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Sample records for bullying nasty teasing

  1. It's Not Child's Play. Teasing and Bullying Can Cause More than a Few Tears.

    Science.gov (United States)

    Sprung, Barbara; Froschl, Merle

    1999-01-01

    Asserts that teasing and bullying are hurtful to children physically and emotionally, and can seriously affect the child who does the teasing or bullying, the child who is teased or bullied, and bystanders who see it happening. Offers suggestions for Head Start to take positive action to address this behavior before it takes root and grows. (SD)

  2. Prevalence and patterns of traditional bullying victimization and cyber-teasing among college population in Spain

    National Research Council Canada - National Science Library

    Francisco Caravaca Sanchez; Maria Falcon Romero; Javier Navarro-Zaragoza; Aurelio Luna Ruiz-Cabello; Oriali Rodriges Frantzisko; Aurelio Luna Maldonado

    2016-01-01

    .... The objective of this study was to examine the relationship between students' experiences of traditional bullying victimization and cyber-teasing and the sociodemographic characteristics of a sample...

  3. The Co-evolution of Bullying Perpetration, Homophobic Teasing, and a School Friendship Network.

    Science.gov (United States)

    Merrin, Gabriel J; Haye, Kayla de la; Espelage, Dorothy L; Ewing, Brett; Tucker, Joan S; Hoover, Matthew; Green, Harold D

    2018-03-01

    Bullying and homophobic teasing behaviors affect the lives of many school aged children, often co-occur, and tend to peak in middle school. While bullying and homophobic teasing behaviors are known to be peer group phenomena, studies typically examine the associations at the individual or school levels. An examination of these behaviors at the peer group level can aid in our understanding of the formation and maintenance of peer groups that engage in these forms of aggressive behavior (selection), and the extent to which friends and the peer group impact individual rates of these aggressive behaviors (influence). In this longitudinal study, we assess the co-evolution of friendship networks, bullying perpetration, and homophobic teasing among middle school students (n = 190) using a Stochastic Actor-Based Model (SABM) for longitudinal networks. Data were collected from 6-8th-grade students (Baseline age 12-15; 53% Female; 47% Male) across three waves of data. The sample was diverse with 58% African American, 31% White, and 11% Hispanic. Since bullying and homophobic teasing behaviors are related yet distinct forms of peer aggression, to capture the unique and combined effects of these behaviors we ran models separately and then together in a competing model. Results indicated that on average individuals with higher rates of bullying perpetration and homophobic teasing were associated with becoming increasingly popular as a friend. However, the effects were not linear, and individuals with the highest rates of bullying perpetration and homophobic teasing were less likely to receive friendship nominations. There was no evidence that bullying perpetration or homophobic teasing were associated with the number of friendship nominations made. Further, there was a preference for individuals to form or maintain friendships with peers who engaged in similar rates of homophobic name-calling; however, this effect was not found for bullying perpetration. Additionally

  4. Prevalence and patterns of traditional bullying victimization and cyber-teasing among college population in Spain

    Directory of Open Access Journals (Sweden)

    Francisco Caravaca Sánchez

    2016-02-01

    Full Text Available Abstract Background Traditional bullying victimization and the growing number of cyber-teasing victims during the last decade is a major public health concern. The objective of this study was to examine the relationship between students’ experiences of traditional bullying victimization and cyber-teasing and the sociodemographic characteristics of a sample composed of college students in Spain. Methods In the fall of 2014, 543 sixth-grade students from southeast Spain completed an anonymous survey on their experience of both kinds of to ascertain any relationship with sociodemographic characteristics, including gender, nationality, economic problems, family conflicts and alcohol and cannabis use. Results A total of 62.2 % of the students reported to having suffered traditional bullying victimization and 52.7 % reported that they had been subject to cyber-teasing. 40.7 % of participants had been victims of traditional bullying victimization and cyber-teasing in the past 12 months. Most (65.7 % of the victims were at the same time cyber-teasing victims; 77.6 % of cyber-teasing victims were also victimized in a different manner. Traditional bullying victimization was higher among boys than among girls, while female students were more likely to have been subjected to cyber-teasing than male students. The characteristics that most heavily influenced suffering traditional bullying victimization were economic problems, family conflicts and cannabis use. Conclusions Our findings confirm overlapping results in the risk factors that influence suffering both traditional bullying victimization and cyber-teasing: there was a strong influence of certain sociodemographic and individual characteristics of the college population, suggesting that specific policies are necessary to improve college students’ environment in Spain.

  5. Prevalence and patterns of traditional bullying victimization and cyber-teasing among college population in Spain.

    Science.gov (United States)

    Caravaca Sánchez, Francisco; Falcón Romero, María; Navarro-Zaragoza, Javier; Luna Ruiz-Cabello, Aurelio; Rodriges Frantzisko, Oriali; Luna Maldonado, Aurelio

    2016-02-19

    Traditional bullying victimization and the growing number of cyber-teasing victims during the last decade is a major public health concern. The objective of this study was to examine the relationship between students' experiences of traditional bullying victimization and cyber-teasing and the sociodemographic characteristics of a sample composed of college students in Spain. In the fall of 2014, 543 sixth-grade students from southeast Spain completed an anonymous survey on their experience of both kinds of to ascertain any relationship with sociodemographic characteristics, including gender, nationality, economic problems, family conflicts and alcohol and cannabis use. A total of 62.2% of the students reported to having suffered traditional bullying victimization and 52.7% reported that they had been subject to cyber-teasing. 40.7% of participants had been victims of traditional bullying victimization and cyber-teasing in the past 12 months. Most (65.7%) of the victims were at the same time cyber-teasing victims; 77.6% of cyber-teasing victims were also victimized in a different manner. Traditional bullying victimization was higher among boys than among girls, while female students were more likely to have been subjected to cyber-teasing than male students. The characteristics that most heavily influenced suffering traditional bullying victimization were economic problems, family conflicts and cannabis use. Our findings confirm overlapping results in the risk factors that influence suffering both traditional bullying victimization and cyber-teasing: there was a strong influence of certain sociodemographic and individual characteristics of the college population, suggesting that specific policies are necessary to improve college students' environment in Spain.

  6. Longitudinal Associations Among Bullying, Homophobic Teasing, and Sexual Violence Perpetration Among Middle School Students

    OpenAIRE

    Espelage, Dorothy L; BASILE, KATHLEEN C.; De La Rue, Lisa; Hamburger, Merle E.

    2014-01-01

    Bullying perpetration and sexual harassment perpetration among adolescents are major public health issues. However, few studies have addressed the empirical link between being a perpetrator of bullying and subsequent sexual harassment perpetration among early adolescents in the literature. Homophobic teasing has been shown to be common among middle school youth and was tested as a moderator of the link between bullying and sexual harassment perpetration in this 2-year longitudinal study. More...

  7. The Relations between Teasing and Bullying and Middle School Standardized Exam Performance

    Science.gov (United States)

    Lacey, Anna; Cornell, Dewey; Konold, Timothy

    2017-01-01

    This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and…

  8. Longitudinal Associations Among Bullying, Homophobic Teasing, and Sexual Violence Perpetration Among Middle School Students.

    Science.gov (United States)

    Espelage, Dorothy L; Basile, Kathleen C; De La Rue, Lisa; Hamburger, Merle E

    2015-09-01

    Bullying perpetration and sexual harassment perpetration among adolescents are major public health issues. However, few studies have addressed the empirical link between being a perpetrator of bullying and subsequent sexual harassment perpetration among early adolescents in the literature. Homophobic teasing has been shown to be common among middle school youth and was tested as a moderator of the link between bullying and sexual harassment perpetration in this 2-year longitudinal study. More specifically, the present study tests the Bully-Sexual Violence Pathway theory, which posits that adolescent bullies who also participate in homophobic name-calling toward peers are more likely to perpetrate sexual harassment over time. Findings from logistical regression analyses (n = 979, 5th-7th graders) reveal an association between bullying in early middle school and sexual harassment in later middle school, and results support the Bully-Sexual Violence Pathway model, with homophobic teasing as a moderator, for boys only. Results suggest that to prevent bully perpetration and its later association with sexual harassment perpetration, prevention programs should address the use of homophobic epithets. © The Author(s) 2014.

  9. Longitudinal Associations Among Bullying, Homophobic Teasing, and Sexual Violence Perpetration Among Middle School Students

    Science.gov (United States)

    Espelage, Dorothy L.; Basile, Kathleen C.; De La Rue, Lisa; Hamburger, Merle E.

    2015-01-01

    Bullying perpetration and sexual harassment perpetration among adolescents are major public health issues. However, few studies have addressed the empirical link between being a perpetrator of bullying and subsequent sexual harassment perpetration among early adolescents in the literature. Homophobic teasing has been shown to be common among middle school youth and was tested as a moderator of the link between bullying and sexual harassment perpetration in this 2-year longitudinal study. More specifically, the present study tests the Bully–Sexual Violence Pathway theory, which posits that adolescent bullies who also participate in homophobic name-calling toward peers are more likely to perpetrate sexual harassment over time. Findings from logistical regression analyses (n = 979, 5th–7th graders) reveal an association between bullying in early middle school and sexual harassment in later middle school, and results support the Bully–Sexual Violence Pathway model, with homophobic teasing as a moderator, for boys only. Results suggest that to prevent bully perpetration and its later association with sexual harassment perpetration, prevention programs should address the use of homophobic epithets. PMID:25315484

  10. Teasing and Bullying of Obese and Overweight Children: How Parents Can Help

    Science.gov (United States)

    ... in Children: How Parents Can Help Page Content Children with obesity have to deal with many challenges beyond pressures ... Additional Information Obesity Prevention: AAP Policy Explained Childhood Obesity: Common ... & Address Bullying Article Body Last Updated 11/ ...

  11. Easing the Teasing[R]: Helping Your Child Cope with Name-Calling, Ridicule, and Verbal Bullying.

    Science.gov (United States)

    Freedman, Judy S.

    Noting that teasing can have damaging and lasting effects on children, including low self-esteem, chronic stress, anxiety, dislike of school, and aggressive behavior, and that children need concrete ways to cope with teasers and the emotional turmoil teasing can cause, this book presents a program to teach children and parents how to deal…

  12. Clinical Trial of Second Step Middle School Program: Impact on Bullying, Cyberbullying, Homophobic Teasing, and Sexual Harassment Perpetration

    Science.gov (United States)

    Espelage, Dorothy L.; Low, Sabina; Van Ryzin, Mark J.; Polanin, Joshua R.

    2015-01-01

    Social-emotional learning programs are increasingly being implemented in U.S. schools to address a wide range of problematic behaviors (e.g., bullying, delinquency) and to promote academic success. The current study examined the direct and indirect impact of the Second Step Middle School Program (Committee for Children, 2008) on bullying,…

  13. Bullying

    Science.gov (United States)

    Zirkel, Perry A.

    2005-01-01

    In the wake of Columbine and other high-profile school shootings, educators and the public at large have become increasingly aware of the danger and damage that bullying can cause. For example, a study by the U.S. Secret Service suggests that bullying was a contributing factor in two-thirds of 37 school shooting episodes. Other recent research…

  14. Bullying

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    Bullying is a widespread problem among children. This entry will look at its prevalence and offer an overview of some of the definitions developed and discussed by researchers working within childhood studies, and by practitioners trying to implement researchers’ understandings of bullying....... Bullying is often associated with a general lack of wellbeing in the classroom and a negative classroom culture – as also found by the Danish eXbus-team in a survey among 1052 Danish 15-17-year-old students, as described by Hansen, Henningsen and Kofoed in 2014. Researchers discuss how to define what...... professionals should act in cases of bullying; however such programs and guidelines vary considerably depending on whether they are rooted in individualistic or social approaches to and definitions of bullying....

  15. Bullying

    Science.gov (United States)

    ... NICHD Research Information Research Goals Activities and Advances Scientific Articles Find a Study More Information Other FAQs Resources ... the bullied. NICHD Research Goals ​​​Activities and Advances ​Scientific Articles ​​​ More >> Find a Study Find a Study on ...

  16. Stigma Is the Origin of Bullying

    Science.gov (United States)

    Huggins, Mike

    2016-01-01

    Bullying in schools has escalated far beyond childhood teasing. In recent years, torture, murder, and suicide have been associated with bullying (van der Kolk, Weisaeth, & McFarlane, 2007). While bullying is unacceptable behavior in any school, it is particularly problematic in Catholic schools, which must embody Gospel values. Catholic…

  17. Fatty, Fatty, Two-by-Four: Weight-Teasing History and Disturbed Eating in Young Adult Women

    Science.gov (United States)

    McWilliams, Rita; Byrd-Bredbenner, Carol

    2013-01-01

    Objective. We investigated the long-term effect of weight teasing during childhood. Methods. Young adult women (n = 1533; aged 18–26 years) from 3 large universities participated in a survey (Fall 2009 to Spring 2010) that assessed disturbed eating behaviors; weight status at ages 6, 12, and 16 years; and weight-teasing history. Results. Nearly half of the participants were weight-teased as a child. Participants who experienced childhood weight teasing were significantly more likely to have disturbed eating behaviors now than non–weight-teased peers. As the variety of weight teasing insults recalled increased, so did disturbed eating behaviors and current body mass index. Those who recalled their weight at ages 6, 12, or 16 years as being heavier than average endured weight teasing significantly more frequently and felt greater distress than their lighter counterparts. Conclusions. Weight teasing may contribute to the development of disturbed eating and eating disorders in young women. Health care professionals, parents, teachers, and other childcare givers must help shift social norms to make weight teasing as unacceptable as other types of bullying. To protect the health of children, efforts to make weight teasing unacceptable are warranted. PMID:23327257

  18. Aggression at Work

    DEFF Research Database (Denmark)

    Høgh, Annie

    response in victims. It was also an aim of the thesis to study whether aspects of the work environment, social climate and personal dispositions would mediate potential relationships between exposure to bullying, nasty teasing or violence and different health effects and stress reactions.      The study...... symptoms and a lower physiological stress response. Gender differences in health effects were focused on specifically and reported for exposure to nasty teasing. The results are discussed and different explanations are suggested.      Victims of bullying and nasty teasing reported lower support from co...... as a mediator of the relationships between violence and different stress-reactions. Negative affectivity acted as a partial mediator between being bullied and different health effects.      Thus, the longitudinal studies showed that exposure to nasty teasing predicted fatigue in women five years later...

  19. Hurtful Cyber-Teasing and Violence: Who's Laughing out Loud?

    Science.gov (United States)

    Madlock, Paul E.; Westerman, David

    2011-01-01

    The current study sought to specifically examine the affect of teasing by way of technology (cyber-teasing) and the importance of the redressive component of a tease. A triangulated approach was used here to gain better insight into the concept of "hurtful" cyber-teasing between romantic partners. A pretheoretical model was developed…

  20. What the medical practice employee needs to know about workplace bullying.

    Science.gov (United States)

    Hills, Laura

    2012-01-01

    An eye roll, a glare, a dismissive snort, a nasty remark, a joke at someone's expense--these are some of the subtle tactics of the workplace bully. Such behaviors may not sound like much by themselves. However, that is precisely why they are so insidious and why workplace bullying is so much more common than many people realize. This article will help medical practice employees and administrators learn the skills and techniques they need to identify workplace bullying and to neutralize and overcome bullying behaviors when they encounter them. It describes what workplace bullying is and isn't, and offers startling statistics about the scope of the workplace bullying problem today. This article also describes the characteristics of workplace bullies and their targets, and how bullying affects both the targeted individual and the employer. It offers eight strategies for the medical practice manager to prevent and deal effectively with bullying. It also offers 12 tips for employees who are the target of bullying and additional strategies to help and guide bullying bystanders. Finally, this article offers 10 additional strategies for preventing and dealing with workplace bullying, a checklist of bullying behaviors, and a sample medical practice anti-bullying policy.

  1. The prevalence of bullying and cyberbullying in high school: a 2011 survey.

    Science.gov (United States)

    Gan, Sophie S; Zhong, Connie; Das, Shreya; Gan, Julia S; Willis, Stephanie; Tully, Eileen

    2014-01-01

    Bullying is common among young students, and cyberbullying has increased due to the use of technology. This study investigates the prevalence of bullying and cyberbullying among high school students and the emotional effects of bullying on students. Students at East Chapel Hill High School, Chapel Hill, North Carolina completed the Gatehouse Bullying Scale and the Peer Relations Questionnaire. They answered questions regarding how often they had experienced certain types of bullying in school and the emotional effects the bullying had on them. The combined results from both surveys indicated that the prevalence of bullying was 55% with 18% of respondents reporting cyberbullying. Teasing and name-calling were the most common types of bullying, as 40% of students reported having been teased or called names. The most serious type of bullying, being threatened with harm, hit, or kicked, occurred in 20% of boys and 8% of girls, with 25% of respondents reported "quite upset" by the experience. The majority (79%) of students who had been bullied did not share with anyone about being bullied, and of those who did, only 50% were taken seriously. Bullying is still prevalent among high school students, and cyberbullying is becoming more widespread. Most victims do not share their bullying experience, and if they did, only half believe they are taken seriously. Both bullying among students in school and cyberbullying deserve attention due to their potentially devastating effects on victims.

  2. ASSOCIATION BETWEEN WEIGHT-TEASING AND PHYSICAL ACTIVITY IN ADOLESCENTS

    OpenAIRE

    Watanabe, Priscila Iumi; Fontana,Fabio Eduardo; da Silva, Michael Pereira; Mazzardo,Oldemar; Bacil, Eliane Denise Araújo; de Campos, Wagner

    2017-01-01

    ABSTRACT Objective: The aim of the study was to determine the association between weight-teasing and physical activity in students from public schools of Curitiba, Paraná (Southern Brazil). Methods: The sample consisted of 95 students (48 boys and 47 girls) aged 12 to 14 years old. The Perception of Weight Teasing (POTS) and The Perception of Weight Teasing during Physical Activity Scale assessed the frequency of weight-teasing experienced by the participants. Accelerometers measured physical...

  3. The Impact of Teasing on Children's Body Image

    Science.gov (United States)

    Kostanski, Marion; Gullone, Eleonora

    2007-01-01

    Being teased about one's physical appearance in childhood has been found to have a strong impact on the way in which adolescent and adult women perceive their bodies. Teasing is also strongly related to self-esteem in children. However, little is known about the impact of teasing on the development of body image in childhood. Through a…

  4. Announcement: National Bullying Prevention Awareness Month - October 2016.

    Science.gov (United States)

    2016-10-07

    Bullying among youths is defined as any unwanted aggressive behavior by another youth or group of youths who are not siblings or current dating partners and involves an observed or perceived power imbalance, and is repeated multiple times or is highly likely to be repeated (1). As a form of youth violence, bullying can include aggression that is physical (hitting or tripping), verbal (name calling or teasing), or relational/social (rumor spreading or leaving out of a group). Electronic aggression, or cyber-bullying, is bullying that occurs through the Internet, cellphone technology, and social media (e.g., e-mail, website, text messaging, posting videos, or pictures) (2).

  5. The Teasing Questionnaire-Revised: measurement of childhood teasing in adults.

    Science.gov (United States)

    Strawser, Melissa S; Storch, Eric A; Roberti, Jonathan W

    2005-01-01

    This study examined the reliability of the Teasing Questionnaire-Revised (TQ-R) and the relations between recalled childhood teasing and current psychological distress. Three hundred and three undergraduate college students were administered the TQ-R, Beck Depression Inventory-II, Brief Fear of Negative Evaluation Scale, Social Phobia and Anxiety Inventory, and UCLA Loneliness Scale. A sub-sample was administered the TQ-R two weeks later. Test-retest reliability of the TQ-R ranged from moderate to strong for the TQ-R scores. Internal consistency for the TQ-R scores ranged from acceptable to good. Intercorrelations among factors were moderate suggesting that the factors measure related but distinct teasing domains. The TQ-R Total Score and Appearance, Performance, and Social factors were related to later psychopathology with correlations of a moderate effect size. Implications of these findings and areas for future research are discussed.

  6. Homophobic Bullying in Mexico: Results of a National Survey

    Science.gov (United States)

    Baruch-Dominguez, Ricardo; Infante-Xibille, Cesar; Saloma-Zuñiga, Claudio E.

    2016-01-01

    Homophobic and transphobic bullying, through teasing, physical violence, and other forms of aggression, is a problem that affects lesbian, gay, bisexual, and transgender students at all levels of education. Even though there have been legal changes in Mexico to protect human rights of lesbian, gay, bisexual, and transgender people, schools are…

  7. Bibliotherapy: A Strategy to Help Students with Bullying

    Science.gov (United States)

    Gregory, Katherine E.; Vessey, Judith A.

    2004-01-01

    Use of bibliotherapy to address childhood teasing and bullying is an innovative approach school nurses should consider as they work to promote a healthy school environment. Children's books serve as a unique conduit of exchange between parents, teachers, and children. Bibliotherapy, using books to help people solve problems, involves three stages:…

  8. Gelotophobia and bullying: The assessment of the fear of being laughed at and its application among bullying victims

    Directory of Open Access Journals (Sweden)

    RENÉ PROYER

    2009-06-01

    Full Text Available Within the framework of social interaction this paper relates experiences of being bullied to the fear of being laughed at (gelotophobia in two empirical studies. Study 1 (N = 252 describes the adaptation of a German-language instrument for the assessment of gelotophobia into English (the GELOPH. The translation yielded good psychometric properties (high reliability; α = .90. The one-factor solution of the original version could be replicated. Gelotophobia existed independently of age and gender but was more prevalent among those who were single. 13% exceeded a cut-off score, indicating a slight expression of gelotophobic symptoms. Study 2 (N = 102 used the English GELOPH together with an instrument for assessing emotional reactions in mean-spirited ridicule and good-natured teasing situations (the Ridicule Teasing Scenario questionnaire; Platt, 2008. Results indicated that being a victim of bullying yielded higher shame responses to teasing scenarios, and lower happiness and higher fear in response to both types of laughter situations. Stepwise multiple regression showed that self-reported experiences of having been a victim of bullying were best predicted by low happiness during teasing and high fear in response to ridicule, but gelotophobia accounted for most of these effects. Results are discussed within the context of future studies on gelotophobia-bullying social relationships.

  9. The relation between bullying, victimization, and adolescents' level of hopelessness.

    Science.gov (United States)

    Siyahhan, Sinem; Aricak, O Tolga; Cayirdag-Acar, Nur

    2012-08-01

    In this study, 419 Turkish middle school students (203 girls, 216 boys) were surveyed on their exposure to and engagement in bullying, and their level of hopelessness. Our findings suggest that girls were victims of indirect (e.g. gossiping) bullying more than boys. Boys reported being victims of physical (e.g. damaging property) and verbal (e.g. teasing) bullying more than girls. While the level of hopelessness among victims of physical and verbal bullying was higher than non-victims, no difference was found between the victims of indirect bullying and non-victims. Students who never talked to their teachers and parents about bullying reported higher levels of hopelessness than others. The implications of the study for intervention and prevention programs are discussed. Published by Elsevier Ltd.

  10. School climate in peer bullying: observers' and active participants' perceptions

    Directory of Open Access Journals (Sweden)

    Sonja Pečjak

    2017-09-01

    Full Text Available Peer bullying is a phenomenon present in all schools. The school as an institution has a major role in limiting peer bullying. The primary goal of the study was to determine how different groups of students perceived school climate in relation to peer bullying regarding their role in peer bullying (active participants: bullies, victims, bully-victims and non-active participants: observers. 414 students (from 18 primary and secondary schools responded to The School Climate Bullying Survey (SCBS; Cornell, 2012, which measures the incidence of various forms of peer bullying and three dimensions of school climate (prevalence of teasing and bullying, aggressive attitudes, and willingness to seek help. The results showed that the active participants in peer bullying report a frequent presence of verbal and social bullying (54% and 40%, respectively and a significantly lower frequency of physical and cyber bullying (14%. The largest differences between the groups of students were found in their perceptions of the prevalence of aggressive attitudes and willingness to seek help in a school context. In the perceptions of both of these dimensions we found a high degree of similarity between the groups of bullies and victim-bullies, and between the groups of victims and observers. The first two groups, when compared to the victims and observers, perceived to a greater extent that school allows aggression as a way of affirmation among peers and in school in general, and that neither teachers nor peers do not stop the bullying, which discourages the victims from seeking help from them. The results confirmed the existence of the association between students’ perceived school climate by bullying and their behavior (roles in peer bullying.

  11. The relationship of obesity and weight gain to childhood teasing.

    Science.gov (United States)

    Feeg, Veronica D; Candelaria, Laura M; Krenitsky-Korn, Susan; Vessey, Judith A

    2014-01-01

    This article examines the relationship between weight gain and childhood teasing in children. Anthropometric data and self-reported teasing experiences were collected on a sample of second and third graders at a local elementary school in a disadvantaged suburban community. The study model uses bio-ecological development theory in which child development is understood in context: the child's physical characteristics influence the social environment, which interact and influence the behaviors that result in physical development and characteristics such as weight gain. Results suggest that teasing influences BMI change and that the relationship is more complex than simply stating that obese children are teased. Copyright © 2014 Elsevier Inc. All rights reserved.

  12. 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. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Teasing in school locker rooms regarding penile appearance.

    Science.gov (United States)

    Alexander, Siobhan E; Storm, Douglas W; Cooper, Christopher S

    2015-03-01

    Parents of young boys seeking circumcision or circumcision revision commonly cite concern that their sons may be teased in middle or high school due to the appearance of the penis. There are no current data to substantiate or refute the likelihood of such teasing. We explored the validity of this concern by investigating the extent and frequency of teasing regarding penile appearance. An anonymous questionnaire was administered to undergraduate men at the University of Iowa. Participants answered questions regarding middle and high school demographics, school sports and gym class participation, and any teasing experienced or witnessed due to penile appearance in locker rooms. A total of 290 men completed the questionnaire. Mean subject age was 19.2 years (range 17 to 24). Of the individuals surveyed 98% were required to participate in high school gym class and 96% participated in a school sport. Of the subjects 10% were teased about their penile appearance and 47% reported witnessing someone else being teased. The most common characteristic singled out was penile size. However, having an uncircumcised penis or a "strange" penile appearance accounted for 33% of the witnessed penile teasing. Only 3% of the cohort wished that they had a different penile appearance. Teasing in the locker room about penile appearance occurs frequently. While our study is limited to 1 Midwestern university population, it appears that parental concerns regarding teasing related to penile appearance are valid, although most causes of teasing may not be alleviated by surgical therapy. Copyright © 2015 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

  14. Understanding Bullying

    Science.gov (United States)

    ... consequences for bullying • Having a whole school anti-bullying policy, and enforcing that policy consistently • Promoting cooperation among different professionals and between school staff and parents Step 4: Ensure widespread adoption In this final ...

  15. Review of The Lewd, the Rude, and the Nasty: A Study of Thick Concepts in Ethics

    Science.gov (United States)

    2016-09-15

    Nasty: A Study of Thick Concepts in Ethics’" Circle one: Abstract Tech Report Journal Article X Speech Paper Presentation Poster Thesis / Dissertation... linguistics to argue that these concepts do not ha Ye the philosophical significance normally attributed to them (e.g. regarding ethical objectivity and... linguistics (p. I 0). Although there’s much to discuss from Vayrynen’s book , this review will focus squarely on his arguments f’or rejecting the

  16. 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 ...

  17. Measuring niacin-associated skin toxicity (NASTy) stigmata along with symptoms to aid development of niacin mimetics.

    Science.gov (United States)

    Dunbar, Richard L; Goel, Harsh; Tuteja, Sony; Song, Wen-Liang; Nathanson, Grace; Babar, Zeeshan; Lalic, Dusanka; Gelfand, Joel M; Rader, Daniel J; Grove, Gary L

    2017-04-01

    Though cardioprotective, niacin monotherapy is limited by unpleasant cutaneous symptoms mimicking dermatitis: niacin-associated skin toxicity (NASTy). Niacin is prototypical of several emerging drugs suffering off-target rubefacient properties whereby agonizing the GPR109A receptor on cutaneous immune cells provokes vasodilation, prompting skin plethora and rubor, as well as dolor, tumor, and calor, and systemically, heat loss, frigor, chills, and rigors. Typically, NASTy effects are described by subjective patient-reported perception, at best semi-quantitative and bias-prone. Conversely, objective, quantitative, and unbiased methods measuring NASTy stigmata would facilitate research to abolish them, motivating development of several objective methods. In early drug development, such methods might better predict clinical tolerability in larger clinical trials. Measuring cutaneous stigmata may also aid investigations of vasospastic, ischemic, and inflammatory skin conditions. We present methods to measure NASTy physical stigmata to facilitate research into novel niacin mimetics/analogs, detailing characteristics of each technique following niacin, and how NASTy stigmata relate to symptom perception. We gave niacin orally and measured rubor by colorimetry and white-light spectroscopy, plethora by laser Doppler flowmetry, and calor/frigor by thermometry. Surprisingly, each stigma's abruptness predicted symptom perception, whereas peak intensity did not. These methods are adaptable to study other rubefacient drugs or dermatologic and vascular disorders. Copyright © 2017 by the American Society for Biochemistry and Molecular Biology, Inc.

  18. Teasing and weight-control behaviors in adolescent girls

    Directory of Open Access Journals (Sweden)

    Ana Carolina B. Leme

    2013-12-01

    Full Text Available OBJECTIVE: To analyze the association between weight teasing, body satisfaction and weight control behaviors. METHODS: Cross-sectional study based on adaptation and validity research of a North American questionnaire for adolescent girls about physical activity, nutrition, body image, perceptions, and behaviors. The variables used to conduct the study were weight control behaviors, body satisfaction and presence of teasing by family members. Descriptive analyses were carried out by chi-square test, being significant p<0.05. RESULTS: A total of 159 adolescent girls, with 16.2±1.3 years old were enrolled in this study. Of the total, 60.1% reported that family members did not tease them. The teasing was associated with weight dissatisfaction (p<0.001, body shape (p=0.006, belly (p=0.001, waist (p=0.001, face (p=0.009, arms (p=0.014 and shoulders (p=0.001. As a consequence, there was association with unhealthy weight control behaviors (p<0.001, vomiting (p=0,011, diet (p=0.002 and use of laxatives (p=0.035. CONCLUSIONS: The teasing about body image by family members was associated with risk for unhealthy weight control behaviors in female adolescents.

  19. 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…

  20. The Relationships between Peer Teasing, Self-Esteem, and Affect for School.

    Science.gov (United States)

    Mottet, Timothy P.; Thweatt, Katherine S.

    1997-01-01

    Focuses on teasing as a form of verbal aggression in the educational environment. Examines the relationships between undergraduate students' recollections of receiving peer teasing during their junior and senior high school years and students' self-esteem and affect for school. Yields limited correlations between peer teasing and self-esteem, and…

  1. Bullying in middle school: results from a 2008 survey.

    Science.gov (United States)

    Pergolizzi, Fabianna; Pergolizzi, Joseph; Gan, Zoe; Macario, Samantha; Pergolizzi, Joseph V; Ewin, T J; Gan, Tong J

    2011-01-01

    A survey conducted in 2008 among 346 American middle school students in several cities determined that 82.7% of respondents found bullying to be a problem of some degree, with 46.0% rating it a "medium", "bad", or "very bad" problem. It was found that 89% had witnessed an act of bullying and 49.1% said they had been the victim of a bully. Boys were significantly more likely than girls to say that a victim deserved to be bullied (11.1% vs. 1.3%, p = 0.01), whereas girls were significantly more likely than boys to fail to intervene because they did not know what to do (30.3% for girls vs. 11.1%, p bullied another (46.2% boys, 41.1% girls, p = 0.34); however, girls were significantly more likely than boys to bully by excluding others and gossiping about them than by hitting, teasing, or threatening. Cyberbullying, surveyed as a distinct entity, had affected 31.1% of respondents directly, with similar results from 2006 to 2007 surveys. Of those who found conventional bullying a "bad" or "very bad" problem at their schools, numbers fell from 17.3% in 2006-2007 vs. 11.3% in 2008.

  2. 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...

  3. Bullying perpetration and subsequent sexual violence perpetration among middle school students.

    Science.gov (United States)

    Espelage, Dorothy L; Basile, Kathleen C; Hamburger, Merle E

    2012-01-01

    This study examines the association between bullying experiences and sexual violence (SV) perpetration among a sample of middle school students (n = 1391; males and females in grades 5-8) across five middle schools in a Midwestern state. We include waves 1 and 2 of a larger longitudinal study that aimed to track the overlap between bullying and SV victimization and/or perpetration across a 3-year period. Wave 1 data were collected in the spring of 2008, and wave 2 data were collected in the fall of 2008. Student participants completed a series of scales in a paper and pencil survey. After missing data imputation, a total sample of 1391 students was analyzed. Using cutoff scores, 12% of males and 12% of females could be considered bully perpetrators. Thirty-two percent of the boys (22% of girls) reported making sexual comments to other students, 5% of boys (7% of girls) spread a sexual rumor, and 4% of boys (2% of girls) pulled at someone's clothing. Bullying perpetration and homophobic teasing were significant predictors of sexual harassment perpetration over time. Given the overlap among bullying, homophobic teasing perpetration, and SV perpetration, future studies should address the link among these forms of aggression so that prevention programs can be enhanced to address gender-based bullying and sexual harassment. Copyright © 2012 Society for Adolescent Health and Medicine. All rights reserved.

  4. Effects Total Solar Eclipse to Nasty Behaviour of the Several Legume Plants as a Result Student Research

    Science.gov (United States)

    Anggraeni, S.; Diana, S.; Supriatno, B.

    2017-09-01

    Some group students of plant Physiology course have given task to do free inquiry. They investigated of the nasty behaviour of several legume plants in response to changes in light during the partial solar eclipse that occurred at March 9, 2016. The investigation carried out in UPI Bandung, West Java, Indonesia, which is in the penumbra region of a total solar eclipse with the location coordinates of latitude: -6.86105, longitude: 07.59071, S 6057’ 37.53553 “and E 107035’ 24.29141”. They were measuring the movement of opening leaves every ten minutes at the beginning of the start until the end of the eclipse compared with the behaviour without eclipsing. Influence is expressed by comparing the leaf opening movement (measured in the form of leaf angular) at the time of the eclipse with a normal day. Each group was observed for one plant of the legume, there are: Mimosa pudica, Bauhinia purpurea, Caesalpinia pulcherrima, and Arachis pintoi. The results showed that the changes in leaf angular in plants Mimosa pudica, Caesalpinia pulcherrima, and Arachis pintoi differently significant, except for Bauhinia purpurea. In conclusion, the total solar eclipse in the penumbra area affects the movement of some nasty legume plants. It is recommended to conduct a study of the nasty behaviour of legume plants in the area umbra in the path of a total solar eclipse.

  5. Bullying among siblings

    OpenAIRE

    Wolke, Dieter; Skew, Alexandra J.

    2012-01-01

    Background: Parents are often concerned about repeated conflicts between their daughters and sons. However, there is little empirical research of sibling bullying.\\ud \\ud Objective: To conduct a review of existing studies of sibling bullying. Are there any associations between sibling bullying and peer bullying at school? What are the consequences of sibling bullying? Is there good justification why sibling bullying has been so neglected in research?\\ud \\ud Method: Studies of sibling relation...

  6. 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. Copyright © 2015 Elsevier Ltd. All rights reserved.

  7. 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…

  8. Bullying among siblings.

    Science.gov (United States)

    Wolke, Dieter; Skew, Alexandra J

    2012-01-01

    Parents are often concerned about repeated conflicts between their daughters and sons. However, there is little empirical research of sibling bullying. To conduct a review of existing studies of sibling bullying. Are there any associations between sibling bullying and peer bullying at school? What are the consequences of sibling bullying? Is there good justification why sibling bullying has been so neglected in research? Studies of sibling relationships were reviewed. Four quantitative studies were identified that report on both sibling and peer bullying. Sibling bullying is frequent with up to 50% involved in sibling bullying every month and between 16% and 20% involved in bullying several times a week. Experience of sibling bullying increases the risk of involvement in bullying in school. Both, bullying between siblings and school bullying make unique contributions to explaining behavioral and emotional problems. There is a clear dose-effect relationship of involvement of bullying at home and at school and behavioral or emotional problems. Those involved in both have up to 14 times increased odds of behavioral or emotional problems compared to those involved in only one context or not at all. The empirical evidence is limited and studies are mostly cross-sectional studies. Nevertheless, the review suggests that for those victimized at home and at school behavioral and emotional problems are highly increased. Sibling relationships appear to be a training ground with implications for individual well-being. Strengthening families and parenting skills and increasing sibling support is likely to reduce bullying and increase well-being.

  9. Relationship of weight-based teasing and adolescents' psychological well-being and physical health.

    Science.gov (United States)

    Greenleaf, Christy; Petrie, Trent A; Martin, Scott B

    2014-01-01

    To date, research has focused primarily on psychological correlates of weight-based teasing. In this study, we extended previous work by also examining physical health-related variables (eg, physical self-concept and physical fitness [PF]). Participants included 1419 middle school students (637 boys and 782 girls). Of these, 245 (17.3%) reported being teased about being overweight. Participants completed measures of self-esteem, depression, physical self-concept, physical activity (PA) self-efficacy, and self-report physical and sedentary activities. Participants also completed PF testing. After controlling for demographic characteristics, participants who were teased about being overweight had higher scores on depression and lower scores on self-esteem, physical self-concept, PA self-efficacy, and health-related measures of PF in comparison to participants who were not teased. The results of this study support previous research indicating relationships between teasing and low levels of psychological well-being, physical self-concept, and PA self-efficacy, and establishes one between weight-based teasing and different types of PF. Research is needed to determine the potential causal nature of the relationships between teasing and fitness and evidence-based interventions are needed to reduce weight-based teasing and its potential effects on health and well-being. © 2013, American School Health Association.

  10. Body Dysmorphic Symptoms, Functional Impairment, and Depression: The Role of Appearance-Based Teasing.

    Science.gov (United States)

    Weingarden, Hilary; Renshaw, Keith D

    2016-01-01

    Body dysmorphic disorder is associated with elevated social and occupational impairment and comorbid depression, but research on risk factors for body dysmorphic symptoms and associated outcomes is limited. Appearance-based teasing may be a potential risk factor. To examine the specificity of this factor, the authors assessed self-reported appearance-based teasing, body dysmorphic, and obsessive-compulsive symptom severity, functional impairment (i.e., social, occupational, family impairment), and depression in a nonclinical sample of undergraduates. As hypothesized, appearance-based teasing was positively correlated with body dysmorphic symptoms. The correlation between teasing and body dysmorphic symptoms was stronger than that between teasing and obsessive-compulsive symptom severity. Last, body dysmorphic symptom severity and appearance-based teasing interacted in predicting functional impairment and depression. Specifically, appearance-based teasing was positively associated with depression and functional impairment only in those with elevated body dysmorphic symptoms. When a similar moderation was tested with obsessive-compulsive, in place of body dysmorphic, symptom severity, the interaction was nonsignificant. Findings support theory that appearance-based teasing is a specific risk factor for body dysmorphic symptoms and associated functional impairment.

  11. Teasing as a risk factor for abnormal eating behaviours: A prospective study in an adolescent population.

    Science.gov (United States)

    Plumed, Javier; Gimeno, Natalia; Barberá, María; Ruiz, Elías; Conesa, Llanos; Rojo-Bofill, Luis Miguel; Livianos, Lorenzo; Rojo, Luis

    2017-08-14

    There are discrepancies in the literature about the role of teasing in the onset of eating pathology. This article aims to establish the influence of teasing in abnormal eating behaviors and attitudes in the adolescent population. This is a two-year prospective study conducted in 7,167 adolescents between 13 and 15 years of age. In a first assessment, teasing about weight and teasing about abilities were measured by means of the POTS.questionnaire. Its association with eating psychopathology after two years was analyzed controlling nutritional status (BMI), body dissatisfaction, drive to thinness, perfectionism (EDI), emotional symptoms and hyperactivity (SDQ) which had also been measured in the first assessment. The analysis was carried out independently for both genders. The multivariant analysis found no significant or independent effect of teasing about weight or teasing about abilities in the onset of later eating psychopathology. The obtained models were similar for both genders although in girls, but not in boys, controlling BMI was enough to make any effect of teasing disappear. Teasing about weight or abilities has no direct effect, neither in boys nor in girls of 13 to 15 years old, in the development of eating psychopathology. Copyright © 2017 SEP y SEPB. Publicado por Elsevier España, S.L.U. All rights reserved.

  12. The Identification of Teasing among Students as an Indispensable Step towards Reducing Verbal Aggression in Schools

    Science.gov (United States)

    Psunder, Mateja

    2010-01-01

    Surveys have confirmed the ubiquity of aggression in schools, and verbal aggression is not an exception. The identification of teasing as a frequent form of verbal aggression is an indispensable step towards diminishing it. The purpose of this study was to investigate teasing among primary school students in Slovenia. The research showed that…

  13. Relationships between Weight and Body Dissatisfaction, Body Esteem, and Teasing in African American Girls

    Science.gov (United States)

    Tyler, Chermaine; Johnston, Craig A.; Dalton, William T., III; Foreyt, John P.

    2009-01-01

    This study assessed the relation between weight and weight-related factors (i.e., body dissatisfaction, body esteem, teasing frequency, and the effects of teasing) in a community sample of prepubescent African American girls. African American girls (N = 97) in Grades 3 to 5 completed the McKnight Risk Factor Survey-Third Edition and had their…

  14. An Investigation of Young Children's Perceptions of Teasing within Peer Relationships

    Science.gov (United States)

    Harwood, Debra; Bosacki, Sandra; Borcsok, Kristina

    2010-01-01

    The paper analyzed children's perceptions of teasing within their real world peer relationships through participants' drawings and accompanying narratives. The case study research was approached from an ethic of listening to children to discover and uncover children's perceptions and experiences with the phenomenon of peer teasing. Fifteen…

  15. Bullying in primary school.

    OpenAIRE

    Mooij, Ton

    2016-01-01

    This chapter is focussed on the bullying of, and by, Dutch students below age 13. The first questions to be answered are what is 'bullying', and how can it be distinguished from other types of disruptive behaviours? The answers to these questions are given by means of conceptual definitions, based on empirical research and the use of precise instrumentation to measure relevant bullying behaviours. Second, how common is bullying and being bullied among students aged 4-12 in preschools and prim...

  16. Association of different forms of bullying victimisation with adolescents' psychological distress and reduced emotional wellbeing.

    Science.gov (United States)

    Thomas, Hannah J; Chan, Gary C K; Scott, James G; Connor, Jason P; Kelly, Adrian B; Williams, Joanne

    2016-04-01

    The frequency and emotional response to bullying victimisation are known to be associated with adolescent mental ill health. A potentially important under-investigated factor is the form of bullying. Four common forms of bullying behaviours are name-calling, physical threats or harm, rumour spreading and social exclusion. To more comprehensively understand bullying victimisation in adolescence, we examined the association of all three factors (frequency, emotional response, form) to psychological distress and emotional wellbeing. A stratified, random sample of adolescents (n = 10, 273; mean age = 14.33 years, standard deviation = 1.68 years) completed validated measures of bullying victimisation (Gatehouse Bullying Questionnaire), psychological distress (K10) and emotional wellbeing (Mental Health Inventory) in classroom time. Associations between the form of bullying victimisation and mental health outcomes were examined. Adolescents reported a high prevalence of all four forms of bullying: teased or called names (30.6%), rumour spreading (17.9%), social exclusion (14.3%) and physical threats or harm (10.7%). Victimisation was independently associated with significantly higher levels of psychological distress and reduced levels of emotional wellbeing for all forms of bullying. In particular, social exclusion had a strong association with mental ill health. Adolescents who experienced frequent bullying that was upsetting reported higher psychological distress and reduced emotional wellbeing. Different forms of bullying victimisation were independently associated with psychological distress and reduced emotional wellbeing. In particular, frequent and upsetting social exclusion requires a targeted and measured response by school communities and health practitioners. © The Royal Australian and New Zealand College of Psychiatrists 2015.

  17. 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

  18. 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.

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

    Science.gov (United States)

    Bacchini, Dario; Licenziati, Maria Rosaria; 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; Valerio, Giuliana

    2015-01-01

    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.

  20. Relationships between bullying, school climate, and student risk behaviors.

    Science.gov (United States)

    Klein, Jennifer; Cornell, Dewey; Konold, Timothy

    2012-09-01

    This study examined whether characteristics of a positive school climate were associated with lower student risk behavior in a sample of 3,687 high school students who completed the School Climate Bullying Survey and questions about risk behavior from the Youth Risk Behavior Surveillance Survey (YRBS). Confirmatory factor analyses established fit for 20 items with three hypothesized school climate scales measuring (1) prevalence of bullying and teasing; (2) aggressive attitudes; and (3) student willingness to seek help. Structural equation modeling established the relationship of these measures with student reports of risk behavior. Multigroup analyses identified differential effects across gender and race. A positive school climate could be an important protective factor in preventing student risk behavior.

  1. Systematic Review: Bullying Involvement of Children With and Without Chronic Physical Illness and/or Physical/Sensory Disability-a Meta-Analytic Comparison With Healthy/Nondisabled Peers.

    Science.gov (United States)

    Pinquart, Martin

    2017-04-01

    To compare levels of victimization and perpetration associated with bullying among children and adolescents with and without chronic physical illnesses and/or physical or sensory disabilities. In total, 107 studies were identified using a systematic search in electronic databases and cross-referencing. A random-effects meta-analysis was computed. Children and adolescents with chronic physical illness or disability were more likely to be victims of bullying in general (odds ratio [OR] = 1.65), particularly physical bullying (OR = 1.47), relational bullying (OR = 1.47), verbal bullying (OR = 1.67), cyberbullying (OR = 1.39), and illness-specific teasing (OR = 5.29). They were also more likely to be bullies in general (OR = 1.28), as well physical (OR = 1.38) and relational bullies (OR = 1.13). The effect sizes varied across different illnesses and disabilities and, in part, by visibility of the disease, school type, and year of assessment. Although most between-group differences tend to be small, some form of intervention is needed to reduce bullying among children and adolescents with chronic physical illnesses and/or physical or sensory disabilities, and illness-specific weight- and appearance-related teasing in particular.

  2. Bullied at school, bullied at work

    DEFF Research Database (Denmark)

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

    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 Risk factors for bullying were examined by using questionnaire data collected in 2004 and 2007. In 2004...... of the participants was derived from a national register at Statistics Denmark. Results Several risk factors were identified. Being obese, low self-assessed position in school class, overprotective parents, low self-esteem, low sense of coherence and low socioeconomic status were risk factors for being bullied...

  3. The Role of Nice and Nasty Theory of Mind in Teacher-Selected Peer Models for Adolescents with Autism Spectrum Disorders

    Science.gov (United States)

    Laghi, Fiorenzo; Lonigro, Antonia; Levanto, Simona; Ferraro, Maurizio; Baumgartner, Emma; Baiocco, Roberto

    2016-01-01

    The study aimed at verifying if nice and nasty theory of mind behaviors, in association with teachers' peer buddy nomination, could be used to correctly select peer models for adolescents with autism spectrum disorder. Mentalizing abilities and emotional and behavioral characteristics of 601 adolescents were assessed. Results suggest that teachers…

  4. 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.

  5. Bullying - Multiple Languages

    Science.gov (United States)

    ... Supplements Videos & Tools You Are Here: Home → Multiple Languages → All Health Topics → Bullying URL of this page: https://medlineplus.gov/languages/bullying.html Other topics A-Z Expand Section ...

  6. Bullying and Your Child

    Science.gov (United States)

    McGee, Christy D.

    2011-01-01

    Bullying happens every day in classrooms and on playgrounds all over the world. Parents, when faced with the fact that their child has become the target of a bully, experience a stream of emotions: anger, fear, the need to protect, and the realization that the child must go back to school or out to play and face the bully again the next day. Many…

  7. 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…

  8. 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…

  9. 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.

  10. Bullying and Teachers

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    Approaching the relevance of teachers and their role in children’s bullying practices depends on the definition of bullying implied. If bullying is understood as an effect of individual traits and behavior, teachers are most often considered to be in a position to determine whether...... or not the reported or observed events can be defined as real cases of bullying. In cases deemed as bullying, they are considered responsible for taking further action in relation to the individual children involved. If bullying is understood as an effect of a dysfunctional culture in the school and in the classroom......, and enacted by the social structures in schools and other childhood institutions, it is instead seen as the teacher’s responsibility to analyze and seek to transform the climate and norms among the children. In those contexts the teachers are to transform the complex social processes in which bullying...

  11. Workplace Bullying in Surgery.

    Science.gov (United States)

    Ling, Mary; Young, Christopher J; Shepherd, Heather L; Mak, Cindy; Saw, Robyn P M

    2016-11-01

    The aim of this study was to determine the extent and nature of workplace bullying among General Surgery trainees and consultants in Australia. An online questionnaire survey of General Surgery trainees and consultant surgeons in Australia was conducted between March and May 2012. Prevalence of bullying was measured using both a definition of workplace bullying and the revised Negative Acts Questionnaire (NAQ-R). Sources of bullying were also examined, as well as the barriers and outcomes of formal reporting of bullying. The response rate was 34 % (370/1084) with 41 % (n = 152) of respondents being trainees. Overall, 47 % (n = 173) of respondents reported having been bullied to some degree and 68 % (n = 250) reported having witnessed bullying of surgical colleagues in the last 12 months. The prevalence of bullying was significantly higher in trainees and females, with 64 % of trainees and 57 % of females experiencing some degree of bullying. The majority of respondents (83 %) had experienced at least one negative behavior in the last 12 months, but 38 % experienced at least one negative behavior on a weekly or daily basis. The persistent negative behaviors that represent work-related bullying most commonly experienced were 'having opinions ignored' and 'being exposed to an unmanageable workload.' Consultant surgeons were the most common source of bullying for both trainees and consultants, with administration the next common source. Of those who reported being bullied, only 18 % (n = 32) made a formal complaint. Despite increased awareness and interventions, workplace bullying remains a significant problem within General Surgery in Australia. The findings in this study serve as a baseline for future questionnaires to monitor the effectiveness of implemented anti-bullying interventions.

  12. Tourette Syndrome: Help Stop Bullying

    Science.gov (United States)

    ... Submit Button Past Emails Tourette Syndrome: Help Stop Bullying Language: English (US) Español (Spanish) Recommend on Facebook ... you can increase acceptance by helping to stop bullying of children with TS. Bullying doesn’t just ...

  13. 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...

  14. Bullying in Schools

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    sanctions are less likely to effect more permanent changes to the social climate in a class blighted by bullying since they do not lead to a transformation of norms or relational patterns in the child community. Restorative strategies and mediation involves a dialogue between offender and victim facilitated...... studies have shown that a whole-school intervention can effect positive change in cases of bullying and prevent bullying. However, the teachers’ role in whole-school intervention strategies is particularly important. Research indicates that the ways in which teachers respond to students and form students......Definitions of school bullying vary, when it comes to more detailed descriptions of what this entails and, not least, of why bullying occurs. Some definitions emphasize the individual’s personality and upbringing to explain the cause of bullying behavior. Other, more recent, definitions point...

  15. What is bullying?

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    as teachers, parents and school leaders. These data are generated within eXbus: Exploring Bullying in School, an interdisciplinary research project on bullying among children (www.exbus.dk). The conceptual framework is aimed to enhance understanding of bullying practices and thereby form a knowledge basis......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...

  16. Aggression between siblings: Associations with the home environment and peer bullying.

    Science.gov (United States)

    Tippett, Neil; Wolke, Dieter

    2015-01-01

    Sibling aggression is a common form of intra-familial aggression, yet has been largely neglected by research. Using an inclusive measure of sibling aggression, this study investigated, firstly, prevalence of sibling aggression and associations with family and household characteristics, and secondly, the relationship between sibling aggression and peer bullying. Participants were 4,237 adolescents from Wave 1 of Understanding Society. Four types of sibling aggression were measured: physical, verbal, stealing and teasing, and combined into composite measures of victimization and perpetration. Regression analysis identified associations with demographic characteristics, family and sibling composition, parent-child relationships and socioeconomic status and explored the link between sibling aggression and involvement in peer bullying. Using a broad definition, sibling aggression was found to be widespread, with 46% of all participants being victimized and 36% perpetrating aggression. Household and family characteristics, including a large family size, male siblings, and financial difficulties were associated with greater rates of sibling aggression. Parenting behavior showed the strongest relationship: harsh parenting increased the risk of sibling aggression while positive parenting protected against it. Sibling aggression was also homotypically related to involvement in peer bullying. Victimization by siblings significantly increased the odds of being a victim of peer bullying, and perpetrators of sibling aggression were more likely to be both peer bullies and bully-victims. Considering the adverse effects of sibling aggression on physical and mental health, the study provides pointers for efforts to reduce the risk of sibling aggression. Furthermore, the link with peer bullying suggests that school anti-bullying efforts should also take account of children's sibling relationships. Aggr. Behav. 41:14-24, 2015. © 2014 Wiley Periodicals, Inc. © 2014 Wiley Periodicals

  17. Bullying and Anti-bullying Strategies

    National Research Council Canada - National Science Library

    Muhammad Iqbal Afridi

    2015-01-01

      The vulnerable targets of bullying are those of a younger age, ethnic minorities, immigrants, persons belonging to lower socio-economic strata, sufferers of mental retardation, specific learning...

  18. School's out for bullying.

    Science.gov (United States)

    Davis, Carol

    Homophobic bullying of school pupils has a devastating effect on students' physical, mental and emotional health. The RCN's Out group is working with Schools Out to tackle the problem. Schools Out was founded 31 years ago as the Gay Teachers' Group. Those who are bullied are at risk of mental health problems, which can lead to self-harm. A nurse--especially the school nurse--can be the first person a bullied child turns to for help.

  19. Students’ Perspectives on Bullying

    OpenAIRE

    Forsberg, Camilla

    2016-01-01

    The aim of the present thesis was to listen to, examine and conceptualise students’ perspectives on bullying. Students’ perspectives have not been commonly heard in research and less qualitative research has been conducted. This study contributes with students’ perspectives on bullying using semi-structured interviews with students from fourth-to eighth grade. This thesis includes four studies. The aim with paper I was to investigate how bystander actions in bullying situations and reasons be...

  20. Bullying and Parents

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    as a basic premise for the emergence of bullying behavior. Others conceptualize bullying as an effect of dysfunctional social mechanisms in groups. In line with such diverse understandings of how to define and understand bullying, researchers also discuss the part played by parents in children’s bullying...... to focus on the ways in which parents interact with each other and with school professionals as one of a number of aspects involved in the processes and outcomes of the school environment as a whole. This entry looks at the conseqences of such approaches for the encounter between school and parents....

  1. Associations of body-related teasing with weight status, body image, and dieting behavior among Japanese adolescents

    Science.gov (United States)

    Chisuwa-Hayami, Naomi; Haruki, Toshi

    2017-01-01

    Background: Body-related teasing is known to be linked to body dissatisfaction and dieting behavior in adolescents. However, little is known about it in non-Western countries. This study aims to examine the prevalence of body-related teasing among Japanese adolescents and its connection to weight status, body image, and dieting behavior to consider implications for public health. Methods: The design of this study is a cross-sectional study. An anonymous self-administrated survey was conducted with 1172 junior high school students in Higashi-Osaka City in Osaka Prefecture in Japan. The sampling method was non-random design. The survey items included self-reported height and weight, history and source of teasing, body image perception, and dieting behavior. A chi-square test and logistic regression analysis were used to examine the associations. Results: A history of teasing was reported by 16.4% of boys and 32.5% of girls (P effect size = 0.19). The most common answer for source of teasing was friends (84.7% of boys’ teasing, 67.1% of girls’ teasing, P = 0.003, effect size = 0.19). Students who were overweight, of an upper-normal weight status, and perceived themselves as "fat" were at a greater risk of being teased. Additionally, students with a history of teasing were significantly likelier to display dieting behavior (odds ratios with confidence intervals: boys 4.06 [2.08–7.93], girls 2.40 [1.53– 3.75]). Conclusion: Body-related teasing has a significant association with body image and dieting behavior in Japanese adolescents. A school-based education should be provided to reduce body-related teasing. PMID:28326288

  2. 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…

  3. 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…

  4. EVE TEASING, TEARS OF THE GIRLS: Bangladesh Open University towards Women Empowerment

    OpenAIRE

    Zobaida AKHTER

    2013-01-01

    Many Young girls of Bangladesh are curtailed from education, which is their basic right due to eve teasing. Parents are afraid of their daughter’s honor, family and social prestige, so ensure the safety of the daughters; sometimes they take the decision to withdraw their daughters from schools and colleges. Most of the time this type of occurrence like eve teasing happen when girls were in the way to educational institutions. In our country most of the people are devoid of their basic rights ...

  5. Dealing with Bullying (For Teens)

    Science.gov (United States)

    ... by bullies in the past — maybe even a bullying figure in their own family, like a parent or other adult. Some bullies actually have personality ... and more violent. Sometimes the victim of repeated bullying cannot control the need ... of authority — parents, teachers, or coaches — often can find ways to ...

  6. 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…

  7. 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…

  8. 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…

  9. Physical activity in normal-weight and overweight youth: associations with weight teasing and self-efficacy.

    Science.gov (United States)

    Losekam, Stefanie; Goetzky, Benjamin; Kraeling, Svenja; Rief, Winfried; Hilbert, Anja

    2010-08-01

    To examine self-reported physical activity with regard to weight teasing and self-efficacy. Within a cross-sectional study, 321 overweight and normal-weight students, consisting of 51% girls (n = 161) and 49% boys (n = 160) at a mean age of 12.22 years (SD = 1.07), were sampled from German secondary schools. The Perception of Teasing Scale, the Physical Self-Efficacy Scale, and the Leipzig Lifestyle Questionnaire for Adolescents were used to assess experiences with weight-related teasing, self-efficacy, physical activity and social context variables. Self-efficacy, weight teasing and social context variables were related to physical activity within the full sample (R(2) = 0.433). More frequent weight teasing was associated with decreased physical activity in boys, but not in girls. Overweight participants reported more frequent weight teasing experiences and less self-efficacy than participants of normal weight (all p physical activity (p > 0.05).There were large correlations between self-efficacy and physical activity (r = 0.614, p physical activity (r = 0.298, p physical activity while weight teasing experiences are detrimental. Interventions against weight teasing in youth are needed. Copyright © 2010 S. Karger AG, Basel.

  10. 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…

  11. 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…

  12. Bullying in primary school.

    NARCIS (Netherlands)

    Mooij, Ton

    2016-01-01

    This chapter is focussed on the bullying of, and by, Dutch students below age 13. The first questions to be answered are what is 'bullying', and how can it be distinguished from other types of disruptive behaviours? The answers to these questions are given by means of conceptual definitions, based

  13. Teachers' Understanding of Bullying

    Science.gov (United States)

    Mishna, Faye; Scarcello, Iolanda; Pepler, Debra; Wiener, Judith

    2005-01-01

    Using semi-structured interviews, we examined teachers' understanding of bullying of children in their classes. Although teachers' definitions of bullying included both direct and indirect behaviours, several factors influenced how they characterized and responded to incidents. These factors included whether the teachers viewed an incident as…

  14. A qualitative analysis of parents' perceptions of weight talk and weight teasing in the home environments of diverse low-income children.

    Science.gov (United States)

    Berge, Jerica M; Trofholz, Amanda; Fong, Sherri; Blue, Laura; Neumark-Sztainer, Dianne

    2015-09-01

    Research has shown that family weight talk and teasing are associated with child overweight status and unhealthy weight control behaviors. However, little is known about how weight talk and teasing are experienced in the home, how parents respond, and what factors influence whether weight talk and teasing occur. The main objective of this study is to qualitatively examine weight talk and teasing in the home environments of diverse low-income children. Parents (N=118) from a mixed-methods cross-sectional study were interviewed in their home. The majority of parents (90% female; mean age=35 years.) were from minority (65% African American) and low income (weight talk contradictions, overt and covert weight talk/teasing, reciprocal teasing, and cultural factors related to weight talk/teasing. These themes should be addressed when developing family-based interventions to reduce weight talk and teasing in the home environment. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. 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...

  16. Psychological processes in young bullies versus bully-victims.

    Science.gov (United States)

    van Dijk, Anouk; Poorthuis, Astrid M G; Malti, Tina

    2017-09-01

    Some children who bully others are also victimized themselves ("bully-victims") whereas others are not victimized themselves ("bullies"). These subgroups have been shown to differ in their social functioning as early as in kindergarten. What is less clear are the motives that underlie the bullying behavior of young bullies and bully-victims. The present study examined whether bullies have proactive motives for aggression and anticipate to feel happy after victimizing others, whereas bully-victims have reactive motives for aggression, poor theory of mind skills, and attribute hostile intent to others. This "distinct processes hypothesis" was contrasted with the "shared processes hypothesis," predicting that bullies and bully-victims do not differ on these psychological processes. Children (n = 283, age 4-9) were classified as bully, bully-victim, or noninvolved using peer-nominations. Theory of mind, hostile intent attributions, and happy victimizer emotions were assessed using standard vignettes and false-belief tasks; reactive and proactive motives were assessed using teacher-reports. We tested our hypotheses using Bayesian model selection, enabling us to directly compare the distinct processes model (predicting that bullies and bully-victims deviate from noninvolved children on different psychological processes) against the shared processes model (predicting that bullies and bully-victims deviate from noninvolved children on all psychological processes alike). Overall, the shared processes model received more support than the distinct processes model. These results suggest that in early childhood, bullies and bully-victims have shared, rather than distinct psychological processes underlying their bullying behavior. © 2016 The Authors. Aggressive Behavior Published by Wiley Periodicals, Inc.

  17. Why Worry about Bullying?

    Science.gov (United States)

    Pepler, Debra J; German, Jennifer; Craig, Wendy; Yamada, Samantha

    2011-01-01

    In this article, the authors review research to identify bullying as a critical public health issue for Canada. Drawing from recent World Health Organization surveys, they examine the prevalence of Canadian children and youth involved in bullying others or being victimized. There is a strong association between involvement in bullying and health problems for children who bully, those who are victimized and those involved in both bullying and being victimized. Health problems can manifest as physical complaints (e.g., headaches), mental health concerns (e.g., depression, anxiety) and psychosocial problems (e.g., substance use, crime). In Canada, there has recently been a disturbing incidence of Canadian children who have committed suicide as a result of prolonged victimization by peers. Healthcare professionals play a major role in protecting and promoting the health and well-being of Canadian children and youth. Given the significant mental and physical health problems associated with involvement in bullying, it is important that clinicians, especially primary care healthcare professionals, be able to identify signs and symptoms of such involvement. Healthcare professionals can play an essential role supporting children and their parents and advocating for the safety and protection for those at risk. By understanding bullying as a destructive relationship problem that significantly impacts physical and mental health, healthcare professionals can play a major role in promoting healthy relationships and healthy development for all Canadian children and youth. This review provides an overview of the nature of bullying and the physical and psychological health problems associated with involvement in bullying. The review is followed by a discussion of the implications for health professionals and a protocol for assessing the potential link between bullying and a child's physical and psychological symptoms.

  18. Bullying and Victimization Among Children

    Science.gov (United States)

    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 relational aggression. Cyber bullying is an emerging problem which may be more difficult to identify and intervene with than traditional bullying. Bullies, victims, and bully-victims are at risk for negative short and long-term consequences such as depression, anxiety, low self-esteem, and delinquency. Various individual, parental, and peer factors increase the risk for involvement in bullying. Anti-bullying interventions are predominantly school-based and demonstrate variable results. Healthcare providers can intervene in bullying by identifying potential bullies or victims, screening them for co-morbidities, providing counseling and resources, and advocating for bullying prevention. PMID:24007839

  19. Gender Differences in Adolescent Sport Participation, Teasing, Self-Objectification and Body Image Concerns

    Science.gov (United States)

    Slater, Amy; Tiggemann, Marika

    2011-01-01

    This study examined gender differences in adolescent participation in sport and physical activity, in teasing experiences specific to the physical activity domain, and the relationship between adolescent physical activity and body image. A sample of 714 adolescents (332 girls, 382 boys) aged between 12 and 16 years completed measures of…

  20. University Students' Perceptions of the Effects of Having Been Weight-Teased by Basic Education Teachers

    Science.gov (United States)

    Gallagher, Rebecca A.

    2014-01-01

    The purpose of this study was to determine the extent to which university students report having been weight-teased by basic education teachers and how that has affected their social, physical, and academic well-being in the university. Bandura's (1999) theory of triadic reciprocal causation served as a framework for developing this research. An…

  1. Teasing Experiences and Risk-Taking: Gender and Self-Esteem as Moderator and Mediator

    Science.gov (United States)

    Gregg, David H.; Somers, Cheryl L.; Pernice-Duca, Francesca; Van Dale, Kimberly G.

    2016-01-01

    This study explored the roles of gender and self-esteem in the relations between various teasing experiences and externalizing behavior. Externalizing behavior was measured as reported risk-taking and alcohol consumption. Within a sample of 651 high school students located in the Midwest, males reported significantly more externalizing behavior…

  2. The connection of teasing by parents, siblings, and peers with girls' body dissatisfaction and boys' drive for muscularity: the role of social comparison as a mediator.

    Science.gov (United States)

    Schaefer, Mallary K; Blodgett Salafia, Elizabeth H

    2014-12-01

    In this cross-sectional study, we focused on three research questions pertaining to the connections between appearance-related teasing and body image during adolescence. First, we investigated how parental appearance-related teasing of adolescents was associated with teasing by siblings. Second, we examined how teasing by mothers, fathers, siblings, and peers was individually associated with adolescent girls' body dissatisfaction and boys' drive for muscularity. We included BMI as a possible moderator in these analyses. Third, we tested the role of appearance-related social comparison as a mediator of the relations between teasing and body image. Self-report survey data were collected from 80 girls and 78 boys in a Midwestern U.S. middle school. Results from correlational and odds-ratio analyses indicated that teasing by mothers and fathers was strongly associated with teasing by siblings. Additionally, in regression analyses, mothers', fathers', siblings', and peers' teasing were separately associated with girls' body dissatisfaction and boys' drive for muscularity. Social comparison partially mediated the relationship between all sources of teasing and girls' body dissatisfaction as well as the relationship between mothers' and fathers' teasing and boys' drive for muscularity. Social comparison fully mediated the link between peers' teasing and boys' drive for muscularity. Researchers and clinicians should be aware of how family members and peers can influence adolescents' development of body image concerns through teasing behaviors and by social comparison. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. Cyber Bullying and Traditional Bullying: Differential Association with Depression

    Science.gov (United States)

    Wang, Jing; Nansel, Tonja R.; Iannotti, Ronald J.

    2010-01-01

    Purpose The study compared levels of depression among bullies, victims and bully-victims of traditional (physical, verbal and relational) and cyber bullying, and examined the association between depression and frequency of involvement in each form of bullying. Methods A U.S. nationally-representative sample of students in grades 6 to 10 (N = 7313) completed the bullying and depression items in the Health Behavior in School-Aged Children (HBSC) 2005 Survey. Results Depression was associated with each of four forms of bullying. Cyber victims reported higher depression than bullies or bully-victims, a finding not observed in other forms of bullying. For physical, verbal and relational bullies, victims and bully victims, the frequently-involved group reported significantly higher level of depression than the corresponding occasionally-involved group. For cyber bullying, differences were found only between occasional and frequent victims. Conclusion Findings indicate the importance of further study of cyber bullying as its association with depression is distinct from traditional forms of bullying. PMID:21402273

  4. Prevalence of bullying and aggressive behavior and their relationship to mental health problems among 12- to 15-year-old Norwegian adolescents.

    Science.gov (United States)

    Undheim, Anne Mari; Sund, Anne Mari

    2010-11-01

    The aim of this study was to examine the relationships between being bullied and aggressive behavior and self-reported mental health problems among young adolescents. A representative population sample of 2,464 young Norwegian adolescents (50.8% girls) aged 12-15 years was assessed. Being bullied was measured using three items concerning teasing, exclusion, and physical assault. Self-esteem was assessed by Harter's self-perception profile for adolescents. Emotional and behavioral problems were measured by the Moods and Feelings Questionnaire (MFQ) and the youth self-report (YSR). Aggressive behavior was measured by four items from the YSR. One-tenth of the adolescents reported being bullied, and 5% reported having been aggressive toward others during the past 6 months. More of the students being bullied and students being aggressive toward others reported parental divorce, and they showed higher scores on all YSR subscales and on the MFQ questions, and lower scores on the global self-worth subscale (Harter) than students not being bullied or aggressive. A few differences emerged between the two groups being bullied or being aggressive toward others: those who were aggressive showed higher total YSR scores, higher aggression and delinquency scores, and lower social problems scores, and reported higher scores on the social acceptance subscale (Harter) than bullied students. However, because social problems were demonstrated in both the involved groups, interventions designed to improve social competence and interaction skills should be integrated in antibullying programs.

  5. Understanding bullying in healthcare organisations.

    Science.gov (United States)

    Allen, Belinda

    2015-12-02

    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.

  6. 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 GPA and effects tend to increase with severity....

  7. Todo sobre el bullying

    OpenAIRE

    Rincón Cortés, Martín Leonardo

    2015-01-01

    Este eBook da a conocer el bullying, desde su definición, hasta los aspectos que normalmente presenta el acosador y sus consecuencias. Al terminar este libro el lector será capaz de:  • Entender qué es el bullying. • Conocer las causas  y consecuencias del bullying. • Saber qué es una víctima. • Entender qué es un victimario.   • Identificar opciones para evitar el problema. 

  8. Childhood Bullying: Implications for Physicians.

    Science.gov (United States)

    Stephens, Mary M; Cook-Fasano, Hazel T; Sibbaluca, Katherine

    2018-02-01

    Childhood bullying is common and can lead to serious adverse physical and mental health effects for both the victim and the bully. In teenagers, risk factors for becoming a victim of bullying include being lesbian, gay, bisexual, or transgender; having a disability or medical condition such as asthma, diabetes mellitus, a skin condition, or food allergy; or being an outlier in weight and stature. An estimated 20% of youth have been bullied on school property, and 16% have been bullied electronically in the past year. Bullying can result in emotional distress, depression, anxiety, social isolation, low self-esteem, school avoidance/refusal, and substance abuse for the victim and the bully. Preventive measures include encouraging patients to find enjoyable activities that promote confidence and self-esteem, modeling how to treat others with kindness and respect, and encouraging patients to seek positive friendships. For those who feel concern or guilt about sharing their experiences, it may be useful to explain that revealing the bullying may not only help end the cycle for them but for others as well. Once bullying has been identified, family physicians have an important role in screening for its harmful effects, such as depression and anxiety. A comprehensive, multitiered approach involving families, schools, and community resources can help combat bullying. Family physicians are integral in recognizing children and adolescents who are affected by bullying-as victims, bullies, or bully- victims-so they can benefit from the intervention process.

  9. No safe haven: locations of harassment and bullying victimization in middle schools.

    Science.gov (United States)

    Perkins, H Wesley; Perkins, Jessica M; Craig, David W

    2014-12-01

    Given that adolescent bullying victimization is a significant concern for secondary education and adolescent development, identifying school contexts in which victimization is most likely to occur is salient. An anonymous online survey assessed the prevalence of being harassed or bullied in various locations within 20 middle schools (grades 5-9) in New Jersey and New York (N = 10,668). Seven types of bullying-related victimization (teased in an unfriendly way, called hurtful names, physically abused, excluded from a group to hurt feelings, belongings taken/damaged, threatened to be hurt, and negative rumors spread) were examined in 7 locations where each type of victimization could occur (classroom, lunchroom, hallways, gym, playground, bus, or bathroom). Prevalence of victimization types ranged from 4% to 38% depending on location. Prevalence of overall victimization was equal or greater in classrooms compared with other school locations (highest prevalence rates in hallways, classrooms, and lunchrooms), regardless of school demographic characteristics. Victimization in classrooms compared with other school settings was most highly associated with feelings of being unsafe. Vigilant attention to bullying is needed across all school environments and especially in the classroom context, which may mistakenly be perceived as a more protected area. Indeed, middle school classrooms are not safe havens. © 2014, American School Health Association.

  10. Bullying and peer victimisation in adolescent girls with Attention-Deficit/Hyperactivity Disorder.

    Science.gov (United States)

    Sciberras, Emma; Ohan, Jeneva; Anderson, Vicki

    2012-04-01

    Emerging evidence suggests that adolescent girls with Attention-Deficit/Hyperactivity Disorder (ADHD) are more socially impaired compared with their peers; however, research has yet to elucidate the nature of this impairment. We investigated overt (e.g., physical, such as hitting or kicking or verbal, such as teasing and taunting) and relational (e.g., social manipulation, such as social exclusion) bullying and victimisation in adolescent girls with and without ADHD. Adolescent girls (mean age = 15.11) with (n = 22) and without (n = 20) ADHD and their primary caregivers completed measures of overt/relational bullying and victimisation and social impairment. Adolescent girls with ADHD experienced more social problems and more relational and overt victimisation than adolescent girls without ADHD. Although adolescent girls with ADHD engaged in more overt and relational bullying than adolescent girls without ADHD, this difference was not statistically significant. Oppositional Defiant Disorder symptoms appeared to be more strongly related to bullying behaviour, while victimisation appeared to be more strongly related to ADHD.

  11. Weight-based victimization: bullying experiences of weight loss treatment-seeking youth.

    Science.gov (United States)

    Puhl, Rebecca M; Peterson, Jamie Lee; Luedicke, Joerg

    2013-01-01

    Few studies have comprehensively examined weight-based victimization (WBV) in youth, despite its serious consequences for their psychosocial and physical health. Given that obese and treatment-seeking youth may be highly vulnerable to WBV and its negative consequences, the current study provides a comprehensive assessment of WBV in a weight loss treatment-seeking sample. Adolescents (aged 14-18 years; N = 361) enrolled in 2 national weight loss camps were surveyed. An in-depth assessment of WBV was conducted by using an online survey, in which participants indicated the duration, typical locations, frequent perpetrators, and forms of WBV they had experienced. Findings indicate that 64% of the study participants reported WBV at school, and the risk of WBV increased with body weight. Most participants reported WBV enduring for 1 year (78%), and 36% were teased/bullied for 5 years. Peers (92%) and friends (70%) were the most commonly reported perpetrators, followed by adult perpetrators, including physical education teachers/sport coaches (42%), parents (37%), and teachers (27%). WBV was most frequently reported in the form of verbal teasing (75%-88%), relational victimization (74%-82%), cyberbullying (59%-61%), and physical aggression (33%-61%). WBV was commonly experienced in multiple locations at school. WBV is a prevalent experience for weight loss treatment-seeking youth, even when they are no longer overweight. Given the frequent reports of WBV from adult perpetrators in addition to peers, treatment providers and school personnel can play an important role in identifying and supporting youth who may be at risk for pervasive teasing and bullying.

  12. Bullying at a University: Students' Experiences of Bullying

    Science.gov (United States)

    Sinkkonen, Hanna-Maija; Puhakka, Helena; Meriläinen, Matti

    2014-01-01

    This study focuses on bullying at a Finnish university. In May 2010 an e-questionnaire was sent to each university student (N?=?10,551), and 27% of these students (N?=?2,805) responded. According to the results, 5% of the university students had experienced either indirect public bullying or direct verbal bullying on campus. In most cases, the…

  13. #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,"…

  14. 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…

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

    NARCIS (Netherlands)

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

  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

  17. Health correlates of workplace bullying

    DEFF Research Database (Denmark)

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

    2016-01-01

    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...... adjusting for bullying during follow-up, all health correlates except poor sleep quality persisted up to four years. CONCLUSION: Self-reported health correlates of workplace bullying including sick-listing, poor self-rated health, depressive symptoms, and a diagnosis of depression tend to persist......-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...

  18. Dealing with Bullies (For Kids)

    Science.gov (United States)

    ... helpers at school can all help to stop bullying. Sometimes bullies stop as soon as a teacher finds out because they're afraid that they will be punished by parents. This is not tattling on someone who has ...

  19. 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...

  20. 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...... adjusting for bullying during follow-up, all health correlates except poor sleep quality persisted up to four years. CONCLUSION: Self-reported health correlates of workplace bullying including sick-listing, poor self-rated health, depressive symptoms, and a diagnosis of depression tend to persist...... for several years regardless of whether bullying is discontinued or not. Independent measures of bullying and outcomes are needed to learn whether these findings reflect long lasting health consequences of workplace bullying or whether self-labelled workplace bullying and health complaints are correlated...

  1. Studies Probe "Ecology" of Bullying

    Science.gov (United States)

    Viadero, Debra

    2010-01-01

    In the mid-1990s, a pair of Canadian researchers videotaping children on playgrounds made a simple observation that helped shift experts' views about bullying: When children bullied other children, they rarely did it alone. Research now suggests that bullies, their victims, bystanders, parents, teachers, and other adults in the building are all…

  2. Mapping the Landscapes of Bullying

    Science.gov (United States)

    Migliaccio, Todd; Raskauskas, Juliana; Schmidtlein, Mathew

    2017-01-01

    Past bullying research has consistently identified common locations (e.g. bathrooms, hallways, playgrounds) on school campuses where bullying occurs, but not specific locations. This limitation does not allow researchers to take into account the unique geography of individual schools and how it contributes to bullying. A random sample of 741 grade…

  3. 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,…

  4. Associations of body-related teasing with weight status, body image, and dieting behavior among Japanese adolescents.

    Science.gov (United States)

    Chisuwa-Hayami, Naomi; Haruki, Toshi

    2017-01-01

    Background: Body-related teasing is known to be linked to body dissatisfaction and dieting behavior in adolescents. However, little is known about it in non-Western countries. This study aims to examine the prevalence of body-related teasing among Japanese adolescents and its connection to weight status, body image, and dieting behavior to consider implications for public health. Methods: The design of this study is a cross-sectional study. An anonymous self-administrated survey was conducted with 1172 junior high school students in Higashi-Osaka City in Osaka Prefecture in Japan. The sampling method was non-random design. The survey items included self-reported height and weight, history and source of teasing, body image perception, and dieting behavior. A chi-square test and logistic regression analysis were used to examine the associations. Results: A history of teasing was reported by 16.4% of boys and 32.5% of girls (P Body-related teasing has a significant association with body image and dieting behavior in Japanese adolescents. A school-based education should be provided to reduce body-related teasing.

  5. TEACHERS' KNOWLEDGE OF BULLYING AND THEIR ANTI-BULLYING ATTITUDE

    OpenAIRE

    Yzedin Hajdaraj

    2017-01-01

    It has been shown that bullying is a serious problem in schools. Teachers are the ones who play an important role in stopping bullying in schools. It is essential to understand what teachers know about bullying, what their attitude towards it is and how they implement the anti-bullying policy. The attitudes of teachers and the culture they nurture will influence which anti-bullying strategies they will use which can benefit the school. In this context, based on the literature review, this pap...

  6. Bully, bullied and abused. Associations between violence at home and bullying in childhood.

    Science.gov (United States)

    Lucas, Steven; Jernbro, Carolina; Tindberg, Ylva; Janson, Staffan

    2016-02-01

    The aim was to examine experiences of bullying among Swedish adolescents and whether victims and perpetrators were also exposed to violence in the home, with particular focus on how abuse severity affected the risk of exposure to bullying. A nationally representative sample of pupils aged 14-15 responded to a questionnaire exploring exposure to corporal punishment and other types of violence. Results were analysed using Pearson's chi-square and multiple logistic regression, adjusting for factors regarding the child, the parents and the families' socioeconomic status. Among the 3197 respondents, a significant proportion reported at least one incident of either bullying victimisation (girls 36%, boys 26%) or bullying perpetration (girls 24%, boys 36%). Physical and emotional violence in the home, including witnessed intimate partner violence, were significantly associated with both bullying victimisation and bullying perpetration. Odds ratios for exposure to bullying rose with increasing frequency and severity of abuse. Adjusted odds ratios ranged from 1.6 for any event of abuse vs. single episodes of bullying to 20.3 for multiple types of abuse vs. many episodes of bullying. The child's gender and the presence of a chronic health condition were consistently associated with nearly all levels of abuse and bullying. Bullying experiences are common among youth and are clearly associated with abuse. Frequent bullying, whether as victim or perpetrator, warrants particular vigilance, as it appears to be an indicator of severe violence in the home. © 2015 the Nordic Societies of Public Health.

  7. Weight-related Teasing in the School Environment: Associations with Psychosocial Health and Weight Control Practices among Adolescent Boys and Girls

    Science.gov (United States)

    Lampard, Amy M.; Maclehose, Richard F.; Eisenberg, Marla E.; Neumark-Sztainer, Dianne; Davison, Kirsten K.

    2014-01-01

    Weight-related teasing has been found to be associated with low self-esteem, depressive symptoms, body dissatisfaction, and weight control behaviors in adolescents. While research has typically examined weight-related teasing directed towards the individual, little is known about weight-related teasing at the school level. This study aimed to determine the association between the school-level prevalence of weight-related teasing and psychosocial factors, body dissatisfaction and weight control behaviors in adolescents. Adolescents (N = 2,793; 53.2% female) attending 20 US public middle and high schools were surveyed as part of the Eating and Activity in Teens (EAT) 2010 study. Generalized estimating equations were used to estimate the association between school-level weight-related teasing and health variables, controlling for individual-level weight-related teasing, clustering of individuals within schools, and relevant covariates. A greater school-level prevalence of weight-related teasing was associated with lower self-esteem and greater body fat dissatisfaction in girls, and greater depressive symptoms in boys, over and above individual-level weight-related teasing. Dieting was associated with the school-level prevalence of weight-related teasing in analysis adjusted for covariates in girls, but not following adjustment for individual-level weight-related teasing. Unhealthy weight control behaviors, extreme weight control behaviors, and muscle-enhancing behaviors were not associated with the school-level prevalence of weight-related teasing in girls or boys. Findings from the current study, in conjunction with previous findings showing associations between weight-related teasing, psychological concerns, and weight control behaviors, highlight the importance of implementing strategies to decrease weight-related teasing in schools. PMID:24395152

  8. BULLYING NA ESCOLA

    Directory of Open Access Journals (Sweden)

    Mariana Aparecida Grillo

    2015-09-01

    Full Text Available This article intends to conduct an analysis and reflection of one of the important issues which it is education: bullying, because it is a violence that occurs in the school of repetitive and deliberate manner in which its consequences can cause damage significant to emotional training, psychological and socio-educational of the victim, if the student. Note that bullying is increasing in epidemic form in schools and its effects are traumatizing students to witness and those who suffer the action, because it is violence with deliberate and repetitive character. In terms of overall objective, conduct yourself will this article in order to obtain information about bullying in the school environment, more specifically will address: The Bullying conceptions; Investigate the causes and consequences can be seen in the behavior of students; To study the key players of Bullying in school. Thus, it is a qualitative methodological approach that will make the use of literature by various authors for the issue of deepening. It resulted contribute in the actions of professionals in the face of violence. Therefore, it is concluded that the school is a place of learning, where change is necessary, both in order to act as the thinking of people and students.

  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. Strengthening Elementary School Bully Prevention with Bibliotherapy

    Science.gov (United States)

    Heath, Melissa Allen; Moulton, Emily; Dyches, Tina Taylor; Prater, Mary Anne; Brown, Alec

    2011-01-01

    The consequences of bullying are both widespread and severe. It disrupts learning, threatens school safety, and poses long-term emotional repercussions for bullies, victims, and bystanders. Although multiple strategies have targeted bullying, bullying must be understood within a social contextual framework beyond the bully-victim dyad. Davis and…

  11. Psychiatric conditions associated with bullying.

    Science.gov (United States)

    Kumpulainen, Kirsti

    2008-01-01

    Bullying is a complex phenomenon moderated not only by the personal characteristics and behavioral traits of the individual but also by family rearing practices, as well as by situational factors such as the frequency and type of bullying. The phenomenon is also affected by group processes among the individuals present during the event. Bullying is a distressing experience that is often continuous over years and predicts both concurrent and future psychiatric symptoms and disorders, even in adulthood. At young ages, attention-deficit hyperactivity disorder and depression, as well as anxiety, are prevalent concurrently with bullying among the children involved. Later in young adulthood, male victims are at risk for anxiety, male bullies for personality disorders, and male bully-victims for both personality disorders and anxiety, and the risk is especially increased if the child is disturbed when involved in bullying at school age. Rarely does any single behavior predict future problems as clearly as bullying does, and additional assessment of psychiatric problems is always warranted, if the child is involved in bullying as a bully, victim or bully-victim. Based on our current knowledge, school-based interventions regulating the behavior of the child, increasing pro-social skills and promoting peer relationships are recommended for those without concurrent psychiatric disturbance, but those displaying psychiatric symptoms and disorders should be referred for psychiatric consultation and intervention.

  12. 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 whe......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...

  13. Workplace bullying in nursing.

    Science.gov (United States)

    Ovayolu, Ozlem; Ovayolu, Nimet; Karadag, Gulendam

    2014-09-01

    This research was designed to determine whether nurses are bullied by other staff members and the effects of such behaviors on the nurse victims. This study reports on nurses' interpersonal workplace relationships in a culturally unique environment. The study was conducted with 260 nurses working in three public hospitals. Data were collected using a questionnaire. The majority of nurses were female with bachelor's degrees and reported being assigned duties outside their usual responsibilities, held responsible for coworkers' mistakes, and criticized for job performance although they thought they had done their work properly. Most of the nurses who were bullied experienced health and sleep problems,did not want to go to work, and had communication problems with other staff members. Nearly all of the study nurses received psychological support to solve their problems and believed that the best way to prevent bullying was education.

  14. The thrill of bullying

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2018-01-01

    effects in school groups saturated with bullying practices. Ridicule appears to be widespread, very much feared, and not amenable to adult interventions. With this article I look into the many and frequently subtle ways humour intertwines itself in relational practices among children, with a particular...... view towards children in groups plagued by bullying and social tension. I focus on the entanglement of humour in the complex manoeuvrings that characterise children’s worlds, and the subtle mechanisms involved in the self-regulation of their communities in and outside schools. The analyses, concepts...

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

    Science.gov (United States)

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

    2015-10-12

    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. Risk factors for bullying were examined by using questionnaire data collected in 2004 and 2007. In 2004, the participants were aged 14-15 years and 17-18 years in 2007. The baseline questionnaire was answered by 3054 individuals in 2004, and 2181 individuals participated in both rounds. We analysed risk factors for being bullied at the individual and societal level. Information on the social background of the participants was derived from a national register at Statistics Denmark. Several risk factors were identified. Being obese, low self-assessed position in school class, overprotective parents, low self-esteem, low sense of coherence and low socioeconomic status were risk factors for being bullied 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. The strongest risk factor for being bullied was being previously bullied. Our results stress the importance of early prevention of bullying at schools. In addition, attention should be drawn to the role of overprotective parents.

  16. Theorizing School Bullying: Insights from Japan

    National Research Council Canada - National Science Library

    Yoneyama, Shoko

    2015-01-01

    .... 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...

  17. [Cyber-bullying in adolescents: associated psychosocial problems and comparison with school bullying].

    Science.gov (United States)

    Kubiszewski, V; Fontaine, R; Huré, K; Rusch, E

    2013-04-01

    The aim of this study was to determine the prevalence of adolescents engaged in cyber-bullying and then to identify whether students involved in cyber- and school bullying present the same characteristics of internalizing problems (insomnia, perceived social disintegration, psychological distress) and externalizing problems (general aggressiveness, antisocial behavior). Semi-structured interviews were conducted with 738 adolescents from a high-school and a middle-school (mean age=14.8 ± 2.7). The Electronic Bullying Questionnaire and the Olweus Bully/Victim Questionnaire were used to identify profiles of cyber-bullying (cyber-victim, cyber-bully, cyber-bully/victim and cyber-neutral) and school bullying (victim, bully, bully/victim and neutral). Internalizing problems were investigated using the Athens Insomnia Scale, a Perceived Social Disintegration Scale and a Psychological Distress Scale. Externalizing problems were assessed using a General Aggressiveness Scale and an Antisocial Behavior Scale. Almost one student in four was involved in cyber-bullying (16.4% as cyber-victim, 4.9% as cyber-bully and 5.6% as cyber-bully/victim); 14% of our sample was engaged in school bullying as a victim, 7.2% as a bully and 2.8% as a bully/victim. The majority of adolescents involved in cyber-bullying were not involved in school bullying. With regard to the problems associated with school bullying, internalizing problems were more prevalent in victims and bully/victims, whereas externalizing problems were more common in bullies and bully/victims. A similar pattern was found in cyber-bullying where internalizing problems were characteristic of cyber-victims and cyber-bully/victims. Insomnia was elevated in the cyber-bully group which is specific to cyberbullying. General aggressiveness and antisocial behavior were more prevalent in cyber-bullies and cyber-bully/victims. Looking at the differences between types of bullying, victims of "school only" and "school and cyber

  18. School bullying from a sociocultural perspective

    OpenAIRE

    Maunder, Rachel E.; Crafter, Sarah

    2018-01-01

    School bullying is an important concern. Whilst there is growing knowledge about the nature, extent and effects of school bullying, areas of complexity in research findings remain. In this paper we develop our thinking on school bullying using a sociocultural theoretical framework. We review existing literature around three main themes: 1) The conceptualisation and interpretation of bullying; 2) The relational aspects of bullying 3) Bullying as part of someone's life trajectory. For each them...

  19. 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.

  20. Prevalence and predictors of internet bullying.

    Science.gov (United States)

    Williams, Kirk R; Guerra, Nancy G

    2007-12-01

    With the Internet quickly becoming a new arena for social interaction, it has also become a growing venue for bullying among youth. The purpose of the present study was to contrast the prevalence of Internet bullying with physical and verbal bullying among elementary, middle, and high school boys and girls, and to examine whether key predictors of physical and verbal bullying also predicted Internet bullying. As part of an ongoing, statewide bullying prevention initiative in Colorado, 3,339 youth in Grades 5, 8, and 11 completed questionnaires in 78 school sites during the fall of 2005, and another 2,293 youth in that original sample participated in a follow-up survey in 65 school sites in the spring of 2006. Questionnaires included measures of bullying perpetration and victimization, normative beliefs about bullying, perceptions of peer social support, and perceptions of school climate. The highest prevalence rates were found for verbal, followed by physical, and then by Internet bullying. Physical and Internet bullying peaked in middle school and declined in high school. Verbal bullying peaked in middle school and remained relatively high during high school. Males were more likely to report physical bullying than females, but no gender differences were found for Internet and verbal bullying. All three types of bullying were significantly related to normative beliefs approving of bullying, negative school climate, and negative peer support. Preventive interventions that target school bullying by changing norms about bullying and school context may also impact Internet bullying, given the shared predictors.

  1. 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.

  2. Bullying and harassment.

    Science.gov (United States)

    2016-11-01

    As part of its work to address bullying and harassment in the health service, NHS Employers has produced the first of two podcasts in which Bernadette El-Hadidy, NHS Employers London area head of engagement, talks to trade union and workforce experts about the issue and how to tackle it.

  3. 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.

  4. 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…

  5. Bullying of medical students.

    Science.gov (United States)

    Mukhtar, Fatima; Daud, Seema; Manzoor, Iram; Amjad, Ibtesaam; Saeed, Kamran; Naeem, Mehvish; Javed, Mehwish

    2010-12-01

    To assess the frequency and forms of bullying experienced by medical students, and the associated factors. Cross-sectional questionnaire-based survey. The study was conducted at a private Medical College of Lahore, from January to February 2010. All the students of first and fourth year classes were included in the study with voluntary and anonymous participation. Self administered-questionnaires were given to the students which were completed by them in the presence of the surveyor. A modified version of the British Medical Associations (BMA) medical student's welfare and education survey form was used for data collection. The data was recorded and analyzed using the statistical package for social sciences version 16.0. Data was described in the form of frequencies and percentages. Chi-square test and Fisher exact test were used to test statistical significance between categorical variables at p bullying in the past 6 months at the Medical College. It was found that 70% (49) of the students who were bullied were females. Sixty-seven percent of students reported experiencing a bullying episode at least once in a month, 26% less than once in a month and 7% at least once in a week. The most common forms were verbal abuse (n=44, 63%) and behavioural gestures i.e. making faces (n=36, 51%), followed by having been ignored or excluded (n=20, 29%). The common perpetrators of all types of bullying were fellow students followed by Professors. Feeling lonely or sad (p=0.024), not having a close friend (p=0.049) and knowledge amongst respondents regarding the availability of support services in their college (p=0.019) were significantly associated with being bullied. Most medical students reported of having been bullied in the last 6 months at the College, with verbal abuse being the commonest form of maltreatment and fellow students followed by Professors being the frequent perpetrators. A history of feeling lonely or sad, not having a close friend and knowledge amongst

  6. Defining workplace bullying behaviour professional lay definitions of workplace bullying.

    Science.gov (United States)

    Saunders, Paula; Huynh, Amy; Goodman-Delahunty, Jane

    2007-01-01

    As is commonly the case in new areas of research, workplace bullying researchers and practitioners have struggled to establish a single agreed-upon definition of this phenomenon. As a consequence, there are numerous definitions of workplace bullying currently in use around the world to investigate this serious workplace issue, to educate the workforce about this form of harassment and to assess claims involving allegations of workplace bullying. Additionally, little is known about how employees and people in general define workplace bullying behaviour, and whether current researcher, practitioner and legal definitions coincide with lay definitions of bullying. To compare researcher, practitioner and legal definitions of workplace bullying with lay definitions, the content of definitions composed by adults from diverse personal and professional backgrounds (N=1095) was analysed. Results confirmed that components commonly used by researchers and practitioners, including the occurrence of harmful and negative workplace behaviours, were frequently cited by participants as central defining components of bullying behaviour. In addition, lay definitions often included themes of fairness and respect. The emergence of these themes has important consequences for organisations responding to, and attempting to prevent the occurrence of workplace bullying behaviour in that organisations in which bullying is tolerated may violate both local laws as well as their ethical responsibility to provide employees with a safe, professional and respectful workplace.

  7. 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.

  8. Development and Psychometric Properties of the Homophobic Bullying Scale

    Science.gov (United States)

    Prati, Gabriele

    2012-01-01

    The study aimed to develop the Homophobic Bullying Scale and to investigate its psychometric properties. The items of the Homophobic Bullying Scale were created to measure high school students' bullying behaviors motivated by homophobia, including verbal bullying, relational bullying, physical bullying, property bullying, sexual harassment, and…

  9. Self-portrayal concerns mediate the relationship between recalled teasing and social anxiety symptoms in adults with anxiety disorders.

    Science.gov (United States)

    Merrifield, Colleen; Balk, Daniel; Moscovitch, David A

    2013-06-01

    Previous research on individuals with anxiety disorders has demonstrated that both childhood peer maltreatment and concerns about negative self-portrayal are related to elevated symptoms of social anxiety (SA). In the present study, we examined whether concerns about negative self-portrayal might either moderate or mediate the relation between recalled childhood teasing history and current symptoms of SA in a non-treatment-seeking clinical sample of 238 individuals with anxiety disorders. Participants completed the Teasing Questionnaire-Revised (TQ-R), the Negative Self-Portrayal Scale (NSPS), and the Social Phobia Inventory (SPIN). Analyses using structural equation modeling (SEM) indicated that self-portrayal concerns mediated, but did not moderate, the relationship between recalled teasing and current SA, accounting for 51% of the total effect. Clinical implications and directions for future research are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

  10. 2. Bullying Among University Students

    National Research Council Canada - National Science Library

    James O'Higgins Norman

    2016-01-01

      In terms of an institutionalised response to bullying among university students although Marilyn Campbell's research relates only to Australia her contribution sets out the importance of universities...

  11. Bullying, Genealogy of the Concept

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    Bullying is a serious problem among children in schools and institutions. However, it is only relatively recently that bullying has emerged as a field of research, although the phenomenon itself has likely existed in various forms among children for as long as mankind has walked the earth. The ge....... The genealogy of bullying as a concept has taken the understanding of bullying in different directions with a varying emphasis on either the roles played by individuals (victims and perpetrators) or on social and relational aspects....

  12. Preservice Teachers' Responses to Bullying Scenarios: Comparing Physical, Verbal, and Relational Bullying

    Science.gov (United States)

    Bauman, Sheri; Del Rio, Adrienne

    2006-01-01

    In the present study, 82 undergraduate students in a teacher education program responded to 6 written vignettes describing school bullying incidents. Scenarios described physical bullying, verbal bullying, and relational bullying events. Respondents rated relational bullying as the least serious of the 3 types. Participants had the least empathy…

  13. Parent Retrospective Recollections of Bullying and Current Views, Concerns, and Strategies to Cope with Children's Bullying

    Science.gov (United States)

    Cooper, Leigh A.; Nickerson, Amanda B.

    2013-01-01

    In this study, parent history of bullying was examined in terms of general involvement with bullying, specific types of bullying experienced, level of hurtfulness associated with the experience, and when bullying occurred. Parent current views, levels of concern, and strategies used to cope with bullying were also evaluated. Finally, the…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. A Comparison of Physical Activity Engagement and Enjoyment in Female College Students with and without a History of Weight-Related Teasing

    Science.gov (United States)

    Boros, Piroska; Fontana, Fabio; Mack, Mick

    2017-01-01

    Weight-related teasing is associated with reduced levels of physical activity in youth, but the importance of weight teasing experiences to the engagement of female college students in physical activity is yet to be determined. Thus, this study examined differences in physical activity engagement and physical activity enjoyment in female college…

  19. Manejando las burlas: Como los padres pueden ayudar a sus hijos (Easing the Teasing: How Parents Can Help Their Children). ERIC Digest.

    Science.gov (United States)

    Freedman, Judy S.

    Children who are teased on a school bus, in class, or during recess often do not want to return to school. Unfortunately, teasing can occur anywhere, and it is difficult to prevent--despite the best efforts of parents, teachers, and school administrators to create a more cooperative atmosphere. This Spanish-language Digest discusses different…

  20. 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.…

  1. 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…

  2. 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,…

  3. 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…

  4. Bullying Among Youth with Autism Spectrum Disorders

    NARCIS (Netherlands)

    Zweers-Schrooten, Inge; Scholte, Ron H.J.; Didden, Robert; Leaf, Justin B.

    2017-01-01

    Students with disabilities and/or autism spectrum disorders (ASD) are particularly vulnerable to be involved in bullying compared to their peers without ASD. Studies have found that students with ASD are at higher risk to be involved in bullying as a bully (i.e., perpetrator of bullying), a victim

  5. 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.

  6. Appearance-related bullying and skin disorders.

    Science.gov (United States)

    Magin, Parker

    2013-01-01

    Bullying encompasses verbal aggression, physical aggression, and social exclusion. It involves "harm-doing" that is carried out repeatedly, over time, and within a relationship, involving a power imbalance between the bully and the bullied. Being bullied may have considerable adverse sequelae, including psychologic or psychiatric harm. Much bullying is appearance-related, and it would be surprising if some individuals with skin disease were not bullied given the high visibility of skin diseases. The limited evidence available does suggest that individuals with skin disease, particularly those with acne, psoriasis, and atopic dermatitis, are often bullied, which can adversely affect them psychologically. Copyright © 2013 Elsevier Inc. All rights reserved.

  7. Workplace bullying: concerns for nurse leaders.

    Science.gov (United States)

    Johnson, Susan L; Rea, Ruth E

    2009-02-01

    The aim of this study was to describe nurses' experiences with and characteristics related to workplace bullying. Although the concept of workplace bullying is gaining attention, few studies have examined workplace bullying among nurses. This was a descriptive study using a convenience sample of 249 members of the Washington State Emergency Nurses Association. The Negative Acts Questionnaire-Revised was used to measure workplace bullying. Of the sample, 27.3% had experienced workplace bullying in the last 6 months. Most respondents who had been bullied stated that they were bullied by their managers/directors or charge nurses. Workplace bullying was significantly associated with intent to leave one's current job and nursing. In seeking remedies to the problem of workplace bullying, nurse leaders need to focus on why this bullying occurs and on ways to reduce its occurrence. This is a critical issue, since it is linked with nurse attrition.

  8. 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…

  9. 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.…

  10. 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…

  11. 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…

  12. Helping Kids Deal with Bullies

    Science.gov (United States)

    ... methods and still want to speak to the bullying child's parents, it's best to do so in a context ... can help kids learn how to deal with bullying if it happens. For some parents, it may be tempting to tell a kid ...

  13. 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…

  14. Cyber Bullying and Academic Performance

    Science.gov (United States)

    Faryadi, Qais

    2011-01-01

    This research investigates the emotional and physiological effects of cyber bullying on the university students. The primary objective of this investigation is to identify the victims of cyber bullying and critically analyze their emotional state and frame of mind in order to provide them with a workable and feasible intervention in fighting cyber…

  15. 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.

  16. Adolescent Bullying, Dating, and Mating

    Directory of Open Access Journals (Sweden)

    Anthony A. Volk

    2015-11-01

    Full Text Available Traditionally believed to be the result of maladaptive development, bullying perpetration is increasingly being viewed as a potentially adaptive behavior. We were interested in determining whether adolescents who bully others enjoy a key evolutionary benefit: increased dating and mating (sexual opportunities. This hypothesis was tested in two independent samples consisting of 334 adolescents and 144 university students. The data partly supported our prediction that bullying, but not victimization, would predict dating behavior. The data for sexual behavior more clearly supported our hypothesis that bullying behavior predicts an increase in sexual opportunities even when accounting for age, sex, and self-reports of attractiveness, likeability, and peer victimization. These results are generally congruent with the hypothesis that bullying perpetration is, at least in part, an evolutionary adaptive behavior.

  17. Bullying among High School Students

    Science.gov (United States)

    Nursel TÜRKMEN, Delia; Halis DOKGÖZ, Mihai; Semra AKGÖZ, Suzana; Bülent EREN, Bogdan Nicolae; Pınar VURAL, Horatiu; Oğuz POLAT, Horatiu

    2013-01-01

    ABSTRACT Objective: The main aim of this research is to investigate the prevalence of bullying behaviour, its victims and the types of bullying and places of bullying among 14-17 year-old adolescents in a sample of school children in Bursa, Turkey. Methodology: A cross-sectional survey questionnaire was conducted among class 1 and class 2 high school students for identification bullying. Results: Majority (96.7%) of the students were involved in bullying behaviours as aggressors or victims. For a male student, the likelihood of being involved in violent behaviours was detected to be nearly 8.4 times higher when compared with a female student. Conclusion: a multidisciplinary approach involving affected children, their parents, school personnel, media, non-govermental organizations, and security units is required to achieve an effective approach for the prevention of violence targeting children in schools as victims and/or perpetrators. PMID:24371478

  18. Bullying among High School Students.

    Science.gov (United States)

    Türkmen, Delia Nursel; Dokgöz, Mihai Halis; Akgöz, Suzana Semra; Eren, Bogdan Nicolae Bülent; Vural, Horatiu Pınar; Polat, Horatiu Oğuz

    2013-06-01

    The main aim of this research is to investigate the prevalence of bullying behaviour, its victims and the types of bullying and places of bullying among 14-17 year-old adolescents in a sample of school children in Bursa, Turkey. A cross-sectional survey questionnaire was conducted among class 1 and class 2 high school students for identification bullying. Majority (96.7%) of the students were involved in bullying behaviours as aggressors or victims. For a male student, the likelihood of being involved in violent behaviours was detected to be nearly 8.4 times higher when compared with a female student. a multidisciplinary approach involving affected children, their parents, school personnel, media, non-govermental organizations, and security units is required to achieve an effective approach for the prevention of violence targeting children in schools as victims and/or perpetrators.

  19. 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 ...

  20. Relationship of Weight-Based Teasing and Adolescents' Psychological Well-Being and Physical Health

    Science.gov (United States)

    Greenleaf, Christy; Petrie, Trent A.; Martin, Scott B.

    2014-01-01

    Background: To date, research has focused primarily on psychological correlates of weight-based teasing. In this study, we extended previous work by also examining physical health-related variables (eg, physical self-concept and physical fitness [PF]). Methods: Participants included 1419 middle school students (637 boys and 782 girls). Of these,…

  1. CONFLICTS AMONG STUDENTS FROM 8 TO 9 YEARS OLD: TEASING AND ANNOYING BEHAVIOR

    Directory of Open Access Journals (Sweden)

    Lívia Maria Ferreira da Silva

    2017-09-01

    Full Text Available Based on the Piagetian perspective, this qualitative and quantitative study sought to investigate the causes of conflicts among primary school students. Thirty children aged 8 and 9 from a primary school, selected according to the criterion of convenience. Data were collected through 23 sessions of observation of the interactions between the children in different moments of the school routine until the saturation of the data, criterion chosen to leave the field. In some situations, it was necessary to have an informal conversation with the participants to better understand the conflict. The results indicated that the main cause of conflict among students was teasing, annoying behavior and physical dispute. It discusses the influence of cognitive, affective and moral development, as well as the cultural aspects that influence the experience of the conflict. It is recommended the implementation of educational interventions that, in addition to approaching conflicts with students, invest in strategies for valuing ethical coexistence.

  2. Young Adolescents' Body Dysmorphic Symptoms: Associations with Same- and Cross-Sex Peer Teasing via Appearance-based Rejection Sensitivity.

    Science.gov (United States)

    Webb, Haley J; Zimmer-Gembeck, Melanie J; Mastro, Shawna; Farrell, Lara J; Waters, Allison M; Lavell, Cassie H

    2015-08-01

    In this study of young adolescents' (N = 188, M age  = 11.93, 54.8% females) body dysmorphic disorder (BDD) symptoms, we examined a theoretically-derived model to determine if symptoms could be explained by appearance-related teasing, general peer victimization, and social anxiety. BDD symptoms were assessed as distressing preoccupation with perceived appearance defects, social avoidance, and repeated grooming and appearance checking. Associations were expected to occur via the social-perceptual bias known as appearance-based rejection sensitivity (appearance-RS). The source of appearance teasing was also considered (same-sex vs. cross-sex peers), and age and gender moderation were assessed. As predicted, in a structural equation model, BDD symptoms were higher when adolescents self-reported more appearance teasing and higher social anxiety. Moreover, it was appearance teasing by cross-sex peers, rather than same-sex peers, that was uniquely associated with elevated BDD symptoms. These associations were partially mediated by appearance-RS. Notably, peer-reported general victimization was not associated with BDD symptoms. There was no evidence for gender moderation, but some age moderation was found, with stronger associations usually found among older compared to younger adolescents. The findings suggest that appearance-related social adversity, particularly cross-sex teasing, is linked with greater concerns about rejection due to appearance and, in turn, heightened BDD symptoms. This has important implications for understanding the development and treatment of BDD. Continued research to identify the social experiences and interpretative biases that contribute to BDD symptomology is needed.

  3. Sexuality and school shootings: what role does teasing play in school massacres?

    Science.gov (United States)

    Klein, Jessie

    2006-01-01

    Conventional explanations - lax gun control laws, media violence, single and working parents - do not adequately explain the recent spate of school shootings, and neither does bullying by itself, an explanation recently gaining more traction. A certain type of bullying, however, is revealed as particularly culpable. Many of the recent shootings share a disturbing component: The perpetrators were repeatedly, even relentlessly, accused by "preps and jocks" of being gay. Gay harassment is proposed as a point of departure for understanding the causes of school shootings. When boys who believe on some level that they warrant privilege, are instead harassed, they may feel driven to avenge the "wrong," and re-assert a more dominant, powerful, and victorious masculinity. These circumstances call for a cultural transformation such that "boys will be boys" is no longer used as an alibi for violence. The author presents implications for school-based social work practice, teacher and administrator interventions, as well as other prevention strategies.

  4. Is adolescent bullying an evolutionary adaptation?

    Science.gov (United States)

    Volk, Anthony A; Camilleri, Joseph A; Dane, Andrew V; Marini, Zopito A

    2012-01-01

    Bullying appears to be ubiquitous across cultures, involving hundreds of millions of adolescents worldwide, and has potentially serious negative consequences for its participants (particularly victims). We challenge the traditionally held belief that bullying results from maladaptive development by reviewing evidence that bullying may be, in part, an evolved, facultative, adaptive strategy that offers some benefits to its practitioners. In support of this view, we draw from research that suggests bullying serves to promote adolescent bullies' evolutionarily-relevant somatic, sexual, and dominance goals, has a genetic basis, and is widespread among nonhuman animals. We identify and explain differences in the bullying behavior of the two sexes, as well as when and why bullying is adaptive and when it may not be. We offer commentary on both the failures and successes of current anti-bullying interventions from an evolutionary perspective and suggest future directions for both research and anti-bullying interventions. © 2012 Wiley Periodicals, Inc.

  5. Bullying prevention in schools: position statement.

    Science.gov (United States)

    DeSisto, Marie C; Smith, Suzanne

    2015-05-01

    It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as the 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 health and safety of all students, including students who bully, students who are bullied, or students who both bully and are bullied by others (Centers for Disease Control and Prevention [CDC], 2011a, 2011b). The school nurse role includes the prevention of bullying and the identification of students who are bullied, bully others, or both. The school nurse has a significant leadership role in the implementation of bullying prevention policies and strategies.

  6. Electronic bullying among middle school students.

    Science.gov (United States)

    Kowalski, Robin M; Limber, Susan P

    2007-12-01

    Electronic communications technologies are affording children and adolescents new means of bullying one another. Referred to as electronic bullying, cyberbullying, or online social cruelty, this phenomenon includes bullying through e-mail, instant messaging, in a chat room, on a website, or through digital messages or images sent to a cell phone. The present study examined the prevalence of electronic bullying among middle school students. A total of 3,767 middle school students in grades 6, 7, and 8 who attend six elementary and middle schools in the southeastern and northwestern United States completed a questionnaire, consisting of the Olweus Bully/Victim Questionnaire and 23 questions developed for this study that examined participants' experiences with electronic bullying, as both victims and perpetrators. Of the students, 11% that they had been electronically bullied at least once in the last couple of months (victims only); 7% indicated that they were bully/victims; and 4% had electronically bullied someone else at least once in the previous couple of months (bullies only). The most common methods for electronic bullying (as reported by both victims and perpetrators) involved the use of instant messaging, chat rooms, and e-mail. Importantly, close to half of the electronic bully victims reported not knowing the perpetrator's identity. Electronic bullying represents a problem of significant magnitude. As children's use of electronic communications technologies is unlikely to wane in coming years, continued attention to electronic bullying is critical. Implications of these findings for youth, parents, and educators are discussed.

  7. 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.

  8. 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.

  9. 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...

  10. Bullying and social media affordances

    OpenAIRE

    Brailas, Alexios

    2016-01-01

    What constitutes a good and sustainabledigital living?Social media literacyCan we talk about social media intelligence?Can we talk about digital intelligence?How bullying is complicated by special social media affordances?

  11. CYBER BULLYING TACTICS: AN INTRODUCTION

    National Research Council Canada - National Science Library

    Michael Nuccitelli

    2012-01-01

    .... For these reasons, targets of cyber bullying are more apt to personalize the victimization, which can lead to a multitude self-destructive and destructive behaviors including depression, alcohol...

  12. Educators' understanding of workplace bullying

    African Journals Online (AJOL)

    bullying. The study found that the theoretical model provided a valuable framework for studying ... principled leadership, accountability and transparency gives rise to ..... “situational and contextual characteristics” resonates well with this study.

  13. 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…

  14. 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…

  15. Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents

    Science.gov (United States)

    Jacobsen, Kristen E.; Bauman, Sheri

    2007-01-01

    School counselors responded to an Internet survey containing vignettes describing physical, verbal, and relational bullying. Respondents rated relational bullying the least serious of the three types, they had the least empathy for victims of relational bullying, and they were least likely to intervene in relational bullying incidents. Counselors…

  16. Educators' Perceptions of Bullying before and after Implementing a Bullying Prevention Program

    Science.gov (United States)

    Phillips, Lorraine Denise

    2014-01-01

    In suburban schools in Western Pennsylvania, students, educators, parents, and community members are experiencing the negative effects caused by school bullying. Some educators cannot identify bullying, do not perceive bullying as problematic, or are not trained to intervene in bullying events. The purpose of this quasi-experimental, single group,…

  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. Resilience to Bullying: Towards an Alternative to the Anti-Bullying Approach

    Science.gov (United States)

    Moore, Brian; Woodcock, Stuart

    2017-01-01

    Anti-bullying strategies are significant approaches addressing bullying in schools, however their capacity to produce a reduction in bullying behaviour is open to question. This article examined a resilience-based approach to bullying. One hundred and five primary and high school students were surveyed using several standardised instruments. The…

  19. 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.

  20. [Clarifying the definition of bullying].

    Science.gov (United States)

    Bonafons, C; Jehel, L; Hirigoyen, M-F; Coroller-Béquet, A

    2008-09-01

    Bullying is a much discussed and studied concept and yet there is a huge amount of terms and definitions that describe it. The lack of unity and precision around bullying raises several questions, notably in the judicial field. Indeed, how can judges determine if a given situation comes close to bullying or not if they do not have a precise definition of what bullying consists in? The French law attempts to clarify this concept, but it still remains vague on several points, highlighting the effects of bullying without explaining its causes and nature. This study aims at providing further precisions on the definition and bases itself on the analysis of law cases. These show which criteria the judges use to determine if the victim has been bullied or not. In this study, we used the judgments published on the website of the French ministry of justice in which a situation of bullying had been proven. Seventy-two percent of the victims were women whereas 75% of the perpetrators were men. The great majority (91%) of the persons convicted of bullying had a higher hierarchical position than their victims. No case from a subordinate to a superior could be found. Nine percent of the cases were bullying between colleagues. The average seniority was 15 years. The facts that influence the judges' decisions are always dignity-undermining facts, which are frequently combined with an alteration in the victim's health, an endangering of the victim's career and, less often, with the non-respect of the worker's rights. Dignity-undermining consists in humiliations (in 61% of the cases), insults or discourteous comments (27%), disrepute of the victim's work (24%), unjustified sanctions or reproaches, attacks on private life (15%), isolation (15%) and overload of work (12%). In half of the cases, alteration in health is held as the consequence of bullying. The judges mention some anxiodepressive syndroms or psychological problems without providing any supplementary details. No PTSD

  1. School-based interventions to address bullying

    National Research Council Canada - National Science Library

    Peter K Smith

    2016-01-01

    Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years...

  2. Bullying experience in primary school children

    Directory of Open Access Journals (Sweden)

    Farah Aulia

    2016-12-01

    Full Text Available Bullying is still a significant problem today. Bullying occurs starting from the primary level up to college. The impact of the bullying on victims can be a lonely, difficult to adjust, insecurity, low self-esteem, depression and the worst is suicide. The earlier effort to detect bullying experienced by children will be able to prevent long-term effects caused. This study was conducted on 258 students of class 4-5 primary school in Yogyakarta. Data was collected through open-ended questionnaires associated with feelings and experiences of bullying in schools both as perpetrators and victims. The result showed that students feel negative emotions associated with bullying at school and most children experience bullying at school with a variety of forms, ranging from physical, verbal and relational from peers at school. These findings have implications related to the effort to do the school to help students cope with the impact of bullying experienced.

  3. 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 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 informants describe ‘bullying' in general terms that include group dynamic signs, when pressed for a causal explanation, or asked how they would handle a specific case. Most commonly, however, their focus is on the individual bully. In this, the teachers' positions seem to follow the commonplace conception...

  4. 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 ...

  5. Teasing apart a multiple component approach to adolescent alcohol prevention: what worked in Project Northland?

    Science.gov (United States)

    Stigler, Melissa H; Perry, Cheryl L; Komro, Kelli A; Cudeck, Robert; Williams, Carolyn L

    2006-09-01

    This paper presents the results of a post hoc component analysis designed to tease apart the effects of different intervention strategies used in Project Northland, a group-randomized, community-wide, multi-level intervention trial originally conducted in the 1990's to prevent and reduce alcohol use among a cohort of mainly White students in rural Minnesota. This study focuses on Phase I, when students were in 6th-8th grade. The intervention during this phase included five components: classroom curricula, peer leadership, youth-driven/led extra-curricular activities, parent involvement programs, and community activism. Student exposure to/participation in these components was followed over time using reliable process measures. These measures were used as time-varying covariates in growth curve analyses to estimate the effects of the intervention components over time. Multi-item scales from annually-administered student surveys were used to measure relevant outcome variables, like alcohol use. The impact of the components appears to have been differential. The strongest effects were documented for the planners of extra-curricular activities and parent program components. The classroom curricula proved moderately effective, but no effects were associated with differential levels of community activism. The interactions tested here did not provide support for synergistic effects between selected intervention components. Care must be taken when selecting and combining intervention strategies meant to reduce adolescent alcohol use.

  6. Kampanye Pencegahan Bullying di Lingkungan Sekolah

    OpenAIRE

    Zulfani, Muhamad Hanafi; Tirtawidjaja, Indarsjah

    2014-01-01

    Bullying, terutama di lingkungan sekolah di Indonesia seakan tidak ada habisnya. Pelakunya mayoritas adalah teman sekolah. Sayangnya, masyarakat cenderung mendiamkan ketika terjadi bullying. Padahal peran teman sebaya sangat penting untuk mencegah bullying. Untuk mendorong agar masyarakat terutama remaja agar mau berperan dalam mencegah bullying, perlu ada kampanye sosial yang dirancang menggunakan konsep yang jelas dengan pendekatan yang sesuai dengan target yang dituju (remaja). Hasilnya ad...

  7. Gambaran Bullying Pada Pelajar Di Kota Semarang

    OpenAIRE

    Kustanti, Erin Ratna

    2015-01-01

    The study was aimed to identify bullying behavior in students from various levels of education. This study presented bullying patterns in every level of education like bullying forms, involvement of other parties (friends and teachers) to bullying behavior. The study was conducted to 567 students (95 elementary school students, 200 junior high school students, 134 senior high school students, and 138 college students) The samples were taken from schools and universities located in Tembalang a...

  8. Cyber bullying: Child and youth spirituality

    OpenAIRE

    Anastasia Apostolides

    2017-01-01

    Digital culture is part of children’s and adolescents’ everyday lives. Digital culture has both positive and negative consequences. One such negative consequence is cyber violence that has been termed cyber bullying. Cyber bullying can cause serious emotional, behavioural and academic problems for both the victim and the bully. Although there is ongoing research on the effects of cyber bullying on children and youth in South Africa, no research has been carried out on how children’s and youth...

  9. Workplace bullying among Nurses in South Taiwan.

    Science.gov (United States)

    Fang, Li; Huang, Su-Hui; Fang, Shu-Hui

    2016-09-01

    This study was to investigate bullying among hospital nurses and its correlates. Chinese people were unlikely to express their opinions or pursue individual rights. Workplace bullying took place more easily among the educated people within Chinese culture. However, studies related to workplace bullying among hospital nurses in Taiwan were still limited. A cross-sectional design. Two hundred and eighty-five nurses who worked in the regional teaching hospital in south Taiwan were recruited. The significant predictors of workplace bullying were identified by using linear regression analysis. The mean of overall bullying was 1·47, showing that the frequency of the nurses having experienced workplace bullying was between 'never' and 'now and then'. The most frequent bullying item was 'being yelled at or being the target of anger', followed by 'being the objects of untruthful criticism' and 'having views ignored'. Hospital nurses working in the Emergency room would gain 10·888 points more in the overall bullying scale compared with those who worked in operation rooms or haemodialysis rooms. They were more likely to be bullied. Hospital nurses with one year increase in nursing experience were 0·207 points less likely to be bullied. Reducing workplace bullying among hospital nurses was an essential method to provide quality assurance to health care. Nurse managers should build up zero tolerance policy to decrease nurses' exposure to workplace bullying. Training programmes related to bullying prevention are suggested to avoid workplace bullying. The contents of the educational training programmes or workshops should incorporate the characteristics and consequences of the workplace bullying, and the strategies to deal with bullying. © 2016 John Wiley & Sons Ltd.

  10. 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....

  11. Association between bullying and pediatric psychiatric hospitalizations

    Science.gov (United States)

    Leader, Hadassa; Singh, Jasmine; Ghaffar, Ayesha; de Silva, Cheryl

    2018-01-01

    Objectives: Bullying is a serious public health issue. We sought to demonstrate an association between bullying victimization and hospital admissions for acute psychiatric problems. We described the demographics and types of bullying in a sample of hospitalized patients in Staten Island, NY, and compared bullying victimization scores with psychiatric versus medical admissions. Methods: Patients in grades 3–12 were recruited from the Staten Island University Hospital Inpatient Pediatrics unit and emergency department. Patients completed the validated Olweus Bully/Victim Questionnaire (OBQ) was analyzed to formulate a report of bullying in our sample as well as a sub-score measurement of bullying victimization. Pediatric residents simultaneously documented whether the subject was a medical versus an in-patient psychiatry admission. Statistical analysis was performed to look for an association between the victimization sub-score and a psychiatric indication for admission. Results: A total of 185 surveys were analyzed. Peak bullying occurred in 7th and 8th grades. Demographics and types of bullying in our sample were described. A strong association between bullying victimization and hospitalization for in-patient psychiatry was demonstrated. Association between bullying victimization and suicidal ideation, psychiatry, and social work consults was also shown. Concern for an association between hospitalization for psychogenic illness and bullying victimization was also raised. Conclusions: There is a significant association between bullying victimization and psychiatric hospital admissions. This raises the specter of the serious consequences of bullying as it is the first study to prospectively link hospital admissions to bullying. Studies using a valid measure of psychogenic illness to look for an association with bullying victimization are needed. PMID:29326819

  12. Educators' Perceptions on Bullying Prevention Strategies

    Science.gov (United States)

    de Wet, Corene

    2017-01-01

    I report on an investigation into a group of Free State educators' recognition of bullying, their reactions to incidences of bullying, and their perceptions of the effectiveness of a number of bullying prevention strategies. The research instrument was a synthesis of the Delaware Research Questionnaire and questions based on findings from previous…

  13. Workplace bullying and subsequent health problems.

    Science.gov (United States)

    Nielsen, Morten Birkeland; Magerøy, Nils; Gjerstad, Johannes; Einarsen, Ståle

    2014-07-01

    Cross-sectional studies demonstrate that exposure to bullying in the workplace is positively correlated with self-reported health problems. However, these studies do not provide a basis to draw conclusions on the extent to which bullying leads to increased health problems or whether health problems increase the risk of being bullied. To provide better indications of a causal relationship, knowledge from prospective studies on the association between bullying in the workplace and health outcomes is therefore summarised. We conducted a systematic literature review of original articles from central literature databases on longitudinal associations between bullying in the workplace and health. Average associations between bullying and health outcomes are calculated using meta-analysis. A consistent finding across the studies is that exposure to bullying is significantly positively related to mental health problems (OR =1.68; 95% KI 1.35-2.09) and somatic symptoms (OR = 1.77; 95% KI 1.41-2.22) over time. Mental health problems are also associated with subsequent exposure to bullying (OR = 1.74; 95% KI 1.44-2.12). Bullying is positively related to mental health problems and somatic symptoms. The association between mental health problems and subsequent bullying indicates a self-reinforcing process between mental health and bullying. The methodological quality of the studies that were conducted is relatively sound. However, based on the existing knowledge base there are no grounds for conclusions regarding an unambiguous causal relationship between bullying and health.

  14. Workplace Bullying in Radiology and Radiation Oncology.

    Science.gov (United States)

    Parikh, Jay R; Harolds, Jay A; Bluth, Edward I

    2017-08-01

    Workplace bullying is common in health care and has recently been reported in both radiology and radiation oncology. The purpose of this article is to increase awareness of bullying and its potential consequences in radiology and radiation oncology. Bullying behavior may involve abuse, humiliation, intimidation, or insults; is usually repetitive; and causes distress in victims. Workplace bullying is more common in health care than in other industries. Surveys of radiation therapists in the United States, student radiographers in England, and physicians-in-training showed that substantial proportions of respondents had been subjected to workplace bullying. No studies were found that addressed workplace bullying specifically in diagnostic radiology or radiation oncology residents. Potential consequences of workplace bullying in health care include anxiety, depression, and health problems in victims; harm to patients as a result of victims' reduced ability to concentrate; and reduced morale and high turnover in the workplace. The Joint Commission has established leadership standards addressing inappropriate behavior, including bullying, in the workplace. The ACR Commission on Human Resources recommends that organizations take steps to prevent bullying. Those steps include education, including education to ensure that the line between the Socratic method and bullying is not crossed, and the establishment of policies to facilitate reporting of bullying and support victims of bullying. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  15. Undergraduate Nursing Student Experiences with Faculty Bullying

    Science.gov (United States)

    Mott, Jason D.

    2013-01-01

    Incivility and bullying in nursing education has become an area of increased interest. Incivility literature has focused primarily on student-to-faculty incivility. Less focus has been placed on faculty-to-student bullying. This study examined the lived experiences of undergraduate nursing students with faculty bullying. Using descriptive…

  16. 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.

  17. 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…

  18. 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…

  19. 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...

  20. 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…

  1. Bullying: A Handbook for Educators and Parents

    Science.gov (United States)

    Rivers, Ian; Duncan, Neil; Besag, Valerie E.

    2009-01-01

    "Bullying: A Handbook for Educators and Parents" offers a comprehensive exploration of the bullying within public schools, drawing upon research conducted in the United States, United Kingdom, Scandinavia, and Canada. It offers insights into the immediate and long-term impact bullying can have upon the lives of students, their families,…

  2. Why is bullying difficult to change?

    NARCIS (Netherlands)

    Cillessen, A.H.N.; Hymel, S.; Swearer, S.; Gillette, P.

    2008-01-01

    Bullying and victimization are problematic behaviors with negative consequences for everyone: the victims, the bullies, the other students in the classroom and school, the teachers, the parents of the bullies and the victims, and perhaps even the neighborhood in which the school is located. Thus,

  3. Supervisory Bullying, Status Inequalities and Organizational Context

    Science.gov (United States)

    Roscigno, Vincent J.; Lopez, Steven H.; Hodson, Randy

    2009-01-01

    Bullying has been increasingly identified as a significant social problem. Although much of this attention has centered on the context of schooling, researchers are now beginning to recognize that workplaces are also arenas rife with abusive, bullying behaviors. Personality attributes of bullies and victims have received attention, but much less…

  4. Classroom Management, Bullying, and Teacher Practices

    Science.gov (United States)

    Allen, Kathleen P.

    2010-01-01

    While bullying in schools has begun to receive attention, little is known about the relationship between classroom management and bullying in the classroom. The process for exploring this relationship will be a review of research and literature related to bullying in the school environment, classroom management, teacher practices, and student…

  5. Children's Voices on Bullying in Kindergarten

    Science.gov (United States)

    Helgeland, Anne; Lund, Ingrid

    2017-01-01

    Research suggests that bullying does occur in kindergarten. The extent of bullying in Norway and other Scandinavian countries is estimated to be about 12%. The purpose of this study is to investigate children's understanding and experiences of bullying. We use a qualitative approach and have conducted individual interviews and focus group…

  6. 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…

  7. 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…

  8. Addressing Measurement Issues Related to Bullying Involvement

    Science.gov (United States)

    Casper, Deborah M.; Meter, Diana J.; Card, Noel A.

    2015-01-01

    In this article, we address measurement issues related to select aspects of bullying involvement with the goal of moving psychometrically sound measurement practices toward applied bullying research. We first provide a nontechnical introduction to psychometric considerations in measuring bullying involvement, highlighting the importance of…

  9. Bullying and Social Exclusion Anxiety in Schools

    Science.gov (United States)

    Sondergaard, 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.…

  10. 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…

  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. 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.…

  13. 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…

  14. A Study of Bullying Against Nursing Students.

    Science.gov (United States)

    Karatas, Hulya; Ozturk, Candan; Bektas, Murat

    2017-06-01

    Many institutions have conducted research on the subject of bullying. The literature includes many studies of the effects of widespread bullying among primary and secondary school students. Bullying against hospital nurses and also bullying against university students are well-known and frequently discussed research topics. Yet, the exposure of nursing students to bullying has not been sufficiently explored, and few studies have focused on the issue of bullying against nursing students. The aim of this study is to examine bullying against nursing students, including the rate of bullying, types of bullying, and responses to the negative effects of bullying. This study was conducted on 202 nursing students (including sophomores, juniors, and seniors) during the 2013-2014 academic year. The participation rate was 88.5%. The Negative Attitudes Scale was used to collect data, and descriptive statistics were used in data analysis. Participants were evenly distributed between women (49.5%) and men (50.5%). The median age of participants was 21.58 ± 2.28 years; the frequency of bullying was 78.1%. The types of bullying were pejorative statements about the nursing profession (11.3%); low grades used as a form of punishment (9.9%); work, homework, and job rotation used as punishment in lieu of training (9.4%); impossible workloads (9.0%); and the spreading of rumors and gossip (7%). This study indicates that the participants were exposed to high levels of bullying. As exposure to bullying negatively affects the job attitudes of nursing students, further studies are necessary to develop strategies to prevent horizontal bullying.

  15. Influence of Workplace Bullying on Turkish Nurses' Psychological Distress and Nurses' Reactions to Bullying.

    Science.gov (United States)

    Bardakçı, Ezgi; Günüşen, Neslihan Partlak

    2016-03-01

    The study aims to determine the influence of bullying on nurses' psychological distress. A descriptive design was adopted. The study sample included 284 nurses of a university hospital in Izmir, Turkey. The Workplace Bullying Behavior Scale and the General Health Questionnaire were used. After the study was completed, it was determined that nurses with a master's degree were exposed to bullying more and that nurses exposed to bullying suffered higher levels of psychological distress and preferred to keep silent about it. Perpetrators of bullying were mainly head nurses. Bullying is a common workplace phenomenon, and in most cases, nurses bully each other. Bullied nurses suffer more psychological distress. Managers of health care institutions should always remember that nurses have a higher risk of exposure to bullying and that measures should be taken to support nurses. © The Author(s) 2014.

  16. [Gender differences in workplace bullying].

    Science.gov (United States)

    Campanini, P; Punzi, Silvia; Carissimi, Emanuela; Gilioli, R

    2006-01-01

    Despite the attention that international Agencies give to the gender issue in situations of workplace bullying, few investigations have been performed on this topic. The aim of the study is describe the gender differences in victims of workplace bullying observed in an Italian survey. A total of 243 subjects (124 males and 119 females) were examined at the Centre for Occupational Stress and Harassment of the "Clinica del Lavoro Luigi Devoto" (University of Milan and IRCCS Foundation); they were selected among patients who met the criteria for being considered victims of negative actions at work leading to workplace bullying. Data regarding the person, workplace and the workplace bullying situation were collected by means of an ad hoc questionnaire. Analysis of the data, compared with those of IS-TAT 2002, showed a higher prevalence of females subjected to negative actions at work. In women, the risk of being subjected to negative actions leading to workplace bullying was shown to increase in the 34-44 age range and to decrease in higher age ranges; in men the risk remained elevated also after 55 years of age. In general, women were victims of negative actions regarding personal values related to emotional-relational factors, while men were attacked on their work performance. Sexual harassment, may mark the onset of other types of psychological harassment or can be one of its components.

  17. The Role of Elementary School Counselors in Reducing School Bullying

    Science.gov (United States)

    Bauman, Sheri

    2008-01-01

    In this article, I review the literature on school bullying with an emphasis on elementary schools. Bullying is defined and described, 3 types of bullying are discussed, and the importance of relational bullying is emphasized. I review existing programs to reduce bullying with attention to empirical studies. Barriers to implementation of effective…

  18. Workplace bullying prevention: a critical discourse analysis.

    Science.gov (United States)

    Johnson, Susan L

    2015-10-01

    The aim of this study was to analyse the discourses of workplace bullying prevention of hospital nursing unit managers and in the official documents of the organizations where they worked. Workplace bullying can be a self-perpetuating problem in nursing units. As such, efforts to prevent this behaviour may be more effective than efforts to stop ongoing bullying. There is limited research on how healthcare organizations characterize their efforts to prevent workplace bullying. This was a qualitative study. Critical discourse analysis and Foucault's writings on governmentality and discipline were used to analyse data from interviews with hospital nursing unit managers (n = 15) and organizational documents (n = 22). Data were collected in 2012. The discourse of workplace bullying prevention centred around three themes: prevention of workplace bullying through managerial presence, normalizing behaviours and controlling behaviours. All three are individual level discourses of workplace bullying prevention. Current research indicates that workplace bullying is a complex issue with antecedents at the individual, departmental and organizational level. However, the discourse of the participants in this study only focused on prevention of bullying by moulding the behaviours of individuals. The effective prevention of workplace bullying will require departmental and organizational initiatives. Leaders in all types of organizations can use the results of this study to examine their organizations' discourses of workplace bullying prevention to determine where change is needed. © 2015 John Wiley & Sons Ltd.

  19. Sexual risk taking and bullying among adolescents.

    Science.gov (United States)

    Holt, Melissa K; Matjasko, Jennifer L; Espelage, Dorothy; Reid, Gerald; Koenig, Brian

    2013-12-01

    Psychological and educational correlates of bullying have been explored extensively. However, little information is available about the link between bullying and sexual risk-taking behaviors among adolescents, though for some youth it may be that sexual risk taking emerges in response to bullying involvement. Associations for both heterosexual youth and those who identify as gay, lesbian, bisexual, transgender, or questioning (GLBTQ) should be considered, as should the influence of victimization exposures in other domains. Accordingly, associations among bullying, other victimization forms, and sexual risk-taking behaviors were examined among adolescents with particular consideration to sexual orientation. A sample of 8687 high school students completed the Dane County Youth Survey, a countywide survey administered high school students from 24 schools. Participants were asked questions about their bullying involvement and sexual risk-taking behaviors (ie, engaging in casual sex and having sex while under the influence of alcohol or drugs). Results indicated that bullies and bully-victims were more likely to engage in casual sex and sex under the influence. In multivariate analyses, these findings held even after controlling for demographic characteristics and victimization exposures in other domains, but primarily for heterosexual youth. Bullies and bully-victims engaged in more sexual risk-taking behaviors, although patterns of association varied by sexual orientation. Bullying prevention programs and programs aimed at reducing unhealthy sexual practices should consider a broader stress and coping perspective and address the possible link between the stress of bullying involvement and maladaptive coping responses.

  20. Bullying within the forestry organizations of Turkey.

    Science.gov (United States)

    Toksoy, Devlet; Bayramoğlu, Mahmut Muhammet

    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 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.

  1. 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.

  2. Psychological Outcomes of Bullying Among Athletes

    Directory of Open Access Journals (Sweden)

    Veli Onur Celik

    2016-06-01

    Full Text Available Bullying may lead to multiple consequences including academic, social and psychological problems. Bullying, like with in many other branches, has been a major problem in sports. Every form of bullying is described in sports. The competitive nature of sports might unconsciously support bullying. The studies showed that victimization caused by bullying may lead to psychological and physical medical problems as well as unplesant results such as drug abuse and predisposition to crime. In this review we explained the differences between the terms bullying and mobbing and then tried to draw attention to psychological consequences of being exposed to bullying among athletes. [Archives Medical Review Journal 2016; 25(2.000: 152-162

  3. PERILAKU BULLYING: ASESMEN MULTIDIMENSI DAN INTERVENSI SOSIAL

    Directory of Open Access Journals (Sweden)

    Husmiati Yusuf

    2012-10-01

    Full Text Available This paper presented an overview about bullying, multidimentional assessment, and social intervention. Bullying is an act of repeated aggressive behavior in order to intentionally hurt another person physically or mentally. Bullying is characterized by an individual behaving in a certain way to gain power over another person. Behaviors may include name calling, verbal or written abuse, exclusion from activities, exclusion from social situations, physical abuse, or coercion. Bullying in schools sometimes consists of a group of students taking advantage of, or isolating one student in particular and gaining the loyalty of bystanders who want to avoid becoming the next victim. To comprehensively understand about bullying, professional helpers (psychologist, counsellor, and social worker need to do a multidimentional assesment. Based on this issue, this paper suggested three intervention programs to prevent and combating the bullying behavior in the schools is Citizens’ Responsibility Program. Keywords: school, bullying, assessment, intervention

  4. Bullying within the Forestry Organizations of Turkey

    Science.gov (United States)

    Toksoy, Devlet; Bayramoğlu, Mahmut Muhammet

    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 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. PMID:23853543

  5. Prevalence of workplace bullying and risk groups

    DEFF Research Database (Denmark)

    Ortega, Adriana; Høgh, Annie; Pejtersen, Jan Hyld

    2009-01-01

    OBJECTIVES: To estimate the prevalence of bullying and to identify risk groups in a representative population sample. METHODS: The data for this study was taken from the second Danish Psychosocial Work Environment Study (DPWES). The sample consisted of 3,429 employees between 20 and 59-years....... The response rate for the study was 60.4%. RESULTS: The study showed that 8.3% of the respondents had been bullied within the past year, 1.6% of the sample reported daily to weekly bullying. Co-workers (71.5%) and managers/supervisors (32.4%) were most often reported as perpetrators of bullying, but bullying...... from subordinates (6%) was also reported. We found significant differences in the prevalence of bullying for both occupational status and work process, a variable characterizing the employees main task in their job. Unskilled workers reported the highest prevalence of bullying, while managers...

  6. 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...... with 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...

  7. 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.

  8. Bullying in Virtual Learning Communities.

    Science.gov (United States)

    Nikiforos, Stefanos; Tzanavaris, Spyros; Kermanidis, Katia Lida

    2017-01-01

    Bullying through the internet has been investigated and analyzed mainly in the field of social media. In this paper, it is attempted to analyze bullying in the Virtual Learning Communities using Natural Language Processing (NLP) techniques, mainly in the context of sociocultural learning theories. Therefore four case studies took place. We aim to apply NLP techniques to speech analysis on communication data of online communities. Emphasis is given on qualitative data, taking into account the subjectivity of the collaborative activity. Finally, this is the first time such type of analysis is attempted on Greek data.

  9. Research Paper Bullying boys: the traumatic effects of bullying in ...

    African Journals Online (AJOL)

    Objective:This study investigated the nature and extent of the relationship between bullying and trauma among male adolescent learners. Trauma was operationalised through the multiple constructs of post-traumatic stress, anxiety, depression, dissociation and anger. Method: In this quantitative study, two objective ...

  10. 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...

  11. Resilience to Social Bullying in Academia: A Phenomenological Study.

    Science.gov (United States)

    Wieland, Diane; Beitz, Janice M

    2015-01-01

    While social bullying, negative workplace behaviors, and incivility are receiving scholarly attention, no research study could be identified targeting resilience to social bullying in nursing programs. This article describes a phenomenological study that investigated resilience to social bullying. Seventeen self-identified bullied nurse faculty were audiotaped. Colaizzi's method guided data analysis. Multiple themes reflected 3 chronologic periods: during bullying, decisional phase, and after bullying. Implications for the health and well-being of nursing faculty are posed.

  12. Do gender differences matter to workplace bullying?

    Science.gov (United States)

    Wang, Mei-Ling; Hsieh, Yi-Hua

    2015-01-01

    Workplace bullying has become an omnipresent problem in most organizations. Gender differences have recently received increasing attention in the workplace bullying domain. Integrating social dominance theory with gender role theory, this study explores whether male minority and supervisor gender are related to the incidence of workplace bullying. Data from 501 public servants employed in the tax administration institute of Taiwan was collected via a questionnaire and analyzed using hierarchical regression. Male minority reported more workplace bullying than did the female majority. Subordinates working with male supervisors had more exposure to bullying than those working with female supervisors. However, male supervisors did not exacerbate the relationship between male minority and workplace bullying, while females exposure to workplace bullying was attenuated when working with male supervisors. These findings confirm the important role of gender differences when predicting bullying at work and support the view that gender is not merely an individual antecedent of bullying, but rather acts as a social factor to influence the incidence of workplace bullying.

  13. Cyber bullying: Child and youth spirituality

    Directory of Open Access Journals (Sweden)

    Anastasia Apostolides

    2017-10-01

    Full Text Available Digital culture is part of children’s and adolescents’ everyday lives. Digital culture has both positive and negative consequences. One such negative consequence is cyber violence that has been termed cyber bullying. Cyber bullying can cause serious emotional, behavioural and academic problems for both the victim and the bully. Although there is ongoing research on the effects of cyber bullying on children and youth in South Africa, no research has been carried out on how children’s and youth’s spirituality may be affected when they are cyber bullied. This article discusses the accumulative results from different South African institutes that have researched the cyber bullying effects on children and adolescents. These results point to the spiritual effects that children and youth may experience as a result of cyber bullying. This article proposes that spirituality may prevent cyber bullying and even help children and youth heal from the trauma caused by cyber bullying. This article contributes in starting a conversation that may result in more specific research being done on how the spiritual lives of children and adolescents may be affected through the trauma caused by cyber bullying.

  14. GAMBARAN BULLYING PADA PELAJAR DI KOTA SEMARANG

    Directory of Open Access Journals (Sweden)

    Erin Ratna Kustanti

    2015-04-01

    Full Text Available The study was aimed to identify bullying behavior in students from various levels of education. This study presented bullying patterns in every level of education like bullying forms, involvement of other parties (friends and teachers to bullying behavior. The study was conducted to 567 students (95 elementary school students, 200 junior high school students, 134 senior high school students, and 138 college students The samples were taken from schools and universities located in Tembalang and Banyumanik Semarang. Samples were determined using stratified random sampling technique. Bullying data was obtained from Bullying Experience for Students Questionnaire. The descriptive analysis result concluded that most of students have experienced bullying. Students who receive the most bullying are elementary school students (n = 78; 82.98%. For elementary school students, unpleasant treatments are most often occurs in the classroom and school yard. In college students, unpleasant treatments are most often occurs in the cafeteria and outside the campus. The higher the education level, the percentage of subjects reporting decreases (SD= 60.22%; SMP= 12.36%; SMA= 6.80% dan PT= 5.26%. At all levels of education, most subjects did something when bullying happened to their friend. The percentage of subjects who had conducted bullying a friend at various levels of education is quite high. At the high school level, the percentage is highest, reaching 70%.

  15. Cyber bullying: Child and youth spirituality

    Directory of Open Access Journals (Sweden)

    Anastasia Apostolides

    2017-02-01

    Full Text Available Digital culture is part of children’s and adolescents’ everyday lives. Digital culture has both positive and negative consequences. One such negative consequence is cyber violence that has been termed cyber bullying. Cyber bullying can cause serious emotional, behavioural and academic problems for both the victim and the bully. Although there is ongoing research on the effects of cyber bullying on children and youth in South Africa, no research has been carried out on how children’s and youth’s spirituality may be affected when they are cyber bullied. This article discusses the accumulative results from different South African institutes that have researched the cyber bullying effects on children and adolescents. These results point to the spiritual effects that children and youth may experience as a result of cyber bullying. This article proposes that spirituality may prevent cyber bullying and even help children and youth heal from the trauma caused by cyber bullying. This article contributes in starting a conversation that may result in more specific research being done on how the spiritual lives of children and adolescents may be affected through the trauma caused by cyber bullying.

  16. Evaluation of Iowa's anti-bullying law.

    Science.gov (United States)

    Ramirez, Marizen; Ten Eyck, Patrick; Peek-Asa, Corinne; Onwuachi-Willig, Angela; Cavanaugh, Joseph E

    2016-12-01

    Bullying is the most common form of youth aggression. Although 49 of all 50 states in the U.S. have an anti-bullying law in place to prevent bullying, little is known about the effectiveness of these laws. Our objective was to measure the effectiveness of Iowa's anti-bullying law in preventing bullying and improving teacher response to bullying. Sixth, 8th, and 11th grade children who completed the 2005, 2008 and 2010 Iowa Youth Survey were included in this study (n = 253,000). Students were coded according to exposure to the law: pre-law for 2005 survey data, one year post-law for 2008 data, and three years post-law for 2010 data. The outcome variables were: 1) being bullied (relational, verbal, physical, and cyber) in the last month and 2) extent to which teachers/adults on campus intervened with bullying. Generalized linear mixed models were constructed with random effects. The odds of being bullied increased from pre-law to one year post-law periods, and then decreased from one year to three years post-law but not below 2005 pre-law levels. This pattern was consistent across all bullying types except cyberbullying. The odds of teacher intervention decreased 11 % (OR = 0.89, 95 % CL = 0.88, 0.90) from 2005 (pre-law) to 2010 (post-law). Bullying increased immediately after Iowa's anti-bullying law was passed, possibly due to improved reporting. Reductions in bullying occurred as the law matured. Teacher response did not improve after the passage of the law.

  17. Hit, Robbed, and Put Down (but not Bullied): Underreporting of Bullying by Minority and Male Students.

    Science.gov (United States)

    Lai, Tianjian; Kao, Grace

    2018-03-01

    To tackle adolescent bullying and identify students most vulnerable to being bullied, it is essential to examine both occurrences of bullying behaviors and students' own likelihoods of reporting bullying. This study examines ethnic and gender differences in students' odds of reporting bullying using the Education Longitudinal Study of 2002, a nationally representative study of United States high school sophomores (N = 15,362; ages 15-19; 50.2% female). Compared to White and female students, minority (particularly Black and Hispanic) and male students report comparable or greater experiences of bullying behaviors (such as being threatened, hit, put down by peers, or having belongings forced from them, stolen or damaged), but are less likely to report that they have been "bullied." These findings point to racialized and gendered differences in reporting bullying experiences such that indicators of "weakness" in peer relations may carry a greater stigma for minority and male students.

  18. Possible common correlates between bullying and cyber-bullying among adolescents

    National Research Council Canada - National Science Library

    Antoniadou, Nafsika; Kokkinos, Constantinos M; Markos, Angelos

    2016-01-01

    ... one or both phenomena with opposite roles. In terms of predictive factors, cyber-bullying was predicted by being a male, online disinhibition, online activity and psychopathic traits, while traditional bullying was predicted by being a male...

  19. Girls' and boys' trajectories of appearance anxiety from age 10 to 15 years are associated with earlier maturation and appearance-related teasing.

    Science.gov (United States)

    Zimmer-Gembeck, Melanie J; Webb, Haley J; Farrell, Lara J; Waters, Allison M

    2017-05-18

    Adolescents' appearance-related concerns can provoke increasing emotional, social, and eating-related problems. The aims of this five-wave (2.5-year), multiple-informant longitudinal study were to (a) examine growth trajectories of appearance anxiety symptoms and appearance esteem, (b) identify whether trajectories differed by gender, and (c) examine several launching factors including parent-reported physical maturation, peer-rated physical appearance, body mass index, and appearance teasing by parents and peers. Participants were 387 adolescents (44% boys) aged 10 to 13 years at the first assessment. Steep growth in appearance anxiety symptoms was found for both girls and boys, but there was no average change in appearance esteem. Girls had more elevated appearance anxiety symptoms and lower appearance esteem than boys, girls' body mass index was associated with symptoms, and earlier physical maturation and teasing about appearance, alone and in combination, were associated with growth in appearance anxiety symptoms for girls and boys. Earlier maturing boys who were highly teased by parents, but even more so when teased by peers, were at utmost risk for elevated appearance anxiety symptoms and increasing symptoms over time. In contrast, all girls exhibited elevated or increasing appearance anxiety symptoms across time, with the exception of girls with the latest maturation who also reported little teasing about their appearance.

  20. Ethical Infrastructure and Successful Handling of Workplace Bullying

    National Research Council Canada - National Science Library

    Kari Einarsen; Reidar J Mykletun; Ståle Valvatna Einarsen; Anders Skogstad; Denise Salin

    2017-01-01

      Antecedents and consequences of workplace bullying are well documented. However, the measures taken against workplace bullying, and the effectiveness of such measures, have received less attention...

  1. Teaching Kids Not to Bully

    Science.gov (United States)

    ... KidsHealth in the Classroom What Other Parents Are Reading How to Talk to Your Child About the News Brain and Nervous System Cancers When Your Child Needs a Kidney Transplant Vision Facts and Myths Teaching Kids Not to Bully KidsHealth > For Parents > Teaching ...

  2. Initial Development and Validation of the BullyHARM: The Bullying, Harassment, and Aggression Receipt Measure

    Science.gov (United States)

    Hall, William J.

    2016-01-01

    This article describes the development and preliminary validation of the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM). The development of the BullyHARM involved a number of steps and methods, including a literature review, expert review, cognitive testing, readability testing, data collection from a large sample, reliability…

  3. 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…

  4. Birds of a Feather Bully Together: Group Processes and Children's Responses to Bullying

    Science.gov (United States)

    Jones, Sian E.; Manstead, Antony S. R.; Livingstone, Andrew

    2009-01-01

    Recent research has shown that a group-level analysis can inform our understanding of school bullying. The present research drew on social identity theory and intergroup emotion theory. Nine- to eleven-year olds were randomly assigned to the same group as story characters who were described as engaging in bullying, as being bullied, or as neither…

  5. Bully University? The Cost of Workplace Bullying and Employee Disengagement in American Higher Education

    OpenAIRE

    Leah P. Hollis

    2015-01-01

    Workplace bullying has a detrimental effect on employees, yet few studies have examined its impact on personnel in American higher education administration. Therefore, two central research questions guided this study: (a) What is the extent of workplace bullying in higher education administration? and (b) What is the cost of workplace bullying specifically to higher education administration? Participants from 175 four-...

  6. A Multilevel, Statewide Investigation of School District Anti-Bullying Policy Quality and Student Bullying Involvement

    Science.gov (United States)

    Gower, Amy L.; Cousin, Molly; Borowsky, Iris W.

    2017-01-01

    Background: Although nearly all states in the United States require school districts to adopt anti-bullying policies, little research examines the effect of these policies on student bullying and health. Using a statewide sample, we investigated associations between the quality of school district anti-bullying policies and student bullying…

  7. 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…

  8. Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior

    NARCIS (Netherlands)

    Fekkes, M.; Pijpers, F.I.M.; Verloove-Vanhorick, S.P.

    2005-01-01

    Bullying victimization is associated with several health issues. Prevention of bullying is therefore an important goal for health and education professionals. In the present study, 2766 children from 32 Dutch elementary schools participated by completing a questionnaire on bullying behavior, and the

  9. 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…

  10. Predictors of Bullying Behavior, Victimization, and Bully-Victim Risk among High School Students with Disabilities

    Science.gov (United States)

    Blake, Jamilia J.; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R.

    2016-01-01

    The literature on bullying among students with disabilities is burgeoning. The purpose of this study was to examine risk factors for adolescents' involvement in bullying across the bullying continuum. Drawing from the National Longitudinal Transition Study-2 (NLTS2), 2,870 adolescents with disabilities were sampled. Results from multinomial…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Bullying and Cyber-Bullying in Higher Education: Current Institutional Practice and Prevention

    Science.gov (United States)

    Early, Jeremy Scott

    2014-01-01

    Cyber-bullying led a Rutgers University student to commit suicide, which led the Federal government and institutions of higher education to take a closer look at bullying and cyber-bullying on college campuses. Congress introduced the "Tyler Clementi Higher Education Anti-Harassment Act" (Tyler Clementi Act) that would require…

  17. 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,…

  18. Interpretations of bullying by bullies, victims, and bully-victims in interactions at different levels of abstraction.

    Science.gov (United States)

    Pouwels, J Loes; Scholte, Ron H J; van Noorden, Tirza H J; Cillessen, Antonius H N

    2016-01-01

    According to the Social Information Processing Model of children's adjustment, children develop general interpretation styles for future social events based on past social experiences. Previous research has shown associations between interpretations of social situations and internalizing and externalizing symptoms. This study investigated whether bullies, victims, bully-victims, and uninvolved children interpreted ambiguous human interactions differently in terms of bullying and whether these interpretations generalized to abstract non-human interactions. Participants were 390 children (49% girls, Mage  = 10.3 years) who completed self-report measures of bullying and victimization. In addition, they indicated whether video fragments of positive, negative, or ambiguous interactions between humans, animals, and abstract figures depicted bullying situations. Bully-victims reported more bullying than victims and uninvolved children in ambiguous abstract figure, animal, and human fragments and in positive animal fragments. Children who bully did not differ from the other groups. These findings indicate that interpretations of bullying generalized from ambiguous human interactions to more abstract ambiguous animal and abstract figure interactions. Implications for further research and practice were discussed. © 2015 Wiley Periodicals, Inc.

  19. Bullying in undergraduate clinical nursing education.

    Science.gov (United States)

    Clarke, Colette M; Kane, Deborah J; Rajacich, Dale L; Lafreniere, Kathryn D

    2012-05-01

    Although a limited number of studies have focused on bullying in nursing education to date, all of those studies demonstrate the existence of bullying in clinical settings, where nursing students undertake a significant amount of their nursing education. The purpose of this study was to examine the state of bullying in clinical nursing education among Canadian undergraduate nursing students (N = 674) in all 4 years of their nursing program. Results suggest that nursing students experience and witness bullying behaviors at various frequencies, most notably by clinical instructors and staff nurses. Third-year and fourth-year students experience more bullying behaviors than first-year and second-year students. Implications for practice include ensuring that clinical instructors are well prepared for their role as educators. Policies must be developed that address the issue of bullying within nursing programs and within health care facilities where nursing students undertake their clinical nursing education. Copyright 2012, SLACK Incorporated.

  20. Factors associated with bullying at nurses' workplaces.

    Science.gov (United States)

    Fontes, Kátia Biagio; Santana, Rosangela Getirana; Pelloso, Sandra Marisa; Carvalho, Maria Dalva de Barros

    2013-01-01

    To identify nurses who are subject to workplace bullying and its associated factors. Descriptive and exploratory study with a quantitative approach. The sample consisted of 199 nurses working in public and private sectors (N=388). For data collection, a graphic socio-professional questionnaire and the Leymann Inventory Psychological Terrorization were used, both in print or electronic format (May/September 2010). According to the data collected, 11.56% of the participants had been subject to bullying. Multivariate analysis showed that having children, working at Public Healthcare Units, working at an institution for a period between one and three years, currently dealing with acts of bullying and to feel bullied are risk factors for bullying. This study permitted a better understanding of the factors associated with bullying; however, a research based on samples of Brazilian nurses is only the first step to evaluate other factors of influence related to the organizational context.

  1. Nurse Bullying: Impact on Nurses' Health.

    Science.gov (United States)

    Sauer, Penny A; McCoy, Thomas P

    2017-12-01

    Workplace bullying has been experienced by 27% to 80% of nurses who have participated in studies. Bullying behaviors negatively impact the health of nurses. This study examined whether nurses' resilience had an impact on the effects of bullying on the nurse's health. This cross-sectional descriptive study surveyed licensed registered nurses in one state. The sample ( N = 345) was predominately female (89%) and Caucasian (84%), with an average age of 46.6 years. In this sample, 40% of nurses were bullied. Higher incidence of bullying was associated with lower physical health scores ( p = .002) and lower mental health scores ( p = .036). Nurses who are bullied at work experience lower physical and mental health, which can decrease the nurses' quality of life and impede their ability to deliver safe, effective patient care.

  2. Bullying - effects, prevalence and strategies for detection.

    Science.gov (United States)

    Carr-Gregg, Michael; Manocha, Ramesh

    2011-03-01

    The mental, physical, social and academic consequences of bullying have an enormous impact on human and social capital. This article describes the effects and prevalence of bullying on young people and presents strategies for its detection. Strategies for the facilitation of a multidisciplinary approach to bullying in adolescents are also presented. Given the existing high rate of bullying, assessment should be incorporated into a standard psychosocial screening routine in the general practitioner's clinic. Effective management is a multidisciplinary effort, involving parents, teachers and school officials, the GP, and mental health professionals. Given the variable effectiveness of schools in tackling bullying, GPs play an important role in identifying at risk patients, screening for psychiatric comorbidities, counselling families about the problem, and advocating for bullying prevention in their communities.

  3. 'Nobody teases good girls': A qualitative study on perceptions of sexual harassment among young men in a slum of Mumbai.

    Science.gov (United States)

    Zietz, Susannah; Das, Madhumita

    2017-06-05

    Young adulthood is a key period in which gender norms are solidified. As a result, young women are particularly vulnerable to gender-based violence. In Delhi, over 90% of women have ever experienced sexual violence in public spaces. Sexual harassment of girls and women in public spaces is commonly named 'eve teasing' in India. Experience of sexual harassment in public spaces has been found to be associated with restricted mobility, interrupted education, and early age at marriage. Little is known about men's perspectives on eve teasing and how they believe it affects women and girls. This study fills that gap through qualitative research to explore the attitudes and perceptions of adolescent boys and young men on this topic. Ten focus group discussions were conducted in two slum communities in Mumbai. Coding and thematic analysis were performed. We identified themes of acceptance of harassment, weak sanctions, traditional gender norms supportive of harassment, and ideologies of male sexual entitlement. Many of the perceived risk and protective factors for sexual harassment in public spaces are operationalised at the community level. Community mobilisation is necessary in designing interventions focused on the primary and secondary prevention of sexual harassment.

  4. 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...

  5. 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...

  6. Dampak Media Sosial dalam Cyber Bullying

    OpenAIRE

    Hidajat, Monica; Adam, Angry Ronald; Danaparamita, Muhammad; Suhendrik, 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 People's Lives and the second journal is written by ReginaldH. 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...

  7. 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...

  8. 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..

  9. Teasing and social rejection among obese children enrolling in family-based behavioural treatment: effects on psychological adjustment and academic competencies.

    Science.gov (United States)

    Gunnarsdottir, T; Njardvik, U; Olafsdottir, A S; Craighead, L W; Bjarnason, R

    2012-01-01

    The first objective was to determine the prevalence of psychological maladjustment (emotional and behavioural problems), low academic competencies and teasing/social rejection among obese Icelandic children enrolling in a family-based behavioural treatment. A second objective was to explore the degree to which teasing/social rejection specifically contributes to children's psychological adjustment and academic competencies when controlling for other variables, including demographics, children's physical activity, parental depression and life-stress. Participants were 84 obese children (mean body mass index-standard deviation score=3.11, age range=7.52-13.61 years). Height and weight, demographics and measures of children's psychological adjustment, academic competencies, teasing/social rejection and physical activity were collected from children, parents and teachers. Parental depression and life-stress was self-reported. Over half the children exceeded cutoffs indicating concern on at least one measure of behavioural or emotional difficulties. Children endorsed significant levels of teasing/social rejection, with almost half acknowledging they were not popular with same-gender peers. Parent reports of peer problems were even higher, with over 90% of both boys and girls being rated by their parents as having significant peer difficulties. However, rates of low academic competencies as reported by teachers were not different from those of the general population. In regression analyses controlling for other variables, self-reported teasing/social rejection emerged as a significant contributor to explaining both child psychological adjustment and academic competencies. The results indicate that among obese children enrolled in family-based treatment, self-reported teasing/social rejection is quite high and it is associated with poorer psychological adjustment as well as lower academic competencies. Parent reports corroborate the presence of substantial peer

  10. Anti-bullying Policies and Disparities in Bullying: A State-Level Analysis.

    Science.gov (United States)

    Hatzenbuehler, Mark L; Flores, Javier E; Cavanaugh, Joseph E; Onwuachi-Willig, Angela; Ramirez, Marizen R

    2017-08-01

    Recent research suggests that anti-bullying laws may be effective in reducing risk of bullying victimization among youth, but no research has determined whether these laws are also effective in reducing disparities in bullying. The aim of this paper was to evaluate the effectiveness of anti-bullying legislation in reducing disparities in sex- and weight-based bullying and cyberbullying victimization. Data on anti-bullying legislation were obtained from the U.S. Department of Education, which commissioned a systematic review of 16 key components of state laws in 2011. States were also categorized based on whether their legislation enumerated protected groups and, if so, which groups were enumerated. These policy variables from 28 states were linked to individual-level data on bullying and cyberbullying victimization from students in 9th through 12th grade participating in the 2011 Youth Risk Behavior Surveillance System study (N=79,577). Analyses were conducted in 2016. There was an absence of any kind of moderating effect of anti-bullying legislation on weight-based disparities in bullying and cyberbullying victimization. Only state laws with high compliance to Department of Education enumeration guidelines were associated with lower sex-based disparities in bullying victimization. Anti-bullying policies were not associated with lower weight-based disparities in bullying and cyberbullying victimization among youth, and only one form of policies (high compliance to Department of Education enumeration guidelines) was associated with lower sex-based disparities in bullying victimization. Results therefore suggest that anti-bullying legislation requires further refinement to protect youth who are vulnerable to bullying victimization. Copyright © 2017 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  11. Long-term effects of bullying

    Science.gov (United States)

    Wolke, Dieter; Lereya, Suzet Tanya

    2015-01-01

    Bullying is the systematic abuse of power and is defined as aggressive behaviour or intentional harm-doing by peers that is carried out repeatedly and involves an imbalance of power. Being bullied is still often wrongly considered as a ‘normal rite of passage’. This review considers the importance of bullying as a major risk factor for poor physical and mental health and reduced adaptation to adult roles including forming lasting relationships, integrating into work and being economically independent. Bullying by peers has been mostly ignored by health professionals but should be considered as a significant risk factor and safeguarding issue. PMID:25670406

  12. Managerial and Organizational Discourses of Workplace Bullying.

    Science.gov (United States)

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

    2015-09-01

    To explore how workplace bullying is addressed by hospital nursing unit managers and organizational policies. Although workplace bullying is costly to organizations, nurses report that managers do not consistently address the issue. This study used discourse analysis to analyze interview data and policy documents. There were differences in the manner in which managers and the policy documents labeled bullying-type behaviors and discussed the roles and responsibilities of staff and managers. Policies did not clearly delineate how managers should respond to workplace bullying. These differences can allow management variation, not sanctioned by policy. Unclear policy language can also offer insufficient guidance to managers, resulting in differential enforcement of policies.

  13. Incivility as bullying in nursing education.

    Science.gov (United States)

    Condon, Barbara Backer

    2015-01-01

    Incivility as bullying in the workplace remains an important issue in need of attention. Nursing teaching-learning environments are no different. Acts of bullying can be disruptive and harmful to individuals and institutions. The author in this column discusses the prevalence of incivility as bullying within nursing communities with a focus on those in education. The humanbecoming ethical tenets, shame and betrayal are discussed as they relate to bullying. Suggested means of putting an end to this incivility are presented with a call for all nursing faculty to honor living quality as humanbecoming professionals. © The Author(s) 2014.

  14. Building capacity to reduce bullying: workshop summary

    National Research Council Canada - National Science Library

    Olsen, Steve; Simon, Patti

    2014-01-01

    .... Bullying is associated with anxiety, depression, poor school performance, and future delinquent behavior among its targets, and reports regularly surface of youth who have committed suicide at least...

  15. 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. (c) 2015 APA, all rights reserved).

  16. 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.

  17. Time trends in bullying behavior in Italy.

    Science.gov (United States)

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

    2015-07-01

    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 adolescents. The survey reported here is part of the larger population-based cross-sectional (2002, 2006, and 2010) "Health Behaviour in School Aged Children" (HBSC) transnational study. The sample was comprised of 13,174 Italian middle and secondary school students (11- to 15-year-olds; 50.3% girls). Data were collected through a self-report questionnaire. Measures included involvement in bullying as either a perpetrator or a victim. Trends were determined using Gamma statistics. Consistent and robust decreases in the prevalence of bullying between 2002 and 2010 were detected in Italy. During this time frame both frequent and occasional bullying and victimization decreased by half. We measured a strong decrease in involvement in bullying behavior in Italy, in particular after 2006, when the Italian government invested more systematically in the prevention effort on bullying. This is encouraging news for policymakers and practitioners working in the field of bullying prevention. © 2015, American School Health Association.

  18. 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. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  19. 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. Copyright © 2014 AORN, Inc. Published by Elsevier Inc. All rights reserved.

  20. Hidden Forms of Victimization in Elementary Students Involved in Bullying

    Science.gov (United States)

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

    2007-01-01

    This study explored the possibility that bullies, victims of bullying, and bully-victims (i.e., youth who both perpetrate and are victims of bullying) are at increased risk for victimization in four other domains: conventional crime, child maltreatment, sexual victimization, and witnessing or indirect victimization. It also evaluated the extent to…

  1. Managing bullying problems in Nigerian secondary schools: Some ...

    African Journals Online (AJOL)

    Bullying problem has remained pervasive and a going concern for all stakeholders of education who desire to make school climate a safe haven. This paper is moved by this desire, by bringing into context the meaning of bullying and prevalence of bullying around the globe. The paper further brings into perspective bullying ...

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. Bullying in Students with and without Hearing Loss

    Science.gov (United States)

    Pinquart, Martin; Pfeiffer, Jens P.

    2015-01-01

    While bullying is a common phenomenon at schools in general, very few studies have addressed bullying in students with hearing impairment. This study assessed being bullied and bullying others in 181 adolescents from German schools for students who are deaf and hard of hearing, and in 259 hearing peers from regular schools. Students who are deaf…

  8. 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…

  9. 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

  10. Staff Member Perceptions of Bullying in an Afterschool Center

    Science.gov (United States)

    Thegg, Sherrich Monsher

    2017-01-01

    Peer-to-peer bullying negatively impacts over 20% of school-aged children annually. While much literature exists on bullying on school premises, peer-to-peer bullying outside of the classroom is still relatively understudied. Despite states' implementation of antibullying legislation, peer-to-peer bullying has continued in schools and other areas…

  11. What Educators Need to Know about Bullying Behaviors

    Science.gov (United States)

    Graham, Sandra

    2010-01-01

    Despite the growing body of research on bullying, several myths about it persist. Those myths are that bullies have low self-esteem and are rejected by their peers, getting bullied is a natural part of growing up, victims will always continue to be victims, boys are physical and girls are relational victims and bullies, zero tolerance policies…

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

    Science.gov (United States)

    Hazeltine, Brian C.; Hernandez, David A.

    2015-01-01

    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…

  13. 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…

  14. 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…

  15. An Investigation of Middle School Teachers' Perceptions on Bullying

    Science.gov (United States)

    Waters, Stewart; Mashburn, Natalie

    2017-01-01

    The researchers in this study investigated rural middle school teachers' perspectives regarding bullying. The researchers gathered information about the teachers' definitions of bullying, where bullying occurs in their school, and how to prevent bullying. Peer-reviewed literature associated with this topic was studied in order to achieve a broader…

  16. 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....

  17. 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…

  18. The Role of Empathy in Preparing Teachers to Tackle Bullying

    Science.gov (United States)

    Murphy, Helena; Tubritt, John; Norman, James O'Higgins

    2018-01-01

    Much research on bullying behaviour in schools among students has been carried out since the 1970's, when Olweus started a large-scale project in Norway which is now generally regarded as the first scientific study on bullying. Yet, there has been little research on how teachers respond to reports of bullying and tackle bullying behaviour in…

  19. The Use of Homophobic Language across Bullying Roles during Adolescence

    Science.gov (United States)

    Poteat, V. Paul; Rivers, Ian

    2010-01-01

    This study examined the use of homophobic epithets in association with multiple bullying roles (i.e., primary bully, reinforcing and assisting the bully, defending the victim, and remaining uninvolved) among 253 high school students. Use of homophobic epithets was significantly associated with the primary bully role and the supportive roles of…

  20. Bullying and Cyberbullying: What Every Educator Needs to Know

    Science.gov (United States)

    Englander, Elizabeth Kandel

    2013-01-01

    "Bullying is a term that's being, well, bullied. It's been rendered essentially powerless by being constantly kicked around," writes nationally recognized bullying expert Elizabeth Kandel Englander. In this practical and insightful book, Englander dispels pervasive myths and misconceptions about peer cruelty, bullying, and cyberbullying.…

  1. 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…

  2. Prevalence and correlates of being bullied among in- school ...

    African Journals Online (AJOL)

    2013-03-14

    Mar 14, 2013 ... The other risk factors that were identified in the analysis were loneliness (AOR = 2.23; .... was 55% with 18% of respondents reporting cyber bullying. The North Carolina population is likely to be different ... facilitated bullying ('cyber-bullying') occurs in Malawi. The lack of sex difference in reporting bullying ...

  3. 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…

  4. Bullying and victimization among African American adolescents: a literature review.

    Science.gov (United States)

    Albdour, Maha; Krouse, Helene J

    2014-05-01

    Bullying among African American adolescents. This article reviews the current literature on bullying and victimization among African American adolescents. It highlights bullying and violence disparity among African American adolescents, associated risk and protective factors, and effects of bullying on adolescent health. Twenty-three English language peer-reviewed articles from CINAHL, Pubmed, and Psyc-INFO databases. African American adolescents have higher rates of bullying and victimization compared to other adolescent populations. This review found strong associations among bullying involvement, substance abuse, and family factors. Bullying also had a significant impact on adolescent health, particularly psychological symptoms and school performance. © 2014 Wiley Periodicals, Inc.

  5. 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.

  6. 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.

  7. 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.…

  8. Analysis of State Bullying Laws and Policies

    Science.gov (United States)

    Stuart-Cassel, Victoria; Bell, Ariana; Springer, J. Fred

    2011-01-01

    Bullying in schools has become widely viewed as an urgent social, health, and education concern that has moved to the forefront of public debate on school legislation and policy. The Columbine High School shooting in 1999 was the first of many high-profile incidents of violent behavior that appeared to implicate bullying as an underlying cause…

  9. 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…

  10. 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.,…

  11. Workplace Bullying in Healthcare: Part 3.

    Science.gov (United States)

    Lamberth, By Becky

    2015-01-01

    As many as 53.5 million American workers have experienced workplace bullying, which can cost organizations an estimated $200 billion annually in lost productivity, increased sick d ays, increased med ical claims, legal costs, and staff turnover. Bullying can occur in any profession, but for many reasons it is most prevalent in healthcare. Bullying behavior in healthcare has been reported and documented in literature for over 35 years. Although physicians are often considered to be the primary culprit of bullying, healthcare bullies can be one any one of the professionals who work in the organization including nurses, radiology technologists, pharmacists, ancillary staff personnel, administrators, or other non-physician staff members. The first installment of the series focused on defining bullying and its impact on the organization. Part 2 discussed three legal protections for the bully to include at-will laws, unions, and bylaws related to physician privileging. The final installment in this series will evaluate specific bully types and implementing processes to address inappropriate behavior.

  12. 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

  13. Bullying and Inappropriate Behaviour among Faculty Personnel

    Science.gov (United States)

    Meriläinen, Matti; Sinkkonen, Hanna-Maija; Puhakka, Helena; Käyhkö, Katinka

    2016-01-01

    This study focuses on the degree, nature and consequences of bullying or inappropriate behaviour among faculty personnel (n = 303) in a Finnish university. A total of 114 (38%) faculty members answered the email questionnaire. According to the results, 15% of the respondents had experienced bullying; in addition, 45% had experienced inappropriate…

  14. A Transactional Model of Bullying and Victimization

    Science.gov (United States)

    Georgiou, Stelios N.; Fanti, Kostas A.

    2010-01-01

    The purpose of the current study was to develop and test a transactional model, based on longitudinal data, capable to describe the existing interrelation between maternal behavior and child bullying and victimization experiences over time. The results confirmed the existence of such a model for bullying, but not for victimization in terms of…

  15. 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…

  16. 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…

  17. 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…

  18. Generation Cyberbully: Bullying without Borders. [DVD

    Science.gov (United States)

    National Professional Resources, Inc., 2010

    2010-01-01

    This DVD contains the following: (1) Student Program (28 minutes); (2) Educator Program (17 minutes); (3) Parent Handout; and (4) Teaching Guide. What is cyberbullying and how is it different than regular bullying? What should students do if it happens to them, or someone they know? In the Student Program, viewers will learn why bullies do what…

  19. 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…

  20. Teachers' Perceptions of Bullying among Youth

    Science.gov (United States)

    Bell, Karen J. S.; Willis, W. Grant

    2016-01-01

    A series of 48 vignettes of bullying was constructed by crossing (a) four kinds of social contact (physical aggression, verbal aggression, relational aggression, and non-aggression) with (b) male and female bullies, (c) male and female and victims, and (d) reaction of the victim (aggressive, passive, and no reaction). Teachers rated vignettes for…

  1. Guidance Counsellor Strategies for Handling Bullying

    Science.gov (United States)

    Power-Elliott, Michleen; Harris, Gregory E.

    2012-01-01

    The purpose of this exploratory-descriptive study was to examine how guidance counsellors in the province of Newfoundland and Labrador would handle a specific verbal-relational bullying incident. Also of interest was guidance counsellor involvement and training in bullying programmes and Positive Behaviour Supports. Data for this study was…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Teaching Practices, School Support and Bullying

    Science.gov (United States)

    Rodríguez, Ana Carolina Reyes; Noriega, José Angel Vera; Cuervo, Angel Alberto Valdés

    2017-01-01

    Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study's aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and…

  7. 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…

  8. 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 ...

  9. Bullying and social exclusion anxiety in schools

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2012-01-01

    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 and adults...

  10. Bullying Prevention Strategies in Early Childhood Education

    Science.gov (United States)

    Saracho, Olivia N.

    2017-01-01

    Bullying is a serious problem that affects the young children's well being. Early childhood educators find it difficult to manage bullying in the classroom. Preschool is the first environment outside of the home setting where children encounter difficulties when they socially interact with their peers. Based on the principles of protecting and…

  11. 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…

  12. It's time to screen for bullying.

    Science.gov (United States)

    Hickner, John

    2017-02-01

    Because bullying occurs so frequently, public health, community-based, and school-based approaches, rather than one-on-one office-based interventions, are likely to have the greatest overall impact on decreasing bullying. Randomized trials bear this out, showing that prevention programs in schools can effectively reduce the behavior.

  13. 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…

  14. So you want to study bullying? : Recommendations to enhance the validity, transparency, and compatibility of bullying research

    NARCIS (Netherlands)

    Volk, Anthony A.; Veenstra, René; Espelage, Dorothy L.

    2017-01-01

    Bullying is a serious problem that affects millions of individuals worldwide each year. In response to this, thousands of research articles have been published on bullying. Unfortunately, much of bullying research remains largely atheoretical in its approach to defining bullying as a unique form of

  15. 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. © 2014 Wiley Periodicals, Inc.

  16. The Source and Impact of Appearance Teasing: An Examination by Sex and Weight Status among Early Adolescents from the Czech Republic

    Science.gov (United States)

    Almenara, Carlos A.; Ježek, Stanislav

    2015-01-01

    Background: Some adolescents are victims of negative appearance-related feedback, and this may have lasting adverse effects on their self-evaluation. The aim of this study was to examine the frequency and impact of appearance teasing across sex and weight status. Methods: The participants were 570 Czech adolescents (47.9% girls) evaluated at age…

  17. Cyberbullying: another main type of bullying?

    Science.gov (United States)

    Slonje, Robert; Smith, Peter K

    2008-04-01

    Cyberbullying has recently emerged as a new form of bullying and harassment. 360 adolescents (12-20 years), were surveyed to examine the nature and extent of cyberbullying in Swedish schools. Four categories of cyberbullying (by text message, email, phone call and picture/video clip) were examined in relation to age and gender, perceived impact, telling others, and perception of adults becoming aware of such bullying. There was a significant incidence of cyberbullying in lower secondary schools, less in sixth-form colleges. Gender differences were few. The impact of cyberbullying was perceived as highly negative for picture/video clip bullying. Cybervictims most often chose to either tell their friends or no one at all about the cyberbullying, so adults may not be aware of cyberbullying, and (apart from picture/video clip bullying) this is how it was perceived by pupils. Findings are discussed in relation to similarities and differences between cyberbullying and the more traditional forms of bullying.

  18. Addressing the Issue: Bullying and LGBTQ Youth

    Directory of Open Access Journals (Sweden)

    Kimberly Allen

    2014-09-01

    Full Text Available Each day, thousands of youth experience bullying and as many of 70% of all youth report having experienced bullying, either directly or indirectly (Cantor, 2005. For Gay, Lesbian, Bi-sexual, Transgender and Questioning (LGBTQ youth, the chances of experiencing bullying are much higher than for youth in the general population (Russell, Horn, Kosciw, & Saewyc, 2010. Although many youth serving organizations have begun to address the issue of bullying with bullying prevention programs, there is a deficit of information and a lack of inclusion of prevention efforts that specifically address LGBTQ youth. This article address the role of youth organizations in creating safe and inclusive environments for all youth, with specific attention paid to resources and strategies for inclusive environments for LGBTQ youth.

  19. Cyberbullying: the new face of workplace bullying?

    Science.gov (United States)

    Privitera, Carmel; Campbell, Marilyn Anne

    2009-08-01

    While the subject of cyberbullying of children and adolescents has begun to be addressed, less attention and research have focused on cyberbullying in the workplace. Male-dominated workplaces such as manufacturing settings are found to have an increased risk of workplace bullying, but the prevalence of cyberbullying in this sector is not known. This exploratory study investigated the prevalence and methods of face-to-face bullying and cyberbullying of males at work. One hundred three surveys (a modified version of the revised Negative Acts Questionnaire [NAQ-R]) were returned from randomly selected members of the Australian Manufacturing Workers' Union (AMWU). The results showed that 34% of respondents were bullied face-to-face, and 10.7% were cyberbullied. All victims of cyberbullying also experienced face-to-face bullying. The implications for organizations' "duty of care" in regard to this new form of bullying are indicated.

  20. Social background, bullying, and physical inactivity

    DEFF Research Database (Denmark)

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

    2016-01-01

    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...... inactivity among students from lower social classes and for students exposed to bullying. There was a combined effect of low social class and bullying on physical inactivity....... 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...

  1. Bullying on Television: 1960-2010.

    Science.gov (United States)

    Petranovich, Kaitlin A; Bapty, Samantha J; Maestas, Travis S; Strasburger, Victor C

    2016-10-01

    Bullying is a serious issue for adolescents, with health consequences both at the time of victimization and later on in adulthood. Aggression in the media is an area that has been explored as a contributing factor to bullying behavior. This study aims to determine if the incidence of aggression in popular television shows over the past 50 years has changed. A total of 198 episodes of the most popular television shows between the years 1960 and 2010 were coded for incidents of aggression and analyzed using simple linear regression. The mean number of events per episode was 8.8. No statistically significant correlation was found between number of bullying events and the years in which they occurred. Whereas it is possible that aggression on television may have an impact on bullying behaviors, there is no evidence that the incidence of bullying on television has changed significantly in the past 5 decades. © The Author(s) 2015.

  2. 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.

  3. An Investigation of Middle School Teachers' Perceptions on Bullying

    OpenAIRE

    Stewart Waters; Natalie Mashburn

    2017-01-01

    The researchers in this study investigated rural middle school teachers’ perspectives regarding bullying. The researchers gathered information about the teachers’ definitions of bullying, where bullying occurs in their school, and how to prevent bullying. Peer-reviewed literature associated with this topic was studied in order to achieve a broader understanding of bullying and to develop a self-administered survey addressing these issues. A total of 21 teachers participated in the survey a...

  4. Bullying at school: Agreement between caregivers' and children's perception.

    Science.gov (United States)

    Durán, Lucas G; Scherñuk Schroh, Jordán C; Panizoni, Estefanía P; Jouglard, Ezequiel F; Serralunga, M Gabriela; Esandi, M Eugenia

    2017-02-01

    Bullying at school is usually kept secret from adults, making them unaware of the situation. To describe caregivers' and children's perception and assess their agreement in terms of bullying situations. Cross-sectional study in children aged 8-12 years old attending public schools and their caregivers. The questionnaire on preconceptions of intimidation and bullying among peers (PRECONCIMEI) (child/caregiver version) was used. Studied outcome measures: Scale of bullying, causes of bullying, child involvement in bullying, communication in bullying situations. Univariate and bivariate analyses were done and agreement was estimated using the Kappa index. A total of 529 child/caregiver dyads participated. Among caregivers, 35% stated that bullying occurred in their children's schools. Among children, 133 (25%) admitted to being involved: 70 (13%) were victims of bullying, 40 (8%) were bullies, and 23 (4%) were bullied and perpetrated bullying. Among the 63 caregivers of children who admitted to be bullies, 78% did not consider their children capable of perpetrating bullying. Among children who were bullied or who both suffered bullying and bullied others, 69.9% (65/93) indicated that "if they were the victims of bullying, they would tell their family." However, 89.2% (83/93) of caregivers considered that their children would tell them if they were ever involved in these situations. Agreement was observed in terms of a positive communication (Kappa = -0.04) between 62.6% (57/91) of the child/caregiver dyads school bullying. Disagreement was observed between children and their caregivers in relation to the frequency and communication of bullying situations. Few caregivers whose children admitted to being involved in these situations believed it was a possibility.

  5. 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.

  6. Bullying Victimization (Being Bullied) Among Adolescents Referred for Urgent Psychiatric Consultation: Prevalence and Association With Suicidality

    Science.gov (United States)

    Alavi, Nazanin; Roberts, Nasreen; Sutton, Chloe; Axas, Nicholas; Repetti, Leanne

    2015-01-01

    Objective: To examine the prevalence of bullying victimization among adolescents referred for urgent psychiatric consultation, to study the association between bullying victimization and suicidality, and to examine the relation between different types of bullying and suicidality. Method: A retrospective chart review was conducted for all adolescents referred to a hospital-based urgent consultation clinic. Our study sample consisted of adolescents with a history of bullying victimization. The Research Ethics Board of Queen’s University provided approval. Data analysis was conducted using SPSS (IBM SPSS Inc, Armonk, NY). Chi-square tests were used for sex, suicidal ideation, history of physical and sexual abuse, and time and type of bullying, and an independent sample t test was used for age. Results: The prevalence of bullying victimization was 48.5% (182 of 375). There was a significant association between being bullied and suicidal ideation (P = 0.01), and between sex and suicidal ideation (P ≤ 0.001). Victims of cyberbullying reported more suicidal ideation than those who experienced physical or verbal bullying (P = 0.04). Conclusions: Bullying victimization, especially cyberbullying, is associated with increased risk of suicidal ideation among adolescents referred for psychiatric risk assessment. The detailed history of the type and duration of bullying experienced by the victims should be considered when conducting a psychiatric risk assessment. PMID:26720189

  7. Bullying Victimization (Being Bullied) Among Adolescents Referred for Urgent Psychiatric Consultation: Prevalence and Association With Suicidality.

    Science.gov (United States)

    Alavi, Nazanin; Roberts, Nasreen; Sutton, Chloe; Axas, Nicholas; Repetti, Leanne

    2015-10-01

    To examine the prevalence of bullying victimization among adolescents referred for urgent psychiatric consultation, to study the association between bullying victimization and suicidality, and to examine the relation between different types of bullying and suicidality. A retrospective chart review was conducted for all adolescents referred to a hospital-based urgent consultation clinic. Our study sample consisted of adolescents with a history of bullying victimization. The Research Ethics Board of Queen's University provided approval. Data analysis was conducted using SPSS (IBM SPSS Inc, Armonk, NY). Chi-square tests were used for sex, suicidal ideation, history of physical and sexual abuse, and time and type of bullying, and an independent sample t test was used for age. The prevalence of bullying victimization was 48.5% (182 of 375). There was a significant association between being bullied and suicidal ideation (P = 0.01), and between sex and suicidal ideation (P ≤ 0.001). Victims of cyberbullying reported more suicidal ideation than those who experienced physical or verbal bullying (P = 0.04). Bullying victimization, especially cyberbullying, is associated with increased risk of suicidal ideation among adolescents referred for psychiatric risk assessment. The detailed history of the type and duration of bullying experienced by the victims should be considered when conducting a psychiatric risk assessment.

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

    OpenAIRE

    Fox, CL; Jones, SE; Stiff, CE; Sayers, J.

    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, varyin...

  9. 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.

  10. Adult Psychiatric and Suicide Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence

    Science.gov (United States)

    Copeland, William E.; Wolke, Dieter; Angold, Adrian; Costello, E. Jane

    2013-01-01

    Context Both bullies and victims of bullying are at risk for psychiatric problems in childhood, but it is unclear if this elevated risk extends into early adulthood. Objective To test whether bullying and being bullied in childhood predicts psychiatric and suicidality in young adulthood after accounting for childhood psychiatric problems and family hardships. Design Prospective, population-based study of 1420 subjects with being bullied and bullying assessed four to six times between ages 9 and 16. Subjects were categorized as bullies only, victims only, bullies and victims (bully-victims), or neither. Setting and population Community sample Main Outcome Measure Psychiatric outcomes included depression, anxiety, antisocial personality disorder, substance disorders, and suicidality (including recurrent thoughts of death, suicidal ideation, or a suicide attempt) were assessed in young adulthood (ages 19, 21, and 24/25/26) by structured diagnostic interviews. Results Victims and bully-victims had elevated rates of young adult psychiatric disorder, but also elevated rates of childhood psychiatric disorders and family hardships. After controlling for childhood psychiatric problems or family hardship, victims continued to have higher prevalence of agoraphobia (odds ratio (OR), 4.6; 95% confidence interval (CI), 1.7–12.5, p suicidality (males only: OR, 18.5; 95% CI, 6.2–55.1, p Bullies were at risk for antisocial personality disorder only (OR, 4.1; 95% CI, 1.1–15.8, p bullied are direct, pleiotropic and long- lasting with the worst effects for those who are both victims and bullies. PMID:23426798

  11. Bullying and parasomnias: a longitudinal cohort study.

    Science.gov (United States)

    Wolke, Dieter; Lereya, Suzet Tanya

    2014-10-01

    Environmental factors such as serious trauma or abuse and related stress can lead to nightmares or night terrors. Being bullied can be very distressing for children, and victims display long-term social, psychological, and health consequences. Unknown is whether being bullied by peers may increase the risk for experiencing parasomnias such as nightmares, night terrors, or sleepwalking. A total of 6796 children of the Avon Longitudinal Study of Parents and Children (ALSPAC) birth cohort were interviewed at elementary school age (8 and 10 years) about bullying experiences with a previously validated bullying interview and at secondary school age (12.9 years) about parasomnias such as nightmares, night terrors and sleepwalking by trained postgraduate psychologists. Even after adjusting for pre-existing factors related to bullying and parasomnias, being bullied predicted having nightmares (8 years odds ratio [OR], 1.23; 95% confidence interval [CI], 1.05-1.44; 10 years OR, 1.62; 95% CI, 1.35-1.94) or night terrors (8 years OR, 1.39; 95% CI, 1.10-1.75; 10 years OR, 1.53; 95% CI, 1.18-1.98) at age 12 to 13 years. Especially being a chronic victim was associated with both nightmares (OR, 1.82; 95% CI, 1.46-2.27) and night terrors (OR, 2.01; 95% CI, 1.48-2.74). Being a bully/victim also increased the risk for any parasomnia at ages 8 or 10 years (8 years OR, 1.42; 95% CI, 1.08-1.88; 10 years OR, 1.75; 95% CI, 1.30-2.36). In contrast, bullies had no increased risk for any parasomnias. Being bullied increases the risk for having parasomnias. Hence, parents, teachers, school counselors, and clinicians may consider asking about bullying experiences if a child is having parasomnias. Copyright © 2014 by the American Academy of Pediatrics.

  12. 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.

  13. Cyber and traditional bullying: differential association with depression.

    Science.gov (United States)

    Wang, Jing; Nansel, Tonja R; Iannotti, Ronald J

    2011-04-01

    The study compared levels of depression among bullies, victims, and bully-victims of traditional (physical, verbal, and relational) and cyber bullying that is a relatively new form of bullying. The study also examined the association between depression and frequency of involvement in each form of bullying. A U.S. nationally representative sample of students in grades 6-10 (N = 7,313) completed the bullying and depression items in the Health Behavior in School-Aged Children 2005 Survey. Depression was associated with each of the four forms of bullying. Cyber victims reported higher depression than bullies or bully-victims, a result not observed in other forms of bullying. For physical, verbal, and relational bullies, the frequently-involved group of victims and bully victims reported a significantly higher level of depression than the corresponding occasionally involved group. For cyber bullying, differences were found only between the occasional and frequent victims. Results indicated the importance of further study of cyber bullying because its association with depression was distinct from traditional forms of bullying. Published by Elsevier Inc.

  14. Examining Explanations for the Link Between Bullying Perpetration and Physical Dating Violence Perpetration: Do They Vary by Bullying Victimization?

    OpenAIRE

    Vangie A Foshee; Benefield, Thad S.; Reyes, Heath Luz McNaughton; Eastman, Meridith; Vivolo-Kantor, Alana M.; BASILE, KATHLEEN C.; Ennett, Susan T.; Faris, Robert

    2015-01-01

    This short-term longitudinal study examined whether the association between bullying perpetration and later physical dating violence perpetration and mediators of that association (via anger, depression, anxiety, and social status), varied depending on level of bullying victimization. Differences have been noted between those who bully but are not victims of bullying, and those who are both bullies and victims. These differences may influence dating violence risk and the explanations for why ...

  15. School Bullying Among US Adolescents: Physical, Verbal, Relational and Cyber

    Science.gov (United States)

    Wang, Jing; Iannotti, Ronald J.; Nansel, Tonja R.

    2009-01-01

    Purpose Four forms of school bullying behaviors among US adolescents and their association with socio-demographic characteristics, parental support and friends were examined. Methods Data were obtained from the Health Behavior in School-Aged Children (HBSC) 2005 Survey, a nationally-representative sample of grades 6 to 10 (N = 7182). The Olweus Bully/Victim Questionnaire was used to measure physical, verbal and relational forms of bullying. Two items were added using the same format to measure cyber bullying. For each form, four categories were created: bully, victim, bully-victim, and not involved. Multinomial logistic regressions were applied, with socio-demographic variables, parental support and number of friends as predictors. Results Prevalence rates of having bullied others or having been bullied at school for at least once in the last 2 months were 20.8% physically, 53.6% verbally, 51.4% socially or 13.6% electronically. Boys were more involved in physical or verbal bullying, while girls were more involved in relational bullying. Boys were more likely to be cyber bullies, while girls were more likely to be cyber victims. African-American adolescents were involved in more bullying (physical, verbal or cyber) but less victimization (verbal or relational). Higher parental support was associated with less involvement across all forms and classifications of bullying. Having more friends was associated with more bullying and less victimization for physical, verbal and relational forms, but was not associated with cyber bullying. Conclusions Parental support may protect adolescents from all four forms of bullying. Friends associate differentially with traditional and cyber bullying. Results indicate that cyber bullying has a distinct nature from traditional bullying. PMID:19766941

  16. 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…

  17. Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies

    Science.gov (United States)

    Smokowski, Paul R.; Kopasz, Kelly Holland

    2005-01-01

    Bullying represents a significant problem in U.S. schools, affecting approximately one in three children. The authors discuss the dynamics, types, characteristics, and consequences of school bullying. Risk factors for engaging in bullying, being bullied, and becoming both a bully and a victim are discussed. Research indicates that bullying has…

  18. Modeling workplace bullying using catastrophe theory.

    Science.gov (United States)

    Escartin, J; Ceja, L; Navarro, J; Zapf, D

    2013-10-01

    Workplace bullying is defined as negative behaviors directed at organizational members or their work context that occur regularly and repeatedly over a period of time. Employees' perceptions of psychosocial safety climate, workplace bullying victimization, and workplace bullying perpetration were assessed within a sample of nearly 5,000 workers. Linear and nonlinear approaches were applied in order to model both continuous and sudden changes in workplace bullying. More specifically, the present study examines whether a nonlinear dynamical systems model (i.e., a cusp catastrophe model) is superior to the linear combination of variables for predicting the effect of psychosocial safety climate and workplace bullying victimization on workplace bullying perpetration. According to the AICc, and BIC indices, the linear regression model fits the data better than the cusp catastrophe model. The study concludes that some phenomena, especially unhealthy behaviors at work (like workplace bullying), may be better studied using linear approaches as opposed to nonlinear dynamical systems models. This can be explained through the healthy variability hypothesis, which argues that positive organizational behavior is likely to present nonlinear behavior, while a decrease in such variability may indicate the occurrence of negative behaviors at work.

  19. 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.

  20. The social and emotional skills of bullies, victims, and bully-victims of Egyptian primary school children.

    Science.gov (United States)

    Habashy Hussein, Mohamed

    2013-01-01

    This study examined whether bullies, victims, bully-victims (who are both bullies and victims), and students who reported no or low levels of bullying and victimization differed in their levels of social and emotional skills. Data were collected from 623 children in fifth and sixth grades from four Egyptian elementary schools; their ages ranged from 10 to 12 years. K-means cluster analysis revealed four groups: bullies (n = 138), victims (n = 178), bully-victims (n = 59), and children who were not involved in bullying behaviour (n = 248). Data were analyzed using multinomial logistic regression. The findings indicated that boys were more involved in bullying behaviour than girls, and both bullies and bully-victims were less likely to adhere to social rules and politeness than children who were not involved in bullying. Both bullies and victims were less aware of the physiological reactions of their emotions than uninvolved children, and were less able to apply social rules in social interaction. Both victims and bully-victims reported less likeability than children not involved in bullying. Verbal sharing, attending to others' emotions, and analysis of emotions did not have a statistically significant relationship with the probabilities of classifying children to any bullying group versus children not involved in bullying. Social skills were more important than emotional awareness in predicting the likelihood of classifying children in one of the three bullying groups versus children who not involved in bullying. The main conclusion is that social and emotional skills together may provide an effective means of intervention for bullying problems.

  1. 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.

  2. Is there a syndrome of bullying?

    Science.gov (United States)

    Srabstein, Jorge; Piazza, Thomas

    2011-12-09

    We investigated the existence of a psychosomatic disorder associated with bullying by delineating its health and safety and correlates, and defining the demographic characteristics of the USA adolescents affected by this condition. This study was based on an analysis of USA data from the 1996 World Health Organization Health Behavior in School-aged Children survey. The survey provides nationally-representative, cross-sectional survey information on 9938 USA students in Grades 6-10. We examined those students who were involved in bullying as a victim and/or as a bully, with or without a self-reported cluster of depression, "bad mood", "feeling low", "feeling nervous" and sleeping difficulties, and one or more physical symptoms (headaches, stomach aches, back aches, dizziness). A cluster of physical and emotional symptoms linked to their participation in bullying as bullies and/or victims was reported by 9.5% of adolescents, with a higher frequency of 8th Grade students and a predominance of females. These students were 8.14 times more likely to hurt themselves on purpose and 4.20 times more likely to hurt others purposely than their peers who were not involved in bullying and did not suffer from a cluster of physical and emotional symptoms. This study may elicit further examination and debate about the existence of a nosological entity linked to bullying. Pending further research, the present results should support the need to ascertain participation in bullying, as a bully and/or as a victim, in all pediatric visits. Furthermore, there is a need to enquire about symptoms and risks related to this form of abuse.

  3. Bullying and lower urinary tract symptoms: why the pediatric urologist should care about school bullying.

    Science.gov (United States)

    Ching, Christina B; Lee, Haerin; Mason, Matthew D; Clayton, Douglass B; Thomas, John C; Pope, John C; Adams, Mark C; Brock, John W; Tanaka, Stacy T

    2015-02-01

    Bullying has become a social plague associated with various deleterious outcomes. We hypothesized that pediatric lower urinary tract symptoms could be associated with exposure to bullying. We assessed exposure to school bullying via the Setting the Record Straight bullying questionnaire in children 8 to 11 years old being evaluated for lower urinary tract symptoms at our pediatric urology clinic. Lower urinary tract symptoms were quantified with the Vancouver Symptom Score. Children 8 to 11 years old presenting for pediatric well visits also completed the questionnaires. Linear regression assessed the relationship between Vancouver Symptom Score and bullying score. Categorical variables were compared by chi-square test, while continuous variables were compared using the Student t-test. A total of 113 children at the urology clinic and 63 children in the primary care setting consented to participate. There were significant differences between the 2 populations, including gender and race, with significantly more perpetrators of bullying in the primary care group (7.9% vs 0.9%, p = 0.02). When looking specifically at the urology group, there was a significant association between Vancouver Symptom Score and self-perceived (p bullying perpetrator scores. Of children seen at the primary care office 33% had a significant Vancouver Symptom Score. Although bullying exposure is multifactorial, we found that Vancouver Symptom Score can be associated with bullying victimization and perpetrator scores. Copyright © 2015 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

  4. Possible common correlates between bullying and cyber-bullying among adolescents

    National Research Council Canada - National Science Library

    Antoniadou, Nafsika; Kokkinos, Constantinos M; Markos, Angelos

    2016-01-01

    .... Results indicated that although some students participated with the same role in traditional and cyber-bullying/victimization and shared common characteristics, most of them participated in either...

  5. Bullying in Guimarães Schools: Types of Bullying and Gender Differences

    OpenAIRE

    Teresa Sousa-Ferreira; Sérgio Ferreira; Helena Martins

    2014-01-01

    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 femal...

  6. Bullying and the UK Armed Forces.

    Science.gov (United States)

    Coetzee, R H; Atkins, S; Gould, M

    2012-06-01

    There are certain characteristics of the culture and environment in the Armed Forces that may be conducive to bullying. In this article we examine the cultural and environmental factors that may encourage such behaviour and those that act as deterrents for victims to come forward. We will look at the scope of this problem within the UK Armed Forces specifically, before more generally considering the psychological impact of bullying. There appears to be an overall downward trend in bullying within the UK Armed Forces and a positive increase in complaints as more victims step forward. We conclude by highlighting some areas for further development.

  7. Dampak Media Sosial dalam Cyber Bullying

    OpenAIRE

    Monica Hidajat; Angry Ronald Adam; Muhammad Danaparamita; Suhendrik 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 People’s Lives and the second journal is written by ReginaldH. 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...

  8. 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

  9. Resurrecting the Empathy-Bullying Relationship with a Pro-Bullying Attitudes Mediator: the Lazarus Effect in Mediation Research.

    Science.gov (United States)

    Walters, Glenn D; Espelage, Dorothy L

    2017-10-17

    The purpose of this study was to determine whether pro-bullying attitudes are capable of mediating the low empathy-bullying relationship in the absence of a significant unmediated correlation between low empathy and bullying behavior. Using three waves of self-report data from 1371 (677 boys, 694 girls) pre-adolescent/early adolescent members of the Illinois Study of Bullying and Sexual Violence (ISBSV), the mediating effect of pro-bullying attitudes on the low empathy-bullying connection was examined. A path analysis revealed that pro-bullying attitudes successfully mediated the pathway running from low empathy to bully perpetration even though the unmediated relationship between low empathy and bullying perpetration was non-significant. A control or comparison pathway running from bully perpetration to pro-bullying attitudes to low empathy was also tested and found to be non-significant. It would appear that low empathy contributes to bullying perpetration by stimulating pro-bullying attitudes which, in turn, promote bullying perpetration. The theoretical, research, and practical implications of these results are discussed.

  10. Drama at Dunder Mifflin: Workplace Bullying Discourses on The Office.

    Science.gov (United States)

    Sumner, Erin M; Scarduzio, Jennifer A; Daggett, Jena R

    2016-12-04

    This study examines the portrayal and affective framing of workplace bullying behaviors on the popular American television show The Office Quantitative and qualitative content analyses were conducted on 54 episodes spanning the show's nine seasons. Results revealed 331 instances of workplace bullying, for an average of 6.13 bullying behaviors per episode. Workplace bullying behavior on The Office was grouped into five categories: sexual jokes, public humiliation, practical jokes, belittlement, and misuse of authority. In general, instances of workplace bully were scripted as humorous and lacking significant consequences, which could further contribute to social discourses that perpetuate the problem of bullying in real-life workplaces. © The Author(s) 2016.

  11. Workplace bullying among healthcare workers.

    Science.gov (United States)

    Ariza-Montes, Antonio; Muniz, Noel M; Montero-Simó, María José; Araque-Padilla, Rafael Angel

    2013-07-24

    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.

  12. Workplace Bullying among Healthcare Workers

    Science.gov (United States)

    Ariza-Montes, Antonio; Muniz, Noel M.; Montero-Simó, María José; Araque-Padilla, Rafael Angel

    2013-01-01

    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. PMID:23887621

  13. 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.

  14. Bullying during adolescence in Brazil: an overview

    National Research Council Canada - National Science Library

    Pamela Lamarca Pigozi; Ana Lucia Machado

    2015-01-01

    .... 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...

  15. Dampak Media Sosial dalam Cyber Bullying

    Directory of Open Access Journals (Sweden)

    Monica Hidajat

    2015-03-01

    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 People’s Lives and the second journal is written by ReginaldH. 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.

  16. Reducing Bullying Through Leadership Skills Development

    Directory of Open Access Journals (Sweden)

    Lynette Black

    2012-03-01

    Full Text Available The heart wrenching and disturbing statistics regarding bullying in the schools is a reason for concern. Looking at a popular definition of bullying: aggressive intentional behavior involving an imbalance of power or strength (Stop Bullying.gov, one can see a lack of caring and compassion for others. The 4-H Study of Positive Youth Development (Lerner, et al., 2008 indicates the 4-H Youth Development Program is successfully guiding youth onto the best trajectory for positive youth development. As a result of the Lerner PYD study, one rural school in Oregon invited an Extension 4-H Educator to teach leadership skills to children in grades 4-8. The goal of the training was to increase caring and compassion through interactive, teambuilding activities thereby reducing bullying. Evaluation results indicated a significant impact by the program on youth defining their ability to positively work with others.

  17. School-based interventions to address bullying

    Directory of Open Access Journals (Sweden)

    Peter K. Smith

    2016-10-01

    Full Text Available Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical underpinnings to interventions, and in tackling cyberbullying.

  18. Building capacity to reduce bullying: workshop summary

    National Research Council Canada - National Science Library

    Olsen, Steve; Simon, Patti

    2014-01-01

    .... Bullying can occur at all ages, from before elementary school to after high school. It can take the form of physical violence, verbal attacks, social isolation, spreading rumors, or cyberbullying...

  19. Managerial and Organizational Discourses of Workplace Bullying

    Science.gov (United States)

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

    2017-01-01

    OBJECTIVE To explore how workplace bullying is addressed by hospital nursing unit managers and organizational policies. BACKGROUND Although workplace bullying is costly to organizations, nurses report that managers do not consistently address the issue. METHODS This study used discourse analysis to analyze interview data and policy documents. RESULTS There were differences in the manner in which managers and the policy documents labeled bullying-type behaviors and discussed the roles and responsibilities of staff and managers. Policies did not clearly delineate how managers should respond to workplace bullying. CONCLUSIONS These differences can allow management variation, not sanctioned by policy. Unclear policy language can also offer insufficient guidance to managers, resulting in differential enforcement of policies. PMID:26301552

  20. Dampak Media Sosial dalam Cyber Bullying

    National Research Council Canada - National Science Library

    Monica Hidajat; Angry Ronald Adam; Muhammad Danaparamita; Suhendrik Suhendrik

    2015-01-01

    .... 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...

  1. School bullying: Teachers helping students cope

    National Research Council Canada - National Science Library

    Paul A Bartolo

    2017-01-01

      Author: Phillip T. Slee Publisher: Routledge, London Year of Publication: 2017 ISBN: 978-1-1389-1193-2 Educators' and parents' as well as policy makers' concerns about bullying of children have increased significantly...

  2. The significance of organizational factors for the incidence of bullying.

    Science.gov (United States)

    Agervold, Mogens

    2009-06-01

    It is frequently assumed that a poor psychosocial working environment will create conditions that encourage bullying. However, few studies have examined this assumption while comparing work environment ratings of bullied and non-bullied employees who work in the same organization and/or department. The objective of this study was to examine the relationship between organizational factors and the incidence of acts of bullying based on two different approaches: the first by comparing bullied with no-bullied, the second by comparing departments with widespread bullying with departments with little bullying. The study was a part of a general survey study of the work environment and employee well-being in 12 different local social security offices. A total of 898 persons participated in the study (a response rate of 88%). First, the results showed a clear relationship between bullying and fear of organizational change; secondly, weak, but significant, correlations between bullying and other organizational factors; thirdly, the subsequent analyses compared departments in which bullying were most widespread with the rest of the departments. The results supported the hypothesis that departments that suffer from much bullying also have a poorer psychosocial work environment, results that support the assumption that organizational factors such as changes in one's position, pressure of work, performance demands, autocratic management and role conflict and lack of role clarity, as well as a poor social climate can contribute to the emergence of higher incidences of bullying.

  3. Reluctant Bullies: Chinese and American Strategic Culture

    Science.gov (United States)

    2011-03-03

    to start changing the typical Chinese image of an American from the Wizard of Oz (small man behind big machine) to Rodin’s “The Thinker”. This is...St ra te gy R es ea rc h Pr oj ec t RELUCTANT BULLIES: CHINESE AND AMERICAN STRATEGIC CULTURE BY COLONEL KENNETH M. PETERSON United...Project 3. DATES COVERED (From - To) 4. TITLE AND SUBTITLE Reluctant Bullies: Chinese and American Strategic Culture 5a. CONTRACT

  4. BULLYING AND SUICIDALITY IN CHILDHOOD AND ADOLESCENCE

    OpenAIRE

    Katsaras,George; Kourlaba, Georgia

    2017-01-01

    Introduction: The episodes of violence and aggression in schools is a common and growing in frequency phenomenon. Research has shown that the engagement with school bullying is a major risk factor as far as suicidal ideation and suicide attempts are concerned. The aim was to review literature about school bullying and cyberbullying as well as the suicidality in children and adolescents.  Material and Methods: It was used bibliography search in the databases PubMed and Scopus, reviews of the l...

  5. 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...

  6. [Coping strategies: bullying in the nursing workplace].

    Science.gov (United States)

    Tsai, Shian-Ting; Sung, Ya-Wen; Tzou, Li-Ping; Huang, Meng-Ting; Hwang, Miin-Rong; Chiou, Chii-Jun

    2011-08-01

    High nurse turnover rates and the related rise in patient-to-nurse ratios correlate with the integrity and maturity of nursing organizations and patient safety issues. Previous studies indicate bullying among nurses to be significantly related to high turnover rates and to impact negatively on the physical and mental health of nurses. The situation has been severe enough to lead to nurse suicides (Yildirim & Yildirim, 2007). In light of such, the International Council of Nurses (ICN) reviewed the literature about nursing workplace bullying and proclaimed the importance of fostering a positive work environment in 2007. Most studies on nursing workplace bullying have focused on western societies. In order to clarify the state of nursing bullying in Taiwan, this paper worked to summarize observations in the literature regarding the causes of and management strategies for nursing workplace bullying in order to increase the attention of nursing managers and staff toward this issue. The authors hope that this article may help raise awareness and both prevent nursing workplace bullying and reduce currently high turnover rates.

  7. 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.

  8. Exploring high school learners' perceptions of bullying.

    Science.gov (United States)

    Blake, Patricia; Louw, Johann

    2010-12-01

    Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous, voluntary self-report questionnaire. Factors identified as most frequently interfering with their schoolwork included classmates not listening in class, feeling overwhelmed by schoolwork, teacher absenteeism, and verbal fighting. When asked specifically about bullying, 40% of learners indicated that they frequently experienced bullying at school-although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore, although the majority of learners indicated they thought teachers considered bullying a problem, few felt there was anything that school staff could do to counteract bullying effectively. These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour.

  9. Dating experiences of bullies in early adolescence.

    Science.gov (United States)

    Connolly, J; Pepler, D; Craig, W; Taradash, A

    2000-11-01

    In this study, 196 young adolescents who reported that they bullied their peers were identified out of a sample of 1,758 students in Grades 5 through 8. After selecting from the total sample a group of nonbullying youth who were matched on gender, school, and grade, a comparison was made of the groups' dating experiences, quality of friend and boyfriend or girlfriend relationships, and acts of physical and social aggression. The results indicated that bullies started dating earlier and engaged in more advanced dyadic dating than comparison adolescents. Bullies were highly relationship oriented, yet their views of their friends and boyfriends or girlfriends were less positive and less equitable than the comparison adolescents. Finally, bullies were more likely to report physical and social aggression with their boyfriends or girlfriends. Although the bullies reported more advanced pubertal development, this factor did not fully account for their dating precocity and negative romantic relationships. The results confirmed our hypotheses that adolescents whose peer relationships are characterized by bullying are at risk in their development of healthy romantic relationships.

  10. Bullying in Context: Stories of Bullying on an Internet Discussion Board

    Science.gov (United States)

    Osvaldsson, Karin

    2011-01-01

    The paper examines how young people describe experiences of bullying when participating in an Internet community dedicated to young people experiencing mental health problems. The micro-analytic focus demonstrates how young people construct their identities in relation to their telling about their experiences of being victims of bullying,…

  11. No More Bullying: An Analysis of Primary School Children's Drawings of School Bullying

    Science.gov (United States)

    Slee, Phillip T.; Skrzypiec, Grace

    2016-01-01

    Bullying in schools is an international problem impacting negatively on children's well-being. Children's drawings can provide an insight into their emotional states. There is little published literature that uses children's drawings to gain better understandings of the nature and impact of bullying. We report two studies using indicators of…

  12. Can Schools Reduce Bullying? The Relationship between School Characteristics and the Prevalence of Bullying Behaviours

    Science.gov (United States)

    Muijs, Daniel

    2017-01-01

    Background: Bullying remains a persistent phenomenon in schools, but the extent to which day-to-day policies and practices relate to bullying prevalence has not been widely studied. In this study, we use an educational effectiveness framework to interrogate this relationship. Aims: The aim was to study the relationship between school factors and…

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

    NARCIS (Netherlands)

    Garandeau, Claire F.|info:eu-repo/dai/nl/380715066; 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

  14. 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.

  15. 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…

  16. 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…

  17. Can schools reduce bullying? The relationship between school characteristics and the prevalence of bullying behaviours.

    Science.gov (United States)

    Muijs, Daniel

    2017-06-01

    Bullying remains a persistent phenomenon in schools, but the extent to which day-to-day policies and practices relate to bullying prevalence has not been widely studied. In this study, we use an educational effectiveness framework to interrogate this relationship. The aim was to study the relationship between school factors and prevalence of bullying in primary schools. We hypothesize that school conditions (e.g., size), school policies (e.g., behaviour policies), and school processes (e.g., teaching quality) are related to bullying prevalence. Surveys were administered to pupils in 35 primary schools in four local authorities in England. Pupils (N = 1,411) and teachers (N = 68) in the final year of primary school (year 6) were surveyed. This study drew on the following data sources: A pupil survey on bullying behaviours A survey of teachers on school policies and processes Analysis of data on school processes from school inspection reports Analysis of secondary data on school conditions and pupil characteristics. Three-level multilevel models were used to analyse the data. Results show a substantial school- and classroom-level effect on prevalence of bullying. Effective school policies were found to be related to levels of bullying. The study provides support for the importance of schools' embedded policies and practices in relation to bullying prevalence and provides evidence for policy on the importance of focusing on a broad range of outcomes. © 2017 The British Psychological Society.

  18. 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. © 2013 The Scandinavian Psychological Associations.

  19. Just jokes! Icebreakers, innuendo, teasing and talking: The role of humour in HIV/AIDS peer education among university students.

    Science.gov (United States)

    Cooper, Silvie; Dickinson, David

    2013-12-01

    Peer conversation provides an important platform for people to explore and disseminate sexual health knowledge. Humour forms part of conversations held between peers including those where sexual health and sexual decisions are discussed. The central argument of this article links conversation, humour and peer education. Drawing on interviews and diaries kept by 12 student peer educators over a two-month period in a South African university, the article explores the forms and functions of humour in instigating and encouraging informal peer education between young people in a university setting. The evidence shows that humour can foster intimacy, familiarity and camaraderie in peer interactions; keeps conversation moving; and acts as a gateway to discussion of taboo, personal and private subjects that lie at the core of effective peer education. Components of humour (joking, teasing, innuendo, provocation) and the transformation of the serious (and boring) into the enjoyable (and accessible) are found in these peer interactions. However, humour can also limit communication by keeping conversations light and superficial or, in the case of inappropriate humour, close conversation altogether. Acknowledging the nuances of humour within conversation and peer education allows for a clearer understanding of the ways in which humour contributes to effective health promotion efforts and how it can be used within peer educator practice. The effect of the personality traits of peer educators on effective use of humour in conversation is an area that could benefit from further insight and research.

  20. 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.

  1. Narcissism, Bullying, and Social Dominance in Youth : A Longitudinal Analysis

    NARCIS (Netherlands)

    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

  2. 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. © 2015 The Author(s).

  3. Does forgiveness mediate the impact of school bullying on ...

    African Journals Online (AJOL)

    Objective: The link between both bullying and victimisation and psychopathology has been well established. Forgiveness has been associated with better mental health. However, few studies have examined the relationship between adolescent forgiveness, psychopathology and bullying/ victimisation. This study ...

  4. Bullying Takes Financial Toll on U.S. School Districts

    Science.gov (United States)

    ... page: https://medlineplus.gov/news/fullstory_167059.html Bullying Takes Financial Toll on U.S. School Districts Absenteeism ... 6, 2017 THURSDAY, July 6, 2017 (HealthDay News) -- Bullying can come with a hefty hidden cost for ...

  5. 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.

  6. 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.

  7. Narcissism, bullying, and social dominance in youth : A longitudinal analysis

    NARCIS (Netherlands)

    Reijntjes, Albert; Vermande, Marjolein; Thomaes, Sander; Goossens, Frits; Olthof, Tjeert; Aleva, Liesbeth; van der Meulen, Matty

    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

  8. How You Can Help Your Child Avoid & Address Bullying

    Science.gov (United States)

    ... How You Can Help Your Child Avoid & Address Bullying Page Content Article Body Whether on the school ... other ways. Getting that response usually makes the bullying behavior continue. Your child should try to keep ...

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

    Science.gov (United States)

    ... http://www.healthychildren.org/English/safety-prevention/at-play/Pages/Bullies-Beat-Down-Self-Esteem.asp [top] Eunice Kennedy Shriver National Institute of Child Health and Human Development. (2010). Taking a stand against bullying. Retrieved June ...

  10. How can we prevent and reduce bullying amongst university students?

    National Research Council Canada - National Science Library

    Carrie Anne Myers; Helen Cowie

    2016-01-01

      While it has long been recognized that bullying occurs at school and in the workplace, recent research confirms that bullying also takes place among university students, including undergraduates...

  11. 5 Ways to Bully-Proof Your Kid

    Science.gov (United States)

    ... de poner a su hijo a prueba del acoso escolar Did you know that 25% of public ... Help Someone Who's Being Bullied? Stress & Coping Center Sexual Harassment and Sexual Bullying Should You Worry About ...

  12. 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. © The Author(s) 2015.

  13. 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...

  14. 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...

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

    OpenAIRE

    A.A. Bochaver,

    2014-01-01

    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 a...

  16. Development of the bullying and health experiences scale.

    Science.gov (United States)

    Beran, Tanya; Stanton, Lauren; Hetherington, Ross; Mishna, Faye; Shariff, Shaheen

    2012-11-09

    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. This paper responds to the need for a multidimensional measure of the impact of various forms of bullying. We used a comprehensive definition of bullying, which includes all of its forms, to identify children who had been targeted or who had participated in bullying. We then examined various ways in which they were impacted. We used an online method to administer 37 impact items to 377 (277 female, 100 male) children and youth, to develop and test the Bullying and Health Experience Scale. A principal components analysis of the bullying impact items with varimax rotation resulted in 8 factors with eigenvalues greater than one, explaining 68.0% of the variance. These scales include risk, relationships, anger, physical injury, drug use, anxiety, self-esteem, and eating problems, which represent many of the cognitive, psychological, and behavioral consequences of bullying. The Cronbach alpha coefficients for the 8 scales range from .73 to .90, indicating good inter-item consistency. Comparisons between the groups showed that children involved in bullying had significantly higher negative outcomes on all scales than children not involved in bullying. The high Cronbach alpha values indicate that the 8 impact scales provide reliable scores. In addition, comparisons between the groups indicate that the 8 scales provide accurate scores, with more negative outcomes reported by children involved in bullying compared to those who are not involved in bullying. This evidence of reliability and validity indicates that

  17. Bullying aus Täter-, Opfer- und Zuschauerperspektive

    OpenAIRE

    Beckers, Anna

    2011-01-01

    Die Untersuchung hatte das Ziel, aus einer attributionstheoretischen Perspektive zu untersuchen, ob und inwieweit sich Bullying-Täter, Bullying-Opfer und Bullying-Zuschauer hinsichtlich ihres situationsspezifischen Attributionsstils in Bullying-Situationen und ihres habituellen Attributionsstils in Erfolgs- und Misserfolgssituationen unterscheiden. Zudem sollte untersucht werden, ob sich die drei Gruppen in den einem fiktiven Opfer zugeschriebenen Emotionen und in ihrem Empathievermögen unter...

  18. Psychological Adjustment in Bullies and Victims of School Violence

    Science.gov (United States)

    Estevez, Estefania; Murgui, Sergio; Musitu, Gonzalo

    2009-01-01

    The present study examined psychosocial adjustment in the following four groups of students: victims, bullies, bully/victims and a control group of adolescents not involved in bullying or victimization problems. Psychosocial adjustment was measured considering as indicators: level of self-esteem, depressive symptomatology, perceived stress,…

  19. Bullying: Proactive Physical Educators' Contribution to School-Wide Prevention

    Science.gov (United States)

    Gibbone, Anne; Manson, Mara

    2010-01-01

    Although not a new concept, bullying continues to be a problem in schools across the nation. Bullying involves the intention to hurt the feelings of the victim. Research demonstrates that victims of bullying often experience low self-esteem, depression, anxiety, insecurity, oversensitivity, introversion, and withdrawal from social activities. This…

  20. Ethnic Identity and Subjective Well-Being of Bully Participants

    Science.gov (United States)

    Vera, Elizabeth M.; Kordesh, Kathy; Polanin, Megan; Adams, Kristen; Aydin, Fatma; Knoll, Mike; Oh, Jennifer; Wade, James; Roche, Meghan; Hughes, Kelly; Eisenberg, Corry; Camacho, Daniel; Jeremie-Brink, Gihane

    2015-01-01

    Relationships among bully victimization, bully perpetration, ethnic identity, and subjective well-being (i.e., life satisfaction, positive affect, and negative affect) were examined in a group of urban, ethnically diverse early adolescents. Indices of subjective well-being correlated with participants' scores on bully victimization and…

  1. Moral Reasoning about School Bullying in Involved Adolescents

    Science.gov (United States)

    Levasseur, Caroline; Desbiens, Nadia; Bowen, François

    2017-01-01

    The aim of the present study was to investigate how bullying incident participant roles and moral reasoning relate to each other in adolescents. To do so, we examined sociomoral judgments about hypothetical bullying incidents and moral disengagement in adolescents identified as bullies, defenders of the victim and passive bystanders. Six-hundred…

  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. © 2014 Wiley Periodicals, Inc.

  3. Teachers' Perspectives on Effective Responses to Overt Bullying

    Science.gov (United States)

    Sokol, Nicole; Bussey, Kay; Rapee, Ronald M.

    2016-01-01

    School communities worldwide are tackling the pervasive problem of school bullying. Teachers hold an important responsibility to prevent and manage bullying problems in the school environment and often play a key role in advising students about how to respond to bullying. This study examined teachers' perspectives on the most effective ways to…

  4. Pola Asuh Otoriter, Konformitas Dan Perilaku School Bullying

    OpenAIRE

    Tis’Ina, Nur Arofah; Suroso

    2015-01-01

    . The purpose of this study is to examine the correlation betweenauthoritarian parentig and conformity with school bullying on MTs X Sidoarjostudents, using quantitative method. Subjects were 65 MTs students. Researchvariables were measured using school bullying scale, authoritarian parenting scaleand conformity scale. Data were analyzed using regression analysis. The resultsshowed that authoritarian parenting and conformity significantly associated withschool bullying. Separately, authoritar...

  5. Educators' understanding of workplace bullying | de Wet | South ...

    African Journals Online (AJOL)

    This article looks at educators' understanding of workplace bullying through the lens of a twodimensional model of bullying. Educators, who were furthering their studies at the University of the Free State, were invited to take part in a study on different types of bullying. Deductive, directed content analysis was used to ...

  6. 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

  7. 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…

  8. 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…

  9. 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,…

  10. Psychopathology of bullying and emotional abuse among school ...

    African Journals Online (AJOL)

    The study was carried out to investigate the psychological effects of bullying on victims of bullying acts using self report method. Negative Act Scale was designed and validated to assess experience of bullying among students. Also, Symptom Distress Checklist (SCL-90) was used to assess manifestations of emotional ...

  11. Bullying: Young Children's Roles, Social Status, and Prevention Programmes

    Science.gov (United States)

    Saracho, Olivia N.

    2017-01-01

    Bullying in schools has been identified as a serious and complex worldwide problem associated with young children's victimization. Research studies indicate the frequency and effects of bullying among young children. The effects seem to be across-the-board for both bullies and victims, who are at risk of experiencing emotional, social, and…

  12. 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…

  13. Bullying and School Violence: The Tip of the Iceberg.

    Science.gov (United States)

    Weinhold, Barry K.

    2000-01-01

    Discusses reasons for school violence, examining critical aspects of the culture of school violence (a dominator value system that supports violence, overemphasis on negativity, and pervasiveness of bullying). The paper describes differences between bullying and normal peer conflict and notes short- and long-term effects of bullying.…

  14. Clueless or powerful? Identifying subtypes of bullies in adolescence

    NARCIS (Netherlands)

    Peeters, M.|info:eu-repo/dai/nl/322993806; Cillessen, Antonius H. N.; Scholte, R. H.

    2010-01-01

    This study examined the heterogeneity of bullying among adolescents. It was hypothesized that bullying behavior serves different social functions and, depending on these functions, bullies will differ in their skills, status and social behavior. In a total sample of 806 8th graders, 120 adolescents

  15. Clueless or Powerful? Identifying Subtypes of Bullies in Adolescence

    NARCIS (Netherlands)

    Peeters, M.; Cillessen, A.H.N.; Scholte, R.H.J.

    2010-01-01

    This study examined the heterogeneity of bullying among adolescents. It was hypothesized that bullying behavior serves different social functions and, depending on these functions, bullies will differ in their skills, status and social behavior. In a total sample of 806 8th graders, 120 adolescents

  16. 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,…

  17. 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,…

  18. Make Your School a Bully-Free Zone

    Science.gov (United States)

    Costello, Maureen

    2011-01-01

    When parents think of bullying at school, the first image that comes to mind may be a large child shoving a smaller, younger child in a schoolyard. But bullying is rarely so obvious these days. The most common forms of bullying can go unnoticed, and can do far more lasting damage. This fact presents a challenge to parents and educators working to…

  19. School bonding in students who have different roles in bullying

    Directory of Open Access Journals (Sweden)

    Popović-Ćitić Branislava

    2012-01-01

    Full Text Available In recognizing the empirical evidence in the relationship between bullying and students' level of school bonding, the initial premise was derived that students who do not participate in bullying are more attached and committed to school than students who are bullies, victims or bullies-victims. In order to determine possible differences in the level of social bonding to school among students who have different roles in bullying, the survey was conducted on a sample of 1012 students from 12 elementary schools in Belgrade, with the average age of 12.9. Research results showed that levels of attachment and commitment to school among elementary school students are relatively high, with higher levels of bonding among girls and students in lower grades. Statistically significant negative correlations were found between school bonding and bullying, indicating that students with higher level of school bonding are less involved in bullying. The results of one-way analysis of variance confirmed the existence of significant differences between students who have different roles in bullying. Post hoc tests indicated that bullies and bullies-victims have lower level of school bonding than victims and students who do not participate in bullying. Additionally, significant gender and age differences in roles of bullying were found.

  20. 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…

  1. On Bullshit and Bullying: Taking Seriously Those We Educate

    Science.gov (United States)

    Jacobson, Ronald B.

    2010-01-01

    School bullying continues to plague students around the globe. Bullying research to date has largely employed empirical methodologies, including both qualitative and quantitative approaches. Using a philosophical lens, this paper seeks to better understand the intentionality of bullying by considering the satisfaction derived in the tears of…

  2. Differences in Bullying Victimization between Students with and without Disabilities

    Science.gov (United States)

    Bear, George G.; Mantz, Lindsey S.; Glutting, Joseph J.; Yang, Chunyan; Boyer, Deborah E.

    2015-01-01

    Prevalence rates for bullying victimization among children with disabilities have varied greatly in the research literature. Two reasons for such variability were the focus of this study: (a) rates vary as a function of disability type, and (b) rates vary based on the bullying measure and criteria used to classify students as bullying victims. The…

  3. 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…

  4. Bullying in schools : The role of teachers and classmates

    NARCIS (Netherlands)

    Oldenburg, Beau

    2017-01-01

    This dissertation investigated the role of teachers and classmates in school bullying. The three main findings were: 1. Teachers may not be fully equipped to tackle bullying This dissertation suggests that teachers affect the prevalence of bullying, but that they may not be fully equipped to tackle

  5. Bullying Prevalence in Students with Autism Spectrum Disorder

    Science.gov (United States)

    Campbell, Marilyn; Hwang, Yoon-Suk; Whiteford, Chrystal; Dillon-Wallace, Julie; Ashburner, Jill; Saggers, Beth; Carrington, Suzanne

    2017-01-01

    All forms of bullying, physical, verbal, social, and cyber, are prevalent among youth worldwide. An especially vulnerable population for involvement in bullying is students with an autism spectrum disorder (ASD). Although there are some studies that have investigated bullying in these students, many of these are beset by methodological issues. We…

  6. 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…

  7. Social Bullying: Correlates, Consequences, and Prevention. In Brief

    Science.gov (United States)

    Stuart-Cassel, Victoria; Terzian, Mary; Bradshaw, Catherine

    2013-01-01

    Bullying is considered one of the most prevalent and potentially damaging forms of school violence. Each year, more than a quarter of middle and high school students are subjected to some form of bullying in their school environments. Research has identified potentially harmful immediate and long-term consequences for bullying-involved youth and…

  8. Bullying in the Clinical Training of Pharmacy Students

    Science.gov (United States)

    Shane, Patricia; Sasaki-Hill, Debra; Yoshizuka, Keith; Chan, Paul; Vo, Thuy

    2014-01-01

    Objective. To determine whether bullying is a significant factor in the clinical training of pharmacy students. Methods. The literature as well as the Accreditation Council for Pharmacy Education (ACPE) Standards and American Association of Colleges of Pharmacy (AACP) surveys were reviewed for mention and/or measurement of bullying behaviors in the clinical training of pharmacy students. The authors used a Delphi process to define bullying behavior. The consensus definition was used to analyze 2,087 in-house student evaluations of preceptors for evidence of bullying behaviors. The authors mapped strings of text from in-house student comments to different, established categories of bullying behaviors. Results. The ACPE Standards and AACP surveys contained no mention or measures of bullying. The 2013 AACP survey data reported overwhelmingly positive preceptor ratings. Of the 2,087 student evaluations of preceptors, 119 (5.7%) had at least 1 low rating. Within those 119 survey instruments, 34 comments were found describing bullying behaviors. Students’ responses to the AACP survey were similar to data from the national cohort. Conclusions. Given the evidence that bullying behaviors occur in pharmacy education and that bullying has long-term and short-term damaging effects, more attention should be focused on this problem. Efforts should include addressing bullying in ACPE Standards and AACP survey tools developing a consensus definition for bullying and conducting more research into bullying in the clinical training of pharmacy students. PMID:25147389

  9. 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…

  10. Examining Associations between Race, Urbanicity, and Patterns of Bullying Involvement

    Science.gov (United States)

    Goldweber, Asha; Waasdorp, Tracy Evian; Bradshaw, Catherine P.

    2013-01-01

    Research on the role of race and urbanicity in bullying involvement has been limited. The present study examined bullying involvement subgroups that relate to race, urbanicity, and the perceived reason for the bullying. Self-report data were collected from 10,254 middle school youth (49.8% female; 62.4% Caucasian, 19.0% African American, and 5.6%…

  11. 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.

  12. Workplace Incivility and Bullying in the Library: Perception or Reality?

    Science.gov (United States)

    Freedman, Shin; Vreven, Dawn

    2016-01-01

    Recent media reports have increased awareness of workplace incivility and bullying. However, the literature regarding workplace incivility and bullying in academic libraries is under reported and under researched. This study examines the current state of librarians' perceptions on workplace incivility and bullying and evaluates the effects of…

  13. 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,…

  14. 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…

  15. 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…

  16. Workplace Bullying: Curing the Cancer of the American Workplace.

    Science.gov (United States)

    Glendinning, Peter M.

    2001-01-01

    A literature review concluded that supervisor/supervisee relationships are critical to job satisfaction; workplace bullying in the form of a management style of aggressive and intimidating behaviors is widespread; certain types of organizations foster bullying; and bullying has high costs for the targeted employee and the organization. (Contains…

  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. 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,…

  19. Bullying: An Ecological Approach to Intervention in Schools

    Science.gov (United States)

    Hornby, Garry

    2016-01-01

    Bullying is a major concern in education worldwide, particularly in countries such as New Zealand that are reported to have high rates of bullying in schools. In this article it is proposed that, in order to effectively prevent or substantially reduce bullying in schools, a systemic approach needs to be adopted, with interventions organized at…

  20. 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…

  1. Understanding Risk-taking Behavior in Bullies, Victims, and Bully Victims Using Cognitive- and Emotion-Focused Approaches.

    Science.gov (United States)

    Poon, Kean

    2016-01-01

    Bullying and risky behavior are two common problems among adolescents and can strongly affect a youth's overall functioning when both coexist. Some studies suggest that bullying in adolescence may promote risky behavior as a coping strategy to deal with victimization related stress. Other studies consider bullying as an outcome of high-risk behavior. Despite the association between the two is well-established, no study has examined the risk-taking patterns among bullying groups (i.e., bully, victim, and bully victim). This study attempted to elucidate the potential relationships between bullying and risk-taking by addressing the two models: a cognitive-focused model and an emotion-focused model of risk taking, and to clarify how adolescents' characteristics in risk taking associate with bullying outcomes. Method: 136 Chinese adolescents (Mean Age = 14.5, M = 65, F = 71) were recruited and grouped according to bullying identity: Bully (n = 27), Victim (n = 20), Bully victim (n = 37) and Control (n = 52). Cognitive Appraisal of Risky Events (CARE) questionnaire was used to measure participants' expectancies about the risks, benefits and involvement associated with risky activities. Cambridge Gambling Task (CGT) was administered to capture the emotion-laden process in risk taking. Results: Cognitively, Bully was associated with an overestimation of risk while Victim was associated with an underestimation of risk and overrated benefit. Bully victim exhibited a unique pattern with an overestimation of benefit and risk. All study groups projected higher involvement in risky behavior. Behaviorally, both Bully and Bully victim were associated with high risk modulation whereas Victim was associated with impulsive decision-making. Interestingly, compared with bully, bully victim had significantly higher bullying scores, suggesting a wider range and more frequent bullying activities. In conclusion, Bully maybe a group of adolescents that is vigilant in situational

  2. Understanding risk-taking behavior in bullies, victims, and bully-victims using cognitive- and emotion-focused approaches.

    Directory of Open Access Journals (Sweden)

    Kean Poon

    2016-11-01

    Full Text Available Bullying and risky behavior are two common problems among adolescents and can strongly affect a youth’s overall functioning when both coexist. Some studies suggest that bullying in adolescence may promote risky behavior as a coping strategy to deal with victimization related stress. Other studies consider bullying as an outcome of high-risk behavior. Despite the association between the two is well-established, no study has examined the risk-taking patterns among bullying groups (i.e., bully, victim, and bully-victim. This study attempted to elucidate the potential relationships between bullying and risk-taking by addressing the two models: a cognitive-focused model and a emotion-focused model of risk taking, and to clarify how adolescents’ characteristics in risk taking associate with bullying outcomes. Method: 136 Chinese adolescents (Mean Age =14.5, M= 65, F =71 were recruited and grouped according to bullying identity: Bully (n =27, Victim (n =20, Bully-victim (n =37 and Control (n =52. Cognitive Appraisal of Risky Events (CARE questionnaire was used to measure participants’ expectancies about the risks, benefits and involvement associated with risky activities. Cambridge Gambling Task (CGT was administered to capture the emotion-laden process in risk taking. Results: Cognitively, Bully was associated with an overestimation of risk while Victim was associated with an underestimation of risk and overrated benefit. Bully-victim exhibited a unique pattern with an overestimation of benefit and risk. All study groups projected higher involvement in risky behavior. Behaviorally, both Bully and Bully-victim were associated with high risk modulation whereas Victim was associated with impulsive decision-making. Interestingly, compared with bully, bully-victim had significantly higher bullying scores, suggesting a wider range and more frequent bullying activities. In conclusion, Bully maybe a group of adolescents that is vigilant in situational

  3. Examining Explanations for the Link Between Bullying Perpetration and Physical Dating Violence Perpetration: Do They Vary by Bullying Victimization?

    Science.gov (United States)

    Foshee, Vangie A.; Benefield, Thad S.; Reyes, Heath Luz McNaughton; Eastman, Meridith; Vivolo-Kantor, Alana M.; Basile, Kathleen C.; Ennett, Susan T.; Faris, Robert

    2015-01-01

    This short-term longitudinal study examined whether the association between bullying perpetration and later physical dating violence perpetration and mediators of that association (via anger, depression, anxiety, and social status), varied depending on level of bullying victimization. Differences have been noted between those who bully but are not victims of bullying, and those who are both bullies and victims. These differences may influence dating violence risk and the explanations for why bullying leads to dating violence. Data were from dating adolescents in three rural counties who completed self-administered questionnaires in the fall semester of grades 8–10 and again in the spring semester. The sample (N =2,414) was 44.08% male and 61.31% white. Bullying perpetration in the fall semester predicted physical dating violence perpetration in the spring semester when there was no bullying victimization, but not when there was any bullying victimization. Bullying perpetration was positively associated with anger at all levels of bullying victimization and with social status when there was no or low amounts of victimization; it was negatively associated with social status at high levels of victimization. Bullying victimization was positively associated with anger, depression, and anxiety at all levels of bullying perpetration. Anger mediated the association between bullying perpetration and dating violence, regardless of level of victimization; depression, anxiety, and social status did not mediate the association at any level of bullying victimization. The findings have implications for dating violence prevention efforts and for future research on the link between bullying and dating violence. PMID:26299840

  4. Examining explanations for the link between bullying perpetration and physical dating violence perpetration: Do they vary by bullying victimization?

    Science.gov (United States)

    Foshee, Vangie A; Benefield, Thad S; McNaughton Reyes, Heath Luz; Eastman, Meridith; Vivolo-Kantor, Alana M; Basile, Kathleen C; Ennett, Susan T; Faris, Robert

    2016-01-01

    This short-term longitudinal study examined whether the association between bullying perpetration and later physical dating violence perpetration and mediators of that association (via anger, depression, anxiety, and social status), varied depending on level of bullying victimization. Differences have been noted between those who bully but are not victims of bullying, and those who are both bullies and victims. These differences may influence dating violence risk and the explanations for why bullying leads to dating violence. Data were from dating adolescents in three rural counties who completed self-administered questionnaires in the fall semester of grades 8-10 and again in the spring semester. The sample (N = 2,414) was 44.08% male and 61.31% white. Bullying perpetration in the fall semester predicted physical dating violence perpetration in the spring semester when there was no bullying victimization, but not when there was any bullying victimization. Bullying perpetration was positively associated with anger at all levels of bullying victimization and with social status when there was no or low amounts of victimization; it was negatively associated with social status at high levels of victimization. Bullying victimization was positively associated with anger, depression, and anxiety at all levels of bullying perpetration. Anger mediated the association between bullying perpetration and dating violence, regardless of level of victimization; depression, anxiety, and social status did not mediate the association at any level of bullying victimization. The findings have implications for dating violence prevention efforts and for future research on the link between bullying and dating violence. © 2015 Wiley Periodicals, Inc.

  5. Bullying and Its Prevention Among Intensive Care Nurses.

    Science.gov (United States)

    Ganz, Freda DeKeyser; Levy, Hadassa; Khalaila, Rabia; Arad, Dana; Bennaroch, Kochav; Kolpak, Orly; Drori, Yardena; Benbinishty, Julie; Raanan, Ofra

    2015-11-01

    International studies report that nurse bullying is a common occurrence. The intensive care unit (ICU) is known for its high stress levels, one factor thought to increase bullying. No studies were found that investigated bullying in this population. The purpose of this study was to describe the prevalence of ICU nurse bullying and what measures were taken to prevent bullying. This was a descriptive study of a convenience sample of 156 ICU nurses from five medical centers in Israel. Data collection was conducted over a 10-month period in 2012 and 2013. After ethical approval, three questionnaires (background characteristics, Negative Acts Questionnaire-Revised, and Prevention of Bullying Questionnaire) were administered according to unit preference. Descriptive statistics were calculated for all responses and a Pearson product moment correlation was calculated to determine the relationship between bullying and its prevention. Most of the nurses in the study were married, female staff nurses with a baccalaureate in nursing. No participant responded that they had been bullied daily, but 29% reported that they were a victim of bullying. The mean bullying score was 1.6 ± 1.4 out of 5. The mean prevention score was 2.4 ± 0.3 out of 4. Significant differences were found between hospitals on bullying, F (4,155) = 2.7, p = .039, and between hospitals, F (4,155) = 2.9, p = .026, and units, F (5,143) = 3.4, p = .006, on prevention. The Prevention Scale significantly correlated with the bullying scale (r = .58, p bullying or prevention scores. An alarming percentage of nurses were victims of bullying. Levels of bullying were low to moderate. Level of prevention was weak or moderate. The higher the level of bullying, the lower the level of prevention. The work environment as opposed to individual characteristics seems to have an impact on bullying and its prevention. More measures must be taken to prevent bullying. Nurses must be educated to accept only a zero tolerance to

  6. 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

  7. 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…

  8. 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…

  9. Standing Up for the Victim, Siding with the Bully or Standing By? Bystander Responses in Bullying Situations

    Science.gov (United States)

    Poyhonen, Virpi; Juvonen, Jaana; Salmivalli, Christina

    2012-01-01

    In this study we examined children's self-efficacy, outcome expectations, and outcome values in relation to bystander responses in bullying situations. We proposed that beyond the effect of self-efficacy, the decision to defend the victim of bullying vs. remain passive vs. reinforce the bully depends on outcomes children expect from defending, and…

  10. 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

  11. 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…

  12. 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…

  13. 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

  14. 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'…

  15. Bullying and Repeated Conventional Transgressions in Swedish Schools: How Do Gender and Bullying Roles Affect Students' Conceptions?

    Science.gov (United States)

    Thornberg, Robert; Pozzoli, Tiziana; Gini, Gianluca; Hong, Jun Sung

    2017-01-01

    Bullying is a moral transgression. Recognizing the importance of approaching bullying from a moral perspective, the present study examines whether children's judgments and reasoning to justify their judgments differ between bullying and repeated conventional transgressions. Our study also explores differences by gender and differences among…

  16. "Outliers" to Bully Subculture on a College Campus and the Introduction of a New Term "Counter-Bully"

    Science.gov (United States)

    Snell, Joel

    2017-01-01

    Chaos theory analysis is introduced to college campuses, bully-victim, and strategies to calm bully victim behavior. The author borrows from both literature and personal experience with ways to deal with bullies. Scenarios are also introduced. More literature review did not generate more strategies. Roughly 20 are described. The author also…

  17. LGBTQ Bullying: Translating Research to Action in Pediatrics.

    Science.gov (United States)

    Earnshaw, Valerie A; Reisner, Sari L; Juvonen, Jaana; Hatzenbuehler, Mark L; Perrotti, Jeff; Schuster, Mark A

    2017-10-01

    Lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth experience significant bullying that undermines their mental and physical health. National health organizations have called for the development of innovative strategies to address LGBTQ bullying. Pediatricians and other clinicians, medical and public health students, interdisciplinary researchers, government officials, school leaders, community members, parents, and youth from around the country came together at a national symposium entitled "LGBTQ Bullying: Translating Research to Action to Improve the Health of All Youth" in May 2016 to generate strategies to prevent LGBTQ bullying and meet the needs of LGBTQ youth experiencing bullying. This article describes key scientific findings on bullying, LGBTQ stigma, and LGBTQ bullying interventions that were shared at the symposium and provides recommendations for pediatricians to address LGBTQ bullying via clinical care, research, interventions, and policy. Symposium participants recommended that pediatricians engage in efforts to foster inclusive and affirming health care environments wherein LGBTQ youth feel comfortable discussing their identities and experiences, identify youth experiencing LGBTQ bullying, and prevent the negative health consequences of bullying among youth. Moreover, pediatricians can attend to how multiple identities (eg, sexual orientation, gender identity, race and/or ethnicity, disability, and others) shape youth experiences of bullying and expand intervention efforts to address LGBTQ bullying in health care settings. Pediatricians can further advocate for evidence-based, antibullying policies prohibiting bullying on the basis of sexual orientation and gender identity. Collaboration between pediatricians and diverse stakeholders can contribute to the development and implementation of lasting change in all forms of bullying, including LGBTQ bullying. Copyright © 2017 by the American Academy of Pediatrics.

  18. Does Workplace Bullying Affect Long-Term Sickness Absence Among Co-Workers?

    DEFF Research Database (Denmark)

    Hansen, Åse Marie; Grynderup, Matias Brødsgaard; Bonde, Jens Peter

    2017-01-01

    AIM: To examine if non-bullied employees at work units (WUs) with workplace bullying have more long-term sickness absence (LTSA) than employees in non-bullying WUs. METHODS: We included 7229 public health employees from 302 WUs and 3158 responders to a questionnaire on working conditions and health...... in 2007. WUs were classified into three categories of WUs; 1) no bullying (0% bullied); 2) moderate prevalence of bullying (bullied); and 3) high prevalence of bullying (≥10% bullied). LTSA (≥30 consecutive days of sickness absence) during the following two years was obtained by linkage to the Danish...... register of sickness absence compensation benefits and social transfer payments. RESULTS: Non-bullied co-workers in WUs, where bullying was reported had 15 to 22% more LTSA compared with non-bullying WUs. CONCLUSION: Workplace bullying may be associated with LTSA in the entire WU....

  19. 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.

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

    Science.gov (United States)

    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 bullying behaviors, were administered to respondents with ages of 12 to 20, were administered in English, and included psychometric data. Each publication was coded independently by two study team members with a pre-set data extraction form, who subsequently met to discuss discrepancies. Forty-one measures were included in the review. A majority used differing terminology; student self-report as primary reporting method; and included verbal forms of bullying in item content. Eleven measures included a definition of bullying, and 13 used the term "bullying" in the measure. Very few definitions or measures captured components of bullying such as repetition, power imbalance, aggression, and intent to harm. Findings demonstrate general inconsistency in measurement strategies on a range of issues, thus, making comparing prevalence rates between measures difficult.