WorldWideScience

Sample records for bullying nasty teasing

  1. Teasing and Bullying of Obese Children

    Science.gov (United States)

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

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

    Science.gov (United States)

    Field, Evelyn M.

    2007-01-01

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

  3. Childhood experiences of being bullied and teased in the eating disorders.

    Science.gov (United States)

    Sweetingham, Rachel; Waller, Glenn

    2008-09-01

    Empirical studies have found associations between eating pathology and childhood experiences of being bullied and teased about appearance. However, the nature of these links is not clear. This study investigated the possible links between such experiences and eating disorders, focusing on the potential mediating role of two socially oriented emotions--shame and social anxiety. Ninety-two eating-disordered women completed measures of social anxiety, shame, eating pathology and childhood experiences of being bullied and teased about their appearance (by peers and family). There was a specific relationship between teasing by peers about appearance and body dissatisfaction, which was mediated by shame. These findings support existing evidence regarding the associations between trauma and eating pathology. They suggest that clinicians need to consider the potential role of teasing by peers about appearance and shame when understanding body dissatisfaction. Further research is needed to determine if the model proposed here reflects true causal links. PMID:17960780

  4. 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.

  5. 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. PMID:25315484

  6. Experiences of appearance-related teasing and bullying in skin diseases and their psychological sequelae: results of a qualitative study.

    Science.gov (United States)

    Magin, Parker; Adams, Jon; Heading, Gaynor; Pond, Dimity; Smith, Wayne

    2008-09-01

    Acne, psoriasis and atopic eczema are common diseases and have been consistently associated with adverse psychological sequelae including stigmatization. Being teased on the basis of appearance has been associated with psychiatric morbidity in children and adolescents. The objective of this qualitative study was to explore the experiences of teasing and bullying in patients with acne, psoriasis and eczema, and the role of appearance-related teasing and bullying as mediators of psychological morbidity in these patients. Data collection consisted of 62 in-depth semi-structured interviews with patients with acne, psoriasis or atopic eczema recruited from both specialist dermatology and general practices. Data analysis was cumulative and concurrent throughout the data collection period reflecting a grounded theory approach. Analysis followed the analytic induction method, allowing themes to emerge from the data. Teasing, taunting or bullying was a considerable problem for a significant minority of acne, psoriasis and atopic eczema participants. Themes that emerged were the universally negative nature of the teasing, the use of teasing as an instrument of social exclusion, and as a means of establishing or enforcing power relationships, teasing related to contagion and fear, the emotional and psychological sequelae of teasing and the theme of 'insensate' teasing. For those who had suffered teasing or bullying, this was causally linked in respondents' accounts with psychological sequelae, especially self-consciousness and effects on self-image and self-esteem. Experiences of teasing and bullying were found to have principally occurred during the adolescence of participants and the perpetrators were other adolescents, but there were findings of respondents with psoriasis also having been subjected to ridicule or derogatory remarks by health professionals. Teasing, taunting and bullying may represent an underappreciated source of psychological morbidity in children and

  7. General bullying, appearance-related bullying and teasing and eating psychopathology: the mediation effect of body shame in a sample of adolescent girls

    OpenAIRE

    Rodrigues, Tânia Catarina Fonseca

    2013-01-01

    Literature has placed emphasis on the role of body shame in the development and maintenance of eating disorders. Moreover, studies have emphasized the relationship between experiences of bullying and appearance-related teasing in the development of eating disorders in adolescents. However, research on body shame, bullying, appearance-related bullying and teasing, and their impact on eating psychopathology remains almost unexplored in adolescence. The current study tests a model aimed at un...

  8. A Lesson on Homophobia and Teasing

    Science.gov (United States)

    Goldfarb, Eva S.

    2006-01-01

    Homophobia and gay-related teasing are already present among young children. This lesson introduces the term "prejudice" and places the concept of homophobia within the context of bullying and teasing with which 8-11 year olds are already familiar. The lesson builds empathy as children think about and discuss how they have felt when they have been…

  9. Bullying

    Science.gov (United States)

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

  10. Bullying

    Science.gov (United States)

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

  11. 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…

  12. Deaf Children and Bullying: Directions for Future Research

    Science.gov (United States)

    Weiner, M. T.; Miller, M.

    2006-01-01

    U.S. schools are currently addressing bullying and its effects on children. Bullying is characterized as repetitive verbal teasing, threatening, physical intimidation, demeaning others, violent acts, torture, and other forms of verbal and physical aggression (Smith & Sharp, 1994a). Little is known about bullying and its impact on deaf children.…

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

    Science.gov (United States)

    Lacey, Anna; Cornell, Dewey G.

    2016-01-01

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

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

    Science.gov (United States)

    Evans, Caroline B R; Chapman, Mimi V

    2014-11-01

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

  15. Bullying: The Elephant in the School Yard

    Science.gov (United States)

    Kopple, Jody

    2011-01-01

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

  16. Bullying at School Among Older Adolescents

    Science.gov (United States)

    Harris, Sandra

    2004-01-01

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

  17. 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 highlighting…

  18. 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. PMID:22594064

  19. Children's Strategies in Addressing Bullying Situations in Day Care and Preschool

    Science.gov (United States)

    Reunamo, Jyrki; Kalliomaa, Milla; Repo, Laura; Salminen, Essi; Lee, Hui-Chun; Wang, Li-Chen

    2015-01-01

    Bullying is a common phenomenon in early childhood education. It is also difficult to erase from the classroom activities and it may have long-lasting effects on children. In this article, bullying is studied from the perspective of the victims. Three- to seven-year-old children answered the question 'another child comes to tease you, what do you…

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

    Science.gov (United States)

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

    2007-01-01

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

  1. 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…

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

    Science.gov (United States)

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

    2007-01-01

    There is a trend of increasing childhood aggression in America, which has been tied to bullying. Although there is growing research concerning bullying in the general pediatric population, there are limited data on bullying and its effects on children with disfigurements and physical limitations. This study was conducted to assess burned children's experience with bullying. A pretest was administered regarding experience with bullying and teasing. A curriculum regarding bullying, which incorporated the Harry Potter and the Sorcerer's Stone movie, was presented. After reviewing bullying depicted in the film and participating in a class regarding bullying, children were invited to complete a survey regarding their experience with bullying. A total of 61% of these children reported being bullied at school; 25% reported experiencing headaches or stomachaches due to bullying, and 12% reported staying home from school. Nearly 25% reported bullying as a big problem. Of those with visible scars (55%), a full 68% reported bullying as a problem, versus 54% with hidden scars (P < .05). However, those with visible scars were no more likely to tell an adult (54%) than those without (56%). Children were much more willing to disclose personal bullying experiences after participating in the class (57%) than before (45%) (P < .01). This study revealed that bullying impacts many burn-injured children and has negative effects on their physical and mental well-being. Many children (with visible or hidden scars) did not seek adult intervention for the problem. Participation in a bullying course appears to give children a forum that increases their willingness to disclose personal bullying experiences and can provide them with prevention information and a safe place to seek help.

  3. 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…

  4. 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:…

  5. 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.

  6. Weight discrimination and bullying.

    Science.gov (United States)

    Puhl, Rebecca M; King, Kelly M

    2013-04-01

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

  7. Fat Bias and Weight-Related Teasing Prevention among Adolescents

    Science.gov (United States)

    Miyairi, Maya

    2013-01-01

    The purpose of this study was to implement a weight-related teasing prevention program and evaluate the effectiveness of the program among adolescents. One hundred forty-three students in 7th-grade in health classes at the middle school were asked to participate in the study. The weight-related teasing prevention program was implemented as part of…

  8. Bullying and LGBT Youth

    Science.gov (United States)

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

  9. Warning Signs of Bullying

    Science.gov (United States)

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

  10. 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 ...

  11. Workplace Bullying

    Directory of Open Access Journals (Sweden)

    Devi Akella

    2016-02-01

    Full Text Available Previous research on workplace bullying has narrowed its subjective boundaries by drawing heavily from psychological and social-psychological perspectives. However, workplace bullying can also be understood as an endemic feature of capitalist employment relationship. Labor process theory with its core characteristics of power, control, and exploitation of labor can effectively open and allow further exploration of workplace bullying issues. This article aims to make a contribution by examining workplace bullying from the historical and political contexts of society to conceptualize it as a control tool to sustain the capitalist exploitative regime with empirical support from an ethnographic case study within the health care sector.

  12. 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…

  13. On the Front Lines: Educating Teachers about Bullying and Prevention Methods

    Directory of Open Access Journals (Sweden)

    Aviva Twersky Glasner

    2010-01-01

    Full Text Available Problem statement: Bullying is a serious problem in American schools and is characterized by aggressive behavior distinguished by unequal power and the intention to cause physical, social, or emotional harm to others Bullying is evolving from the classic image of a big schoolyard bully picking on smaller kids to a more technologically, sophisticated model of kids using cyber technology to electronically tease, bully and harass their peers with texting, voicemails, emails and posts on public websites, like Facebook, that are popular with young students. While parents are and should be encouraged and trained to recognize understand the insidious nature of techno bullying, it is not enough. The schools should take an active stance against bullying and this includes training teachers and other personnel to be trained to recognize the signs and to intervene in bullying. Approach: This article discussed a research project undertaken to get assess the following: how educators recognize bullying, what they can do and actually do to intervene as well as their need for more training and autonomy to intervene. Results: There were 145 completed surveys, with 51 partially completed surveys. The results were reported for the completed surveys only. Conclusion: This study examined how well a subset of teachers recognize the signs of cyber/techno bullying as well as their feelings of preparedness to intervene with the bullies and the bullied."

  14. 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.

  15. 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...... three decades, but bringing his theoretical perspectives into research on school bullying is a new endeavour. By challenging and expanding the theoretical resources for research on bullying, we are contributing to our ambition of opening up the field of research to a dialogue between many different......, Julia Kristeva and Judith Butler. Both Foucault’s and Butler’s analyses of the processes of becoming with regard to the subject and the social provide an important basis for many of the perspectives brought forward in this volume. The social, historical and cultural constructions of subjectivity...

  16. 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...

  17. Teaching Kids Not to Bully

    Science.gov (United States)

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

  18. What Is Bullying?

    Science.gov (United States)

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

  19. Dealing with Bullies

    Science.gov (United States)

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

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

    OpenAIRE

    Undheim, Anne Mari; Sund, Anne Mari

    2010-01-01

    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 wer...

  1. Bullying among Children.

    Science.gov (United States)

    Bullock, Janis R.

    2002-01-01

    Notes that teachers have differing views toward children who bully. Addresses characteristics of bullies and their victims, incidences of bullying among children, the effects of bullying on children, and recommendations for teachers' support, including school-wide, classroom, and individual interventions. (DLH)

  2. 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…

  3. Bullying in the family: sibling bullying.

    Science.gov (United States)

    Wolke, Dieter; Tippett, Neil; Dantchev, Slava

    2015-10-01

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

  4. 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.

  5. 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

  6. Profiles of sibling bullying.

    Science.gov (United States)

    Skinner, Jessica A; Kowalski, Robin M

    2013-05-01

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

  7. 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. PMID:22889138

  8. 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......, 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...

  9. 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. PMID:25706778

  10. "Guys, She's Humongous!": Gender and Weight-Based Teasing in Adolescence

    Science.gov (United States)

    Taylor, Nicole L.

    2011-01-01

    Ethnographic research, including individual interviews, focus groups, and participant observation, was conducted to examine how adolescents defined and negotiated the boundaries between normal/acceptable weight and overweight through direct and indirect teasing. In particular, this article focuses on gender differences in weight-based teasing and…

  11. Teenagers Explanations of Bullying

    OpenAIRE

    Thornberg, Robert; Knutsen, Sven

    2011-01-01

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

  12. Take that, You Bully!

    Science.gov (United States)

    Fogg, Piper

    2008-01-01

    Academics can be found all over the Internet commiserating about academic bullying, including on "The Chronicle's" own forums and blogs. There are debates over how to resolve bullying, warnings to other scholars, and even primal cries for help. This article describes three blogs on bullying: (1) Historiann (http://www.historiann.com); (2) On…

  13. Teenagers' Explanations of Bullying

    Science.gov (United States)

    Thornberg, Robert; Knutsen, Sven

    2011-01-01

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

  14. Dealing with Bullying

    Science.gov (United States)

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

  15. 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…

  16. School Bullying Raises Concern

    Institute of Scientific and Technical Information of China (English)

    2015-01-01

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

  17. Bullies Beat Down Self Esteem

    Science.gov (United States)

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

  18. 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...

  19. Peer bullying in schools

    OpenAIRE

    Rıza Gökler

    2009-01-01

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

  20. 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…

  1. 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…

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

    Science.gov (United States)

    Tippett, Neil; Wolke, Dieter

    2014-09-01

    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. 9999:XX-XX, 2014. © 2014 Wiley Periodicals, Inc. PMID:25187483

  3. Bullying in Early Educational Settings

    Science.gov (United States)

    Kirves, Laura; Sajaniemi, Nina

    2012-01-01

    The aim of this research was to study the prevalence of bullying in early educational settings in Finnish kindergartens. In addition, the study investigated whether bullying in kindergartens differs from school bullying and what forms bullying takes among under-school-age children. Two kinds of data were collected for the study: data from a survey…

  4. 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…

  5. 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…

  6. 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…

  7. The school bullying problem.

    Science.gov (United States)

    Karstadt, L; Woods, S

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

  8. 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…

  9. 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 o

  10. 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...

  11. Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

    Science.gov (United States)

    Farmer, Thomas W.; Petrin, Robert A.; Robertson, Dylan L.; Fraser, Mark W.; Hall, Cristin M.; Day, Steven H.; Dadisman, Kimberly

    2010-01-01

    This study examined the social relations of bullies, victims, and bully-victims in second-grade classrooms. Bully-victims are identified as both bullies and victims. The sample consisted of 537 ethnically diverse second-grade students (247 boys, 290 girls) from 37 classrooms across 11 participating schools. Bullies, bully-victims, and victims…

  12. Understanding bullying in healthcare organisations.

    Science.gov (United States)

    Allen, Belinda

    2015-12-01

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

  13. 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...

  14. Peer Bullying During Early Childhood

    Directory of Open Access Journals (Sweden)

    Hatice UYSAL

    2012-10-01

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

  15. EVE-TEASING AND ITS AGGRAVATED FORM, SEXUAL HARRASMENT OF WORKING WOMEN IN INDIA

    OpenAIRE

    OMDUTT

    2013-01-01

    Sexual harassment and eve-teasing are treated as low priority offences. The term eve-teasing is itself revealing in its indulgent overtones. It seeks to trivialise a very serious issue. We find women being insulted almost everyday, everywhere and every time. It is almost a torture for a woman to walk along on the road. Section 354 IPC deals with acts that outrage the modesty of a woman and punishes perpetration of this crime with fine and imprisonment but even small girls of tends age are vic...

  16. 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 ...

  17. Blackboard Bullies: Workplace Bullying in Primary Schools

    Science.gov (United States)

    Fahie, Declan

    2014-01-01

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

  18. What is bullying?

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    Bullying can be understood as an extreme extension of an everyday social dynamic among children in school. In order to contemplate which conditions might hinder the movement from the normal flow of inclusions and exclusions to bullying, it is vital to understand the mechanisms that can cause...... 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...... of empathy will be discussed. The work on new conceptualisations of bullying practices is inspired by poststructuralist and agential realist authors such as Karen Barad, Judith Butler and Bronwyn Davies. The methodology involves analyses of interviews with and observations among children aged 10-14 as well...

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

    OpenAIRE

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

    2015-01-01

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

  20. Bullying - transformative potentiality?

    OpenAIRE

    Charlotte Mathiassen

    2013-01-01

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

  1. 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…

  2. #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,"…

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

    NARCIS (Netherlands)

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

    2010-01-01

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

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

    NARCIS (Netherlands)

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

    2010-01-01

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

  5. 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…

  6. 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...

  7. Addressing Size Stereotypes: A Weight Bias and Weight-Related Teasing Intervention among Adolescents

    Science.gov (United States)

    Miyairi, Maya; Reel, Justine J.; Próspero, Moisés; Okang, Esther N.

    2015-01-01

    Purpose: The purpose of this study was to evaluate a weight-related teasing prevention program implemented for both female and male students in a school setting. Methods: Junior High School students (N = 143) in seventh grade were invited to participate in the program. One hundred eighteen participants completed pre- and posttest surveys to assess…

  8. 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…

  9. 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…

  10. Staff Bullying in Australian Schools

    Science.gov (United States)

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

    2011-01-01

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

  11. 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…

  12. Children's Literature: Perceptions of Bullying

    Science.gov (United States)

    Esch, Ginny

    2008-01-01

    Bullying has occurred throughout the generations and in all kinds of societies. Bullying, in the context of children, generally involves one or more larger or older children subjugating a defenseless youngster who is incapable of protecting him/herself. This article focuses on varying measures of dealing with bullies at the early childhood level.…

  13. FCCLA Quilting Project Fights Bullying

    Science.gov (United States)

    Prasad, Vandita

    2007-01-01

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

  14. What Kids Say about: Bullying

    Science.gov (United States)

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

  15. Bullying: Dilemmas, Definitions, and Solutions

    Science.gov (United States)

    Long, Teresa; Alexander, Kristina

    2010-01-01

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

  16. Genetic and Environmental Influences on Victims, Bullies and Bully-Victims in Childhood

    Science.gov (United States)

    Ball, Harriet A.; Arseneault, Louise; Taylor, Alan; Maughan, Barbara; Caspi, Avshalom; Moffitt, Terrie E.

    2008-01-01

    Background: Three groups of children are involved in bullying: victims, bullies and bully-victims who are both bullies and victims of bullying. Understanding the origins of these groups is important since they have elevated emotional and behavioural problems, especially the bully-victims. No research has examined the genetic and environmental…

  17. Bullying: Effective Strategies for Its Prevention

    Science.gov (United States)

    Scarpaci, Richard T.

    2006-01-01

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

  18. 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…

  19. Peer bullying in schools

    Directory of Open Access Journals (Sweden)

    Rıza Gökler

    2009-10-01

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

  20. Peer bullying in schools

    Directory of Open Access Journals (Sweden)

    Rıza Gökler

    2009-10-01

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

  1. Workplace bullying and sleep difficulties

    DEFF Research Database (Denmark)

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

    2014-01-01

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

  2. Sensor System Performance Evaluation and Benefits from the NPOESS Airborne Sounder Testbed-Interferometer (NAST-I)

    Science.gov (United States)

    Larar, A.; Zhou, D.; Smith, W.

    2009-01-01

    Advanced satellite sensors are tasked with improving global-scale measurements of the Earth's atmosphere, clouds, and surface to enable enhancements in weather prediction, climate monitoring, and environmental change detection. Validation of the entire measurement system is crucial to achieving this goal and thus maximizing research and operational utility of resultant data. Field campaigns employing satellite under-flights with well-calibrated FTS sensors aboard high-altitude aircraft are an essential part of this validation task. The National Polar-orbiting Operational Environmental Satellite System (NPOESS) Airborne Sounder Testbed-Interferometer (NAST-I) has been a fundamental contributor in this area by providing coincident high spectral/spatial resolution observations of infrared spectral radiances along with independently-retrieved geophysical products for comparison with like products from satellite sensors being validated. This paper focuses on some of the challenges associated with validating advanced atmospheric sounders and the benefits obtained from employing airborne interferometers such as the NAST-I. Select results from underflights of the Aqua Atmospheric InfraRed Sounder (AIRS) and the Infrared Atmospheric Sounding Interferometer (IASI) obtained during recent field campaigns will be presented.

  3. Bullying - transformative potentiality?

    Directory of Open Access Journals (Sweden)

    Charlotte Mathiassen

    2013-10-01

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

  4. 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…

  5. 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.

  6. 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.

  7. 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…

  8. Effective Intervention for Bullying

    Science.gov (United States)

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

    2012-01-01

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

  9. 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.

  10. 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…

  11. 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.

  12. Older Teenagers’ Explanations of Bullying

    OpenAIRE

    Thornberg, Robert; Rosenqvist, Robert; Johansson, Per

    2012-01-01

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

  13. Being bullied what an insight.

    Science.gov (United States)

    Hughes, Angharad

    2003-04-01

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

  14. School bullying - A comparative approach -

    OpenAIRE

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

    2014-01-01

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

  15. 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…

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

    Science.gov (United States)

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

    2010-01-01

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

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  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. Bullying Victims: The Effects Last into College

    Science.gov (United States)

    Adams, Frank D.; Lawrence, Gloria J.

    2011-01-01

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

  3. 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,…

  4. 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.…

  5. 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…

  6. 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…

  7. 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…

  8. 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.…

  9. 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…

  10. 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…

  11. Bullying and suicidal behavior in jails.

    OpenAIRE

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

    2001-01-01

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

  12. 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 ...

  13. Bullying, through a Human Rights Perspective

    OpenAIRE

    Bjørndalen, Claus Henrik

    2014-01-01

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

  14. 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.

  15. Bullying in prisons

    OpenAIRE

    Moreira, Susana Alexandra Leite

    2014-01-01

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

  16. A Task Force to Address Bullying.

    Science.gov (United States)

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

    2016-02-01

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

  17. 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.

  18. A Task Force to Address Bullying.

    Science.gov (United States)

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

    2016-02-01

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

  19. 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...

  20. 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…

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

    Science.gov (United States)

    Black, Sally A.; Jackson, Ericka

    2007-01-01

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

  2. 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…

  3. 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…

  4. Facebook Bullying Can Cause Depression

    Science.gov (United States)

    ... page: https://medlineplus.gov/news/fullstory_160991.html Facebook Bullying Can Cause Depression Social media attacks have ' ... Sept. 15, 2016 (HealthDay News) -- Negative experiences on Facebook can increase the odds of depression in young ...

  5. 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. PMID:17135127

  6. 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.

  7. A longitudinal study of 340 young people with or without a visible difference: The impact of teasing on self-perceptions of appearance and depressive symptoms.

    Science.gov (United States)

    Feragen, Kristin Billaud; Stock, Nicola Marie

    2016-03-01

    Previous research in both the general population and in those with a visible facial difference has identified potential associations between teasing, dissatisfaction with appearance and emotional distress. However, most studies are based on cross-sectional and retrospective methodology, restricting the interpretation of findings. The present study explored the longitudinal impact of perceived teasing on satisfaction with appearance and depressive symptoms in young people with and without a visible congenital condition. Routine psychological assessments were conducted at ages 10 and 16 years (N=340). Experiences of teasing after the age of 10 significantly impacted on appearance evaluations and depressive symptoms in adolescent females. The impact of teasing on adolescent males was possibly counteracted by reports of more positive social experiences. Early identification of perceived teasing in all children to prevent the development of emotional problems and dissatisfaction with appearance is of vital importance. PMID:26828822

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

    OpenAIRE

    EMMA ELISE ROBERTS

    2011-01-01

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

  9. 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 ...

  10. 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...

  11. Weight-related teasing and internalized weight stigma predict abnormal eating attitudes and behaviours in Emirati female university students.

    Science.gov (United States)

    O'Hara, Lily; Tahboub-Schulte, Sabrina; Thomas, Justin

    2016-07-01

    This cross-sectional study examined the relationship between abnormal eating attitudes, weight teasing, internalized weight stigma and self-esteem in the United Arab Emirates in a sample of 420 female Emirati undergraduate students (mean age = 23.12 years). Participants completed an online survey including validated and reliable measures. Regression and mediation analyses were used to test for relationships between the factors. Thirty percent of respondents had eating disorder symptomatology, and 44% of respondents reported being frequently teased about their weight. Eating disorder symptomatology was positively correlated with being bothered by teasing from family, friends and others, and internalized weight stigma. Weight- and body-related shame and guilt was the strongest predictor of eating disorder symptomatology. Public health authorities should consider these issues as priorities for action in order to improve the health and wellbeing of young women in the UAE. In addition, it is vital that public health and medical services do not inadvertently condone weight-based teasing or enhance weight stigma and shame. PMID:26774444

  12. Teachers who bully students: a hidden trauma

    OpenAIRE

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

    2006-01-01

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

  13. Childhood bullying: implications for pediatricians Review

    OpenAIRE

    Alikaş, Müjgan; Ercan, Oya

    2007-01-01

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

  14. 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....

  15. 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…

  16. Bullying Children with Disabilities: A Global Epic

    Science.gov (United States)

    Ervin, Dana

    2011-01-01

    Bullying is an issue in all schools, colleges and work places throughout the world. It is in the national news constantly. The media typically reports on bullying and harassment when it involves non-disabled children, mostly high school and college aged students. Very little attention is given to bullying and harassment of children with…

  17. 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.…

  18. Teacher Perceptions of Student Bullying Behaviors.

    Science.gov (United States)

    Harris, Sandra; Willoughby, William

    2003-01-01

    Explores 68 teachers' perceptions of student bullying behaviors within a revised framework of Richard Lazarus's stress and coping theory. About half of the teachers indicated they "always" tried to stop bullying. Only a small percentage of teachers said, however, they considered other teachers as "always" interested in trying to stop bullying.…

  19. 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…

  20. 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.

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

    Science.gov (United States)

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

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

  2. Bullying Behaviour, Intentions and Classroom Ecology

    Science.gov (United States)

    Pryce, Sarah; Frederickson, Norah

    2013-01-01

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

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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. PMID:25582320

  9. Hurt People Hurt People: Female Bully-Victims

    Science.gov (United States)

    Edmondson, Lynne; Zeman, Laura Dreuth

    2009-01-01

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

  10. Bullying and social exclusion anxiety in schools

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2012-01-01

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

  11. 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.

  12. Moral Disengagement Among Bystanders to School Bullying

    DEFF Research Database (Denmark)

    Obermann, Marie-Louise

    2011-01-01

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

  13. 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...

  14. Workplace bullying: an emergent issue.

    Science.gov (United States)

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

    2014-09-01

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

  15. Bullying and Youth with Disabilities and Special Health Needs

    Science.gov (United States)

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

  16. 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.

  17. 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...

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

    OpenAIRE

    Liu, Jianghong; Graves, Nicola

    2011-01-01

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

  19. Predictors of Victimisation across Direct Bullying, Indirect Bullying and Cyberbullying

    Science.gov (United States)

    Brighi, Antonella; Guarini, Annalisa; Melotti, Giannino; Galli, Silvia; Genta, Maria Luisa

    2012-01-01

    Cyberbullying may sometimes be an extension of traditional bullying. However, some particular features of cyberbullying suggest that it may have a distinct causal pathway, due to the social context of a virtual environment within which peer social processes occur. Moreover, boys and girls may perceive and respond differentially to their social…

  20. Workplace Bullying Prevention: A Critical Discourse Analysis

    Science.gov (United States)

    JOHNSON, Susan L.

    2016-01-01

    Aim To analyze the discourses of workplace bullying prevention of hospital nursing unit managers and in the official documents of the organizations where they worked. Background Workplace bullying can be a self-perpetuating problem in nursing units. As such, efforts to prevent this behavior may be more effective than efforts to stop the behavior. There is limited research on how healthcare organizations characterize their efforts to prevent workplace bullying. Design This was a qualitative study. Method Critical discourse analysis and Foucault’s writings on governmentality and discipline were used to analyze data from interviews with hospital nursing unit managers (n=15) and organizational documents (n=22). Data were collected in 2012. Findings The discourse of workplace bullying prevention centered around three themes: prevention of workplace bullying through managerial presence, normalizing behaviors and controlling behaviors. All three are individual level discourses of workplace bullying prevention. Conclusion 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 behaviors 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. PMID:26010268

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

    Science.gov (United States)

    Danielson, Carly M; Emmers-Sommer, Tara M

    2016-01-01

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

  2. Bullying in an Aboriginal Context

    Science.gov (United States)

    Coffin, Juli; Larson, Ann; Cross, Donna

    2010-01-01

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

  3. BULLYING: O PESADELO DAS ESCOLAS

    Directory of Open Access Journals (Sweden)

    CHICOTE, Irlandina, de Paula Macedo

    2009-10-01

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

  4. Older Teenagers' Explanations of Bullying

    Science.gov (United States)

    Thornberg, Robert; Rosenqvist, Robert; Johansson, Per

    2012-01-01

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

  5. 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…

  6. 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…

  7. 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…

  8. 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…

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

    Science.gov (United States)

    Roberts, Walter B.

    2005-01-01

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

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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.

  17. 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..

  18. Bully Victims: Psychological and Somatic Aftermaths

    OpenAIRE

    Sansone, Randy A.; Sansone, Lori A.

    2008-01-01

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

  19. BULLYING AT FOREST PRODUCTS INDUSTRY IN TURKEY

    OpenAIRE

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

    2015-01-01

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

  20. Physical Violence Detection for Preventing School Bullying

    OpenAIRE

    Liang Ye; Hany Ferdinando; Tapio Seppänen; Esko Alasaarela

    2014-01-01

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

  1. DAMPAK MEDIA SOSIAL DALAM CYBER BULLYING

    OpenAIRE

    Monica Hidajat; Angry Ronald Adam; Muhammad Danaparamita; Suhendrik

    2015-01-01

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

  2. 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...

  3. Bullying within the Forestry Organizations of Turkey

    OpenAIRE

    Devlet Toksoy; Mahmut Muhammet Bayramoğlu

    2013-01-01

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

  4. 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...

  5. 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...

  6. 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.

  7. Translating research to practice in bullying prevention.

    Science.gov (United States)

    Bradshaw, Catherine P

    2015-01-01

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

  8. The Effects of Bullying in Elementary School

    DEFF Research Database (Denmark)

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

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

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

    Science.gov (United States)

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

    2014-11-01

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

  10. 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.

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

    Science.gov (United States)

    Hazeltine, Brian

    2012-01-01

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

  12. 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

  13. 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…

  14. 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…

  15. 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…

  16. Children Who Help Victims of Bullying: Implications for Practice

    Science.gov (United States)

    Porter, James R.; Smith-Adcock, Sondra

    2011-01-01

    Over the years, literature on the phenomenon of bullying has evolved from treating bullying as an individual behavior to understanding it as a group process. Other than those of the bully and the victim, researchers have identified several roles children assume in bullying situations, with some assuming a pro-social role, often called the…

  17. How South Korean Teachers Handle an Incident of School Bullying

    Science.gov (United States)

    Yoon, Jina; Bauman, Sheri; Choi, Taesan; Hutchinson, Alisa S.

    2011-01-01

    With school-level variables receiving increasing attention for their role in the maintenance of bullying behaviors, this study examined teacher responses to a hypothetical bullying situation among a sample of South Korean teachers. Using an online survey method, school-level variables (anti-bullying policy and anti-bullying program) and individual…

  18. Adults Matter: Protecting Children from the Negative Impacts of Bullying

    Science.gov (United States)

    Conners-Burrow, Nicola A.; Johnson, Danya L.; Whiteside-Mansell, Leanne; McKelvey, Lorraine; Gargus, Regina A.

    2009-01-01

    This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully-victims, or not involved children). Nine hundred and seventy-seven 5th-, 9th-, and 11th-grade students in the rural South completed questionnaires on bullying, social…

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

    Science.gov (United States)

    Pateraki, Lena; Houndoumadi, Anastasia

    2001-01-01

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

  20. Individual Correlates of Bullying Behaviour in Turkish Middle Schools

    Science.gov (United States)

    Ozer, Arif; Totan, Tarik; Atik, Gokhan

    2011-01-01

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

  1. 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…

  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. 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....

  4. 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…

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

    Science.gov (United States)

    Garby, Lisa

    2013-01-01

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

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

    Science.gov (United States)

    Garner, Ian W.; Boulton, Michael J.

    2016-01-01

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

  7. 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…

  8. 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…

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

    Science.gov (United States)

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

    2014-05-01

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

  10. 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.

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

    Science.gov (United States)

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

    2014-01-01

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

  12. Students? Perspectives of Bullying in Schools

    Science.gov (United States)

    Gourneau, Bonni

    2012-01-01

    Bullying has proven to be a major problem in our society, one that can no longer be ignored. Unfortunately, every day children of various ages leave schools feeling scared, sad, anxious, and embarrassed, which greatly interferes with their ability to learn and to enjoy their childhood. This paper will review literature on bullying as well as the…

  13. 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

  14. 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.,…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. Moral Disengagement among Bystanders to School Bullying

    Science.gov (United States)

    Obermann, Marie-Louise

    2011-01-01

    This study examined the use of moral disengagement among children indirectly involved in bullying (bystanders). A sample of Danish adolescents (N = 660, M age 12.6 years) were divided into four groups depending on their bystander status: (a) outsiders, who did not experience bullying among their peers; (b) defenders, who were likely to help the…

  20. Belittled: The State of Play on Bullying

    Science.gov (United States)

    Cox, Eva; Goodman, James

    2005-01-01

    Abused, ignored, sidelined, belittled. It's the human face of a systemic problem. Eva Cox and James Goodman report on a recent study of workplace bullying that highlights its effects on those being bullied, and the rather piecemeal administrative efforts to deal with it so far. (Contains 7 tables.)

  1. 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…

  2. 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…

  3. Reducing Bullying toward LGBTQ Youths in Schools

    Science.gov (United States)

    Kopels, Sandra; Paceley, Megan S.

    2012-01-01

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

  4. Beyond Bullying: Pairing Classics and Media Literacy

    Science.gov (United States)

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

    2012-01-01

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

  5. 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…

  6. 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…

  7. Bullying during adolescence in Brazil: an overview.

    Science.gov (United States)

    Pigozi, Pamela Lamarca; Machado, Ana Lúcia

    2015-11-01

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

  8. Youth Perspectives on Bullying in Adolescence

    Science.gov (United States)

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

    2012-01-01

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

  9. Cartoons for Teaching Elementary Students about Bullying

    Science.gov (United States)

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

    2012-01-01

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

  10. 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…

  11. 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…

  12. 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…

  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. 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.

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

    OpenAIRE

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

    2011-01-01

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

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

    OpenAIRE

    Nassem, Elizabeth

    2012-01-01

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

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

    Science.gov (United States)

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

    2014-09-01

    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 of 2005, a nationally representative cross-sectional study with a total of 5,509 adolescents between the age of 12 and 16. The data were analyzed using a multilevel regression analysis. The study revealed that both bullying and being bullied in school classes was associated with an increased level of subclinical psychotic experiences. The bully climate of a school class moderates this effect, i.e., the higher risk for bully-victims on subclinical psychotic experiences was less strong in classes with a higher percentage of classmates involved in bullying. Thus, bully climate has to be taken into account when studying the psychological experiences associated with being bullied.

  18. 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.

  19. 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.

  20. 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.

  1. Social background, bullying, and physical inactivity

    DEFF Research Database (Denmark)

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

    2015-01-01

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

  2. 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.

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

    Science.gov (United States)

    Dussault, Marc; Frenette, Éric

    2015-12-01

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

  4. 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.

  5. 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…

  6. 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.

  7. 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.

  8. Bullying in Jerusalem schools: victims and perpetrators.

    Science.gov (United States)

    Gofin, R; Palti, H; Gordon, L

    2002-05-01

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

  9. Workplace bullying, working environment and health.

    Science.gov (United States)

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

    2012-01-01

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

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

    Directory of Open Access Journals (Sweden)

    EMMA ELISE ROBERTS

    2011-10-01

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

  11. 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

  12. 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.

  13. DAMPAK MEDIA SOSIAL DALAM CYBER BULLYING

    Directory of Open Access Journals (Sweden)

    Monica Hidajat

    2015-06-01

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

  14. Bullying and Organisational Commitment: Common antecedents?

    OpenAIRE

    Dick, Gavin P.M.

    2011-01-01

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

  15. Bullying in schools : The multi aspect problem

    OpenAIRE

    Lagerlöf, Hélène

    2004-01-01

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

  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. 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…

  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. PMID:24111682

  19. 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…

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

    NARCIS (Netherlands)

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

    2014-01-01

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

  1. 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…

  2. Workplace Bullying: A Tale of Adverse Consequences

    Science.gov (United States)

    Sansone, Lori A.

    2015-01-01

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

  3. 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.

  4. 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.

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

    Science.gov (United States)

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

    2015-10-01

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

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

    Science.gov (United States)

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

  7. 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...

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

    Science.gov (United States)

    O'Donnell, Sue M; MacIntosh, Judith A

    2016-02-01

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

  9. 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.

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

    OpenAIRE

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

    2009-01-01

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

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

    OpenAIRE

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

    2013-01-01

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

  12. Development of the Bullying and Health Experiences Scale

    OpenAIRE

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

    2012-01-01

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

  13. Mental health of psychiatric outpatients bullied in childhood

    OpenAIRE

    Fosse, Gunilla Klensmeden

    2006-01-01

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

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

    OpenAIRE

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

    2013-01-01

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

  15. The World of Bullying: An Overview and Reflexion

    OpenAIRE

    Gerard Martínez-Criado

    2014-01-01

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

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

    OpenAIRE

    Koval, Olena

    2014-01-01

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

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

    OpenAIRE

    Ersilia Menesini; Marina Camodeca; Annalaura Nocentini

    2010-01-01

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

  18. The Legislative Framework Regarding Bullying In South African Schools

    OpenAIRE

    Annelie Laas; Trynie Boezaart

    2014-01-01

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

  19. 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.

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

    Science.gov (United States)

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

    2016-08-01

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

  1. Acculturation Stress and Bullying among Immigrant Youths in Spain

    Science.gov (United States)

    Messinger, Adam M.; Nieri, Tanya A.; Villar, Paula; Luengo, Maria Angeles

    2012-01-01

    Few bullying studies focus on immigrant youths or acculturation stress as a risk factor for bullying and being bullied. Employing a sample of 1,157 foreign-born secondary students in Spain, we found that acculturation stress was widely experienced, although the average level of stress was moderate. Five percent of the sample reported being…

  2. 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,…

  3. Attachment Styles among Bullies, Victims and Uninvolved Adolescents

    Science.gov (United States)

    Koiv, Kristi

    2012-01-01

    Attachment theory provides a frame for understanding the role of attachment styles in the development of bullying behaviour in adolescence. The present study examined attachment styles (secure, avoidant and anxious/ambivalent) that differentiated bullies, victims, bully/victims and uninvolved adolescents. A total of 1,921 students (1,006 girls and…

  4. 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,…

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

    Science.gov (United States)

    Shaw, Therese; Cross, Donna

    2012-01-01

    Bullying between students at school can seriously affect students' health and academic outcomes. To date, little is known regarding the extent to which bullying behaviour is clustered within certain schools rather than similarly prevalent across all schools. Additionally, studies of bullying behaviour in schools that do not account for clustering…

  6. 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…

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

    Science.gov (United States)

    Frisen, Ann; Hasselblad, Tove; Holmqvist, Kristina

    2012-01-01

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

  8. Bullying Experiences among Children and Youth with Autism Spectrum Disorders

    Science.gov (United States)

    Cappadocia, M. Catherine; Weiss, Jonathan A.; Pepler, Debra

    2012-01-01

    Few studies have investigated bullying experiences among children diagnosed with autism spectrum disorders (ASD); however, preliminary research suggests that children with ASD are at greater risk for being bullied than typically developing peers. The aim of the current study was to build an understanding of bullying experiences among children with…

  9. 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,…

  10. A Review of School-Based Bullying Interventions

    Science.gov (United States)

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

    2008-01-01

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

  11. Bullying among Siblings: The Role of Personality and Relational Variables

    Science.gov (United States)

    Menesini, Ersilia; Camodeca, Marina; Nocentini, Annalaura

    2010-01-01

    This study aimed to investigate: (1) the influence of gender, sibling age, and sibling gender on sibling bullying and victimization; (2) the links between personality characteristics, quality of the sibling relationship, and sibling bullying/victimization; (3) the association between sibling and school bullying/victimization, and the direct and…

  12. Efforts to Address Bullying in U.S. Schools

    Science.gov (United States)

    Limber, Susan P.

    2003-01-01

    Bullying among children and youth has received considerable recent attention by educators, policy makers, health and mental health professionals, the media, and the general public. Recent legislation pertaining to bullying is reviewed, and current school-based bullying prevention and intervention strategies are described and critiqued. A number of…

  13. 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.

  14. Emotion Recognition Abilities and Empathy of Victims of Bullying

    Science.gov (United States)

    Woods, Sarah; Wolke, Dieter; Nowicki, Stephen; Hall, Lynne

    2009-01-01

    Objectives: Bullying is a form of systematic abuse by peers with often serious consequences for victims. Few studies have considered the role of emotion recognition abilities and empathic behaviour for different bullying roles. This study investigated physical and relational bullying involvement in relation to basic emotion recognition abilities,…

  15. 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

  16. 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…

  17. Bullying on the School Bus: A Video Analysis

    Science.gov (United States)

    Raskauskas, Juliana

    2005-01-01

    The purpose of this study was to assess the nature of bullying on the school bus. Videotapes were used to identify occurrences of bullying on buses of elementary school students. Incidents were reviewed for forms of bullying, fullness, presence of friends, and severity of acts. Results indicated that approximately two incidents occurred per bus…

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

    Science.gov (United States)

    Blosnich, John; Kershner, Ruth

    2009-01-01

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

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

    Science.gov (United States)

    Häufle, Jenny; Wolter, Daniel

    2015-01-01

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

  20. Integrating Bullying Prevention into Schoolwide Positive Behavior Support

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2004-01-01

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

  2. 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…

  3. 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…

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

    Science.gov (United States)

    Shellard, Elizabeth

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

  5. 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…

  6. 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,…

  7. 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…

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

    Science.gov (United States)

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

    2013-01-01

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

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

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

    OpenAIRE

    Baldry, A.C.

    2004-01-01

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

  16. Interventions to reduce school bullying.

    Science.gov (United States)

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

    2003-10-01

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

  17. 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.

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  19. 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'…

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

    NARCIS (Netherlands)

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

    2014-01-01

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

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

    Science.gov (United States)

    Jones, Ann M.

    2013-01-01

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

  2. 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…

  3. To Bully or Not to Bully, that Is Not the Question: Western Australian Early Adolescents' in Search of a Reputation

    Science.gov (United States)

    Houghton, Stephen John; Nathan, Elijah; Taylor, Myra

    2012-01-01

    Twenty-eight early adolescent boys and girls suspended from school for bullying provided accounts of the importance of reputation in their daily lives, specifically how they initiated, promoted, and then maintained their reputation through bullying. Overall, bullying was a deliberate choice perpetrated to attain a nonconforming reputation and was…

  4. 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

  5. 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…

  6. 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…

  7. 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…

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Pugh, Roger; Chitiyo, Morgan

    2012-01-01

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

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

    Science.gov (United States)

    Espelage, Dorothy L.; Holt, Melissa K.

    2007-01-01

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

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

    Science.gov (United States)

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

    2005-01-01

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

  12. 77 FR 47080 - Announcement of Requirements and Registration for “Stop Bullying Video Challenge”

    Science.gov (United States)

    2012-08-07

    ... Registration for ``Stop Bullying Video Challenge'' AGENCY: Health Resources and Services Administration (HRSA... launch of the ``Stop Bullying Video Challenge.'' Bullying is unwanted, aggressive behavior among school... potential to be repeated, over time. Bullying can affect everyone--those who are bullied, those who...

  13. 中国18省市城市中学生欺侮行为流行现状分析%The prevalence of bullying behaviors among urban middle school students in 18 provinces, China

    Institute of Scientific and Technical Information of China (English)

    乔毅娟; 星一; 季成叶; 张琳

    2009-01-01

    . Malicious teasing was the most common bullying behavior(43.2%), followed by sexual bullying behavior(27.0%). In addition to malicious teasing and sexual bullying, the prevalence of other types of bullying declined when the grade was increasing. Residential students were more likely to be maliciously teased, excluded or isolated and sexual bullied than non-residential students. Students from single-parent or recomposed-families were more likely to be bullied than other students. Male and ordinary school students, students living with single or step-parents were more likely to suffer multiple bullying behaviors at the same time. Conclusion The suggesting among students was associated with personal, familiar and social factors, mobilize more social forces and comprehensive actions to be taken to prevent bullying among students.

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

    Science.gov (United States)

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

    2016-01-01

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

  15. The World of Bullying: An Overview and Reflexion

    Directory of Open Access Journals (Sweden)

    Gerard Martinez-Criado

    2014-02-01

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

  16. Bullying, psychiatric pathology and suicidal behavior.

    Science.gov (United States)

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

    2013-01-01

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

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

    OpenAIRE

    Vestvik, Svitlana

    2011-01-01

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

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

    Science.gov (United States)

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

    2013-03-01

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

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

    Science.gov (United States)

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

    2016-01-01

    A few previous studies have shown that narcissistic traits in youth are positively associated with bullying. However, research examining the developmental relationship between narcissism and bullying is lacking. Moreover, it is unclear whether narcissists constitute a homogeneous group and whether the bullying of narcissistic youth results in establishing social dominance over peers. The present work addresses these gaps. Children (N = 393; M age = 10.3; 51% girls) were followed during the last 3 years of primary school. Person-centered analyses were used to examine whether groups with distinct developmental trajectories for narcissism and two bullying forms (direct and indirect) can be identified, and how these trajectories are related. Multiple groups emerged for all constructs examined. For girls, higher narcissism was neither related to more intense bullying, nor to higher social dominance. In contrast, highly narcissistic boys were more likely than their peers to show elevated direct bullying, and in particular elevated indirect bullying. Hence, high narcissism is a risk factor for bullying in boys, but not in girls. However, narcissism is not always accompanied by high bullying, given that many boys on the high bullying trajectories were not high in narcissism. Results show that among narcissistic youth only those who engage in high levels of bullying are high in social dominance.

  20. Workplace bullying, sleep problems and leisure-time physical activity

    DEFF Research Database (Denmark)

    Hansen, Åse Marie; Gullander, Maria; Hogh, Annie;

    2016-01-01

    whether (i) bullying increases the risk of sleep problems, and (ii) the association between bullying and sleep problems is moderated by leisure-time physical activity (LTPA). METHODS: The study sample comprised a cohort of public and private sector employees, who were enrolled into the Work Bullying...... and Harassment (WBH) cohort (N=3278) or the Psychosocial Risk Factors for Stress and Mental Disease (PRISME) cohort (N=4455). We measured workplace bullying using one question that was preceded by a definition of bullying. We used the Karolinska sleep questionnaire to assess sleep problems. The number of hours......-workplace bullying and T2-sleep problems. CONCLUSION: We found support that workplace bullying is related to development of T2-sleep problems, but this association seems not to be modified by LTPA....

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

    Science.gov (United States)

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

    2015-01-01

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

  2. Bullied Status and Physical Activity in Texas Adolescents.

    Science.gov (United States)

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

    2016-06-01

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

  3. Bullied Status and Physical Activity in Texas Adolescents.

    Science.gov (United States)

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

    2016-06-01

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

  4. Theoretical proposals in bullying research: a review

    Directory of Open Access Journals (Sweden)

    Silvia Postigo

    2013-05-01

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

  5. Is bullying equally harmful for rich and poor children?: a study of bullying and depression from age 15 to 27

    DEFF Research Database (Denmark)

    Due, Pernille; Damsgaard, Mogens Trab; Lund, Rikke;

    2009-01-01

    BACKGROUND: Exposure to bullying in childhood and adolescence is harmful to health, well-being and social competence of the victim. However, little is known about the long-term consequences of bullying victimization. In this paper, we use a longitudinal study from age 15 to 27 to examine whether...... childhood socioeconomic position (CSP) modifies the association between exposure to bullying in childhood and symptoms of depression in young adulthood. METHODS: Nationally representative baseline sample in 1990 (n = 847), followed up 2002 (n = 614). We used multivariate analyses of variance to examine...... the influence of bullying on symptoms of depression at age 27. RESULTS: Analyses showed that exposure to bullying, low CSP and female gender significantly increased the risk of depression in young adulthood. There was a statistically significant interaction between bullying and CSP, so that bullying increased...

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

    Directory of Open Access Journals (Sweden)

    Nafsika Antoniadou

    2016-05-01

    Full Text Available The present study investigates possible individual characteristics associated with traditional and cyber-bullying/victimization among 146 Greek junior high school students and their contribution in the prediction of the phenomena. Participants completed a self-report questionnaire, measuring online disinhibition, personality traits, social skills, and relations, as well as Internet use. 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 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, online disinhibition and sensation seeking. Cyber-victimization was predicted by online disinhibition, assertion, and few peer relations, while traditional victimization by Internet skills and impulsive-irresponsible traits. Findings are discussed in terms of common and differentiated prevention and intervention practices.

  7. Bullying among teenagers and its effects

    OpenAIRE

    Limo, Steven

    2015-01-01

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

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

    Science.gov (United States)

    Coloroso, Barbara

    2011-01-01

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

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

    OpenAIRE

    Bohn, Chad M.

    2011-01-01

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

  10. Bullying in schools: the power of bullies and the plight of victims.

    Science.gov (United States)

    Juvonen, Jaana; Graham, Sandra

    2014-01-01

    Bullying is a pervasive problem affecting school-age children. Reviewing the latest findings on bullying perpetration and victimization, we highlight the social dominance function of bullying, the inflated self-views of bullies, and the effects of their behaviors on victims. Illuminating the plight of the victim, we review evidence on the cyclical processes between the risk factors and consequences of victimization and the mechanisms that can account for elevated emotional distress and health problems. Placing bullying in context, we consider the unique features of electronic communication that give rise to cyberbullying and the specific characteristics of schools that affect the rates and consequences of victimization. We then offer a critique of the main intervention approaches designed to reduce school bullying and its harmful effects. Finally, we discuss future directions that underscore the need to consider victimization a social stigma, conduct longitudinal research on protective factors, identify school context factors that shape the experience of victimization, and take a more nuanced approach to school-based interventions.

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

    Directory of Open Access Journals (Sweden)

    Dianne Gardner

    2016-04-01

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

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

    Science.gov (United States)

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

    2016-07-01

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

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

    NARCIS (Netherlands)

    Baldry, A.C.

    2004-01-01

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

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

    NARCIS (Netherlands)

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

    2005-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Bairy K

    2007-01-01

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

  16. Workplace bullying in the OR: Results of a descriptive study.

    Science.gov (United States)

    Chipps, Esther; Stelmaschuk, Stephanie; Albert, Nancy M; Bernhard, Linda; Holloman, Christopher

    2013-11-01

    This study describes the incidence of workplace bullying among perioperative RNs, surgical technologists, and unlicensed perioperative personnel in two academic medical centers. The study sought to determine whether the demographic variables of gender, ethnicity, hospital, years of experience on the unit, years in the profession, and job title predict the experience of workplace bullying; whether a relationship exists between workplace bullying and emotional exhaustion; and whether bullying is associated with perceptions of patient safety in the OR. The cross-sectional design included perioperative nurses, surgical technologists, and unlicensed perioperative personnel (N = 167). Fifty-nine percent of the study participants reported witnessing coworker bullying weekly, and 34% reported at least two bullying acts weekly. Having one's opinion ignored is the most common bullying act, with 28% of respondents experiencing being ignored. Differences in the experience of bullying can be found between hospitals and among ethnicities. Emotional exhaustion also was correlated with bullying. The participants did not perceive bullying as affecting patient safety. PMID:24209797

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

    OpenAIRE

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

    2010-01-01

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

  18. Cyber bullying prevention: intervention in Taiwan.

    Directory of Open Access Journals (Sweden)

    Ming-Shinn Lee

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

  19. Bullying in Brazilian Schools and Restorative Practices

    Science.gov (United States)

    Grossi, Patricia Krieger; dos Santos, Andreia Mendes

    2012-01-01

    Bullying is a widespread phenomenon that affects many children and adolescents in Brazilian schools. A pilot research study was carried out in four schools (one private and three public) located in Porto Alegre, RS, Brazil. A combination of self-administered questionnaires and focus groups with students as well as interviews with teachers were…

  20. Bullying Prevention in Schools. Position Statement

    Science.gov (United States)

    DeSisto, Marie C.; Smith, Suzanne

    2014-01-01

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

  1. Understanding and Dealing with Bullying in Schools

    Science.gov (United States)

    Yerger, William; Gehret, Cliff

    2011-01-01

    One of the most difficult problems that educators face today is dealing with bullying. This pervasive issue occurs in classrooms, lunch rooms, unsupervised areas, on playgrounds, and through electronic media. Based on the principles of protecting the child and establishing a safe environment for all students, this paper investigates the causes and…

  2. Structural Liberalism and Anti-Bullying Legislation

    Science.gov (United States)

    Vaught, Sabina E.

    2014-01-01

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

  3. Authoritarian Parenting, Power Distance, and Bullying Propensity

    Science.gov (United States)

    Georgiou, Stelios N.; Stavrinides, Panayiotis; Fousiani, Kyriaki

    2013-01-01

    This study aimed at examining the existing relation among parenting, cultural value orientation, and bullying propensity at school. The participants (N = 231) were early adolescents randomly selected from 11 different schools in urban and rural areas of Cyprus. The results showed that a statistically significant relation exists between parental…

  4. Schoolchildren's Social Representations on Bullying Causes

    Science.gov (United States)

    Thornberg, Robert

    2010-01-01

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

  5. Developing and Integrating Theory on School Bullying

    Science.gov (United States)

    Dixon, Roz

    2008-01-01

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

  6. Bullying toward Teachers: An Example from Turkey

    Science.gov (United States)

    Özkiliç, Rüçhan

    2012-01-01

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

  7. Bullying and Agency: Definition, Intervention and Ethics

    Science.gov (United States)

    Sercombe, Howard; Donnelly, Brian

    2013-01-01

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

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

    Science.gov (United States)

    Cassell, Macgorine A.

    2011-01-01

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

  9. Effectiveness of programs to prevent school bullying

    NARCIS (Netherlands)

    Baldry, A.C.; Farrington, D.P.

    2007-01-01

    Sixteen major evaluations of programs to prevent school bullying, conducted in 11 different countries, are reviewed in detail. Of these 16 evaluations, 8 produced desirable results, 2 produced mixed results, 4 produced small or negligible effects, and 2 produced undesirable results. These varying fi

  10. The Political and Cultural Complications of Bullying

    Science.gov (United States)

    LaFee, Scott

    2012-01-01

    Student bullying is one of the most frequently reported discipline issues in schools. Members of minority groups are the typical targets. These days, that most often means students whose sexual orientation or gender identity attracts the ire of others. In a school climate survey of 7,261 middle and high school students conducted by the advocacy…

  11. Bullying in Schools towards Sexual Minority Youth

    Science.gov (United States)

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

    2008-01-01

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

  12. Bullying Prevention for Public Health Practitioners

    Centers for Disease Control (CDC) Podcasts

    2012-01-19

    This podcast discusses bullying as a public health problem, and provides information and resources for public health practitioners.  Created: 1/19/2012 by National Center for Injury Prevention and Control (NCIPC).   Date Released: 1/19/2012.

  13. Weight-related teasing and non-normative eating behaviors as predictors of weight loss maintenance. A longitudinal mediation analysis.

    Science.gov (United States)

    Hübner, Claudia; Baldofski, Sabrina; Crosby, Ross D; Müller, Astrid; de Zwaan, Martina; Hilbert, Anja

    2016-07-01

    Weight loss maintenance is essential for the reduction of obesity-related health impairments. However, only a minority of individuals successfully maintain reduced weight in the long term. Research has provided initial evidence for associations between weight-related teasing (WRT) and greater non-normative eating behaviors. Further, first evidence was found for associations between non-normative eating behaviors and weight loss maintenance. Hence, the present study aimed to examine the predictive value of WRT for weight loss maintenance and the role of non-normative eating behaviors as possible mediators of this relationship. The study was part of the German Weight Control Registry that prospectively followed individuals who had intentionally lost at least 10% of their maximum weight and had maintained this reduced weight for at least one year. In N = 381 participants, retrospective WRT during childhood and adolescence, current non-normative eating behaviors (i.e., restrained, external, emotional eating), and change in body mass index (BMI, kg/m(2)) over two years were examined using self-report assessments. Structural equation modeling was used to analyze the assumed mediational relationship. As a result, a greater effect of retrospective WRT during childhood and adolescence predicted less successful adult weight loss maintenance over two years. Current emotional eating fully mediated this relationship while current restrained and external eating yielded no mediational effects. Hence, a greater effect of WRT predicted greater current emotional eating, which in turn predicted a smaller decrease or a greater increase in BMI. Our findings suggest that suffering from WRT during childhood and adolescence might lead to emotional eating which in turn impairs long-term weight loss maintenance. Thus, our results highlight the need for interventions aiming at reducing weight stigmatization and targeting emotional eating for successful long-term weight loss maintenance.

  14. Associations among bullying, cyberbullying, and suicide in high school students.

    Science.gov (United States)

    Bauman, Sheri; Toomey, Russell B; Walker, Jenny L

    2013-04-01

    This study examined associations among depression, suicidal behaviors, and bullying and victimization experiences in 1491 high school students using data from the 2009 Youth Risk Behavior Survey. Results demonstrated that depression mediated the association between bullying/victimization and suicide attempts, but differently for males and females. Specifically, depression mediated the link between traditional victimization and suicide attempts similarly across gender, whereas depression mediated the link between cyber victimization and suicide attempts only for females. Similarly, depression mediated the link between traditional bullying and suicide attempts for females only. Depression did not mediate the link between cyberbullying and suicide attempts for either gender. Implications of the findings are discussed, including the importance of greater detection of depression among students involved in bullying, and the need for a suicide prevention and intervention component in anti-bullying programs. Findings suggest that bullying prevention efforts be extended from middle school students to include high school students.

  15. Four decades of research on school bullying: An introduction.

    Science.gov (United States)

    Hymel, Shelley; Swearer, Susan M

    2015-01-01

    This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological sequela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide psychologists with a comprehensive review that documents our current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts. PMID:25961310

  16. Bullying at work, health outcomes, and physiological stress response

    DEFF Research Database (Denmark)

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

    2006-01-01

    The relationships among bullying or witnessing bullying at work, self-reported health symptoms, and physiological stress reactivity were analysed in a sample of 437 employees (294 women and 143 men). Physiological stress reactivity was measured as cortisol in the saliva. Of the respondents, 5......% of the women (n=15) and 5% of the men (n=7) reported bullying, whereas 9% of the women (n=25) and 11% of the men (n=15) had witnessed bullying at work. The results indicated that the bullied respondents had lower social support from coworkers and supervisors, and they reported more symptoms of somatisation......, depression, anxiety, and negative affectivity (NA) than did the nonbullied respondents. Witnesses reported more symptoms of anxiety and lower support from supervisor than did the nonbullied employees. Concentrations of cortisol in the saliva were lower at awakening in bullied respondents compared...

  17. Exposure to workplace bullying and risk of depression

    DEFF Research Database (Denmark)

    Gullander, Maria; Høgh (Hogh), Annie; Hansen, Åse Marie;

    2014-01-01

    OBJECTIVE: We examined the prospective association between self-labeled and witness-reported bullying and the risk of newly onset of depression. METHODS: Employees were recruited from two cohorts of 3196 and 2002 employees, respectively. Participants received a questionnaire at baseline in 2006...... onset depression among participants reporting bullying occasionally was 2.17 (95% confidence interval [CI]: 1.11 to 4.23) and among frequently bullied 9.63 (95% CI: 3.42 to 27.1). There was no association between percentage witnessing bullying and newly onset depression. CONCLUSIONS: Frequent self......-labeled bullying predicts development of depression but a work environment with high proportion of employees witnessing bullying does not....

  18. Humor Style and Motor Skills: Understanding Vulnerability to Bullying

    OpenAIRE

    Stephanie Plenty; Susanne Bejerot; Kimmo Eriksson

    2014-01-01

    The purpose of this study was to examine the role of humor style and motor skills in vulnerability to bullying. 729 adults responded to the Humor Style Questionnaire (HSQ) and items retrospectively addressing their motor skills and bullying experiences during childhood. Consistent with recent research, poorer motor skills were associated with a greater extent of having been bullied. An association between stronger motor skills and affiliative humor was found, lending support to a shared biolo...

  19. School and classroom effects on bullying and peer victimization.

    OpenAIRE

    Galand, Benoît; Baudoin, Noémie; Hospel, Virginie; 28th International Congress of Applied Psychology

    2014-01-01

    Rationale. Most studies about bullying focused on individual characteristics of bullies and victims. Only very few studies have investigated the effect of school and classroom factors on bullying. These studies indicated that between-classroom variance is higher than between-school variance. From theoretical and practical points of view, one key issue is to know if those school and classroom effects are related to educational practices rather than to the composition of the student body. At th...

  20. Optimizing Population Screening of Bullying in School-Aged Children

    Science.gov (United States)

    Vaillancourt, Tracy; Trinh, Vi; McDougall, Patricia; Duku, Eric; Cunningham, Lesley; Cunningham, Charles; Hymel, Shelley; Short, Kathy

    2010-01-01

    A two-part screening procedure was used to assess school-age children's experience with bullying. In the first part 16,799 students (8,195 girls, 8,604 boys) in grades 4 to 12 were provided with a definition of bullying and then asked about their experiences using two general questions from the Olweus Bully/Victim Questionnaire (1996). In the…

  1. Correlation between bullying and clinical depression in adolescent patients

    OpenAIRE

    Kaltiala-Heino R; Fröjd S

    2011-01-01

    Riittakerttu Kaltiala-Heino1, Sari Fröjd21University of Tampere Medical School, Tampere, Finland; 2Tampere School of Public Health, University of Tampere, FinlandAbstract: A literature review of the associations between involvement in bullying and depression is presented. Many studies have demonstrated a concurrent association between involvement in bullying and depression in adolescent population samples. Not only victims but also bullies display increased risk of depression, althou...

  2. Coping With Verbal and Social Bullying in Middle School

    OpenAIRE

    Christopher Donoghue; Angela Almeida; David Brandwein; Gabriela Rocha; Ian Callahan

    2014-01-01

    Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about the ways that they would cope with becoming a victim of verbal and social bullying. We also analyzed influences for coping strategie...

  3. Clarifying the relation between bullying and social cognition

    OpenAIRE

    Failows Neyestani, Laura

    2010-01-01

    In an effort to resolve a current conflict in the literature, this project investigated the relation between social cognition and bullying by assessing theory of mind, emotion understanding, empathy, moral emotions, and bullying for aggressive children compared to prosocial children. A new measure was developed to assess the social cognitive constructs; bullying was assessed via self, peer, and teacher reports. Participants were 18 second graders, with the results presented in a descriptive...

  4. Peranan Bullying di Tempat Kerja Terhadap Intensi Turnover Pada Karyawan

    OpenAIRE

    Tarigan, Santri Permana

    2015-01-01

    Bullying behavior is repeated behavior that is performed by a person or group of persons to another person or another group which aims to humiliate, offensive, and intimidate. One of the effects of bullying behavior is turnover intention. This study aims to know the role of workplace bullying toward employees turnover intention. This study involved 67 employees were selected through purposive sampling technique. Measuring tool used turnover intention scale and workplace bullyin...

  5. A case study of Sylvan Learning's approach to cyber bullying

    OpenAIRE

    Sidhu, Harleen Kaur

    2016-01-01

    Sylvan Learning is a private tutoring institution that provides students with a personalized style of learning. They assess each of their student’s particular educational needs by conducting questionnaires, and then apply the appropriate teaching styles. The results of the questionnaires suggest that many of the students are victims of both traditional face-to-face school yard bullying, and cyber bullying. As a result, the effect bullying has on students education is a major concern for this ...

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

    OpenAIRE

    Dick, Gavin P.M.

    2008-01-01

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

  7. THE BULLYING PHENOMENON: DIFFERENCES BETWEEN BOYS AND GIRLS

    OpenAIRE

    Fernanda Silva; Denise Dascanio; Tânia Gracy Martins do Valle

    2016-01-01

    The bullying phenomenon is characterized by aggression always unequal power and involves violence. This study aimed to identify the types of bullying (physical, verbal, psychological, material, virtual or sexual) more prevalent in this population and compare bullying among adolescent males and females. We used a questionnaire prepared by the researcher. Participants were 309 students, 142 males and 167 females, from 6th to 8th grade from two schools, one state and one municipal. These results...

  8. Teacher and Administrator Perceptions of Bullying In Schools

    OpenAIRE

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

    2012-01-01

    The primary aim of this study was to explore the differences between teacher and administrator perceptions of bullying. Data were collected from 139 practicing educators and administrators who completed a survey regarding their perceptions of bullying in schools. Mann Whitney U tests were conducted to determine if perceptions of bullying varied with occupation and gender. Bonferroni adjustments were made for the multiple pairwise comparisons. There were statistically significant differences b...

  9. Pengaruh Bullying Di Tempat Kerja Terhadap Employee Engagement

    OpenAIRE

    Chindy

    2015-01-01

    This study aims to examine the effect/implication of workplace bullying on employee engagement. This study was conducted on one hundred and sixty six employees which were selected through incidental sampling technique. Data were collected by using engagement scale, named Utrecht Work Engagement Scale (UWES) and bullying scale, named Negative Acts Questionnaire-Revised (NAQ-R). Data were analyzed by using Linear Regression and the results showed a correlation between bullying in the workplace ...

  10. Prevalence of workplace bullying of South African employees

    OpenAIRE

    Leanri Cunniff; Karina Mostert

    2012-01-01

    Orientation: Workplace bullying has negative physical and psychological effects on employees and several negative effects on organisations. Research purpose: The purpose of the research was to determine the prevalence of workplace bullying in South Africa and whether there are differences in employees’ experiences of bullying with regard to socio-demographic characteristics, sense of coherence (SOC) and diversity experiences.Motivation for the study: This study intended to draw attention ...

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

    Directory of Open Access Journals (Sweden)

    Shaw Thérèse

    2010-11-01

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

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

    Directory of Open Access Journals (Sweden)

    Daria Rybka-Koch

    2011-11-01

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

  13. Bullying in work groups: the impact of leadership.

    Science.gov (United States)

    Nielsen, Morten Birkeland

    2013-04-01

    The aim of this study is to examine whether and how laissez-faire, transformational, and authentic leadership styles are related to the occurrence of bullying in work groups. It is hypothesized that the investigated leadership styles have direct associations, as well as indirect associations through group cohesion and safety perceptions, with indicators of bullying among subordinates. Using a cross-sectional survey design, the variables were assessed in a randomly selected sample comprising 594 seafarers from two Norwegian shipping companies. Laissez-faire leadership was associated with an increased risk of exposure to bullying behavior, self-labeled victimization from bullying, and perpetrated bullying. Transformational leadership and authentic leadership were related to decreased risk of exposure to bullying behavior. Authentic leadership contributed to the variance in bullying beyond laissez-faire and transformational leadership. Analyses of indirect effects showed that the association between transformational leadership and bullying was fully mediated through safety perceptions, whereas a partial indirect association through safety perceptions was found for authentic leadership. This study makes a significant contribution to the literature by providing evidence for how leadership styles predict workplace bullying. The findings highlight the importance of recruiting, developing, and training leaders who promote both positive psychological capacities and positive perceptions among their subordinates.

  14. Associations between child disciplinary practices and bullying behavior in adolescents

    Directory of Open Access Journals (Sweden)

    Graziela A.H. Zottis

    2014-07-01

    Full Text Available OBJECTIVE: to investigate associations between different types of child disciplinary practices and children and adolescents' bullying behavior in a Brazilian sample. METHODS: cross-sectional study, with a school-based sample of 10-to 15-year-old children and adolescents. Child disciplinary practices were assessed using two main subtypes: power-assertive and punitive (psychological aggression, corporal punishment, deprivation of privileges, and penalty tasks and inductive (explaining, rewarding, and monitoring. A modified version of the Olweus Bully Victim Questionnaire was used to measure the frequency of bullying. RESULTS: 247 children and adolescents were evaluated and 98 (39.7% were classified as bullies. Power-assertive and punitive discipline by either mother or father was associated with bullying perpetration by their children. Mothers who mostly used this type of discipline were 4.36 (95% CI: 1.87-10.16; p < 0.001 times more likely of having a bully child. Psychological aggression and mild forms of corporal punishment presented the highest odds ratios. Overall inductive discipline was not associated with bullying. CONCLUSIONS: bullying was associated to parents' assertive and punitive discipline. Finding different ways of disciplining children and adolescents might decrease bullying behavior.

  15. Correlation between bullying and clinical depression in adolescent patients

    Directory of Open Access Journals (Sweden)

    Kaltiala-Heino R

    2011-03-01

    Full Text Available Riittakerttu Kaltiala-Heino1, Sari Fröjd21University of Tampere Medical School, Tampere, Finland; 2Tampere School of Public Health, University of Tampere, FinlandAbstract: A literature review of the associations between involvement in bullying and depression is presented. Many studies have demonstrated a concurrent association between involvement in bullying and depression in adolescent population samples. Not only victims but also bullies display increased risk of depression, although not all studies have confirmed this for the bullies. Retrospective studies among adults support the notion that victimization is followed by depression. Prospective follow-up studies have suggested both that victimization from bullying may be a risk factor for depression and that depression may predispose adolescents to bullying. Research among clinically referred adolescents is scarce but suggests that correlations between victimization from bullying and depression are likely to be similar in clinical and population samples. Adolescents who bully present with elevated numbers of psychiatric symptoms and psychiatric and social welfare treatment contacts.Keywords: depression, bullying, adolescence 

  16. The voices of victims and witnesses of school bullying

    Directory of Open Access Journals (Sweden)

    C. de Wet

    2005-07-01

    Full Text Available There has never been a stronger demand from the South African public to reduce school violence than at present. The demand for safe schools cannot be achieved unless the issue of bullying is adequately addressed. However, it appears from newspaper reports that some of the role players are not willing to listen to the victims of bullying. The aim of this article is to give a voice to some of the victims, as well as those witnessing school bullying. This article reports on findings from an investigation of the experiences of a group of Free State learners who were witnesses and victims of bullying. The research instrument was the Delaware Bullying Questionnaire. The first important conclusion from this study was that bullying was a serious problem in some Free State schools. Secondly, it was found that the respondents were more often the victims of male than of female bullies. Thirdly, the quantitative data indicated that the majority of victims were bullied by learners who were in the same grade as they were. The qualitative data, however, revealed that the bullying of Grade 8 learners by Grade 12 learners seems to be a fairly common occurrence. Finally, some comments and recommendations are made.

  17. Socioeconomic status and bullying: a meta-analysis.

    Science.gov (United States)

    Tippett, Neil; Wolke, Dieter

    2014-06-01

    We examined whether socioeconomic status (SES) could be used to identify which schools or children are at greatest risk of bullying, which can adversely affect children's health and life. We conducted a review of published literature on school bullying and SES. We identified 28 studies that reported an association between roles in school bullying (victim, bully, and bully-victim) and measures of SES. Random effects models showed SES was weakly related to bullying roles. Adjusting for publication bias, victims (odds ratio [OR] = 1.40; 95% confidence interval [CI] = 1.24, 1.58) and bully-victims (OR = 1.54; 95% CI = 1.36, 1.74) were more likely to come from low socioeconomic households. Bullies (OR = 0.98; 95% CI = 0.97, 0.99) and victims (OR = 0.95; 95% CI = 0.94, 0.97) were slightly less likely to come from high socioeconomic backgrounds. SES provides little guidance for targeted intervention, and all schools and children, not just those with more socioeconomic deprivation, should be targeted to reduce the adverse effects of bullying. PMID:24825231

  18. School bullying, low self-control, and opportunity.

    Science.gov (United States)

    Moon, Byongook; Alarid, Leanne Fiftal

    2015-03-01

    The theory of low self-control has been shown to be a valid predictor of a wide variety of criminal and deviant behaviors. However, a limited number of studies were conducted to understand the relationship between low self-control and bullying and the effects of opportunity factors (i.e., parental supervision, association with other bullies, negative school environment, and disciplinary measures used by teachers) on bullying in the context of low self-control theory. The present study, using a sample of nearly 300 youths, examined the effects of low self-control and opportunity factors on various types of bullying behaviors. Results indicated that youths with low self-control were likely to physically and psychologically bully, consistent with the theory's prediction. When opportunity measures were introduced, they were stronger explanations of bullying than low self-control, especially association with other bullies and youth who experienced disciplinary measures by their teacher. Negative school environment was a significant predictor of psychological bullying but not for physical bullying. Theoretical and policy implications are discussed.

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

    Directory of Open Access Journals (Sweden)

    Teresa Sousa-Ferreira

    2014-12-01

    Full Text Available Introduction: School  bullying is the most common type of violence in schools and seems to be increasing in recent years. The various types of aggression and victimization by bullying occur with different frequencies depending on the gender of the students.Objectives: To determine the frequency of different types of victimization and aggression by bullying among participating public school students of Guimarães. To compare  frequencies of victimization and aggression by bullying between female and male students.Study Design: Observational and cross-sectional study.Methods: An equal number of classes of the 6th and 8th grade in public schools was selected in the municipality of Guimarães, Portugal. The students autonomously completed a questionnaire with demographic information and the Multidimensional Peer Victimization Scale adapted to Portugal. Descriptive  and  analytical  statistical  techniques were used to analyze the data. Bullying was considered in relation with colleagues, 2 or more episodes of maltreatment in the previous month.Results: 660 students were evaluated, ranging from 11 to 16 years of age, 48.8% of 6 th  year, 48.8% female, recruited from ten of the fourteen schools in the county. Seventy-one percent of students (78.1% of boys and 64.0% of girls declared themselves directly involved in bullying behaviors, as authors or targets. By type, the prevalence was 61.2% verbal, 36.8% social, 24.8% physical and 22.9% involved in property-related bullying. The most common types reported by victims, of both male and female genders, were the verbal (54.0% and 41.3%, respectively; 48.4% of total student body and social (26.7% and 30.1%, respectively; 28.8% of total students. In the aggressors, verbal and physical bullying types in boys (respectively 44.5% and 25.5% and verbal and social in girls (28.3% and 9.3% were the most common. When considering the total sample, the most  common  types

  20. Combating Weight-Based Bullying in Schools: Is There Public Support for the Use of Litigation?

    Science.gov (United States)

    Puhl, Rebecca; Luedicke, Joerg; King, Kelly M.

    2015-01-01

    Background: Bullying litigation is an emerging area of law that has increased in response to serious cases of bullying at school. Weight-based bullying is prevalent at school, but no research has examined the use of litigation to address this problem. We assessed public support for litigation approaches to address weight-based bullying at school,…

  1. Effectiveness of School-Based Bullying Intervention Programs in Primary School

    Science.gov (United States)

    Dogini, Eric U.

    2012-01-01

    Bullying behavior has reached pandemic proportions and is a growing concern in primary school. Most intervention programs in primary school are focused on bullying prevention or principally on the behavior of the bully. The purpose of this study was to explore whether a school-based bullying intervention program is an effective method for reducing…

  2. Portrayals of Bullying: A Content Analysis of Picture Books for Preschoolers

    Science.gov (United States)

    Oppliger, Patrice A.; Davis, Ashley

    2016-01-01

    Bullying affects a significant number of school children in the United States. Great concern for teaching children about bullying is apparent in the number of picture books published with bullying themes. The following study is a content analysis of how bullies and victims are portrayed in picture books suitable for preschoolers. Many of the…

  3. Development of a Measure of the Experience of Being Bullied in Youth

    Science.gov (United States)

    Hunt, Caroline; Peters, Lorna; Rapee, Ronald M.

    2012-01-01

    The Personal Experiences Checklist (PECK) was developed to provide a multidimensional assessment of a young person's personal experience of being bullied that covered the full range of bullying behaviors, including covert relational forms of bullying and cyber bullying. A sample of 647 school children were used to develop the scale, and a 2nd…

  4. The Role of Arts-Based Curricula in Bullying Prevention: Elijah's Kite--A Children's Opera

    Science.gov (United States)

    Haner, Dilys; Pepler, Debra; Cummings, Joanne; Rubin-Vaughan, Alice

    2010-01-01

    This article describes a children's opera about bullying that was presented to five classrooms in three schools and evaluated with a pre-post design. Data were available for 104 Grade 4 and 5 students who completed a bullying prevalence survey and bullying knowledge quiz before and 6 weeks after the opera. Bullying knowledge increased…

  5. College Students' Perceptions of Professor/Instructor Bullying: Questionnaire Development and Psychometric Properties

    Science.gov (United States)

    Marraccini, Marisa E.; Weyandt, Lisa L.; Rossi, Joseph S.

    2015-01-01

    Objective: This study developed and examined the psychometric properties of a newly formed measure designed to assess professor/instructor bullying, as well as teacher bullying occurring prior to college. Additionally, prevalence of instructor bullying and characteristics related to victims of instructor bullying were examined. Participants:…

  6. The Relationship between Staff Maltreatment of Students and Bully-Victim Group Membership

    Science.gov (United States)

    Khoury-Kassabri, Mona

    2009-01-01

    Objectives: The current study presents the prevalence of students' reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students' category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims). Method: This study…

  7. Cyber Bullying: Overview and Strategies for School Counsellors, Guidance Officers, and All School Personnel

    Science.gov (United States)

    Bhat, Christine Suniti

    2008-01-01

    Cyber bullying or bullying via information and communications technology tools such as the internet and mobile phones is a problem of growing concern with school-aged students. Cyber bullying actions may not take place on school premises, but detrimental effects are experienced by victims of cyber bullying in schools. Tools used by cyber bullies…

  8. Uncovering the Structure of and Gender and Developmental Differences in Cyber Bullying

    Science.gov (United States)

    Griezel, Lucy; Finger, Linda R.; Bodkin-Andrews, Gawaian H.; Craven, Rhonda G.; Yeung, Alexander Seeshing

    2012-01-01

    Although literature on traditional bullying is abundant, a limited body of sound empirical research exists regarding its newest form: cyber bullying. The sample comprised Australian secondary students (N = 803) and aimed to identify the underlying structure of cyber bullying, and differences in traditional and cyber bullying behaviors across…

  9. Bullying at School--An Indicator of Adolescents at Risk for Mental Disorders.

    Science.gov (United States)

    Kaltiala-Heino, Riittakerttu; Rimpela, Matti; Rantanen, Paivi; Rimpela, Arja

    2000-01-01

    Surveys Finnish adolescents about bullying and victimization in relations to psychosomatic symptoms, depression, anxiety, eating disorders and substance use. Anxiety, depression, and psychosomatic symptoms were most frequent among bully-victims and equally common among bullies and victims. Argues that bullying should be seen as an indicator of…

  10. An Examination of Bullying from the Perspectives of Public and Private High School Children

    Science.gov (United States)

    Stewart, Anjanette M.

    2012-01-01

    Bullying is a phenomenon that is as old as childhood itself. It has existed for decades. The concept of bullying is problematic because of the myriad ways educational leaders and students define and characterize it. The purpose of this study was to explore the relationship between bullying and gender and the relationship between bullying and…

  11. The First Line of Defense: Training Teachers to Address Bullying in Rural Schools

    Science.gov (United States)

    Townsend, LaSonya C.

    2013-01-01

    This action research study investigated teachers' perception of bullying and bullying training. It also examined the effects the Bully Busters training had on the bullying knowledge, skills, and self-efficacy of teachers and teacher assistants. A mixed method approach, which included a pre-experimental design and interviews were used to collect…

  12. School Bullying by One or More Ways: Does It Matter and How Do Students Cope?

    Science.gov (United States)

    Skrzypiec, Grace; Slee, Phillip; Murray-Harvey, Rosalind; Pereira, Beatriz

    2011-01-01

    Students (n = 452; ages 12-14 years) attending two South Australian metropolitan high schools completed the "Living & learning at school: Bullying at school" survey in which they reported ways they were bullied and the strategies they would use to deal with bullying. Results showed that a small proportion of students were bullied in three or more…

  13. Bullying among Spanish Secondary Education Students: The Role of Gender Traits, Sexism, and Homophobia

    Science.gov (United States)

    Carrera-Fernández, María-Victoria; Lameiras-Fernández, María; Rodríguez-Castro, Yolanda; Vallejo-Medina, Pablo

    2013-01-01

    The aim of the present study was to assess the combined influence of gender stereotypes, sexism, and homophobia on attitudes toward bullying and bullying behavior. A total of 1,500 Spanish adolescents between 12 and 18 years of age (49.3% girls and 50.7% boys) completed a questionnaire that included measures of bullying, attitudes toward bullying,…

  14. Revisiting the Whole-School Approach to Bullying: Really Looking at the Whole School

    Science.gov (United States)

    Richard, Jacques F.; Schneider, Barry H.; Mallet, Pascal

    2012-01-01

    The whole-school approach to bullying prevention is predicated on the assumption that bullying is a systemic problem, and, by implication, that intervention must be directed at the entire school context rather than just at individual bullies and victims. Unfortunately, recent meta-analyses that have looked at various bullying programs from many…

  15. Principal and Teacher Perceptions of the Effectiveness of the Olweus Bullying Prevention Program

    Science.gov (United States)

    Daugherty, Carolyn Spears

    2011-01-01

    The purpose of this study was to explore the effectiveness of the Olweus Bullying Prevention Program (OBPP) and to provide an annotated bibliography of professional literature related to bullying for professional educators. The OBPP used a whole school approach and taught common vocabulary to define the word bullying. Bullying rose to front-page…

  16. Those Mean Girls and Their Friends: Bullying and Mob Rule in the Academy

    Science.gov (United States)

    Dentith, Audrey M.; Wright, Robin Redmon; Coryell, Joellen

    2015-01-01

    This article highlights the stories and experiences of three White women who were victims of bullying and mobbing in academic settings. Related literature grounds their experiences and offers insights related to the phenomena including definitions of mobbing and bullying, characteristics of bullies, the prevalence of bullying and mobbing, and the…

  17. Teachers' Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts

    Science.gov (United States)

    Yoon, Jina; Sulkowski, Michael L.; Bauman, Sheri A.

    2016-01-01

    School is a critical context of bullying. This study investigated teacher responses to bullying incidents and the effects of individual and contextual variables on these responses. Participating teachers (N = 236) viewed streaming video vignettes depicting physical, verbal, and relational bullying and reported how they would respond to bullies and…

  18. Bullying escolar y justicia restaurativa/Scholar bullying and restaurative justice

    Directory of Open Access Journals (Sweden)

    Alexandre Morais da Rosa (Brasil

    2010-01-01

    Full Text Available El fenómeno del Bullying se presenta en diferentes espacios, en el trabajo, en la escuela, en la iglesia, la familia e incluso a través de los celulares. Es importante conocer bien esta forma de intimidación para entonces así proponer una justicia restaurativa como una forma de resolver estos conflictos. ¿Qué es el bullying, quién lo sufre y cómo tratar de prevenirlo?, ¿cuáles son las consecuencias para quien agrede o es víctima de Bullying?, son algunas interrogantes que se plantean a lo largo de este artículo.

  19. Constructing Realities: Bullying Usages in Chilean Discourses

    Directory of Open Access Journals (Sweden)

    Rodrigo Bassaletti-Contreras

    2013-07-01

    Full Text Available The article reports an exploratory research on the uses given in Chile to the Anglicism bullying. In order to do so, its evolution is reviewed from the early studies in the Nordic countries, to the treatment of the topic in the Chilean context. The focus of this work is based on socioconstructionism and in turn promotes the consideration of the characteristics of the socio-cultural and historical context of knowledge production with a postcolonial intention. To review the constructions on the subject, we selected Chilean videos at the YouTube virtual platform, using as methodology discourse analysis and dense description. In results can be observed two meanings of bullying: (i to refer to any kind of aggression and (ii as a homologous of abuse among schoolchildren. In response, it is realized the discrepancy with the proposed definitions from general academia and those used in the local environment in investigations, interventions, public policy and mass media in Chile.

  20. Modified Bully Algorithm using Election Commission

    CERN Document Server

    Rahman, Muhammad Mahbubur

    2010-01-01

    Electing leader is a vital issue not only in distributed computing but also in communication network [1, 2, 3, 4, 5], centralized mutual exclusion algorithm [6, 7], centralized control IPC, etc. A leader is required to make synchronization between different processes. And different election algorithms are used to elect a coordinator among the available processes in the system such a way that there will be only one coordinator at any time. Bully election algorithm is one of the classical and well-known approaches in coordinator election process. This paper will present a modified version of bully election algorithm using a new concept called election commission. This approach will not only reduce redundant elections but also minimize total number of elections and hence it will minimize message passing, network traffic, and complexity of the existing system.

  1. Sibling bullying perpetration: associations with gender, grade, peer perpetration, trait anger, and moral disengagement.

    Science.gov (United States)

    Tanrikulu, Ibrahim; Campbell, Marilyn A

    2015-03-01

    This study investigated bullying among siblings in both traditional and cyber forms, and the associations of gender, grade, peer bullying perpetration, trait anger, and moral disengagement. The participants were 455 children in Grades 5 to 12 (262 girls and 177 boys with 16 unknown gender) who had a sibling. As the number of siblings who only bullied by technology was low, these associations were not able to be calculated. However, the findings showed that the percentage of sibling traditional bullying perpetration (31.6%) was higher than peer bullying perpetration (9.8%). Sibling bullies reported engaging in complex behaviors of perpetration and victimization in both the physical and in cyber settings, although the number was small. Gender, trait anger, moral disengagement, and bullying peers at school (but not grade) were all significantly associated with sibling traditional bullying perpetration. The implications of the findings are discussed for bullying intervention and prevention programs to understand childhood bullying in diverse contexts. PMID:25038224

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

    Science.gov (United States)

    Wilson, Janet Lynn

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

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

    Science.gov (United States)

    Wilson, Janet Lynn

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

  4. Bullying behaviors among Chinese school-aged youth: a prevalence and correlates study in Guangdong Province.

    Science.gov (United States)

    Wu, Jie; He, Yuan; Lu, Ciyong; Deng, Xueqing; Gao, Xue; Guo, Lan; Wu, Hong; Chan, Fanfan; Zhou, Ying

    2015-02-28

    Bullying among school-aged youth is a common issue worldwide and is increasingly being recognized as an important problem affecting both victims and perpetrators. Most of the bullying studies have been conducted in western countries, and their implications in other regions are limited due to different cultural contexts. The goal of our study is to identify the prevalence of bullying and its correlates school-aged youth in Guangdong province. In total, 1098 (7.1%) students reported having bullied other students, 744 (4.8%) students reported having been bullied by other students and 396 (2.6%) students reported having both bullied other students and been bullied by other students. There was a strong association between bullying others as well as being bullied and suicidal ideations, suicidal attempts, and self-harm behaviors. The prevalence of bullying and its associations with delinquent behaviors warrant the importance of school facility based preventive intervention taking into account both victims and perpetrators.

  5. Sibling bullying perpetration: associations with gender, grade, peer perpetration, trait anger, and moral disengagement.

    Science.gov (United States)

    Tanrikulu, Ibrahim; Campbell, Marilyn A

    2015-03-01

    This study investigated bullying among siblings in both traditional and cyber forms, and the associations of gender, grade, peer bullying perpetration, trait anger, and moral disengagement. The participants were 455 children in Grades 5 to 12 (262 girls and 177 boys with 16 unknown gender) who had a sibling. As the number of siblings who only bullied by technology was low, these associations were not able to be calculated. However, the findings showed that the percentage of sibling traditional bullying perpetration (31.6%) was higher than peer bullying perpetration (9.8%). Sibling bullies reported engaging in complex behaviors of perpetration and victimization in both the physical and in cyber settings, although the number was small. Gender, trait anger, moral disengagement, and bullying peers at school (but not grade) were all significantly associated with sibling traditional bullying perpetration. The implications of the findings are discussed for bullying intervention and prevention programs to understand childhood bullying in diverse contexts.

  6. Cyber Bullying Prevention: Intervention in Taiwan

    OpenAIRE

    Ming-Shinn Lee; Wu Zi-Pei; Leif Svanström; Koustuv Dalal

    2013-01-01

    BACKGROUND: This study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation. METHODOLOGY/FINDINGS: The study adopted the quasi-experimental design with two classes made up of a total of 61 junior high school students of seventh grade. The study subjects comprised of 30 students from the experimental group and 31 students from the control group. The experimental group received eight sessions (total 360 minutes) of the teaching intervention for four...

  7. El "bullying" y otras formas de violencia adolescente Bullying an other forms of adolescent violence

    OpenAIRE

    Gómez, A.; FJ. Gala; M. Lupiani; Bernalte, A.; MT. Miret; S. Lupiani; Barreto MC

    2007-01-01

    En este artículo, tratamos de analizar la violencia adolescente centrándonos principalmente en la que se produce en el ámbito escolar. En primer lugar, hemos precisado los conceptos de agresividad, violencia, bullying y otros relacionados. A continuación, revisamos y comparamos algunas de las investigaciones más destacadas acerca de la incidencia del bullying; para luego reflexionar sobre las causas y circunstancias que elicitan y mantienen estas conductas. Por último, sugerimos algunas línea...

  8. The thrill of bullying. Bullying, humour and the making of community

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2016-01-01

    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, and theory that I...

  9. Bullying and school transition: Context or development?

    Science.gov (United States)

    Wang, Weijun; Brittain, Heather; McDougall, Patricia; Vaillancourt, Tracy

    2016-01-01

    The relative impact of school transition versus development on peer victimization and bullying perpetration were examined in a natural experiment involving 698 students where half transitioned into middle school from Grade 5 to Grade 6 and the other half remained in their elementary school over the same period. Results indicated that, on average, peer victimization decreased over the transition period while bullying perpetration remained stable for the whole sample. Multilevel modeling was used to investigate the effects of school transition and sex on changes in victimization and perpetration. Results indicated that the effect of transition status on changes in peer victimization was moderated by sex. Middle school transition status predicted decreases in peer victimization for girls, but not for boys, who transitioned. However, school transition status and participants' sex (and their interaction) did not predict changes in perpetration over time. Our findings indicate that changes in student involvement with peer victimization are better understood as a contextual rather than a typical developmental process, whereas bullying perpetration may be better understood as developmental.

  10. Bullying and school transition: Context or development?

    Science.gov (United States)

    Wang, Weijun; Brittain, Heather; McDougall, Patricia; Vaillancourt, Tracy

    2016-01-01

    The relative impact of school transition versus development on peer victimization and bullying perpetration were examined in a natural experiment involving 698 students where half transitioned into middle school from Grade 5 to Grade 6 and the other half remained in their elementary school over the same period. Results indicated that, on average, peer victimization decreased over the transition period while bullying perpetration remained stable for the whole sample. Multilevel modeling was used to investigate the effects of school transition and sex on changes in victimization and perpetration. Results indicated that the effect of transition status on changes in peer victimization was moderated by sex. Middle school transition status predicted decreases in peer victimization for girls, but not for boys, who transitioned. However, school transition status and participants' sex (and their interaction) did not predict changes in perpetration over time. Our findings indicate that changes in student involvement with peer victimization are better understood as a contextual rather than a typical developmental process, whereas bullying perpetration may be better understood as developmental. PMID:26522183

  11. Varieties of Childhood Bullying: Values, Emotion Processes and Social Competence.

    Science.gov (United States)

    Arsenio, William F.; Lemerise, Elizabeth A.

    2001-01-01

    Summarizes the main debate points on the issue and nature of bullies and bullying, and clarifies unresolved issues concerning the nature and limits of social competence values. Argues that variations in children's emotion processes may underlie some individual differences that have been found in empathy, social information processing, and reactive…

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

    Science.gov (United States)

    Walton, Gerald

    2011-01-01

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

  13. Bullying during the Intermediate School Phase: A South African Study

    Science.gov (United States)

    Greeff, P.; Grobler, A. A.

    2008-01-01

    Bullying in the intermediate school phase was studied, using the Revised Olweus Bully/Victim Questionnaire (R-OBVQ). The total sample comprised 360 grade 4 to 6 pupils from English-medium, single-sex schools in Bloemfontein, South Africa. To ensure a more homogeneous sample, the grade (grades 4 to 6) and race (black and white) of the participants…

  14. Bullying and School Climate: Associations and Group Differences

    Science.gov (United States)

    Biernbaum, Mark A.; Lotyczewski, Bohdan S.

    2015-01-01

    Bullying is an international public health problem that school climate could help prevent or promote. The present paper contains an analysis of an anonymous school climate survey, completed by 9554 students, in grades 5-12 (response rate 87%). Links in the literature between school climate and bullying lack specificity. We examined associations…

  15. Bullying in German Boarding Schools: A Pilot Study

    Science.gov (United States)

    Pfeiffer, Jens P.; Pinquart, Martin

    2014-01-01

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

  16. Bullying among Secondary School Students in Malaysia: A Case Study

    Science.gov (United States)

    Salleh, Norshidah Mohamad; Zainal, Khalim

    2014-01-01

    Bullying is an issue that is difficult to be eliminated in schools. Bully activity in school is a discipline problem and may interrupt the teaching and learning process. It often receives attention from parents who are concerned that such activity can develop into fights, which can lead to serious injury or even death. The study was conducted in…

  17. Coping with Verbal and Social Bullying in Middle School

    Science.gov (United States)

    Donoghue, Christopher; Almeida, Angela; Brandwein, David; Rocha, Gabriela; Callahan, Ian

    2014-01-01

    Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about…

  18. School Leadership and Counselors Working Together to Address Bullying

    Science.gov (United States)

    Austin, Sheila M.; Reynolds, Glenda P.; Barnes, Shirley L.

    2012-01-01

    School bullying remains a serious issue although it has been the subject of national news, government agencies, schools and community organizations since the school shootings at Columbine. School administrators must implement school policies concerning bullying and harassment. The authors describe how administrators can develop a school-wide…

  19. Risk Factors for Bullying among Children with Autism Spectrum Disorders

    Science.gov (United States)

    Zablotsky, Benjamin; Bradshaw, Catherine P.; Anderson, Connie M.; Law, Paul

    2014-01-01

    Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a…

  20. Peer Groups, Social Identity, and Children's Bullying Behavior

    Science.gov (United States)

    Duffy, Amanda L.; Nesdale, Drew

    2009-01-01

    Drawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra-group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed…

  1. The Relationship between Bullying Roles and Children's Everyday Dyadic Interactions

    Science.gov (United States)

    Murphy, Suzanne; Faulkner, Dorothy

    2011-01-01

    This study investigated the behaviour and communication of seven- to eight-year-old children during a dyadic computer task. The children participating were identified by peers as: (1) initiators of bullying ("bullies"); (2) defenders of those victimised ("defenders"); and (3) those who generally do not take on a consistent role in relation to…

  2. Exploring Bullying: An Early Childhood Perspective from Mainland China

    Science.gov (United States)

    Arndt, Janet S.; Luo, Nili

    2008-01-01

    This article explores bullying in mainland China. The authors conducted a study to determine the existence of a problem with bullying in younger Chinese children. Samples included 40 randomly selected, early childhood educators serving children ages 2 through 6, located in 10 different urban school settings along the Yangzi River. The authors…

  3. 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 t

  4. Bullying in classrooms : Participant roles from a social network perspective

    NARCIS (Netherlands)

    Huitsing, Gijs; Veenstra, René

    2012-01-01

    The aim of this research was to investigate if and how the group process of bullying can be examined using a social network perspective. In two studies, bullying was investigated using a social network version of the participant-role questionnaire. Study 1 explored the social network structure of on

  5. Developmental trajectories of bullying and social dominance in youth

    NARCIS (Netherlands)

    Reijntjes, Albert; Vermande, Marjolijn; Goossens, Frits A.; Olthof, Tjeert; van de Schoot, Rens; Aleva, Liesbeth; van der Meulen, Matty

    2013-01-01

    Objective: Bullying is increasingly conceptualized as strategic behavior motivated by a desire to gain social dominance in the peer group. Cross-sectional research has shown that relative to their peers bullies are higher in social dominance as indexed by resource control, and are often perceived as

  6. Stopping the Bully: An Analysis of Texas House Bill 1942

    Science.gov (United States)

    Kelly, Don R.

    2016-01-01

    Bullying is prevalent in our culture and can be recognizable through a competitive, capitalistic economy and a dominance hierarchy. Based on dominance, bullying continues to be a problem in our public schools as witnessed through nationally televised stories in Colorado (Columbine), Vermont (Ryan Halligan), and Missouri (Megan Meier), to name a…

  7. Bullying in Schools: A Form of Child Abuse in Schools

    Science.gov (United States)

    Aluedse, Oyaziwo

    2006-01-01

    Child abuse is largely recognized as a significant issue within the school system and the larger society. In the schools, incidents of child abuse can take any of physical, sexual and psychological forms. This paper would restrict itself to bullying, by more specifically providing a clearer understanding of the concept of bullying, its prevalence,…

  8. Executive Functions in Children Who Experience Bullying Situations.

    Science.gov (United States)

    Medeiros, Wandersonia; Torro-Alves, Nelson; Malloy-Diniz, Leandro F; Minervino, Carla M

    2016-01-01

    Bullying is characterized by intentional, repetitive, and persistent aggressive behavior that causes damage to the victim. Many studies investigate the social and emotional aspects related to bullying, but few assess the cognitive aspects it involves. Studies with aggressive individuals indicate impairment in executive functioning and decision-making. The objective of this study was to assess hot and cold executive functions in children who experience bullying. A total of 60 children between 10 and 11 years of age were included in the study. They were divided into four groups: aggressors (bullies), victims, bully-victims, and control. Tests for decision-making, inhibitory control, working memory, and cognitive flexibility were used. The bully group made more unfavorable choices on the Iowa Gambling Task, which may indicate difficulties in the decision-making process. The victim group took longer to complete the Trail Making Test (Part B) than aggressors, suggesting lower cognitive flexibility in victims. The hypothesis that aggressors would have lower performance in other executive functions such as inhibitory control, working memory, and cognitive flexibility has not been confirmed. This study indicates that bullies have an impairment of hot executive functions whereas victims have a comparatively lower performance in cold executive functions. In addition to social and cultural variables, neurocognitive and emotional factors seem to influence the behavior of children in bullying situations. PMID:27616998

  9. Developmental Trajectories of Bullying and Social Dominance in Youth

    Science.gov (United States)

    Reijntjes, Albert; Vermande, Marjolijn; Goossens, Frits A.; Olthof, Tjeert; van de Schoot, Rens; Aleva, Liesbeth; van der Meulen, Matty

    2013-01-01

    Objective: Bullying is increasingly conceptualized as strategic behavior motivated by a desire to gain social dominance in the peer group. Cross-sectional research has shown that relative to their peers bullies are higher in social dominance as indexed by resource control, and are often perceived as powerful and "cool." However, research examining…

  10. Adolescents and Cyber Bullying: The Precaution Adoption Process Model

    Science.gov (United States)

    Chapin, John

    2016-01-01

    A survey of adolescents (N = 1,488) documented Facebook use and experience with cyber bullying. The study found that 84% of adolescents (middle school through college undergraduates) use Facebook, and that most users log on daily. While 30% of the sample reported being cyber bullied, only 12.5% quit using the site, and only 18% told a parent or…

  11. "What, Me Ashamed?" Shame Management and School Bullying

    Science.gov (United States)

    Ahmed, Eliza; Braithwaite, Valerie

    2004-01-01

    This study focuses on the prediction of self-initiated bullying from family, school, personality, and shame management variables. Reintegrative shaming theory provided a theoretical framework for data gathered from students (n = 1,401) and their parents (n = 978). To test the importance of shame management in relation to bullying, the MOSS-SASD…

  12. Bullying and Special Education as Predictors of Serious Delinquency

    Science.gov (United States)

    White, Norman A.; Loeber, Rolf

    2008-01-01

    Bullying can create a climate of fear and discomfort in schools and communities. This study examined the longitudinal associations between children's bullying, special education placements in elementary school, and serious delinquent behavior during secondary school. Using data from the youngest sample of the Pittsburgh Youth Study, the authors…

  13. Risk factors for bullying among children with autism spectrum disorders.

    Science.gov (United States)

    Zablotsky, Benjamin; Bradshaw, Catherine P; Anderson, Connie M; Law, Paul

    2014-05-01

    Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and multivariate logistic regression analyses were conducted to identify child and school risk factors for involvement as victim, bully, or bully-victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms. Children diagnosed with Asperger's disorder, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully-victims. Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings. Future research studies should be invested in finding appropriate supports for children with autism spectrum disorder placed in inclusive settings.

  14. Influence of the Bullying Victim Position on Aggressive Behavior

    Directory of Open Access Journals (Sweden)

    Huseynova E.A.,

    2014-08-01

    Full Text Available In a study involving 150 adolescents aged 15 to 18 years the emphasis was placed on the connection of the bullying victim position and level of aggressiveness. The following methods were used: a questionnaire, a method of sociometry, Rosenberg self-esteem scale, Bass-Perry aggressive behavior diagnosis questionnaire. We tested the assumption that the people occupying the bullying victim position, have a high level of aggression. Analysis of the results showed that the greatest number of subjects play the role of the aggressor / victim, and most often, adolescents face verbal type of bullying. The study analyzed the gender aspect of bullying. It was concluded that the group of bullying aggressors / victims is the most difficult and dangerous for the development of the personality of a teenager. Also, we made conclusions about poor awareness about bullying in teachers and tolerance to bullying in the educational environment. Due to the above study, we identified and describe the mechanisms of formation and manifestation of aggressive behaviors in bullying

  15. How Can We Prevent and Reduce Bullying amongst University Students?

    Science.gov (United States)

    Myers, Carrie Anne; Cowie, Helen

    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, post-graduates and doctoral research students. In the UK, the National Union of Students (NUS) alerted staff and students to the issue in a series of…

  16. Empathetic Responsiveness, Group Norms, and Prosocial Affiliations in Bullying Roles

    Science.gov (United States)

    Nickerson, Amanda B.; Mele-Taylor, Danielle

    2014-01-01

    In this study, the relationships among gender, empathetic responsiveness, perceived group norms, prosocial affiliations, and bullying roles were examined for 262 fifth- through eighth-grade students (n = 141 males; n = 121 females). According to the Bullying Participant Roles Survey (BPRS), participants were identified as defenders (n = 135;…

  17. Bullying and Empathy: A Short-Term Longitudinal Investigation

    Science.gov (United States)

    Stavrinides, Panayiotis; Georgiou, Stelios; Theofanous, Vaso

    2010-01-01

    The aim of this study was to test the direction of effect in the relationship between bullying and empathy. The participants were 205 sixth-grade students, randomly selected from urban and rural schools in Cyprus. A six-month, two-time-point longitudinal design was used in which the participants completed the bullying subscale of the Revised…

  18. The Effect of Background Music on Bullying: A Pilot Study

    Science.gov (United States)

    Ziv, Naomi; Dolev, Einat

    2013-01-01

    School bullying is a source of growing concern. A number of intervention programs emphasize the importance of a positive school climate in preventing bullying behavior. The aim of the presented pilot study was to examine whether calming background music, through its effect on arousal and mood, could create a pleasant atmosphere and reduce bullying…

  19. Associations among Middle School Students' Bullying Roles and Social Skills

    Science.gov (United States)

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick; Fredrick, Stephanie Secord; Summers, Kelly Hodgson

    2016-01-01

    This study explored the relations among self-reported bully participant role behaviors (i.e., bullying, assisting, experiencing victimization, defending, and outsider behavior) and self-reported social skills (i.e., cooperation, assertion, empathy, and self-control) among boys and girls. The sample consisted of 636 middle school students (52%…

  20. Money and age in schools: Bullying and power imbalances.

    Science.gov (United States)

    Chaux, Enrique; Castellanos, Melisa

    2014-09-12

    School bullying continues to be a serious problem around the world. Thus, it seems crucial to clearly identify the risk factors associated with being a victim or a bully. The current study focused in particular on the role that age and socio-economic differences between classmates could play on bullying. Logistic and multilevel analyses were conducted using data from 53,316 5th and 9th grade students from a representative sample of public and private Colombian schools. Higher age and better family socio-economic conditions than classmates were risk factors associated with being a bully, while younger age and poorer socio-economic conditions than classmates were associated with being a victim of bullying. Coming from authoritarian families or violent neighborhoods, and supporting beliefs legitimizing aggression, were also associated with bullying and victimization. Empathy was negatively associated with being a bully, and in some cases positively associated with being a victim. The results highlight the need to take into account possible sources of power imbalances, such as age and socio-economic differences among classmates, when seeking to prevent bullying. In particular, interventions focused on peer group dynamics might contribute to avoid power imbalances or to prevent power imbalances from becoming power abuse. Aggr. Behav. 9999:XX-XX, 2014. © 2014 Wiley Periodicals, Inc. PMID:25219327

  1. Addressing Research Gaps in the Intersection between Homophobia and Bullying

    Science.gov (United States)

    Espelage, Dorothy L.; Swearer, Susan M.

    2008-01-01

    Bullying, aggression, and peer victimization among adolescents are significant public health concerns. Recent research has demonstrated that bullying and peer victimization sometimes include homophobic epithets directed at heterosexual and lesbian, gay, bisexual, and transgender (LGBT) youth. It appears that being at the receiving end of…

  2. Bullying in Schools and Exposure to Domestic Violence.

    Science.gov (United States)

    Baldry, Anna C.

    2003-01-01

    This study examined the relationship between bullying and victimization in school and exposure to interparental violence with 1059 Italian elementary and middle school students. Hierarchical multiple regression analyses of questionnaire responses revealed that bullying and victimization were predicted by exposure to interparental violence,…

  3. Bullying Among Teenage Girls: An Interview with Dr. Harriet Mosatche

    Science.gov (United States)

    Prevention Researcher, 2004

    2004-01-01

    Dr. Harriet Mosatche is an advice columnist on a web site for teen girls, as well as the Senior Director of Research and Programs at the Girl Scouts of the USA. Because of these dual roles, she has a unique perspective on the bullying issue. In this interview she answers a number of questions about bullying among teenage girls, including how boys…

  4. How the Courts Deal with Bullying in Schools

    Science.gov (United States)

    Diamantes, Thomas

    2010-01-01

    School officials have a difficult time dealing with cases of bullying. Often, it is one student's word against another. Also, many victims of bullying are reluctant to report instances for fear of retribution. As in sexual harassment cases, school officials need to be seen doing something about the problem. Courts view indifference to these…

  5. No Vacation from Bullying: A Summer Camp Intervention Pilot Study

    Science.gov (United States)

    Carney, Amy G.; Nottis, Kathryn E. K.

    2008-01-01

    Within school environments, where bullying interventions are usually studied, the preponderance of bullying incidents generally occur in less structured settings (Hazler, 1996; Leff, Power, Costigan, & Manz, 2003; Olweus, 1997). Outside of school, children spend time in relatively unstructured community environments, with minimally trained staff.…

  6. Middle School Students' Preferences for Anti-Bullying Interventions

    Science.gov (United States)

    Crothers, Laura M.; Kolbert, Jered B.; Barker, William F.

    2006-01-01

    In this study, 285 middle school students in the United States were surveyed to obtain their preferences regarding anti-bullying intervention strategies. Participants rated their preferences for 15 common anti-bullying intervention strategies involving teachers, students, and non-teaching staff. The strategies were generated based on a review of…

  7. The Moderating Effects of School Climate on Bullying Prevention Efforts

    Science.gov (United States)

    Low, Sabina; Van Ryzin, Mark

    2014-01-01

    Bullying prevention efforts have yielded mixed effects over the last 20 years. Program effectiveness is driven by a number of factors (e.g., program elements and implementation), but there remains a dearth of understanding regarding the role of school climate on the impact of bullying prevention programs. This gap is surprising, given research…

  8. Associations among Bullying, Cyberbullying, and Suicide in High School Students

    Science.gov (United States)

    Bauman, Sheri; Toomey, Russell B.; Walker, Jenny L.

    2013-01-01

    This study examined associations among depression, suicidal behaviors, and bullying and victimization experiences in 1491 high school students using data from the 2009 Youth Risk Behavior Survey. Results demonstrated that depression mediated the association between bullying/victimization and suicide attempts, but differently for males and females.…

  9. Stop School Bullying: A Tale of Two Girls

    Science.gov (United States)

    Hargrove, Kathy

    2010-01-01

    The headlines were shocking: "Nine Teens Charged With Bullying in Girl's Suicide." The details were difficult to read and even more troubling to think about. Unfortunately, bullying behavior is not just an adolescent phenomenon. Patricia Shuler remembered being in a second-grade classroom when a normally quiet boy screamed out, "Shut up! Stop…

  10. Risk factors for bullying among children with autism spectrum disorders.

    Science.gov (United States)

    Zablotsky, Benjamin; Bradshaw, Catherine P; Anderson, Connie M; Law, Paul

    2014-05-01

    Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and multivariate logistic regression analyses were conducted to identify child and school risk factors for involvement as victim, bully, or bully-victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms. Children diagnosed with Asperger's disorder, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully-victims. Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings. Future research studies should be invested in finding appropriate supports for children with autism spectrum disorder placed in inclusive settings. PMID:23901152

  11. Toward a More Comprehensive Understanding of Bullying in School Settings

    Science.gov (United States)

    Carrera, Maria Victoria; DePalma, Renee; Lameiras, Maria

    2011-01-01

    The phenomenon of bullying has received a great deal of international attention in the last few decades. In this article, we provide a critical review of some of the major contributions from the field of educational research. We first provide an overall description of the classic concept of bullying, including certain characteristics of bullies…

  12. Bullying in Nigerian Secondary Schools: Strategies for Counseling Intervention

    Science.gov (United States)

    Fareo, Dorcas Oluremi

    2015-01-01

    School bullying is a serious problem for young people in the society and Nigeria at large. It is a threat that no school disregards or dismisses. It can have negative consequences on the general school climate and on the right of students to learn in a safe environment without fear. Bullying can also have negative lifelong consequences both for…

  13. Characteristics of effective schools in facing and reducing bullying

    NARCIS (Netherlands)

    Kyriakides, Leonidas; Creemers, Bert Peter Maria

    2013-01-01

    This article examines whether variation in school effectiveness in terms of reducing bullying can be attributed to differences in their classroom and school learning environment. All 6th grade students (n = 1504) of 35 primary schools in Cyprus participated in this study. The revised Olweus bully/vi

  14. Perceptions of School Climate as a Function of Bullying Involvement

    Science.gov (United States)

    Nickerson, Amanda B.; Singleton, Demian; Schnurr, Britton; Collen, Mary Helen

    2014-01-01

    From a social-ecological perspective, bullying exists within the larger context of school climate. In this study, 2,240 middle and high school students participated in a districtwide effort to assess the prevalence and effects of bullying and cyberbullying, as well as perceptions of school climate. Students reported positive school climate…

  15. Population-Based Studies of Bullying in Young Children

    NARCIS (Netherlands)

    M. Verlinden-Bondaruk (Maryna)

    2014-01-01

    markdownabstract__Abstract__ School bullying is defined as repeated and intentional aggression toward the peers who have difficulty to stop or counteract such harassment.1,2 Bullying and victimization have serious negative effects on health and functioning of children.3-5 Detecting and preventing b

  16. Executive functions in children who experience bullying situations

    Directory of Open Access Journals (Sweden)

    Wandersonia Medeiros

    2016-08-01

    Full Text Available Bullying is characterized by intentional, repetitive, and persistent aggressive behavior that causes damage to the victim. Many studies investigate the social and emotional aspects related to bullying, but few assess the cognitive aspects it involves. Studies with aggressive individuals indicate impairment in executive functioning and decision-making. The objective of this study was to assess hot and cold executive functions in children who experience bullying. A total of 60 children between 10 and 11 years of age were included in the study. They were divided into four groups: aggressors (bullies, victims, bully-victims, and control. Tests for decision-making, inhibitory control, working memory, and cognitive flexibility were used. The bully group made more unfavorable choices on the Iowa Gambling Task (IGT, which may indicate difficulties in the decision-making process. The victim group took longer to complete the Trail Making Test (Part B than aggressors, suggesting lower cognitive flexibility in victims. The hypothesis that aggressors would have lower performance in other executive functions such as inhibitory control, working memory and cognitive flexibility has not been confirmed. This study indicates that bullies have an impairment of hot executive functions whereas victims have a comparatively lower performance in cold executive functions. In addition to social and cultural variables, neurocognitive and emotional factors seem to influence the behavior of children in bullying situations.

  17. Executive Functions in Children Who Experience Bullying Situations

    Science.gov (United States)

    Medeiros, Wandersonia; Torro-Alves, Nelson; Malloy-Diniz, Leandro F.; Minervino, Carla M.

    2016-01-01

    Bullying is characterized by intentional, repetitive, and persistent aggressive behavior that causes damage to the victim. Many studies investigate the social and emotional aspects related to bullying, but few assess the cognitive aspects it involves. Studies with aggressive individuals indicate impairment in executive functioning and decision-making. The objective of this study was to assess hot and cold executive functions in children who experience bullying. A total of 60 children between 10 and 11 years of age were included in the study. They were divided into four groups: aggressors (bullies), victims, bully-victims, and control. Tests for decision-making, inhibitory control, working memory, and cognitive flexibility were used. The bully group made more unfavorable choices on the Iowa Gambling Task, which may indicate difficulties in the decision-making process. The victim group took longer to complete the Trail Making Test (Part B) than aggressors, suggesting lower cognitive flexibility in victims. The hypothesis that aggressors would have lower performance in other executive functions such as inhibitory control, working memory, and cognitive flexibility has not been confirmed. This study indicates that bullies have an impairment of hot executive functions whereas victims have a comparatively lower performance in cold executive functions. In addition to social and cultural variables, neurocognitive and emotional factors seem to influence the behavior of children in bullying situations. PMID:27616998

  18. Bullying among Korean Adolescents: The Role of Empathy and Attachment

    Science.gov (United States)

    You, Sukkyung; Lee, June; Lee, Yunoug; Kim, Ann Y.

    2015-01-01

    In efforts to increase the field and society's understanding of bullying, the authors investigated how various forms of attachment (mother, peer, and school) are directly and indirectly related to bullying behavior through empathy, and whether these relationships are moderated by gender. Adolescents, of grades 7 through 9, from one middle school…

  19. Bullying Involvement of Korean Children in Germany and in Korea

    Science.gov (United States)

    Bae, Hwa-ok

    2016-01-01

    This study compared bullying involvement of Korean or Korean-German children living in Germany with children in Korea, and examined children's perceptions of school environment associated with bullying involvement of the children. This study included 105 Korean or Korean-German children living in the Bayern State of Germany as the study sample and…

  20. Cyber- and Face-to-Face Bullying: Who Crosses Over?

    Science.gov (United States)

    Shin, Hwayeon Helene; Braithwaite, Valerie; Ahmed, Eliza

    2016-01-01

    A total of 3956 children aged 12-13 years who completed the Longitudinal Study of Australian Children (LSAC Wave 5) were studied about their experiences of traditional face-to-face bullying and cyberbullying in the last month. In terms of prevalence, sixty percent of the sample had been involved in traditional bullying as the victim and/or the…