boys who reported never being bullied had lower odds of not meeting PA recommendations than normal weight boys who were never bullied (AOR = 0.62, 95% CI [0.39, 0.97]). Conversely, obese boys who were bullied once or twice reported higher odds of not meeting PA recommendations than normal weight boys who were never bullied (AOR = 3.61, 95% CI [1.22, 10.67]). Findings from this study indicate that the association between bullied status and meeting PA recommendations is complex and may differ by gender and the interaction between bullied status and weight status. PMID:26304711

  16. Theoretical proposals in bullying research: a review

    Directory of Open Access Journals (Sweden)

    Silvia Postigo

    2013-05-01

    Full Text Available Four decades of research into peer bullying have produced an extensive body of knowledge. This work attempts to provide an integrative theoretical framework, which includes the specific theories and observations. The main aim is to organize the available knowledge in order to guide the development of effective interventions. To that end, several psychological theories are described that have been used and/or adapted with the aim of understanding peer bullying. All of them, at different ecological levels and different stages of the process, may describe it in terms of the relational dynamics of power. It is concluded that research needs to take this integrative framework into account, that is to say to consider multi-causal and holistic approaches to bullying. For the intervention, regardless of the format or the target population, the empowerment of the individuals, and the social awareness of the use and abuse of personal power are suggested.

  17. Evidence-based intervention against bullying and cyberbullying: measurement of the constructs, evaluation of efficacy and mediation processes

    OpenAIRE

    Benedetta Emanuela Palladino

    2014-01-01

    The present dissertation tried to provide an answer to the need of high-quality evaluations of theoretically grounded antibullying interventions (Baldry & Farrington, 2007; Ttofi & Farrington, 2011). Literature of the last ten years shows that aggressive behaviours carried out by peers may be experienced in both face-to-face and online interactions (Tokunaga, 2010; Wingate, Minney, & Guadagno, 2013); for this reason adopting a specific focus both on bullying and cyberbullying appears to be mo...

  18. Cross-contextual stability of bullying victimization: a person-oriented analysis of cyber and traditional bullying experiences among adolescents.

    Science.gov (United States)

    Erentaitė, Rasa; Bergman, Lars R; Zukauskienė, Rita

    2012-04-01

    Using a person-oriented approach the study examined whether bullying victimization at school continued into cyberspace victimization in a large sample of high school students in Lithuania (N = 1667, 58% girls), age 15-19 (M = 17.29, SD = 0.95). Three forms of traditional bullying (verbal, physical and relational) and seven forms of cyberbullying victimization through cell phones and computers were included in the analysis. The findings revealed that 35% of traditional bullying victims were also bullied in cyberspace. In particular, adolescents who experienced predominantly verbal and relational bullying at school, showed a higher risk of victimization in cyberspace a year later, while this was not observed for predominantly physical forms of traditional bullying. The findings point to the importance of a cross-contextual perspective in studies on stability of bullying victimization. PMID:22251062

  19. Bullying among teenagers and its effects

    OpenAIRE

    Limo, Steven

    2015-01-01

    Bullying and peer victimization in schools have become serious concerns for students, parents, teachers, and school officials in the United States of America and around the world (Hong and Espalage 2012, 311). It has become a type of violence that threatens a young person’s well being and more especially in school. This thesis project was aimed at studying and exploring the different types of bullying, who is more likely to be involved, as well as how prevalent they are and the mental effe...

  20. Bully, Bullied, Bystander. . . and beyond: Help Students Choose a New Role

    Science.gov (United States)

    Coloroso, Barbara

    2011-01-01

    Bullying is seldom the only factor in a teenager's suicide. Often, mental illness and family stresses are involved. But bullying does play a role in many cases. These students feel that they have no way out of the pain heaped on them by tormentors--no one to turn to, no way to tell others. So they turn the violence inward with a tragic and final…

  1. A systematic review and content analysis of bullying and cyber-bullying measurement strategies

    OpenAIRE

    Vivolo-Kantor, Alana M.; Martell, Brandi N.; Holland, Kristin M.; Westby, Ruth

    2014-01-01

    Bullying has emerged as a behavior with deleterious effects on youth; however, prevalence estimates vary based on measurement strategies employed. We conducted a systematic review and content analysis of bullying measurement strategies to gain a better understanding of each strategy including behavioral content. Multiple online databases (i.e., PsychInfo, MedLine, ERIC) were searched to identify measurement strategies published between 1985 and 2012. Included measurement strategies assessed b...

  2. Predicting Bullying Among High School Students Using Individual and School Factors: Analysis of a National Survey

    OpenAIRE

    Bohn, Chad M.

    2011-01-01

    Being bullied has been recognized as a problem within the U.S. school systems. Individuals who have been bullied physically, verbally, relationally, or electronically typically suffer from mental health problems as a result. As it has been shown that males are more at risk for being bullied, it is important to understand what variables can predict males being bullied in order to design appropriate preventions and interventions to curb bullying in the schools. Four forms of school bullying beh...

  3. Predicting Bullying: Exploring the Contributions of Childhood Negative Life Experiences in Predicting Adolescent Bullying Behavior.

    Science.gov (United States)

    Connell, Nadine M; Morris, Robert G; Piquero, Alex R

    2016-07-01

    Although there has been much interest in research on aggression and in particular bullying, a relatively less charted area of research has centered on articulating a better understanding of the mechanisms and processes by which persons are at increased risk for bullying. Furthermore, those studies that have investigated the linkages between childhood experiences and bullying perpetration have been limited with respect to definitional and operational issues, reliance on cross-sectional data, and the lack of assessing competing explanations of bullying perpetration. Using five waves of data from a community-based longitudinal sample of children followed through age 18 (N = 763), the current study examines the extent to which childhood negative life events in a variety of domains predict adolescent bullying. Results show that early childhood experiences, particularly those within the family and school domains, may alter life trajectories and can act as predictors for later adolescent bullying, thereby underscoring the potential importance that relatively minor experiences can have over the long term. Implications for future research based on these analyses are examined. PMID:25759430

  4. Bullying and victimization in elementary schools : A comparison of bullies, victims, bully/victims, and uninvolved preadolescents

    NARCIS (Netherlands)

    Veenstra, René; Lindenberg, Siegwart; Oldehinkel, Albertine J.; Winter, Andrea F. de; Verhulst, Frank C.; Ormel, Johan

    2005-01-01

    Research on bullying and victimization largely rests on univariate analyses and on reports from a single informant. Researchers may thus know too little about the simultaneous effects of various independent and dependent variables, and their research may be biased by shared method variance. The data

  5. Overweight, perceived overweight and involvement in bullying in middle adolescence.

    Science.gov (United States)

    Kaltiala-Heino, Riittakerttu; Lankinen, Vilma; Marttunen, Mauri; Lindberg, Nina; Fröjd, Sari

    2016-04-01

    Overweight is reportedly a risk factor for being bullied, and body image may mediate this association. Research on associations between overweight and bullying has so far only focused on children and early adolescents. We explored associations between actual and perceived overweight at age 15 and involvement in bullying at ages 15 and 17. A total of 2070 Finnish adolescents responded to a survey at ages 15 and 17. Self-reported weight and height, perceived weight and involvement in bullying were elicited. Being overweight at age 15 was not associated with being bullied or with being a bully at age 15 or 17. Perceived overweight among girls was associated with subsequent involvement in bullying as a bully and in feeling shunned. Weight related bullying may decrease from pre- and early adolescence to middle adolescence. The associations between perceived overweight and self-identification as a bully, and those between perceived overweight and feeling isolated may be explained by the phenomena representing psychological dysfunction. PMID:26990175

  6. Bullying among trainee doctors in Southern India: A questionnaire study

    Directory of Open Access Journals (Sweden)

    Bairy K

    2007-01-01

    Full Text Available Background: Workplace bullying is an important and serious issue in a healthcare setting because of its potential impact on the welfare of care-providers as well as the consumers. Aims: To gauge the extent of bullying among the medical community in India; as a subsidiary objective, to assess the personality trait of the bullying victims. Settings and Design: A cross-sectional, anonymous, self-reported questionnaire survey was undertaken among a convenient sample of all the trainee doctors at a Government Medical College in Tamil Nadu, India. Materials and Methods: A questionnaire, in English with standard written explanation of bullying was used. Basic information like age, sex, job grade and the specialty in case of Postgraduates (PGs were also collected. Statistical Analysis: The results were subjected to descriptive statistical analysis and Chi-square test for comparison of frequencies. Results: A total of 174 doctors (115 PGs and 59 junior doctors, took part in the study with a cent percent response. Nearly half of the surveyed population reported being subjected to bullying. Nearly 54 (53% of the men and 35 (48% of women were subjected to bullying. Significant proportions ( P < 0.0001 of medical personnel and paramedical staff bullied the PGs and junior doctors, respectively. More than 85 (90% of bullying incidents went unreported. A significant ( P < 0.0001 percentage of PGs and junior doctors revealed a personality trait towards bully. Conclusions: Workplace bullying is common among trainee doctors and usually goes unreported.

  7. Nexus between preventive policy inadequacies, workplace bullying, and mental health: Qualitative findings from the experiences of Australian public sector employees.

    Science.gov (United States)

    Hurley, John; Hutchinson, Marie; Bradbury, Joanne; Browne, Graeme

    2016-02-01

    Public sector organizations have been shown to have high levels of workplace bullying, despite widespread adoption of zero-tolerance policy. Given the level of harm that stems from bullying, it has been suggested that it might be one of the most serious problems facing modern organizations. The qualitative findings from a large cross sectional study of public servants in Australia are reported in the present study. The results highlight palpable mental distress and illness stemming from exposure to workplace bullying. This distress was exacerbated by failures in prohibitive workplace procedures. Reporting bullying through formal organization processes did not lead to resolution of the problem; it instead highlighted feelings of powerlessness and mistrust. In light of the findings, we suggest that an alternative discourse is required, one that gives attention to enhancing employee resilience and self-healing behaviours to the emotional trauma of workplaces. Organizations might be better placed investing resources in fostering the resilience and emotional intelligence of their workforce, rather than continuing to invest resources in prohibitive policies that fail to address the problem. Employees should be supported to prioritize responsibility for their own mental health, rather than an overreliance on organizational responses. PMID:26752457

  8. Bullying in schools and in cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents

    OpenAIRE

    Perren, S.; DOOLEY, J; Shaw, T; Cross, D

    2010-01-01

    Cyber-bullying (i.e., bullying via electronic means) has emerged as a new form of bullying that presents unique challenges to those victimised. Recent studies have demonstrated that there is a significant conceptual and practical overlap between both types of bullying such that most young people who are cyber-bullied also tend to be bullied by more traditional methods. Despite the overlap between traditional and cyber forms of bullying, it remains unclear if being a victim of cyber-bullying h...

  9. Developing and Integrating Theory on School Bullying

    Science.gov (United States)

    Dixon, Roz

    2008-01-01

    Given the number of factors involved in bullying, the range of explanatory theory upon which one might draw is vast. Not only might one consider factors within the family, the individual, the peer group, the school and the community, but each of these could be considered from a number of different perspectives. This paper explores the issues for…

  10. Bullying at School Among Older Adolescents

    Science.gov (United States)

    Harris, Sandra

    2004-01-01

    School bullying is often considered to be the fuel behind school violence. In a recent report by the Families and Work Institute, students reported that is was the small things, such as teasing, which often triggered serious episodes of violence. On the school campus, between 20 to 30% of the students report frequent involvement in bullying…

  11. Cyber bullying prevention: intervention in Taiwan.

    Directory of Open Access Journals (Sweden)

    Ming-Shinn Lee

    Full Text Available BACKGROUND: This study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation. METHODOLOGY/FINDINGS: The study adopted the quasi-experimental design with two classes made up of a total of 61 junior high school students of seventh grade. The study subjects comprised of 30 students from the experimental group and 31 students from the control group. The experimental group received eight sessions (total 360 minutes of the teaching intervention for four consecutive weeks, while the control group did not engage in any related courses. The self-compiled questionnaire for the student's knowledge, attitudes, and intentions toward cyber bullying prevention was adopted. Data were analysed through generalized estimating equations to understand the immediate results on the student's knowledge, attitudes, and intentions after the intervention. The results show that the WebQuest course immediately and effectively enhanced the knowledge of cyber bullying, reduced the intentions, and retained the effects after the learning. But it produced no significant impact on the attitude toward cyber bullying. CONCLUSIONS/SIGNIFICANCE: The intervention through this pilot study was effective and positive for cyber bulling prevention. It was with small number of students. Therefore, studies with large number of students and long experimental times, in different areas and countries are warranted.

  12. Bullying Prevention in Schools. Position Statement

    Science.gov (United States)

    DeSisto, Marie C.; Smith, Suzanne

    2014-01-01

    It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is a crucial member of the team participating in the prevention of bullying in schools. School nurses are the experts in pediatric health in schools and, therefore, can have an impact on the…

  13. Confronting Bullying: It Really Can Get Better

    Science.gov (United States)

    Henkin, Roxanne

    2012-01-01

    In 2010, a number of suicides resulted in part because of bullying and cyberbullying. They include Tyler Clementi, Asher Brown, Seth Walsh, Justin Aaberg, Eric Mohat, Meredith Rezak, Raymond Chase, and Billy Lucas. These students were gay and lesbian and felt that they had no other option than to take their own lives. Research shows that because…

  14. Schoolchildren's Social Representations on Bullying Causes

    Science.gov (United States)

    Thornberg, Robert

    2010-01-01

    The aim of the present study is to investigate schoolchildren's social representations on the causes of bullying. Individual qualitative interviews were conducted with 56 schoolchildren recruited from five elementary schools in Sweden. Mixed methods (grounded theory as well as descriptive statistic methods) were used to analyze data. According to…

  15. Structural Liberalism and Anti-Bullying Legislation

    Science.gov (United States)

    Vaught, Sabina E.

    2014-01-01

    This article investigates the legal, semantic, and material implications of Massachusetts' anti-bullying law through an analytic framework of structural liberalism. Specifically, this article asks how the law produces categories of fit and unfit subjects of the state through raced and gendered practices of individualism, paternalism,…

  16. Bullying and the Politics of "Telling"

    Science.gov (United States)

    Oliver, Christine; Candappa, Mano

    2007-01-01

    This paper reports on a study of pupils' views about tackling bullying and discusses the findings in the context of related research on "telling" and other coping strategies. The research was undertaken in two related phases. In the first phase, in-depth focus groups were conducted with pupils in Years 5 and 8 in twelve participating schools…

  17. Bullying in Academe: Prevalent, Significant, and Incessant

    Science.gov (United States)

    Cassell, Macgorine A.

    2011-01-01

    This paper examines the top-down perspective of bullying and mobbing of professors by analyzing why it is prevalent, significant, and incessant and then proposes a framework to produce a caring, respectful, and safe environment for professors to engage in their teaching, scholarship, and service. The author suggests that the failure of…

  18. Bullying in Schools towards Sexual Minority Youth

    Science.gov (United States)

    Varjas, Kris; Dew, Brian; Marshall, Megan; Graybill, Emily; Singh, Anneliese; Meyers, Joel; Birckbichler, Lamar

    2008-01-01

    Gay, lesbian, bisexual, transgender, questioning and inter-sex (GLBTQI) youth, and those perceived to be GLBTQI, face extensive verbal and physical bullying in schools. Although increasing attention has been made at examining the safety concerns of sexual minority (GLBTQI) youth, there remain important gaps in the literature as well as significant…

  19. Bullying, Depression, and Suicidality in Adolescents

    Science.gov (United States)

    Klomek, Anat Brunstein; Marrocco, Frank; Kleinman, Marjorie; Schonfeld, Irvin S.; Gould, Madelyn S.

    2007-01-01

    Objective: To assess the association between bullying behavior and depression, suicidal ideation, and suicide attempts among adolescents. Method: A self-report survey was completed by 9th-through 12th-grade students (n = 2342) in six New York State high schools from 2002 through 2004. Regression analyses were conducted to examine the association…

  20. Effectiveness of programs to prevent school bullying

    NARCIS (Netherlands)

    Baldry, A.C.; Farrington, D.P.

    2007-01-01

    Sixteen major evaluations of programs to prevent school bullying, conducted in 11 different countries, are reviewed in detail. Of these 16 evaluations, 8 produced desirable results, 2 produced mixed results, 4 produced small or negligible effects, and 2 produced undesirable results. These varying fi

  1. Understanding and Dealing with Bullying in Schools

    Science.gov (United States)

    Yerger, William; Gehret, Cliff

    2011-01-01

    One of the most difficult problems that educators face today is dealing with bullying. This pervasive issue occurs in classrooms, lunch rooms, unsupervised areas, on playgrounds, and through electronic media. Based on the principles of protecting the child and establishing a safe environment for all students, this paper investigates the causes and…

  2. Bullying in Brazilian Schools and Restorative Practices

    Science.gov (United States)

    Grossi, Patricia Krieger; dos Santos, Andreia Mendes

    2012-01-01

    Bullying is a widespread phenomenon that affects many children and adolescents in Brazilian schools. A pilot research study was carried out in four schools (one private and three public) located in Porto Alegre, RS, Brazil. A combination of self-administered questionnaires and focus groups with students as well as interviews with teachers were…

  3. Bullying Prevention for Public Health Practitioners

    Centers for Disease Control (CDC) Podcasts

    2012-01-19

    This podcast discusses bullying as a public health problem, and provides information and resources for public health practitioners.  Created: 1/19/2012 by National Center for Injury Prevention and Control (NCIPC).   Date Released: 1/19/2012.

  4. Authoritarian Parenting, Power Distance, and Bullying Propensity

    Science.gov (United States)

    Georgiou, Stelios N.; Stavrinides, Panayiotis; Fousiani, Kyriaki

    2013-01-01

    This study aimed at examining the existing relation among parenting, cultural value orientation, and bullying propensity at school. The participants (N = 231) were early adolescents randomly selected from 11 different schools in urban and rural areas of Cyprus. The results showed that a statistically significant relation exists between parental…

  5. The mediating effect of daily nervousness and irritability on the relationship between soft drink consumption and aggressive behaviour among adolescents

    NARCIS (Netherlands)

    Holubcikova, Jana; Kolarcik, Peter; Geckova, Andrea Madarasova; Reijneveld, Sijmen A.; van Dijk, Jitse P.

    2015-01-01

    This study investigated whether soft drink consumption is related to fighting and bullying behaviour among school-aged children and whether nervousness and irritation mediated this relationship. The data on 7583 adolescents aged 11-15 years from the Slovak part of the Health Behaviour in School-Aged

  6. Four decades of research on school bullying: An introduction.

    Science.gov (United States)

    Hymel, Shelley; Swearer, Susan M

    2015-01-01

    This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological sequela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide psychologists with a comprehensive review that documents our current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts. PMID:25961310

  7. Exposure to workplace bullying and risk of depression

    DEFF Research Database (Denmark)

    Gullander, Maria; Høgh (Hogh), Annie; Hansen, Åse Marie;

    2014-01-01

    OBJECTIVE: We examined the prospective association between self-labeled and witness-reported bullying and the risk of newly onset of depression. METHODS: Employees were recruited from two cohorts of 3196 and 2002 employees, respectively. Participants received a questionnaire at baseline in 2006 to...... onset depression among participants reporting bullying occasionally was 2.17 (95% confidence interval [CI]: 1.11 to 4.23) and among frequently bullied 9.63 (95% CI: 3.42 to 27.1). There was no association between percentage witnessing bullying and newly onset depression. CONCLUSIONS: Frequent self......-labeled bullying predicts development of depression but a work environment with high proportion of employees witnessing bullying does not....

  8. Bullying at work, health outcomes, and physiological stress response

    DEFF Research Database (Denmark)

    Hansen, Ase Marie; Hogh, Annie; Persson, Roger;

    2006-01-01

    The relationships among bullying or witnessing bullying at work, self-reported health symptoms, and physiological stress reactivity were analysed in a sample of 437 employees (294 women and 143 men). Physiological stress reactivity was measured as cortisol in the saliva. Of the respondents, 5% of...... the women (n=15) and 5% of the men (n=7) reported bullying, whereas 9% of the women (n=25) and 11% of the men (n=15) had witnessed bullying at work. The results indicated that the bullied respondents had lower social support from coworkers and supervisors, and they reported more symptoms of...... somatisation, depression, anxiety, and negative affectivity (NA) than did the nonbullied respondents. Witnesses reported more symptoms of anxiety and lower support from supervisor than did the nonbullied employees. Concentrations of cortisol in the saliva were lower at awakening in bullied respondents compared...

  9. Associations among bullying, cyberbullying, and suicide in high school students.

    Science.gov (United States)

    Bauman, Sheri; Toomey, Russell B; Walker, Jenny L

    2013-04-01

    This study examined associations among depression, suicidal behaviors, and bullying and victimization experiences in 1491 high school students using data from the 2009 Youth Risk Behavior Survey. Results demonstrated that depression mediated the association between bullying/victimization and suicide attempts, but differently for males and females. Specifically, depression mediated the link between traditional victimization and suicide attempts similarly across gender, whereas depression mediated the link between cyber victimization and suicide attempts only for females. Similarly, depression mediated the link between traditional bullying and suicide attempts for females only. Depression did not mediate the link between cyberbullying and suicide attempts for either gender. Implications of the findings are discussed, including the importance of greater detection of depression among students involved in bullying, and the need for a suicide prevention and intervention component in anti-bullying programs. Findings suggest that bullying prevention efforts be extended from middle school students to include high school students. PMID:23332116

  10. School and classroom effects on bullying and peer victimization.

    OpenAIRE

    Galand, Benoît; Baudoin, Noémie; Hospel, Virginie; 28th International Congress of Applied Psychology

    2014-01-01

    Rationale. Most studies about bullying focused on individual characteristics of bullies and victims. Only very few studies have investigated the effect of school and classroom factors on bullying. These studies indicated that between-classroom variance is higher than between-school variance. From theoretical and practical points of view, one key issue is to know if those school and classroom effects are related to educational practices rather than to the composition of the student body. At th...

  11. Correlation between bullying and clinical depression in adolescent patients

    OpenAIRE

    Kaltiala-Heino R; Fröjd S

    2011-01-01

    Riittakerttu Kaltiala-Heino1, Sari Fröjd21University of Tampere Medical School, Tampere, Finland; 2Tampere School of Public Health, University of Tampere, FinlandAbstract: A literature review of the associations between involvement in bullying and depression is presented. Many studies have demonstrated a concurrent association between involvement in bullying and depression in adolescent population samples. Not only victims but also bullies display increased risk of depression, althou...

  12. A case study of Sylvan Learning's approach to cyber bullying

    OpenAIRE

    Sidhu, Harleen Kaur

    2016-01-01

    Sylvan Learning is a private tutoring institution that provides students with a personalized style of learning. They assess each of their student’s particular educational needs by conducting questionnaires, and then apply the appropriate teaching styles. The results of the questionnaires suggest that many of the students are victims of both traditional face-to-face school yard bullying, and cyber bullying. As a result, the effect bullying has on students education is a major concern for this ...

  13. Clarifying the relation between bullying and social cognition

    OpenAIRE

    Failows Neyestani, Laura

    2010-01-01

    In an effort to resolve a current conflict in the literature, this project investigated the relation between social cognition and bullying by assessing theory of mind, emotion understanding, empathy, moral emotions, and bullying for aggressive children compared to prosocial children. A new measure was developed to assess the social cognitive constructs; bullying was assessed via self, peer, and teacher reports. Participants were 18 second graders, with the results presented in a descriptive...

  14. Prevalence of workplace bullying of South African employees

    OpenAIRE

    Leanri Cunniff; Karina Mostert

    2012-01-01

    Orientation: Workplace bullying has negative physical and psychological effects on employees and several negative effects on organisations. Research purpose: The purpose of the research was to determine the prevalence of workplace bullying in South Africa and whether there are differences in employees’ experiences of bullying with regard to socio-demographic characteristics, sense of coherence (SOC) and diversity experiences.Motivation for the study: This study intended to draw attention ...

  15. Peranan Bullying di Tempat Kerja Terhadap Intensi Turnover Pada Karyawan

    OpenAIRE

    Tarigan, Santri Permana

    2015-01-01

    Bullying behavior is repeated behavior that is performed by a person or group of persons to another person or another group which aims to humiliate, offensive, and intimidate. One of the effects of bullying behavior is turnover intention. This study aims to know the role of workplace bullying toward employees turnover intention. This study involved 67 employees were selected through purposive sampling technique. Measuring tool used turnover intention scale and workplace bullyin...

  16. Coping With Verbal and Social Bullying in Middle School

    OpenAIRE

    Christopher Donoghue; Angela Almeida; David Brandwein; Gabriela Rocha; Ian Callahan

    2014-01-01

    Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about the ways that they would cope with becoming a victim of verbal and social bullying. We also analyzed influences for coping strategie...

  17. Poor Motor Skills: A Risk Marker for Bully Victimization

    OpenAIRE

    Bejerot, Susanne; Plenty, Stephanie; Humble, Alice; Humble, Mats B

    2013-01-01

    Children who are clumsy are often bullied. Nevertheless, motor skills have been overlooked in research on bullying victimization. A total of 2,730 Swedish adults (83% females) responded to retrospective questions on bullying, their talents in physical education (i.e., coordination and balls skills) and school academics. Poor talents were used as indicators of poor gross motor skills and poor academic skills. A subset of participants also provided information on educational level in adulthood,...

  18. Narcissism, Bullying, and Social Dominance in Youth : A Longitudinal Analysis

    OpenAIRE

    Reijntjes, Albert; Vermande, Marjolijn; Thomaes, Sander; Goossens, Frits; Olthof, Tjeert; Aleva, Liesbeth; van der Meulen, Matty

    2016-01-01

    A few previous studies have shown that narcissistic traits in youth are positively associated with bullying. However, research examining the developmental relationship between narcissism and bullying is lacking. Moreover, it is unclear whether narcissists constitute a homogeneous group and whether the bullying of narcissistic youth results in establishing social dominance over peers. The present work addresses these gaps. Children (N = 393; Mage = 10.3; 51 % girls) were followed during the la...

  19. Addressing Nurse-to-Nurse Bullying to Promote Nurse Retention

    OpenAIRE

    Carol F. Rocker

    2008-01-01

    Nurse-to-nurse bullying in the workforce is contributing to the current nursing shortage. The literature reveals both victims and witnesses of bullying suffer silently and are often confused as to what to do when presented with bullying behavior. This confusion frequently contributes to nurses leaving their chosen profession. Canadian lawmakers are now beginning to address workplace bulling behaviors. The purpose of this paper is to raise awareness of the challenges associated with workplace ...

  20. Pengaruh Bullying Di Tempat Kerja Terhadap Employee Engagement

    OpenAIRE

    Chindy

    2015-01-01

    This study aims to examine the effect/implication of workplace bullying on employee engagement. This study was conducted on one hundred and sixty six employees which were selected through incidental sampling technique. Data were collected by using engagement scale, named Utrecht Work Engagement Scale (UWES) and bullying scale, named Negative Acts Questionnaire-Revised (NAQ-R). Data were analyzed by using Linear Regression and the results showed a correlation between bullying in the workplace ...

  1. THE BULLYING PHENOMENON: DIFFERENCES BETWEEN BOYS AND GIRLS

    OpenAIRE

    Fernanda Silva; Denise Dascanio; Tânia Gracy Martins do Valle

    2016-01-01

    The bullying phenomenon is characterized by aggression always unequal power and involves violence. This study aimed to identify the types of bullying (physical, verbal, psychological, material, virtual or sexual) more prevalent in this population and compare bullying among adolescent males and females. We used a questionnaire prepared by the researcher. Participants were 309 students, 142 males and 167 females, from 6th to 8th grade from two schools, one state and one municipal. These results...

  2. Teacher and Administrator Perceptions of Bullying In Schools

    OpenAIRE

    Kennedy, Tom D; Ashley G. Russom; Meline M. Kevorkian

    2012-01-01

    The primary aim of this study was to explore the differences between teacher and administrator perceptions of bullying. Data were collected from 139 practicing educators and administrators who completed a survey regarding their perceptions of bullying in schools. Mann Whitney U tests were conducted to determine if perceptions of bullying varied with occupation and gender. Bonferroni adjustments were made for the multiple pairwise comparisons. There were statistically significant differences b...

  3. A systems psychodynamic description of organisational bullying experiences

    OpenAIRE

    Frans Cilliers

    2012-01-01

    Orientation: Organisational bullying experiences manifest themselves as an intense unconscious systemic dynamic involving the bully, the victim and the organisational culture. The relatedness between the objects is characterised by valences and mutual defence mechanisms such as splitting, projection and projective identification.Research purpose: The purpose of this research was to describe organisational bullying experiences from the system psychodynamic perspective.Motivation for the study:...

  4. Cyber bullying : bare schools filling the legal gap? / W. Batterbee

    OpenAIRE

    Batterbee, Wendy Ann

    2014-01-01

    The intent of this concurrent mixed methods study was to examine whether public schools are geared to fill the legal gap that exists between the available cyber technology and managing learner cyber bullying effectively. In the study, non-experimental, descriptive survey research was used to determine the occurrence of cyber bullying at school level, according to the experiences and views of educators and learners at public schools in Sedibeng East district (D7). At the same time, cyber bully...

  5. Suicidal Feelings Interferes with Help-Seeking in Bullied Adolescents

    OpenAIRE

    Kitagawa, Yuko; Shimodera, Shinji; Togo, Fumiharu; Okazaki, Yuji; Nishida, Atsushi; Sasaki, Tsukasa

    2014-01-01

    Purpose Being bullied is associated with the manifestation of suicidal feelings, which sharply increase in middle(-late) adolescence. Whether or not bullied middle(-late) adolescents with suicidal feelings seek help is therefore a critical issue, given that help-seeking plays a key role in the prevention of suicide. The aim of the present study is to investigate the effects of bullying, suicidal feelings and the interaction between these two factors on help-seeking behavior in adolescents. Me...

  6. Bullying Among Secondary School Students in Malaysia: A Case Study

    OpenAIRE

    Norshidah Mohamad Salleh; Khalim Zainal

    2014-01-01

    Bullying is an issue that is difficult to be eliminated in schools. Bully activity in school is a discipline problem and may interrupt the teaching and learning process. It often receives attention from parents who are concerned that such activity can develop into fights, which can lead to serious injury or even death. The study was conducted in one secondary school in Kuala Lumpur. The case study intends to gather in depth information about bullying factors in school. The school was chosen b...

  7. Humor Style and Motor Skills: Understanding Vulnerability to Bullying

    OpenAIRE

    Stephanie Plenty; Susanne Bejerot; Kimmo Eriksson

    2014-01-01

    The purpose of this study was to examine the role of humor style and motor skills in vulnerability to bullying. 729 adults responded to the Humor Style Questionnaire (HSQ) and items retrospectively addressing their motor skills and bullying experiences during childhood. Consistent with recent research, poorer motor skills were associated with a greater extent of having been bullied. An association between stronger motor skills and affiliative humor was found, lending support to a shared biolo...

  8. Correlation between bullying and clinical depression in adolescent patients

    Directory of Open Access Journals (Sweden)

    Kaltiala-Heino R

    2011-03-01

    Full Text Available Riittakerttu Kaltiala-Heino1, Sari Fröjd21University of Tampere Medical School, Tampere, Finland; 2Tampere School of Public Health, University of Tampere, FinlandAbstract: A literature review of the associations between involvement in bullying and depression is presented. Many studies have demonstrated a concurrent association between involvement in bullying and depression in adolescent population samples. Not only victims but also bullies display increased risk of depression, although not all studies have confirmed this for the bullies. Retrospective studies among adults support the notion that victimization is followed by depression. Prospective follow-up studies have suggested both that victimization from bullying may be a risk factor for depression and that depression may predispose adolescents to bullying. Research among clinically referred adolescents is scarce but suggests that correlations between victimization from bullying and depression are likely to be similar in clinical and population samples. Adolescents who bully present with elevated numbers of psychiatric symptoms and psychiatric and social welfare treatment contacts.Keywords: depression, bullying, adolescence 

  9. Socioeconomic Status and Bullying: A Meta-Analysis

    Science.gov (United States)

    Wolke, Dieter

    2014-01-01

    We examined whether socioeconomic status (SES) could be used to identify which schools or children are at greatest risk of bullying, which can adversely affect children’s health and life. We conducted a review of published literature on school bullying and SES. We identified 28 studies that reported an association between roles in school bullying (victim, bully, and bully-victim) and measures of SES. Random effects models showed SES was weakly related to bullying roles. Adjusting for publication bias, victims (odds ratio [OR] = 1.40; 95% confidence interval [CI] = 1.24, 1.58) and bully-victims (OR = 1.54; 95% CI = 1.36, 1.74) were more likely to come from low socioeconomic households. Bullies (OR = 0.98; 95% CI = 0.97, 0.99) and victims (OR = 0.95; 95% CI = 0.94, 0.97) were slightly less likely to come from high socioeconomic backgrounds. SES provides little guidance for targeted intervention, and all schools and children, not just those with more socioeconomic deprivation, should be targeted to reduce the adverse effects of bullying. PMID:24825231

  10. Socioeconomic status and bullying: a meta-analysis.

    Science.gov (United States)

    Tippett, Neil; Wolke, Dieter

    2014-06-01

    We examined whether socioeconomic status (SES) could be used to identify which schools or children are at greatest risk of bullying, which can adversely affect children's health and life. We conducted a review of published literature on school bullying and SES. We identified 28 studies that reported an association between roles in school bullying (victim, bully, and bully-victim) and measures of SES. Random effects models showed SES was weakly related to bullying roles. Adjusting for publication bias, victims (odds ratio [OR] = 1.40; 95% confidence interval [CI] = 1.24, 1.58) and bully-victims (OR = 1.54; 95% CI = 1.36, 1.74) were more likely to come from low socioeconomic households. Bullies (OR = 0.98; 95% CI = 0.97, 0.99) and victims (OR = 0.95; 95% CI = 0.94, 0.97) were slightly less likely to come from high socioeconomic backgrounds. SES provides little guidance for targeted intervention, and all schools and children, not just those with more socioeconomic deprivation, should be targeted to reduce the adverse effects of bullying. PMID:24825231

  11. KEPRIBADIAN, KOMUNIKASI, KELOMPOK TEMAN SEBAYA, IKLIM SEKOLAH DAN PERILAKU BULLYING

    OpenAIRE

    Irvan Usman

    2013-01-01

    AbstractNowadays, bullying is common among students. Previous researches explored the causes and the effect of bullying among students. This research was aimed to explore the role of personality, communication, peer and school climate to bullying among senior high school students in Gorontalo.The subjects were 103 students. Data was collected through personality scale, communication scale, peer influence scale, school climate scale and bullying scale. This research was quantitative resea...

  12. Associations between child disciplinary practices and bullying behavior in adolescents

    Directory of Open Access Journals (Sweden)

    Graziela A.H. Zottis

    2014-07-01

    Full Text Available OBJECTIVE: to investigate associations between different types of child disciplinary practices and children and adolescents' bullying behavior in a Brazilian sample. METHODS: cross-sectional study, with a school-based sample of 10-to 15-year-old children and adolescents. Child disciplinary practices were assessed using two main subtypes: power-assertive and punitive (psychological aggression, corporal punishment, deprivation of privileges, and penalty tasks and inductive (explaining, rewarding, and monitoring. A modified version of the Olweus Bully Victim Questionnaire was used to measure the frequency of bullying. RESULTS: 247 children and adolescents were evaluated and 98 (39.7% were classified as bullies. Power-assertive and punitive discipline by either mother or father was associated with bullying perpetration by their children. Mothers who mostly used this type of discipline were 4.36 (95% CI: 1.87-10.16; p < 0.001 times more likely of having a bully child. Psychological aggression and mild forms of corporal punishment presented the highest odds ratios. Overall inductive discipline was not associated with bullying. CONCLUSIONS: bullying was associated to parents' assertive and punitive discipline. Finding different ways of disciplining children and adolescents might decrease bullying behavior.

  13. The voices of victims and witnesses of school bullying

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    C. de Wet

    2005-07-01

    Full Text Available There has never been a stronger demand from the South African public to reduce school violence than at present. The demand for safe schools cannot be achieved unless the issue of bullying is adequately addressed. However, it appears from newspaper reports that some of the role players are not willing to listen to the victims of bullying. The aim of this article is to give a voice to some of the victims, as well as those witnessing school bullying. This article reports on findings from an investigation of the experiences of a group of Free State learners who were witnesses and victims of bullying. The research instrument was the Delaware Bullying Questionnaire. The first important conclusion from this study was that bullying was a serious problem in some Free State schools. Secondly, it was found that the respondents were more often the victims of male than of female bullies. Thirdly, the quantitative data indicated that the majority of victims were bullied by learners who were in the same grade as they were. The qualitative data, however, revealed that the bullying of Grade 8 learners by Grade 12 learners seems to be a fairly common occurrence. Finally, some comments and recommendations are made.

  14. Bullying in Guimarães Schools: Types of Bullying and Gender Differences

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    Teresa Sousa-Ferreira

    2014-12-01

    Full Text Available Introduction: School  bullying is the most common type of violence in schools and seems to be increasing in recent years. The various types of aggression and victimization by bullying occur with different frequencies depending on the gender of the students.Objectives: To determine the frequency of different types of victimization and aggression by bullying among participating public school students of Guimarães. To compare  frequencies of victimization and aggression by bullying between female and male students.Study Design: Observational and cross-sectional study.Methods: An equal number of classes of the 6th and 8th grade in public schools was selected in the municipality of Guimarães, Portugal. The students autonomously completed a questionnaire with demographic information and the Multidimensional Peer Victimization Scale adapted to Portugal. Descriptive  and  analytical  statistical  techniques were used to analyze the data. Bullying was considered in relation with colleagues, 2 or more episodes of maltreatment in the previous month.Results: 660 students were evaluated, ranging from 11 to 16 years of age, 48.8% of 6 th  year, 48.8% female, recruited from ten of the fourteen schools in the county. Seventy-one percent of students (78.1% of boys and 64.0% of girls declared themselves directly involved in bullying behaviors, as authors or targets. By type, the prevalence was 61.2% verbal, 36.8% social, 24.8% physical and 22.9% involved in property-related bullying. The most common types reported by victims, of both male and female genders, were the verbal (54.0% and 41.3%, respectively; 48.4% of total student body and social (26.7% and 30.1%, respectively; 28.8% of total students. In the aggressors, verbal and physical bullying types in boys (respectively 44.5% and 25.5% and verbal and social in girls (28.3% and 9.3% were the most common. When considering the total sample, the most  common  types

  15. Trait/situational empathy and helping tendencies of HK adolescents in bullying incidents : implications for anti-bullying practices

    OpenAIRE

    Wong, Wing-suen; 黃泳旋

    2012-01-01

    The present study aimed at investigating the effects of empathy and situational sympathy on the helping tendency of bystanders in school bullying incidents, and thus, provide some insights for the school anti-bullying programmes. One hundred and seventy one junior secondary school students participated in the study. Results indicate that, on top of empathy, situational sympathy is an additional predictor of helping tendencies in bullying incidents. Moreover, situational sympathy further promo...

  16. Uncovering the Structure of and Gender and Developmental Differences in Cyber Bullying

    Science.gov (United States)

    Griezel, Lucy; Finger, Linda R.; Bodkin-Andrews, Gawaian H.; Craven, Rhonda G.; Yeung, Alexander Seeshing

    2012-01-01

    Although literature on traditional bullying is abundant, a limited body of sound empirical research exists regarding its newest form: cyber bullying. The sample comprised Australian secondary students (N = 803) and aimed to identify the underlying structure of cyber bullying, and differences in traditional and cyber bullying behaviors across…

  17. An Examination of Bullying from the Perspectives of Public and Private High School Children

    Science.gov (United States)

    Stewart, Anjanette M.

    2012-01-01

    Bullying is a phenomenon that is as old as childhood itself. It has existed for decades. The concept of bullying is problematic because of the myriad ways educational leaders and students define and characterize it. The purpose of this study was to explore the relationship between bullying and gender and the relationship between bullying and…

  18. The First Line of Defense: Training Teachers to Address Bullying in Rural Schools

    Science.gov (United States)

    Townsend, LaSonya C.

    2013-01-01

    This action research study investigated teachers' perception of bullying and bullying training. It also examined the effects the Bully Busters training had on the bullying knowledge, skills, and self-efficacy of teachers and teacher assistants. A mixed method approach, which included a pre-experimental design and interviews were used to collect…

  19. School Bullying by One or More Ways: Does It Matter and How Do Students Cope?

    Science.gov (United States)

    Skrzypiec, Grace; Slee, Phillip; Murray-Harvey, Rosalind; Pereira, Beatriz

    2011-01-01

    Students (n = 452; ages 12-14 years) attending two South Australian metropolitan high schools completed the "Living & learning at school: Bullying at school" survey in which they reported ways they were bullied and the strategies they would use to deal with bullying. Results showed that a small proportion of students were bullied in three or more…

  20. Effectiveness of School-Based Bullying Intervention Programs in Primary School

    Science.gov (United States)

    Dogini, Eric U.

    2012-01-01

    Bullying behavior has reached pandemic proportions and is a growing concern in primary school. Most intervention programs in primary school are focused on bullying prevention or principally on the behavior of the bully. The purpose of this study was to explore whether a school-based bullying intervention program is an effective method for reducing…

  1. Combating Weight-Based Bullying in Schools: Is There Public Support for the Use of Litigation?

    Science.gov (United States)

    Puhl, Rebecca; Luedicke, Joerg; King, Kelly M.

    2015-01-01

    Background: Bullying litigation is an emerging area of law that has increased in response to serious cases of bullying at school. Weight-based bullying is prevalent at school, but no research has examined the use of litigation to address this problem. We assessed public support for litigation approaches to address weight-based bullying at school,…

  2. Revisiting the Whole-School Approach to Bullying: Really Looking at the Whole School

    Science.gov (United States)

    Richard, Jacques F.; Schneider, Barry H.; Mallet, Pascal

    2012-01-01

    The whole-school approach to bullying prevention is predicated on the assumption that bullying is a systemic problem, and, by implication, that intervention must be directed at the entire school context rather than just at individual bullies and victims. Unfortunately, recent meta-analyses that have looked at various bullying programs from many…

  3. The Role of Arts-Based Curricula in Bullying Prevention: Elijah's Kite--A Children's Opera

    Science.gov (United States)

    Haner, Dilys; Pepler, Debra; Cummings, Joanne; Rubin-Vaughan, Alice

    2010-01-01

    This article describes a children's opera about bullying that was presented to five classrooms in three schools and evaluated with a pre-post design. Data were available for 104 Grade 4 and 5 students who completed a bullying prevalence survey and bullying knowledge quiz before and 6 weeks after the opera. Bullying knowledge increased…

  4. Principal and Teacher Perceptions of the Effectiveness of the Olweus Bullying Prevention Program

    Science.gov (United States)

    Daugherty, Carolyn Spears

    2011-01-01

    The purpose of this study was to explore the effectiveness of the Olweus Bullying Prevention Program (OBPP) and to provide an annotated bibliography of professional literature related to bullying for professional educators. The OBPP used a whole school approach and taught common vocabulary to define the word bullying. Bullying rose to front-page…

  5. Bullying at School--An Indicator of Adolescents at Risk for Mental Disorders.

    Science.gov (United States)

    Kaltiala-Heino, Riittakerttu; Rimpela, Matti; Rantanen, Paivi; Rimpela, Arja

    2000-01-01

    Surveys Finnish adolescents about bullying and victimization in relations to psychosomatic symptoms, depression, anxiety, eating disorders and substance use. Anxiety, depression, and psychosomatic symptoms were most frequent among bully-victims and equally common among bullies and victims. Argues that bullying should be seen as an indicator of…

  6. Teachers' Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts

    Science.gov (United States)

    Yoon, Jina; Sulkowski, Michael L.; Bauman, Sheri A.

    2016-01-01

    School is a critical context of bullying. This study investigated teacher responses to bullying incidents and the effects of individual and contextual variables on these responses. Participating teachers (N = 236) viewed streaming video vignettes depicting physical, verbal, and relational bullying and reported how they would respond to bullies and…

  7. College Students' Perceptions of Professor/Instructor Bullying: Questionnaire Development and Psychometric Properties

    Science.gov (United States)

    Marraccini, Marisa E.; Weyandt, Lisa L.; Rossi, Joseph S.

    2015-01-01

    Objective: This study developed and examined the psychometric properties of a newly formed measure designed to assess professor/instructor bullying, as well as teacher bullying occurring prior to college. Additionally, prevalence of instructor bullying and characteristics related to victims of instructor bullying were examined. Participants:…

  8. Those Mean Girls and Their Friends: Bullying and Mob Rule in the Academy

    Science.gov (United States)

    Dentith, Audrey M.; Wright, Robin Redmon; Coryell, Joellen

    2015-01-01

    This article highlights the stories and experiences of three White women who were victims of bullying and mobbing in academic settings. Related literature grounds their experiences and offers insights related to the phenomena including definitions of mobbing and bullying, characteristics of bullies, the prevalence of bullying and mobbing, and the…

  9. Cyber Bullying: Overview and Strategies for School Counsellors, Guidance Officers, and All School Personnel

    Science.gov (United States)

    Bhat, Christine Suniti

    2008-01-01

    Cyber bullying or bullying via information and communications technology tools such as the internet and mobile phones is a problem of growing concern with school-aged students. Cyber bullying actions may not take place on school premises, but detrimental effects are experienced by victims of cyber bullying in schools. Tools used by cyber bullies…

  10. Development of a Measure of the Experience of Being Bullied in Youth

    Science.gov (United States)

    Hunt, Caroline; Peters, Lorna; Rapee, Ronald M.

    2012-01-01

    The Personal Experiences Checklist (PECK) was developed to provide a multidimensional assessment of a young person's personal experience of being bullied that covered the full range of bullying behaviors, including covert relational forms of bullying and cyber bullying. A sample of 647 school children were used to develop the scale, and a 2nd…

  11. Bullying among Spanish Secondary Education Students: The Role of Gender Traits, Sexism, and Homophobia

    Science.gov (United States)

    Carrera-Fernández, María-Victoria; Lameiras-Fernández, María; Rodríguez-Castro, Yolanda; Vallejo-Medina, Pablo

    2013-01-01

    The aim of the present study was to assess the combined influence of gender stereotypes, sexism, and homophobia on attitudes toward bullying and bullying behavior. A total of 1,500 Spanish adolescents between 12 and 18 years of age (49.3% girls and 50.7% boys) completed a questionnaire that included measures of bullying, attitudes toward bullying,…

  12. Bullying escolar y justicia restaurativa/Scholar bullying and restaurative justice

    Directory of Open Access Journals (Sweden)

    Alexandre Morais da Rosa (Brasil

    2010-01-01

    Full Text Available El fenómeno del Bullying se presenta en diferentes espacios, en el trabajo, en la escuela, en la iglesia, la familia e incluso a través de los celulares. Es importante conocer bien esta forma de intimidación para entonces así proponer una justicia restaurativa como una forma de resolver estos conflictos. ¿Qué es el bullying, quién lo sufre y cómo tratar de prevenirlo?, ¿cuáles son las consecuencias para quien agrede o es víctima de Bullying?, son algunas interrogantes que se plantean a lo largo de este artículo.

  13. Constructing Realities: Bullying Usages in Chilean Discourses

    Directory of Open Access Journals (Sweden)

    Rodrigo Bassaletti-Contreras

    2013-07-01

    Full Text Available The article reports an exploratory research on the uses given in Chile to the Anglicism bullying. In order to do so, its evolution is reviewed from the early studies in the Nordic countries, to the treatment of the topic in the Chilean context. The focus of this work is based on socioconstructionism and in turn promotes the consideration of the characteristics of the socio-cultural and historical context of knowledge production with a postcolonial intention. To review the constructions on the subject, we selected Chilean videos at the YouTube virtual platform, using as methodology discourse analysis and dense description. In results can be observed two meanings of bullying: (i to refer to any kind of aggression and (ii as a homologous of abuse among schoolchildren. In response, it is realized the discrepancy with the proposed definitions from general academia and those used in the local environment in investigations, interventions, public policy and mass media in Chile.

  14. Modified Bully Algorithm using Election Commission

    CERN Document Server

    Rahman, Muhammad Mahbubur

    2010-01-01

    Electing leader is a vital issue not only in distributed computing but also in communication network [1, 2, 3, 4, 5], centralized mutual exclusion algorithm [6, 7], centralized control IPC, etc. A leader is required to make synchronization between different processes. And different election algorithms are used to elect a coordinator among the available processes in the system such a way that there will be only one coordinator at any time. Bully election algorithm is one of the classical and well-known approaches in coordinator election process. This paper will present a modified version of bully election algorithm using a new concept called election commission. This approach will not only reduce redundant elections but also minimize total number of elections and hence it will minimize message passing, network traffic, and complexity of the existing system.

  15. Cyber Bullying Prevention: Intervention in Taiwan

    OpenAIRE

    Lee, Ming-Shinn; Zi-Pei, Wu; Svanström, Leif; Dalal, Koustuv

    2013-01-01

    Background This study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation. Methodology/Findings The study adopted the quasi-experimental design with two classes made up of a total of 61 junior high school students of seventh grade. The study subjects comprised of 30 students from the experimental group and 31 students from the control group. The experimental group received eight sessions (total 360 minutes) of the teaching intervention for four c...

  16. Cyber Bullying Prevention: Intervention in Taiwan

    OpenAIRE

    Ming-Shinn Lee; Wu Zi-Pei; Leif Svanström; Koustuv Dalal

    2013-01-01

    BACKGROUND: This study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation. METHODOLOGY/FINDINGS: The study adopted the quasi-experimental design with two classes made up of a total of 61 junior high school students of seventh grade. The study subjects comprised of 30 students from the experimental group and 31 students from the control group. The experimental group received eight sessions (total 360 minutes) of the teaching intervention for four...

  17. Sibling bullying perpetration: associations with gender, grade, peer perpetration, trait anger, and moral disengagement.

    Science.gov (United States)

    Tanrikulu, Ibrahim; Campbell, Marilyn A

    2015-03-01

    This study investigated bullying among siblings in both traditional and cyber forms, and the associations of gender, grade, peer bullying perpetration, trait anger, and moral disengagement. The participants were 455 children in Grades 5 to 12 (262 girls and 177 boys with 16 unknown gender) who had a sibling. As the number of siblings who only bullied by technology was low, these associations were not able to be calculated. However, the findings showed that the percentage of sibling traditional bullying perpetration (31.6%) was higher than peer bullying perpetration (9.8%). Sibling bullies reported engaging in complex behaviors of perpetration and victimization in both the physical and in cyber settings, although the number was small. Gender, trait anger, moral disengagement, and bullying peers at school (but not grade) were all significantly associated with sibling traditional bullying perpetration. The implications of the findings are discussed for bullying intervention and prevention programs to understand childhood bullying in diverse contexts. PMID:25038224

  18. El "bullying" y otras formas de violencia adolescente Bullying an other forms of adolescent violence

    OpenAIRE

    Gómez, A.; FJ. Gala; M. Lupiani; Bernalte, A.; MT. Miret; S. Lupiani; Barreto MC

    2007-01-01

    En este artículo, tratamos de analizar la violencia adolescente centrándonos principalmente en la que se produce en el ámbito escolar. En primer lugar, hemos precisado los conceptos de agresividad, violencia, bullying y otros relacionados. A continuación, revisamos y comparamos algunas de las investigaciones más destacadas acerca de la incidencia del bullying; para luego reflexionar sobre las causas y circunstancias que elicitan y mantienen estas conductas. Por último, sugerimos algunas línea...

  19. Bullying and school transition: Context or development?

    Science.gov (United States)

    Wang, Weijun; Brittain, Heather; McDougall, Patricia; Vaillancourt, Tracy

    2016-01-01

    The relative impact of school transition versus development on peer victimization and bullying perpetration were examined in a natural experiment involving 698 students where half transitioned into middle school from Grade 5 to Grade 6 and the other half remained in their elementary school over the same period. Results indicated that, on average, peer victimization decreased over the transition period while bullying perpetration remained stable for the whole sample. Multilevel modeling was used to investigate the effects of school transition and sex on changes in victimization and perpetration. Results indicated that the effect of transition status on changes in peer victimization was moderated by sex. Middle school transition status predicted decreases in peer victimization for girls, but not for boys, who transitioned. However, school transition status and participants' sex (and their interaction) did not predict changes in perpetration over time. Our findings indicate that changes in student involvement with peer victimization are better understood as a contextual rather than a typical developmental process, whereas bullying perpetration may be better understood as developmental. PMID:26522183

  20. Associations among Middle School Students' Bullying Roles and Social Skills

    Science.gov (United States)

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick; Fredrick, Stephanie Secord; Summers, Kelly Hodgson

    2016-01-01

    This study explored the relations among self-reported bully participant role behaviors (i.e., bullying, assisting, experiencing victimization, defending, and outsider behavior) and self-reported social skills (i.e., cooperation, assertion, empathy, and self-control) among boys and girls. The sample consisted of 636 middle school students (52%…