Reading Partridge's "The Goblet Club" as an Integral Part of a Secondary School's Anti-Bullying Programme

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De Wet, Corene

2017-01-01

Notwithstanding legislation and individual schools' codes of conduct prohibiting bullying, bullying is an escalating problem in South African schools. It seems as if existing anti-bullying policies, programmes and intervention strategies are failing to address the scourge. Bibliotherapy has been identified as a way to strengthen schools' existing…

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

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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…

Stop the Bullying: A Handbook for Schools.

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Rigby, Ken

Noting that bullying in school is a growing concern in Australian communities, this handbook draws upon a 10-year study of bullying in Australian schools and is designed to help educators find out what is happening in their school and develop sound anti-bullying policies. The handbook also provides guidance in working effectively with students to…

A Content Analysis of School Anti-Bullying Policies in Northern Ireland

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Purdy, Noel; Smith, Peter K.

2016-01-01

This original study presents a content analysis of 100 primary and post-primary school anti-bullying policies in Northern Ireland using a 36-item scoring scheme. Overall schools had 52% of the items in their policies. Most schools included reference to physical, verbal, relational, material and cyberbullying but a minority mentioned racist,…

Youth Court: An Alternative Response to School Bullying

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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…

The cost-effectiveness of the Olweus Bullying Prevention Program: Results from a modelling study.

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Beckman, Linda; Svensson, Mikael

2015-12-01

Exposure to bullying affects around 3-5 percent of adolescents in secondary school and is related to various mental health problems. Many different anti-bullying programmes are currently available, but economic evaluations are lacking. The aim of this study is to identify the cost effectiveness of the Olweus Bullying Prevention Program (OBPP). We constructed a decision-tree model for a Swedish secondary school, using a public payer perspective, and retrieved data on costs and effects from the published literature. Probabilistic sensitivity analysis to reflect the uncertainty in the model was conducted. The base-case analysis showed that using the OBPP to reduce the number of victims of bullying costs 131,250 Swedish kronor (€14,470) per victim spared. Compared to a relevant threshold of the societal value of bullying reduction, this indicates that the programme is cost-effective. Using a relevant willingness-to-pay threshold shows that the OBPP is a cost-effective intervention. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

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

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Early, Jeremy Scott

2014-01-01

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

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

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

2005-02-01

Bullying victimization is associated with several health issues. Prevention of bullying is therefore an important goal for health and education professionals. In the present study, 2766 children from 32 Dutch elementary schools participated by completing a questionnaire on bullying behavior, and the involvement of teachers, parents and classmates in bullying incidents. The results of this study show that bullying is still prevalent in Dutch schools. More than 16% of the children aged 9-11 years reported being bullied on a regular basis and 5.5% reported regular active bullying during the current school term. Almost half of the bullied children did not tell their teacher that they were being bullied. When teachers knew about the bullying, they often tried to stop it, but in many cases the bullying stayed the same or even got worse. With regard to active bullying, neither the majority of the teachers nor parents talked to the bullies about their behavior. Our results stress the importance of regular communication between children, parents, teachers and health care professionals with regard to bullying incidents. In addition, teachers need to learn effective ways to deal with bullying incidents. Schools need to adopt a whole-school approach with their anti-bullying interventions.

Tackling acute cases of school bullying in the KiVa anti-bullying program : A comparison of two approaches

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

2014-01-01

Whether cases of bullying should be handled in a direct, condemning mode or in a manner that does not involve blaming the perpetrator is a controversial issue among school professionals. This study compares the effectiveness of a Confronting Approach where the bully is openly told that his behavior

Workplace Bullying in Surgery.

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

2016-11-01

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

Bullying among Young Children: Strategies for Prevention

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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.…

Bullying among nurses and its effects.

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Yildirim, D

2009-12-01

The victims of bullying are subjected to being terrorized, annoyed, excluded, belittled, deprived of resources, isolated and prevented from claiming rights. The victims of bullying have decreased job satisfaction, work performance, motivation and productivity. Bullying also negatively affects victims' social relationships inside and outside the institution. This study was conducted as a cross-sectional and descriptive study for the purpose of assessing the workplace, bullying of nurses in Turkey and the effects it has on nursing practices. The sample was composed of 286 nurses, and all of the respondents were female. The research instrument was a questionnaire in five parts. The first section included the participants' demographic information; the other variables were measured in four categories: psychologically violent behaviours, workload, organizational effects and depression. Thirty-seven per cent of the nurses participating in the research had never or almost never encountered workplace bullying behaviour in the last 12 months, 21% of the nurses had been exposed to these behaviours. There were no differences between position and educational level in workplace bullying. Workplace bullying leads to depression, lowered work motivation, decreased ability to concentrate, poor productivity, lack of commitment to work, and poor relationships with patients, managers and colleagues. Workplace bullying is a measurable problem that negatively affects the psychology and performance of the nurses in this study.

Bullying and Victimization Among Children

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Shetgiri, Rashmi

2013-01-01

Bullying among children is a significant public health problem world-wide. Bullying is most commonly defined as repeated, intentional aggression, perpetrated by a more powerful individual or group against a less powerful victim. Trends in victimization and moderate to frequent bullying may be decreasing slightly in the United States, but over 20% of children continue to be involved in bullying. Direct bullying consists of physical and verbal aggression, whereas indirect bullying involves relational aggression. Cyber bullying is an emerging problem which may be more difficult to identify and intervene with than traditional bullying. Bullies, victims, and bully-victims are at risk for negative short and long-term consequences such as depression, anxiety, low self-esteem, and delinquency. Various individual, parental, and peer factors increase the risk for involvement in bullying. Anti-bullying interventions are predominantly school-based and demonstrate variable results. Healthcare providers can intervene in bullying by identifying potential bullies or victims, screening them for co-morbidities, providing counseling and resources, and advocating for bullying prevention. PMID:24007839

VIRTUAL ANTI-BULLYING VILLAGE PROJECT FOR COPING WITH BULLYING AND CYBERBULLYING WITHIN A 3D VIRTUAL LEARNING ENVIRONMENT: EVALUATION RESEARCH

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Dorit Olenik Shemesh

2014-12-01

Full Text Available The current study aims to evaluate the implementation of a unique educational project- The Virtual Anti-Bullying Village for Kids and Teens (ABV4KIDS that was designed and operated by the European Commission. A 3D virtual environment as an innovative, international project for adolescents, focused on knowledge acquisition and new ways of coping with bullying and cyberbullying. Sixty seventh graders-Israeli adolescents-completed five questionnaires before and after the project to assess its impacts regarding cyberbullying and socio-emotional variables. They evaluated the project as important, enjoyable, and increasing their knowledge about cyberbullying, but expressed a need for more practical tools for coping. At the end of the project, the control group reported more cyberbullying experiences, as well as a decrease in social support, whereas the research group reported no changes in cyberbullying experiences and in socio-emotional aspects.

Bullying, mentoring, and patient care.

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Frederick, Dorothea

2014-05-01

The literature suggests that acts of bullying are a root cause of new nurses leaving their units or the profession entirely and have the potential to worsen the nursing shortage. As an effective way to address bullying in the perioperative setting, mentoring benefits the nursing profession. Mentoring can have a direct influence on nurses' longevity in a health care organization, thereby strengthening the nursing workforce. Magnet-designated hospitals support the importance of mentor-mentee relationships for positive employee retention and positive recruitment outcomes. One of the most important tasks that a mentor should undertake is that of a role model. Establishing a culture of mentoring requires authentic leadership, genuine caring and respect for employees, and open communication. The entire nursing profession benefits from a culture of mentoring, as do the patients and families who receive care. Copyright © 2014 AORN, Inc. Published by Elsevier Inc. All rights reserved.

Rethinking School Bullying: Towards an Integrated Model

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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…

Bullying in the family: sibling bullying.

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Wolke, Dieter; Tippett, Neil; Dantchev, Slava

2015-10-01

Sibling relationships have a substantial and lasting effect on children's development. Many siblings experience some occasional conflict, however, up to 40% are exposed to sibling bullying every week, a repeated and harmful form of intrafamilial aggression. We review evidence on the precursors, factors relating to peer bullying, and mental health consequences of sibling bullying. Parenting quality and behaviour are the intrafamilial factors most strongly associated with bullying between siblings. Sibling bullying increases the risk of being involved in peer bullying, and is independently associated with concurrent and early adult emotional problems, including distress, depression, and self-harm. The effects appear to be cumulative, with those children bullied by both siblings and peers having highly increased emotional problems compared with those bullied by siblings or peers only, probably because they have no safe place to escape from bullying. The link between sibling and peer bullying suggests interventions need to start at home. Health professionals should ask about sibling bullying and interventions are needed for families to prevent and reduce the health burden associated with sibling bullying. Copyright © 2015 Elsevier Ltd. All rights reserved.

School-based interventions to address bullying

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Peter K. Smith

2016-10-01

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

Workplace bullying: the effectiveness of a workplace program.

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Stagg, Sharon J; Sheridan, Daniel J; Jones, Ruth A; Speroni, Karen Gabel

2013-08-01

Workplace bullying can not only cost thousands of dollars to replace an affected nurse, but also have detrimental economic effects on health care organizations. Occupational health nurses can provide leadership in preventing or eliminating workplace bullying. This pilot study determined that attendance at a cognitive rehearsal program decreased workplace bullying. The study used an Internet-based survey administered 6 months after nurses completed the 2-hour cognitive rehearsal program. Half of the nurses reported witnessing bullying behaviors since attending the program; 70% of the nurses reported changing their own behaviors following the course; and 40% of the nurses reported a decrease in bullying behaviors during the past 6 months. Although 70% of the nurses believed they could intervene in bullying situations, only 16% reported they responded to bullying at the time of occurrence. This study illuminates the need to continue searching for other effective methods to prevent and manage workplace bullying. Copyright 2013, SLACK Incorporated.

The efficacy of teachers' responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying.

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Campaert, Kristel; Nocentini, Annalaura; Menesini, Ersilia

2017-09-01

Teachers respond differently to bullying and victimization. Socio-cognitive and moral domain theory suggest that students process teachers' behavior cognitively and that teachers' responses to incidents of bullying and victimization could affect students' level of moral disengagement. We examined the mediating effect of students' moral disengagement between types of teachers' responses to situations of bullying and victimization and individual bullying using multilevel mediation modelling. Participants were 609 students (50% boys, age M = 11.47, SD = 1.14) of central Italy, nested in 34 classes. Students rated the frequency of self-reported bullying and of teachers' responses to incidents of bullying and victimization on a 5-point Likert scale. Teachers' responses to bullying included non-intervention, mediation, group discussion, and sanctions. Teachers' responses to victimization included non-intervention, mediation, group discussion, and victim support. Results indicated that in the teachers' responses to incidents of bullying model, a significant indirect effect of non-intervention (β = .03; 95%CI [.01, .05]) and of sanctions (β = -.02; 95%CI [-.04, -.01]) on bullying through moral disengagement was found at the individual level. Similarly, in the model on teachers' responses toward victims there was a significant indirect effect through moral disengagement of non-intervention (β = .03; 95%CI [.02, .04]) and victim support (β = -.01; 95%CI [-.02, -.001]). At the class level there were no significant indirect effects. In sum, results indicated that moral disengagement is an important mediator at the individual level and suggest including teachers in anti-bullying interventions with a specific focus on their role for moral development. © 2017 Wiley Periodicals, Inc.

Predictors of US Teachers' Intervention in Anti-Lesbian, Gay, Bisexual, and Transgender Bullying and Harassment

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Greytak, Emily A.; Kosciw, Joseph G.

2014-01-01

This study examines how United States (US) teachers' experiences and beliefs may be predictive of their intervention in anti-lesbian, gay, bisexual, and transgender (LGBT) bullying and harassment using a US national sample of teachers (N?=?726) who completed an online survey. Results from regression analysis indicated that knowing LGBT people,…

The reported effects of bullying on burn-surviving children.

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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.

The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil

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Jorge Luiz da Silva

2016-10-01

Full Text Available This study’s objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students’ individual aspects.

The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil.

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da Silva, Jorge Luiz; de Oliveira, Wanderlei Abadio; Braga, Iara Falleiros; Farias, Marilurdes Silva; da Silva Lizzi, Elisangela Aparecida; Gonçalves, Marlene Fagundes Carvalho; Pereira, Beatriz Oliveira; Silva, Marta Angélica Iossi

2016-10-26

This study's objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students' individual aspects.

Bullies and power: a look at the research.

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Carter, Susan

2011-01-01

Research indicates that bullying continues to plague schools, and school-based anti-bullying programs do little to take away the opportunities and power of the child who bullies. Research indicates methods to identify the child who bullies, and provides guidelines to change the bullying behaviors. Unfortunately, this information fails to result in changes in practice. Nomination of children who bully by their peers and the utilization of methods that remove the bully's power are promising interventions. Administrators, teachers, parents, nurses, and mental health providers need to be proactive in utilizing these interventions, and provide training for school staff.

Creating the Cougar Watch: Learning to Be Proactive against Bullying in Schools

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Smith, Robert W.; Smith, Kayce

2014-01-01

Despite reticence from the central office, strong middle level teacher leaders worked together to develop an effective anti-bullying program that addresses a significant need for safety and inclusion for all middle school students. This article describes how one teacher's concerns changed her school's attitude with regard to bullying from assuming…

"They're Just Not Mature Right Now": Teachers' Complicated Perceptions of Gender and Anti-Queer Bullying

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Preston, Marilyn J.

2016-01-01

Sexuality education teachers in the USA are often the only officially sanctioned voice in schools charged with teaching students about sexuality and gender. This paper considers the ways in which sexuality education teachers conceptualise gender and anti-queer bullying in order to explore the ways in which teachers understand their own role in the…

Workplace Bullying and Employee Outcomes: A Moderated Mediated Model

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Sheehan, M.; McCabe, T J.; Garavan, Thomas.

2018-01-01

This paper investigates the relationship between workplace bullying and employee outcomes in a healthcare setting. Drawing on HR process theory, we investigate the mediating role of the perceived effectiveness of implementation of anti-bullying practices on employee outcomes and whether targeted line manager training was a moderator of that relationship. Our multi-level analysis (utilising responses from 1,507 employees within forty-seven hospitals with matched HR Director interviews), finds ...

Successful Bullying Prevention Programs: Influence of Research Design, Implementation Features, and Program Components

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Bryanna Hahn Fox

2012-12-01

Full Text Available Bullying prevention programs have been shown to be generally effective in reducing bullying and victimization. However, the effects are relatively small in randomized experiments and greater in quasi-experimental and age-cohort designs. Programs that are more intensive and of longer duration (for both children and teachers are more effective, as are programs containing more components. Several program components are associated with large effect sizes, including parent training or meetings and teacher training. These results should inform the design and evaluation of anti-bullying programs in the future, and a system ofaccreditation of effective programs.

Explanation of Bullying Management Strategies Based on Teachers' Self-Efficacy: Mediating Role of Teachers' Beliefs and Attitudes about Students Bullying

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M. Beiramy

2015-06-01

Full Text Available Based on theoretical and empirical literature, the mediator factors such as teachers' beliefs and attitudes about the bullying of students can play an important role in explaining and predicting management of bullying through perceived self-efficacy of teachers. Based on this approach, the purpose of this study was to examine the effect on teachers' perceived self-efficacy in behavior management and bullying management strategies considering the mediating role of teachers' beliefs and attitudes. The research method was descriptive and correlational that was performed using the path analysis method. In order to implement reaserch, 207 (70 males, 137 females of primary school teachers were selected by cluster sampling method and data was collected through teachers' self-efficacy questionnaire, the social behavior of students and classroom behavior management strategies. Findings of f path analysis indicate that the direct effect of self-efficacy on normative beliefs (0/15 and the direct effects of normative beliefs (0/29 and avoidance (0/19 on bullying management strategies are positive and significant p<0/05 other findings showed that teachers' beliefs and attitudes about bullying have a mediator role in the relationship between self-efficacy and strategies to manage bullying, as perceived self-efficacy of teachers in classroom behavior management can explain in total 16% of the variance in bullying management strategies and the tested model has been a good-fitting with theoretical model of research. The results show that in order to design a successful anti-bullying programs, in addition to teachers' self-efficacy, their beliefs and attitudes also need to be considered in managing and deal with bullying.

Countering bullying at an australian secondary school with students as helpers.

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Peterson, L; Rigby, K

1999-08-01

To counter bullying at an Australian coeducational secondary school, staff and students co-operated in developing and implementing appropriate policies and procedures. Questionnaires assessing the incidence of bullying and related attitudes were completed by students in Years 7, 9, 10 and 11 in 1995 and again in 1997. Significant reductions in levels of victimization were recorded for Year 7 students only. Significantly increased support for anti-bullying initiatives was found among senior students (Years 10 and 11). Anti-bullying activities directed and undertaken by students themselves received most approval from peers. Copyright 1999 The Association for Professionals in Services for Adolescents.

Bullying.

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Rettew, David C; Pawlowski, Sara

2016-04-01

Bullying refers to aggressive behavior that is repetitive and intentional in which a power differential exists between the victim and bully. The negative effects of bullying on an individual's mental and physical health are substantial and in line with other major forms of child maltreatment. Efforts to increase detection of bullying are indicated, especially among youth presenting with school phobia, depression, anxiety, and declining school performance. Several antibullying efforts have been developed and promoted at the school and community level. Research indicates that many of these programs are effective and share some common elements that can help reduce the prevalence and impact of bullying. Copyright © 2016 Elsevier Inc. All rights reserved.

Considering Mindfulness Techniques in School-Based Anti-Bullying Programmes

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Foody, Mairéad; Samara, Muthanna

2018-01-01

Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health…

Bullying and Parents

DEFF Research Database (Denmark)

Søndergaard, Dorte Marie

2017-01-01

Bullying is an extreme form of social exclusion that affects a significant number of children in schools and other childhood institutions. The definition of bullying is a matter of debate among researchers. Some researchers emphasize aggressive contra vulnerable individual personality traits...... as a basic premise for the emergence of bullying behavior. Others conceptualize bullying as an effect of dysfunctional social mechanisms in groups. In line with such diverse understandings of how to define and understand bullying, researchers also discuss the part played by parents in children’s bullying...... practices. Researchers who understand bullying as an effect of deficits in individual children tend to explain such deficits as a consequence of inadequate upbringing. Researchers who explain bullying behavior as an effect of dysfunctional social patterns in groups of children (and adults), meanwhile, tend...

Modifying Anti-Bullying Programs to Include Students with Disabilities

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Raskauskas, Juliana; Modell, Scott

2011-01-01

"Bullying" is defined as any aggressive behavior with the intent to harm that involves a real or perceived power imbalance. Bullying is identified as one of the most predominant problems faced by children in the United States education system, as well as one of the most significant health risks to children. Exactly how prevalent this issue is…

Perilaku Bullying pada Mahasiswa Berasrama

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Mangadar Simbolon

2013-12-01

Full Text Available Students’ bullying characteristics phenomena has become a concern because educational institution where educative individuals are being train has in fact become a place of bullying. Bullying is an act of hurting someone done by an individual or group. Bullying is not limited to a community or educational institutional, such as a university, as a whole, but it happened in a narrower area that is related to a campus – dormitory. Dormitory, a place conducive for learning is a social laboratory, with an educative, social, moral and regeneration function. Based on the statistical data of bullying cases of university A, released by the office of the student affairs in 2008, it was found out that there are 1 or 2 cases every semester. Bullies usually consist of 1 to 8 students.To know the types of bullying, factors and affects that causes the act on the victims and dormitory community, and efforts of prevention. A qualitative research was done to dig deep into the real picture of bullying. An interview and discussions were done toward 14 reseach subject. Sources and methodology triangular were done to validate the data. Data analysis was done using the open coding steps. Bullying causes factors in university A is the same in general that is seniority factor, imitating the past experiences. Seniors expect themselves to be honored and problem occurred when juniors dishonored them. Bullies bullied because they were once victims, therefore bullying is somehow done as an act of revenge. Bullying acts occurred in dormitory of university A in Bandung. Anti-bullying systems designed by the university are: Religious understanding development, religious teaching implementation, uplifting moral values. Others things done are improving students’ controlling system by the dormitory deans and monitors (dormitory workers. Keywords: bullying, dormitory, students

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...

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

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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…

Bullying nurses at work: theorizing a gendered experience.

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Bray, C

2001-03-01

This paper is about bullying among nurses at work. It presents the psychoanalytically based theory that workplace bullies, impaired during infancy by primary caregivers who were less than loving, project their own hostile personalities onto others and then relate to others without empathy or understanding, in demeaning ways. When these hostile people are employed in a masculine workplace, they protest against the gendered imperatives imposed upon them, hysterically. Because of the masculinization of the workplace, hysterical bullying varies according to gender, with women bullying in a hostile connected way, and men bullying in a hostile separated way. Research data gathered in Canada in the 1990s is utilised in presenting the theories. Suggestions about anti-bullying practices that arise from this theoretical analysis conclude the work.

Bullying of medical students in Pakistan: a cross-sectional questionnaire survey.

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Syed Ahmer

Full Text Available BACKGROUND: Several studies from other countries have shown that bullying, harassment, abuse or belittlement are a regular phenomenon faced not only by medical students, but also junior doctors, doctors undertaking research and other healthcare professionals. While research has been carried out on bullying experienced by psychiatrists and psychiatry trainees in Pakistan no such research has been conducted on medical students in this country. METHODOLOGY/PRINCIPAL FINDINGS: We conducted a cross-sectional questionnaire survey on final year medical students in six medical colleges of Pakistan. The response rate was 63%. Fifty-two percent of respondents reported that they had faced bullying or harassment during their medical education, about 28% of them experiencing it once a month or even more frequently. The overwhelming form of bullying had been verbal abuse (57%, while consultants were the most frequent (46% perpetrators. Students who were slightly older, males, those who reported that their medical college did not have a policy on bullying or harassment, and those who felt that adequate support was not in place at their medical college for bullied individuals, were significantly more likely to have experienced bullying. CONCLUSION: Bullying or harassment is faced by quite a large proportion of medical students in Pakistan. The most frequent perpetrators of this bullying are consultants. Adoption of a policy against bullying and harassment by medical colleges, and providing avenues of support for students who have been bullied may help reduce this phenomenon, as the presence of these two was associated with decreased likelihood of students reporting having being bullied.

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

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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…

Long-term effects of bullying

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Wolke, Dieter; Lereya, Suzet Tanya

2015-01-01

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

Anti-bullying interventions in schools: a systematic literature review.

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Silva, Jorge Luiz da; Oliveira, Wanderlei Abadio de; Mello, Flávia Carvalho Malta de; Andrade, Luciane Sá de; Bazon, Marina Rezende; Silva, Marta Angélica Iossi

2017-07-01

This paper presents a systematic literature review addressing rigorously planned and assessed interventions intended to reduce school bullying. The search for papers was performed in four databases (Lilacs, Psycinfo, Scielo and Web of Science) and guided by the question: What are the interventions used to reduce bullying in schools? Only case-control studies specifically focusing on school bullying without a time frame were included. The methodological quality of investigations was assessed using the SIGN checklist. A total of 18 papers composed the corpus of analysis and all were considered to have high methodological quality. The interventions conducted in the revised studies were divided into four categories: multi-component or whole-school, social skills training, curricular, and computerized. The review synthesizes knowledge that can be used to contemplate practices and intervention programs in the education and health fields with a multidisciplinary nature.

Perceptions of Middle School Teachers about an Anti-Bullying Program

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Lester, Robin; Maldonado, Nancy

2014-01-01

In recent years, K-12 schools throughout the United States have garnered nationwide attention because of bullying problems. Bullying impacts schools in various ways: student performance and self-regard, and it creates an environment of hostility in schools. Many factors contribute to the problem, including socioeconomic status, low self-esteem,…

School Policies on Bullying and Cyberbullying: Perspectives across Three Australian States

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Chalmers, Caitlin; Campbell, Marilyn Anne; Spears, Barbara A; Butler, Des; Cross, Donna; Slee, Phillip; Kift, Sally

2016-01-01

Background: Despite decades of research, bullying in all its forms is still a significant problem within schools in Australia, as it is internationally. Anti-bullying policies and guidelines are thought to be one strategy as part of a whole school approach to reduce bullying. However, although Australian schools are required to have these…

Effects of workplace bullying on how women work.

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MacIntosh, Judith; Wuest, Judith; Gray, Marilyn Merritt; Aldous, Sarah

2010-11-01

Work is central to well-being but working is problematic when people experience workplace bullying, which includes psychological, physical, and sexual abuse or harassment. The purpose of the present grounded theory study was to extend current understanding, from the perspective of women, of how workplace bullying affects their work and how they engage in the workforce. The study was conducted in eastern Canada with 36 English-speaking women who had been bullied in the workplace. They reported mainly psychological bullying. The central problem for women is they cannot continue working as they had before the workplace bullying. The authors named a four-stage process of how women address this problem as "Doing Work Differently." The four stages are Being Conciliatory, Reconsidering, Reducing Interference, and Redeveloping Balance. The process is influenced by women's support systems, the effects on their health, and financial circumstances. There are implications for public education, workplace policies, and health care workers.

Using Video Modeling as an Anti-bullying Intervention for Children with Autism Spectrum Disorder.

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Rex, Catherine; Charlop, Marjorie H; Spector, Vicki

2018-03-07

In the present study, we used a multiple baseline design across participants to assess the efficacy of a video modeling intervention to teach six children with autism spectrum disorder (ASD) to assertively respond to bullying. During baseline, the children made few appropriate responses upon viewing video clips of bullying scenarios. During the video modeling intervention, participants viewed videos of models assertively responding to three types of bullying: physical, verbal bullying, and social exclusion. Results indicated that all six children learned through video modeling to make appropriate assertive responses to bullying scenarios. Four of the six children demonstrated learning in the in situ bullying probes. The results are discussed in terms of an intervention for victims of bullying with ASD.

Bullying victimisation, internalising symptoms, and conduct problems in South African children and adolescents: a longitudinal investigation.

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Boyes, Mark E; Bowes, Lucy; Cluver, Lucie D; Ward, Catherine L; Badcock, Nicholas A

2014-11-01

Bullying victimisation has been prospectively linked with mental health problems among children and adolescents in longitudinal studies in the developed world. However, research from the developing world, where adolescents face multiple risks to social and emotional development, has been limited by cross-sectional designs. This is the first longitudinal study of the psychological impacts of bullying victimisation in South Africa. The primary aim was to examine prospective relationships between bullying victimisation and internalising and externalising symptoms in South African youth. Secondary aims were to examine gender and age-related differences in experiences of bullying victimisation. Children and adolescents (10-17 years, 57 % female, n = 3,515) from high HIV-prevalent (>30 %) communities in South Africa were interviewed and followed-up 1 year later (97 % retention). Census enumeration areas were randomly selected from urban and rural sites in two provinces and door-to-door sampling included all households with a resident child/adolescent. Exposure to multiple experiences of bullying victimisation at baseline predicted internalising symptoms and conduct problems 1 year later. Additionally, baseline mental health scores predicted later bullying victimisation, demonstrating bi-directionality of relationships between bullying victimisation and mental health outcomes in this sample. Expected gender differences in physical, verbal, and relational bullying victimisation were evident and predicted declines in bullying victimisation over time were observed. In the developed world, school-based anti-bullying programmes have been shown to be effective in reducing bullying and victimisation. Anti-bullying programmes should be implemented and rigorously evaluated in South Africa, as this may promote improved mental health among South African children and adolescents.

The moderating effects of school climate on bullying prevention efforts.

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Low, Sabina; Van Ryzin, Mark

2014-09-01

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 suggesting that bullying problems and climate are strongly related. The current study examines the moderating role of school climate on the impacts of a stand-alone bullying prevention curriculum. In addition, the current study examined 2 different dimensions of school climate across both student and staff perceptions. Data for this study were derived from a Steps to Respect (STR) randomized efficacy trial that was conducted in 33 elementary schools over a 1-year period. Schools were randomly assigned to intervention or wait-listed control condition. Outcome measures (pre-to-post) were obtained from (a) all school staff, (b) a randomly selected subset of 3rd-5th grade teachers in each school, and (c) all students in classrooms of selected teachers. Multilevel analyses revealed that psychosocial climate was strongly related to reductions in bullying-related attitudes and behaviors. Intervention status yielded only 1 significant main effect, although, STR schools with positive psychosocial climate at baseline had less victimization at posttest. Policies/administrative commitment to bullying were related to reduced perpetration among all schools. Findings suggest positive psychosocial climate (from both staff and student perspective) plays a foundational role in bullying prevention, and can optimize effects of stand-alone programs. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Bullied at school, bullied at work: a prospective study

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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...

[Reduction and control of school bullying is urgently needed].

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Zhao, Y J; Wang, S Y

2017-03-10

School bullying and campus violence is a widespread social problem in the world. School bullying is characterized by its repeatability and suddenness, which could make the victims suffering from both psychological and health damage, and even affect their personality growth. Government should pay close attention to the reduction and control of school bullying and campus violence by establishing school bullying emergency response system and preparedness plan. The school and teacher's role and legal responsibility in the service and management in schools should be cleared and defined. It is necessary to help teachers conduct early detection and intervention for school bullying, conduct morality, mental health and legal educations in students to teach them to act according to the law and protect themselves according to the law and help them identify and avoid risks, encourage the establishment of rescue facility and web of anti-school bullying by non-government organizations, and set hotline for school bullying incident to reduce the incidence of school bullying.

Insights into workplace bullying: psychosocial drivers and effective interventions

Directory of Open Access Journals (Sweden)

Escartín J

2016-06-01

Full Text Available Jordi Escartín Department of Social Psychology, Facultad de Psicologia, Universitat de Barcelona, Passeig de la Vall d’Hebrón, Barcelona, Spain Abstract: Research on effectiveness of workplace bullying interventions has lagged behind descriptive studies on this topic. The literature on bullying intervention research has only recently expanded to a point that allows for synthesis of findings across empirical studies. This study addresses the question of whether workplace bullying can be reduced in prevalence and consequences, if so to what extent and by which strategies and interventions. It opens with a brief overview of the nature of bullying at work and discussion of some precursors and existing interventions. However, its principal focus is on the findings obtained from selected (quasi- experimental longitudinal studies on antibullying interventions, drawing together the results of studies conducted in Europe, USA, and Australia, including several economic sectors, and concerned about primary, secondary, and tertiary prevention programs and strategies. Additional emphasis is considered from the psychosocial drivers highlighted both from prescriptive and cross-sectional studies and factual empirical studies. One randomized control study and seven quasiexperimental longitudinal studies were identified by searching electronic databases and bibliographies and via contact with experts. The majority of outcomes evidenced some level of change, mostly positive, suggesting that workplace bullying interventions are more likely to affect knowledge, attitudes, and self-perceptions, but actual bullying behaviors showed much more mixed results. In general, growing effectiveness was stated as the level of intervention increased from primary to tertiary prevention. However, methodological problems relating to the evaluation designs in most studies do not allow direct attribution of these findings to the interventions. Overall, the evaluation of

Bullying and LGBTQ Youth

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... you provide is encrypted and transmitted securely. Menu Bullying What Is Bullying The Roles Kids Play Who Is at Risk Warning Signs for Bullying Effects of Bullying Diversity, Race & Religion LGBTQ Youth ...

Insights into workplace bullying: psychosocial drivers and effective interventions

Science.gov (United States)

Escartín, Jordi

2016-01-01

Research on effectiveness of workplace bullying interventions has lagged behind descriptive studies on this topic. The literature on bullying intervention research has only recently expanded to a point that allows for synthesis of findings across empirical studies. This study addresses the question of whether workplace bullying can be reduced in prevalence and consequences, if so to what extent and by which strategies and interventions. It opens with a brief overview of the nature of bullying at work and discussion of some precursors and existing interventions. However, its principal focus is on the findings obtained from selected (quasi-) experimental longitudinal studies on antibullying interventions, drawing together the results of studies conducted in Europe, USA, and Australia, including several economic sectors, and concerned about primary, secondary, and tertiary prevention programs and strategies. Additional emphasis is considered from the psychosocial drivers highlighted both from prescriptive and cross-sectional studies and factual empirical studies. One randomized control study and seven quasiexperimental longitudinal studies were identified by searching electronic databases and bibliographies and via contact with experts. The majority of outcomes evidenced some level of change, mostly positive, suggesting that workplace bullying interventions are more likely to affect knowledge, attitudes, and self-perceptions, but actual bullying behaviors showed much more mixed results. In general, growing effectiveness was stated as the level of intervention increased from primary to tertiary prevention. However, methodological problems relating to the evaluation designs in most studies do not allow direct attribution of these findings to the interventions. Overall, the evaluation of antibullying interventions must flourish and be improved, requiring close cooperation between practitioners and academics to design, implement, and evaluate effective interventions based

Bullying and Teachers

DEFF Research Database (Denmark)

Søndergaard, Dorte Marie

2017-01-01

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

Long-term effects of bullying.

Science.gov (United States)

Wolke, Dieter; Lereya, Suzet Tanya

2015-09-01

Bullying is the systematic abuse of power and is defined as aggressive behaviour or intentional harm-doing by peers that is carried out repeatedly and involves an imbalance of power. Being bullied is still often wrongly considered as a 'normal rite of passage'. This review considers the importance of bullying as a major risk factor for poor physical and mental health and reduced adaptation to adult roles including forming lasting relationships, integrating into work and being economically independent. Bullying by peers has been mostly ignored by health professionals but should be considered as a significant risk factor and safeguarding issue. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

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

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

2015-10-12

The consequences of childhood bullying victimisation are serious. Much previous research on risk factors for being bullied has used a cross-sectional design, impeding the possibility to draw conclusions on causality, and has not considered simultaneous effects of multiple risk factors. Paying closer attention to multiple risk factors for being bullying can provide a basis for designing intervention programmes to prevent or reduce bullying among children and adolescents. Risk factors for bullying were examined by using questionnaire data collected in 2004 and 2007. In 2004, the participants were aged 14-15 years and 17-18 years in 2007. The baseline questionnaire was answered by 3054 individuals in 2004, and 2181 individuals participated in both rounds. We analysed risk factors for being bullied at the individual and societal level. Information on the social background of the participants was derived from a national register at Statistics Denmark. Several risk factors were identified. Being obese, low self-assessed position in school class, overprotective parents, low self-esteem, low sense of coherence and low socioeconomic status were risk factors for being bullied at school. Being overweight, smoking, low self-assessed position in class, low sense of coherence and low socioeconomic status were risk factors for being bullied at work. However, most associations between risk factors in 2004 and being bullied in 2007 disappeared after adjustment for being bullied in 2004. The strongest risk factor for being bullied was being previously bullied. Our results stress the importance of early prevention of bullying at schools. In addition, attention should be drawn to the role of overprotective parents.

Bullying, cyberbullying, and mental health in young people.

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Landstedt, Evelina; Persson, Susanne

2014-06-01

To investigate the factors associated with exposure to in-real-life (IRL) bullying, cyberbullying, and both IRL and cyberbullying and to explore the relationship between these types of bullying and mental health among 13-16-year-old Swedish boys and girls. Data was derived from a cross-sectional web-based study of 13-16-year-old students in northern Sweden (n=1214, response rate 81.9%). The combination of IRL- and cyberbullying was the most common type of bullying. A non-supportive school environment and poor body image were related to exposure to bullying for both genders but the relationship was more distinct in girls. All types of bullying were associated with depressive symptoms in both boys and girls and all forms of bullying increased the likelihood of psychosomatic problems in girls. Cyberbullying can be seen as an extension of IRL bullying. A combination of IRL- and cyberbullying seems to be particularly negative for mental health. Interventions should focus on improved school environment and body image as well as anti-violence programmes. Gender aspects of bullying need to be acknowledged. © 2014 the Nordic Societies of Public Health.

Bullying among radiation therapists: effects on job performance and work environment.

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Trad, Megan; Johnson, Jordan

2014-01-01

To identify the effects of workplace bullying in the radiation therapy department on job performance and explore the environment and morale of individuals who work with a bully. A quantitative research study was designed to assess the prevalence and effects of bullying in the radiation therapy workplace. A total of 308 radiation therapists participated in the study for a return rate of 46%. Of those, 194 indicated that workplace bullying was present either in their current workplace or in a previous radiation therapy environment and that it negatively affected job performance and satisfaction. Findings of this study indicate a need for evaluation of the radiation therapy workplace, education on how to identify and prevent bullying behavior, and better communication among members of the radiation therapy environment. Participants indicated that working in a hostile environment led to forgetfulness, ineffective communication, and perceived discrepancies in promotion and treatment by management. Any bullying behavior contributes to an overall toxic work environment, which is unhealthy and unsafe for patients and therapists. Those who manage therapists should promote a culture of safety and embrace their staff's independence.

Are Youth Psychopathic Traits Related to Bullying? Meta-analyses on Callous-Unemotional Traits, Narcissism, and Impulsivity.

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van Geel, Mitch; Toprak, Fatih; Goemans, Anouk; Zwaanswijk, Wendy; Vedder, Paul

2017-10-01

In the current manuscript meta-analyses are performed to analyze the relations between three aspects of psychopathy in youth, Callous-Unemotional (CU) traits, Narcissism, and Impulsivity, and bullying behaviors. The databases PsycINFO, MEDLINE, ERIC, Web of Science and Proquest were searched for relevant articles on bullying and CU traits, Narcissism, or Impulsivity in youth under 20 years of age. Two authors each independently screened 842 studies that were found in the literature search. Two authors independently coded ten studies on bullying and CU (N = 4115) traits, six studies on bullying and Narcissism (N = 3376) and 14 studies on bullying and Impulsivity (N = 33,574) that met the inclusion criteria. Significant correlations were found between bullying and CU traits, Narcissism, and Impulsivity. These results were not affected by publication bias. Anti-bullying interventions could potentially benefit from including elements that have been found effective in the treatment of youth psychopathy.

Bullying among siblings.

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Wolke, Dieter; Skew, Alexandra J

2012-01-01

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

An Anti-Bullying Training Course for Adults

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Ridgeway, Richard

2012-01-01

Workplace bullying is a phenomenon that is currently affecting as many as 70% of the workforce in the United States (Lutgen-Sandvic & McDermott, 2011). This phenomenon decreases morale, increases turn-over, and could soon lead to massive and costly litigation. In response to this I have proposed a two hour training course meant to educate workers…

Bullying in schools: the state of knowledge and effective interventions.

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Menesini, Ersilia; Salmivalli, Christina

2017-03-01

During the school years, bullying is one of the most common expressions of violence in the peer context. Research on bullying started more than forty years ago, when the phenomenon was defined as 'aggressive, intentional acts carried out by a group or an individual repeatedly and over time against a victim who cannot easily defend him- or herself'. Three criteria are relevant in order to define aggressive behaviour as bullying: (1) repetition, (2) intentionality and (3) an imbalance of power. Given these characteristics, bullying is often defined as systematic abuse of power by peers. It is recognised globally as a complex and serious problem. In the present paper, we discuss the prevalence, age and gender differences, and various types of bullying, as well as why it happens and how long it lasts, starting from the large surveys carried out in western countries and to a lower extent in low- and middle-income countries. The prevalence rates vary widely across studies; therefore, specific attention will be devoted to the definition, time reference period and frequency criterion. We will also focus on risk factors as well as short- and long-term outcomes of bullying and victimisation. Finally, a section will be dedicated to review what is known about effective prevention of bullying.

Effects of the cyberbullying prevention program media heroes (Medienhelden) on traditional bullying.

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Chaux, Enrique; Velásquez, Ana María; Schultze-Krumbholz, Anja; Scheithauer, Herbert

2016-01-01

There is considerable debate over whether cyberbullying is just another form of bullying, or whether it is a problem distinct enough to require specific intervention. One way to explore this issue is to analyze whether programs designed to prevent traditional bullying help prevent cyberbullying, and whether programs designed to prevent cyberbullying prevent traditional bullying. The main goal of the current study was to analyze the spillover effects of the cyberbullying prevention program Media Heroes (Medienhelden) on traditional bullying. Media Heroes promotes empathy, knowledge of risks and consequences, and strategies that allow bystanders to defend victims from cyberbullying. Mixed ANOVAs were conducted comparing pretest and post-test (6 months after intervention) measures of 722 students (ages 11-17) assigned to a long (15 sessions) intervention, a short (1 day) intervention, and a control group. In addition to confirming the previously reported effects on cyberbullying, Media Heroes was found to reduce traditional bullying. Effects were larger for the long-version of the program than for the short 1-day version. No effects were found on victimization by either cyberbullying or traditional bullying. Strategies to complement traditional and cyberbullying prevention efforts are discussed. Aggr. Behav. 42:157-165, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Educators’ perspectives on risk factors for learner-onlearner bullying

Directory of Open Access Journals (Sweden)

Corene de Wet

2013-09-01

Full Text Available Educators are the key role-players in the successful development and implementation of most anti-bullying programmes and/or intervention strategies. This article sets out to report on findings from a qualitative study on educators’ perspectives of the risk factors for learner-on-learner bullying. Educators who were furthering their studies at the University of the Free State, South Africa, were invited to take part in the study on different types of bullying. This article focuses on the narratives of 91 participants who described the incidence of learner-on-learner bullying. The study uses a four-level, social-ecological model as the theoretical framework. Individual, family, institutional and societal risk factors for bullying were identified by means of a qualitative content analysis. It is suggested in the article that although risk-focused prevention strategies may lead to a reduction in bullying, prevention strategies should not target only these (negative factors, but try to promote protective factors on all four social-ecological levels.

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

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

2016-04-27

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. 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. 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. 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.

Workplace Bullying

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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.

Online and Offline Bullying of Autistic Youth: Anti-Bullying Strategies, Reporting, and Technological Solutions

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Robertson, Scott Michael

2013-01-01

This dissertation investigated cyber- and face-to-face bullying of autistic youth (aged 13-18). Autism represents a neurological-developmental disability that affects language and communication, socialization, sensory processing, motor coordination, and thinking around planning, self-regulation, and self-reflection. Prior studies indicate that…

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...

Workplace bullying--what's it got to do with general practice?

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Askew, Deborah A; Schluter, Philip J; Dick, Marie-Louise

2013-04-01

Workplace bullying is repeated systematic, interpersonal abusive behaviours that negatively affect the targeted individual and the organisation in which they work. It is generally the result of actual or perceived power imbalances between perpetrator and victim, and includes behaviours that intimidate, offend, degrade or humiliate a worker. It is illegal, and bullied employees can take legal action against their employers for a breach of implied duty of trust and confidence. Despite this, workplace bullying occurs in many Australian workplaces, including Australian general practices. This article explores the issue of workplace bullying with particular reference to bullying within general practice and provides a framework for managing these situations. All general practices need organisation-wide anti-bullying policies that are endorsed by senior management, clearly define workplace bullying, and provide a safe procedure for reporting bullying behaviours. General practitioners should investigate whether workplace issues are a potential contributor to patients who present with depression and/or anxiety and assess the mental health of patients who do disclose that they are victims of workplace bullying, Importantly, the GP should reassure their patient that bullying is unacceptable and illegal, and that everyone has the right to a safe workplace free from violence, harassment and bullying. The time has come for all workplaces to acknowledge that workplace bullying is unacceptable and intolerable.

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

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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.

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.

Predictors of Workplace Bullying and Cyber-Bullying in New Zealand

Science.gov (United States)

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

2016-01-01

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

Future Orientation among Students Exposed to School Bullying and Cyberbullying Victimization.

Science.gov (United States)

Låftman, Sara B; Alm, Susanne; Sandahl, Julia; Modin, Bitte

2018-03-27

Future orientation can be defined as an individual's thoughts, beliefs, plans, and hopes for the future. Earlier research has shown adolescents' future orientation to predict outcomes later in life, which makes it relevant to analyze differences in future orientation among youth. The aim of the present study was to analyze if bullying victimization was associated with an increased likelihood of reporting a pessimistic future orientation among school youth. To be able to distinguish between victims and bully-victims (i.e., students who are both bullies and victims), we also took perpetration into account. The data were derived from the Stockholm School Survey performed in 2016 among ninth grade students (ages 15-16 years) ( n = 5144). Future orientation and involvement in school bullying and in cyberbullying were based on self-reports. The statistical method used was binary logistic regression. The results demonstrated that victims and bully-victims of school bullying and of cyberbullying were more likely to report a pessimistic future orientation compared with students not involved in bullying. These associations were shown also when involvement in school bullying and cyberbullying were mutually adjusted. The findings underline the importance of anti-bullying measures that target both school bullying and cyberbullying.

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

Science.gov (United States)

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

2014-11-01

Bullying involvement in any form can have lasting physical and emotional consequences for adolescents. For programs and policies to best safeguard youth, it is important to understand prevalence of bullying across cyber and traditional contexts. We conducted a thorough review of the literature and identified 80 studies that reported corresponding prevalence rates for cyber and traditional bullying and/or aggression in adolescents. Weighted mean effect sizes were calculated, and measurement features were entered as moderators to explain variation in prevalence rates and in traditional-cyber correlations within the sample of studies. Prevalence rates for cyber bullying were lower than for traditional bullying, and cyber and traditional bullying were highly correlated. A number of measurement features moderated variability in bullying prevalence; whereas a focus on traditional relational aggression increased correlations between cyber and traditional aggressions. In our meta-analytic review, traditional bullying was twice as common as cyber bullying. Cyber and traditional bullying were also highly correlated, suggesting that polyaggression involvement should be a primary target for interventions and policy. Results of moderation analyses highlight the need for greater consensus in measurement approaches for both cyber and traditional bullying. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Childhood Bullying: Implications for Physicians.

Science.gov (United States)

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

2018-02-01

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

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

Science.gov (United States)

Morrow, Allison; Downey, Christina A

2013-12-01

Cyber-bullying (where victims are targeted via online social networking or other electronic means) has gained increased attention in research and the broadcast media, but previous research has not investigated attribution of blame in such cyber-bullying events. This experiment hypothesized that participants would assign higher ratings of blame to bullying perpetrators when the bullying situations were depicted as having highly foreseeable outcomes (vs. unforeseeable outcomes), and as occurring in school (vs. online). In addition, a significant interaction was predicted between outcome foreseeability and bullying situation, with highly foreseeable in-school events being rated as the most predictable and attributable to the bully's actions. One-hundred sixty-three participants completed surveys containing demographic items, items regarding their past experiences of victimization, and one of four randomly-assigned vignettes detailing a bullying situation (which participants rated). While hypotheses regarding outcome foreseeability were supported, no cyber-bullying vs. in-school main effects (or corresponding interaction effects) were detected. Implications for future research and practice, as well as study limitations, are discussed. © 2013 The Scandinavian Psychological Associations.

Cyber bullying: Child and youth spirituality

Directory of Open Access Journals (Sweden)

Anastasia Apostolides

2017-10-01

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

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

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Olafsson, Ragnar; Johannsdottir, Hanna

2004-01-01

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

Survival of the Fittest and the Sexiest: Evolutionary Origins of Adolescent Bullying.

Science.gov (United States)

Koh, Jun-Bin; Wong, Jennifer S

2015-07-09

The central idea of evolutionary psychology theory (EPT) is that species evolve to carry or exhibit certain traits/behaviors because these characteristics increase their ability to survive and reproduce. Proponents of EPT propose that bullying emerges from evolutionary development, providing an adaptive edge for gaining better sexual opportunities and physical protection, and promoting mental health. This study examines adolescent bullying behaviors via the lens of EPT. Questionnaires were administered to 135 adolescents, ages 13 to 16, from one secondary school in metro Vancouver, British Columbia. Participants were categorized into one of four groups (bullies, victims, bully/victims, or bystanders) according to their involvement in bullying interactions as measured by the Olweus Bully/Victim Questionnaire. Four dependent variables were examined: depression, self-esteem, social status, and social anxiety. Results indicate that bullies had the most positive scores on mental health measures and held the highest social rank in the school environment, with significant differences limited to comparisons between bullies and bully/victims. These results lend support to the hypothesis that youth bullying is derived from evolutionary development. Implications for approaching anti-bullying strategies in schools and directions for future studies are discussed. © The Author(s) 2015.

Cyber Bullying and Traditional Bullying: Differential Association with Depression

Science.gov (United States)

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

2010-01-01

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

Bullying in schools − The educator’s role

Directory of Open Access Journals (Sweden)

Elza Venter

2012-10-01

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

Future Orientation among Students Exposed to School Bullying and Cyberbullying Victimization

Directory of Open Access Journals (Sweden)

Sara B. Låftman

2018-03-01

Full Text Available Future orientation can be defined as an individual’s thoughts, beliefs, plans, and hopes for the future. Earlier research has shown adolescents’ future orientation to predict outcomes later in life, which makes it relevant to analyze differences in future orientation among youth. The aim of the present study was to analyze if bullying victimization was associated with an increased likelihood of reporting a pessimistic future orientation among school youth. To be able to distinguish between victims and bully-victims (i.e., students who are both bullies and victims, we also took perpetration into account. The data were derived from the Stockholm School Survey performed in 2016 among ninth grade students (ages 15–16 years (n = 5144. Future orientation and involvement in school bullying and in cyberbullying were based on self-reports. The statistical method used was binary logistic regression. The results demonstrated that victims and bully-victims of school bullying and of cyberbullying were more likely to report a pessimistic future orientation compared with students not involved in bullying. These associations were shown also when involvement in school bullying and cyberbullying were mutually adjusted. The findings underline the importance of anti-bullying measures that target both school bullying and cyberbullying.

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

School bullying from a sociocultural perspective

OpenAIRE

Maunder, Rachel E.; Crafter, Sarah

2018-01-01

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

The effect of parental style on bullying and cyber bullying behaviors and the mediating role of peer attachment relationships: A longitudinal study.

Science.gov (United States)

Charalampous, Kyriakos; Demetriou, Constantina; Tricha, Loukia; Ioannou, Myria; Georgiou, Stelios; Nikiforou, Militsa; Stavrinides, Panayiotis

2018-04-01

The purpose of the present study was the examination of the longitudinal effect of parental style on short-term changes in conventional and cyber forms of bullying/victimization, and the investigation of the mediating role of peer attachment relationships on this effect. The participants were 861 children and adolescents (52% girls, M age  = 11.72 years) attending Cyprus public institutions. Students provided information during three measurement points. There was a six and a 12 week interval among the three measurement points, respectively. The findings of the study indicated that parenting seems to be a significant predictor of all forms of bullying/victimization, conventional and cyber, in early adolescents, even when accounting for bullying/victimization levels eighteen weeks back. More importantly, results showed that the effect of parental style on bullying forms was mediated by peer attachment relationships. Results are discussed in the light of theoretical and practical implications. Copyright © 2018 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Does forgiveness mediate the impact of school bullying on adolescent mental health?

Science.gov (United States)

van Rensburg, Estie Janse; Raubenheimer, Jacques

2015-01-01

The link between both bullying and victimisation and psychopathology has been well established. Forgiveness has been associated with better mental health. However, few studies have examined the relationship between adolescent forgiveness, psychopathology and bullying/victimisation. This study investigated forgiveness as a mediator of the adverse mental health problems experienced by bullies and victims of bullying. Participants were 355 Year 10 or Year 11 pupils (age = 14.9 years) from two British secondary schools in 2007, who completed self-administered measures on bullying and victimisation, mental health, forgiveness of self and others, and forgivingness. The mediating influence of forgiveness on the impact of bullying/victimisation on mental health was tested with a structural equation model. Data from 55.6% of the 639 eligible pupils were analysed. Results confirmed an association between bullying/victimisation, forgiveness and psychopathology. Forgiveness scores were found to play a mediating role between bullying/victimisation and psychopathology. Victimised adolescents who were better able to forgive themselves were more likely to report lower levels of psychopathology, while bullying adolescents who were unable to forgive others were more likely to report higher levels of psychopathology. This suggests a greater role for forgiveness within future research, intervention and policy on bullying. Forgiveness can form a valuable part of preventative and educational anti-bullying programmes.

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

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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. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

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'…

What is bullying?

DEFF Research Database (Denmark)

Søndergaard, Dorte Marie

as teachers, parents and school leaders. These data are generated within eXbus: Exploring Bullying in School, an interdisciplinary research project on bullying among children (www.exbus.dk). The conceptual framework is aimed to enhance understanding of bullying practices and thereby form a knowledge basis......Bullying can be understood as an extreme extension of an everyday social dynamic among children in school. In order to contemplate which conditions might hinder the movement from the normal flow of inclusions and exclusions to bullying, it is vital to understand the mechanisms that can cause...... come under pressure in any number of ways, enacted by intra-activity among a range of material-discursive forces – and when it happens uneasiness circulates around the group. One apparently effective alleviation strategy in relation to social exclusion anxiety is the production of contempt...

What is Bullying?

Science.gov (United States)

... Types of Aggressive Behavior Print Share What Is Bullying Bullying is unwanted, aggressive behavior among school aged ... When Bullying Happens Frequency of Bullying Types of Bullying There are three types of bullying: Verbal bullying ...

The Effect of Moral Disengagement on Bullying: Testing the Moderating Role of Personal and Social Factors.

Science.gov (United States)

Travlos, Antonios K; Tsorbatzoudis, Haralambos; Barkoukis, Vassilis; Douma, Irene

2018-03-01

Bullying is a subset of aggressive behavior that has severe consequences in children's psychosocial development. Bullying behaviors can be influenced by personal and social factors, such as gender, age, school type, and sport participation, as well as psychological constructs, such as moral disengagement. The present study was designed to investigate the effect of moral disengagement on bullying behaviors and the moderating role of personal and social factors. In this study, 2,252 students ( M = 13.57, SD = 1.17; 1,125 girls, and 1,127 boys) attending the sixth grade of primary school and secondary education have participated. Participants completed the revised Olweus Bully/Victim Questionnaire and Bandura's Moral Disengagement Questionnaire along with general questions about their demographic characteristics. The results of the analyses demonstrated moderation effects of gender on the moral disengagement-physical bullying relationship and of age on the moral disengagement-verbal bullying relationship. No significant moderating effect emerged for school type and sport participation. The findings of the present study provide valuable information about the role of personal and social factors on bullying behavior.

Bullying Prevention: a Summary of the Report of the National Academies of Sciences, Engineering, and Medicine : Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention.

Science.gov (United States)

Flannery, Daniel J; Todres, Jonathan; Bradshaw, Catherine P; Amar, Angela Frederick; Graham, Sandra; Hatzenbuehler, Mark; Masiello, Matthew; Moreno, Megan; Sullivan, Regina; Vaillancourt, Tracy; Le Menestrel, Suzanne M; Rivara, Frederick

2016-11-01

Long tolerated as a rite of passage into adulthood, bullying is now recognized as a major and preventable public health problem. The consequences of bullying-for those who are bullied, the perpetrators of bullying, and the witnesses-include poor physical health, anxiety, depression, increased risk for suicide, poor school performance, and future delinquent and aggressive behavior. Despite ongoing efforts to address bullying at the law, policy, and programmatic levels, there is still much to learn about the consequences of bullying and the effectiveness of various responses. In 2016, the National Academies of Sciences, Engineering, and Medicine published a report entitled Preventing Bullying Through Science, Policy and Practice, which examined the evidence on bullying, its impact, and responses to date. This article summarizes the report's key findings and recommendations related to bullying prevention.

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…

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

Science.gov (United States)

Muijs, Daniel

2017-06-01

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

Dear Colleague Letter Harassment and Bullying (October 26, 2010). Background, Summary, and Fast Facts

Science.gov (United States)

US Department of Education, 2010

2010-01-01

The Dear Colleague Letter (DCL) does the following: (1) Clarifies the relationship between bullying and discriminatory harassment under the civil rights laws enforced by the Department of Education's (ED) Office for Civil Rights (OCR); (2) Explains how student misconduct that falls under an anti-bullying policy also may trigger responsibilities…

Nurse Bullying: Impact on Nurses' Health.

Science.gov (United States)

Sauer, Penny A; McCoy, Thomas P

2017-12-01

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

Bullying victimization prevalence and its effects on psychosomatic complaints: can sense of coherence make a difference?

Science.gov (United States)

García-Moya, Irene; Suominen, Sakari; Moreno, Carmen

2014-10-01

The aim of this study was to examine the prevalence of bullying victimization and its impact on physical and psychological complaints in a representative sample of adolescents and to explore the role of sense of coherence (SOC) in victimization prevalence and consequences. A representative sample of Spanish adolescents (N = 7580, mean age = 15.41) was selected as part of the Health Behaviour in School-aged Children study. Bullying victimization, physical and psychological symptoms, and SOC were measured, and comparisons were made between strong- and weak-SOC adolescents regarding their likelihood of being a victim of bullying and the negative effects of bullying victimization on their health. Weak-SOC adolescents were significantly more likely to suffer from bullying victimization regardless of type (nonphysical vs physical and nonphysical) or means (traditional vs cyberbullying). In addition, bullying victimization showed significant increasing effects on weak-SOC adolescents' physical and psychological symptoms whereas in strong-SOC adolescents it was not significantly associated with increases in physical complaints and its effects on psychological complaints seemed to be weaker. Weak-SOC adolescents seem to be at higher risk of becoming bullying victims and victimization experiences appear to have increased negative effects on them when compared to strong-SOC students. © 2014, American School Health Association.

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

Science.gov (United States)

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

2013-04-01

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

A Study of Bullying Against Nursing Students.

Science.gov (United States)

Karatas, Hulya; Ozturk, Candan; Bektas, Murat

2017-06-01

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

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

OpenAIRE

Leah P. Hollis

2015-01-01

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

Young people who are being bullied - do they want general practice support?

Science.gov (United States)

Scott, Emma; Dale, Jeremy; Russell, Rachel; Wolke, Dieter

2016-08-22

Childhood bullying is a major risk factor for health, education and social relationships, with effects persisting into adulthood. It affects half of all children at some point, with 10-14 % experiencing bullying that lasts for years. With the advent of cyberbullying, it can happen at all times and places. There have been calls for GPs to take a more active role in identifying and supporting young people who are being bullied. This paper explores young people's and parents' opinions about whether general practice should be involved in identifying and supporting young people who are being bullied. Two hundred six young people (85.9 % female, mean ± sd age 16.2 ± 3.2 years) and 44 parents were recruited through established bullying charity websites and their social media channels to complete an online questionnaire comprising multiple-choice questions and unlimited narrative responses. Questionnaire responses were analysed by age and gender using descriptive statistics. A descriptive analysis of the narrative responses was undertaken and key themes identified. Young people (90.8 %) and parents (88.7 %) thought it was important for GPs to be better able to recognise and help young people who are being bullied. Most recognised the link between bullying and health. The doctor's independence was seen as advantageous. Young people preferred completing a screening questionnaire to disclose experience of being bullied than being asked directly. They expressed concerns about how questions would be asked and whether information would be shared with parents/guardians. Parents were supportive of the use of a screening questionnaire, and most expected their child's disclosure to be shared with them. Young people and parents recruited through anti-bullying websites and social media would welcome greater GP involvement in identifying and supporting young people who are being bullied and their families, provided it is offered in a caring, compassionate and

Cross-national perspectives about weight-based bullying in youth: nature, extent and remedies.

Science.gov (United States)

Puhl, R M; Latner, J D; O'Brien, K; Luedicke, J; Forhan, M; Danielsdottir, S

2016-08-01

No cross-national studies have examined public perceptions about weight-based bullying in youth. To conduct a multinational examination of public views about (i) the prevalence/seriousness of weight-based bullying in youth; (ii) the role of parents, educators, health providers and government in addressing this problem and (iii) implementing policy actions to reduce weight-based bullying. A cross-sectional survey of adults in the United States, Canada, Iceland and Australia (N = 2866). Across all countries, weight-based bullying was identified as the most prevalent reason for youth bullying, by a substantial margin over other forms of bullying (race/ethnicity, sexual orientation and religion). Participants viewed parents and teachers as playing major roles in efforts to reduce weight-based bullying. Most participants across countries (77-94%) viewed healthcare providers to be important intervention agents. Participants (65-87%) supported government augmentation of anti-bullying laws to include prohibiting weight-based bullying. Women expressed higher agreement for policy actions than men, with no associations found for participants' race/ethnicity or weight. Causal beliefs about obesity were associated with policy support across countries. Across countries, strong recognition exists of weight-based bullying and the need to address it. These findings may inform policy-level actions and clinical practices concerning youth vulnerable to weight-based bullying. © 2015 World Obesity.

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

Science.gov (United States)

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

2014-01-01

Bullying has emerged as a behavior with deleterious effects on youth; however, prevalence estimates vary based on measurement strategies employed. We conducted a systematic review and content analysis of bullying measurement strategies to gain a better understanding of each strategy including behavioral content. Multiple online databases (i.e., PsychInfo, MedLine, ERIC) were searched to identify measurement strategies published between 1985 and 2012. Included measurement strategies assessed bullying behaviors, were administered to respondents with ages of 12 to 20, were administered in English, and included psychometric data. Each publication was coded independently by two study team members with a pre-set data extraction form, who subsequently met to discuss discrepancies. Forty-one measures were included in the review. A majority used differing terminology; student self-report as primary reporting method; and included verbal forms of bullying in item content. Eleven measures included a definition of bullying, and 13 used the term "bullying" in the measure. Very few definitions or measures captured components of bullying such as repetition, power imbalance, aggression, and intent to harm. Findings demonstrate general inconsistency in measurement strategies on a range of issues, thus, making comparing prevalence rates between measures difficult.

Emotional, self-conceptual, and relational characteristics of bullies and the bullied.

Science.gov (United States)

Meland, Eivind; Rydning, Jan Henrik; Lobben, Stian; Breidablik, Hans-Johan; Ekeland, Tor-Johan

2010-06-01

To clarify distributions of emotional and somatic symptoms among different groups involved in bullying behaviour during early adolescence; to explore differences in social integration and self-perceptions; to explore how different cut-off limits for bullying behaviour may affect the impact of these measures; and to interpret our findings in the light of theories of identity that may suggest directions for interventions against bullying in schools. A cross-sectional study, based on self-completion questionnaire, of 1237 pupils aged 11-15 years in autumn 2000 in Alesund, Norway. Bullies and their victims reported similar and greater emotional impairments and psychosomatic complaints, lack of self-confidence, and pessimism than students not involved in bullying. With increasing involvement, bullies differed from non-involved students only in regard to depressive complaints and pessimism. The bullied group reported more depressive, somatic and anxiety complaints, and self-reproach with increasing victimisation. Both bullies and the bullied reported problems relating to school, parents, and teachers. Bullies enjoyed friendships to the same degree or better than their peers not involved in bullying, whereas the bullied group reported impaired peer relations and increasing problems with more serious involvement. Bullies, the bullied, and bully-victims reported diminishing peer support in their class with increasing involvement. Both the bullied and bullies share relational, emotional, and self-conceptual problems, but they also differ in whether they succeed in social arenas and to what extent they are affected by different emotional and self-conceptual problems. They are, however, fellow sufferers in many aspects.

State Policies on School Climate and Bully Prevention Efforts: Challenges and Opportunities for Deepening State Policy Support for Safe and Civil Schools

Science.gov (United States)

Piscatelli, Jennifer; Lee, Chiqueena

2011-01-01

The National School Climate Center (NSCC) completed a 50-state policy scan on state school climate and anti-bullying policies to better understand the current state policy infrastructure supporting the development of positive school climates. This policy brief examines the current status of school climate and anti-bullying policies in each state,…

Bully Prevention in Positive Behavior Support

OpenAIRE

Ross, Scott W.; Horner, R. H.

2009-01-01

Bullying behaviors are a growing concern in U.S. schools. We present here a behavioral approach to bully prevention utilizing a schoolwide intervention. Bully prevention in positive behavior support (BP-PBS) teaches students to withhold the social rewards hypothesized to maintain bullying. A single-subject multiple baseline design across 6 students and three elementary schools was implemented in an empirical evaluation of the intervention's effectiveness. Results indicated that implementation...

Teachers’ Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ Students in a Southwestern Pennsylvania Sample

Directory of Open Access Journals (Sweden)

Jered B. Kolbert

2015-05-01

Full Text Available This study was designed to ascertain teachers’ perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ youth. In a sample of 200 educators (61.0% female; 96.5% White from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers’ perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers’ reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers’ perceptions of a higher level of staff and student support was associated with higher reported frequencies of students’ use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools’ anti-bullying policies.

Teachers’ Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample

Science.gov (United States)

Kolbert, Jered B.; Crothers, Laura M.; Bundick, Matthew J.; Wells, Daniel S.; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

2015-01-01

This study was designed to ascertain teachers’ perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers’ perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers’ reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers’ perceptions of a higher level of staff and student support was associated with higher reported frequencies of students’ use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools’ anti-bullying policies. PMID:26030341

Teachers' Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample.

Science.gov (United States)

Kolbert, Jered B; Crothers, Laura M; Bundick, Matthew J; Wells, Daniel S; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

2015-05-28

This study was designed to ascertain teachers' perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers' perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers' reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers' perceptions of a higher level of staff and student support was associated with higher reported frequencies of students' use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools' anti-bullying policies.

Socioeconomic Status and Bullying: A Meta-Analysis

Science.gov (United States)

Wolke, Dieter

2014-01-01

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

Bullies, Bullying and Power in the Contexts of Schooling

Science.gov (United States)

Bansel, Peter; Davies, Bronwyn; Laws, Cath; Linnell, Sheridan

2009-01-01

In this paper the four authors explore the experience of school bullying, drawing on stories of bullying generated in a collective biography workshop and on fictional accounts of bullying. They counter the current trend of reading bullying as individual or family pathology with a post-structuralist analysis of subjectification and power.

Detrimental effects of workplace bullying: impediment of self-management competence via psychological distress

Directory of Open Access Journals (Sweden)

Gabriele eGiorgi

2016-02-01

Full Text Available Emotional intelligence has been linked to various positive outcomes, such as organizational effectiveness, commitment, morale and health. In addition, longitudinal studies demonstrate that the competencies of emotional intelligence may change and be developed over time. Researchers have argued that work relationships are important for the development of emotional competence, but their usefulness depends on the quality of the relationship. Workplace bullying is considered to be one of the most stressful phenomena in the workplace and an example of a dysfunctional and toxic relationship that has detrimental effects on an individual’s physical and psychological health. Hence, the objective of the present study was to analyze the relationship linking workplace bullying, psychological distress and the self-management competence of emotional intelligence. More specifically, we tested part of the model presented by Cherniss and Goleman (2001 in which researchers argued that individual emotional intelligence is a result of relationships at work. In addition, we extended the model by proposing that the relationship between exposure to workplace bullying and the competence of self-management is explained by psychological distress. Data analysis of 326 participants from two private sector organizations in Italy demonstrated that psychological distress fully mediated the relationship between workplace bullying and the emotional intelligence ability of self-management. The present study’s findings point to the idea that, not only may emotional intelligence assist in handling exposure to workplace bullying, but exposure to workplace bullying may impede emotional intelligence via psychological distress.

Detrimental Effects of Workplace Bullying: Impediment of Self-Management Competence via Psychological Distress

Science.gov (United States)

Giorgi, Gabriele; Perminienė, Milda; Montani, Francesco; Fiz-Perez, Javier; Mucci, Nicola; Arcangeli, Giulio

2016-01-01

Emotional intelligence has been linked to various positive outcomes, such as organizational effectiveness, commitment, morale, and health. In addition, longitudinal studies demonstrate that the competencies of emotional intelligence may change and be developed over time. Researchers have argued that work relationships are important for the development of emotional competence, but their usefulness depends on the quality of the relationship. Workplace bullying is considered to be one of the most stressful phenomena in the workplace and an example of a dysfunctional and toxic relationship that has detrimental effects on an individual’s physical and psychological health. Hence, the objective of the present study was to analyze the relationship linking workplace bullying, psychological distress and the self-management competence of emotional intelligence. More specifically, we tested part of the model presented by Cherniss and Goleman (2001) in which researchers argued that individual emotional intelligence is a result of relationships at work. In addition, we extended the model by proposing that the relationship between exposure to workplace bullying and the competence of self-management is explained by psychological distress. Data analysis of 326 participants from two private sector organizations in Italy demonstrated that psychological distress fully mediated the relationship between workplace bullying and the emotional intelligence ability of self-management. The present study’s findings point to the idea that, not only may emotional intelligence assist in handling exposure to workplace bullying, but exposure to workplace bullying may impede emotional intelligence via psychological distress. PMID:26913013

Bullying of preterm children and emotional problems at school age: cross-culturally invariant effects.

Science.gov (United States)

Wolke, Dieter; Baumann, Nicole; Strauss, Victoria; Johnson, Samantha; Marlow, Neil

2015-06-01

To investigate whether adolescents who were born extremely preterm (weight (bullied, and whether this contributes to higher emotional problem scores. We used 2 whole population samples: the German Bavarian Longitudinal Study (BLS) (287 very preterm/very low birth weight and 293 term comparison children) and the UK EPICure Study (183 extremely preterm and 102 term comparison children). Peer bullying was assessed by parent report in both cohorts at school years 2 and 6/7. The primary outcome was emotional problems in year 6/7. The effects of prematurity and bullying on emotional problems were investigated with regression analysis and controlled for sex, socioeconomic status, disability, and preexisting emotional problems. Preterm-born children were more often bullied in both cohorts than term comparisons (BLS: relative risk, 1.27; 95% CI, 1.07-1.50; EPICure: relative risk, 1.69; 95% CI, 1.19-2.41). Both preterm birth and being bullied predicted emotional problems, but after controlling for confounders, only being bullied at both ages remained a significant predictor of emotional problem scores in both cohorts (BLS: B, 0.78; 95% CI, 0.28-1.27; P bullied at just a single time point also predicted emotional problems. Preterm-born children are more vulnerable to being bullied by peers. Those children who experience bullying over years are more likely to develop emotional problems. Health professionals should routinely ask about peer relationships. Copyright © 2015 Elsevier Inc. All rights reserved.

Bullying experience in primary school children

Directory of Open Access Journals (Sweden)

Farah Aulia

2016-12-01

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

Stand by Me: The Effects of a Police Anti-Bullying Presentation on South Korean High School Students' Attitudes about Bullying and Willingness to Intervene

Science.gov (United States)

Loui, Kenny

2017-01-01

Upon assuming the presidency of the Republic of Korea in 2013, Park Geun-hye announced her administration's priority to address the country's "Four Social Evils"--sexual violence, domestic violence, school bullying, and unsafe food products. As part of this initiative, the ROK national government urged police officers to implement…

Workplace bullying prevention: a critical discourse analysis.

Science.gov (United States)

Johnson, Susan L

2015-10-01

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

Cyber bullying: Child and youth spirituality

OpenAIRE

Anastasia Apostolides

2017-01-01

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

Jet Joint Undertaking

International Nuclear Information System (INIS)

Keen, B.E.; O'Hara, G.W.; Pollard, I.E.

1988-07-01

The paper presents the Jet Joint Undertaking annual report 1987. A description is given of the JET and Euratom and International Fusion Programmes. The technical status of JET is outlined, including the development and improvements made to the system in 1987. The results of JET Operation in 1987 are described within the areas of: density effects, temperature improvements, energy confinement studies and other material effects. The contents also contain a summary of the future programme of JET. (U.K.)

Workplace bullying and burnout among healthcare employees: The moderating effect of control-related resources.

Science.gov (United States)

Livne, Yael; Goussinsky, Ruhama

2018-03-01

Workplace bullying is a widespread and challenging problem in healthcare organizations, bearing negative consequences for individuals and organizations. Drawing on the job demands-resources theory, in this study, we examined the relationship between workplace bullying and burnout among healthcare employees, as well as the moderating role of job autonomy and occupational self-efficacy in this relationship. Using a cross-sectional design with anonymous questionnaires, data were collected from two samples of 309 healthcare employees in a mental health facility, and 105 nurses studying for their bachelor degree in health systems administration. The findings indicated that workplace bullying was positively related to burnout dimensions, and that this relationship was moderated by job autonomy and occupational self-efficacy resources. Job autonomy interacted with workplace bullying in predicting emotional exhaustion and depersonalization; the interaction of bullying with occupational self-efficacy significantly predicted depersonalization. These results underscore the importance of control-related resources in mitigating the harmful effects of workplace bullying on employees. Implications for research and managerial practices are discussed. © 2017 John Wiley & Sons Australia, Ltd.

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…

Antecedents, consequences and interventions for workplace bullying.

Science.gov (United States)

Kemp, Vivien

2014-09-01

The issue of workplace bullying has become an area of research interest in the last 3 decades. Much of the extant literature is published in the business management journals. This is problematic as the targets of workplace bullying may need psychiatric treatment; as a discipline, therefore psychiatrists may benefit from a deeper understanding of the nature of workplace bullying and its sequelae. There is still no agreed upon definition, although most definitions include similar criteria. Managers and human resources personnel frequently have difficulty identifying and effectively managing workplace bullying. The consequences for the targets of bullying can be severe; they may need psychiatric treatment and it can have a lifelong impact. There is a paucity of research into effective prevention and intervention programs. Preventive measures that focus on the whole workplace culture or on targets alone have mixed results. Workplace policies and procedures may lessen the prevalence and incidence of bullying, but often competing interests of senior management, human resources personnel, supervisors and workers may mitigate any antibullying interventions. Although psychiatrists are likely to treat the targets of bullying, bullying has yet to attract much attention as a research topic in psychiatry. Although the consequences of bullying can be severe for both targets and workplaces, prevention strategies are hampered by competing interests.

Educators' Perceptions on Bullying Prevention Strategies

Science.gov (United States)

de Wet, Corene

2017-01-01

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

Children's opinions on effective strategies to cope with bullying: the importance of bullying role and perspective

NARCIS (Netherlands)

Camodeca, M.; Goossens, F.A.

2005-01-01

In order to find out what children would suggest as useful interventions to stop bullying, we designed a questionnaire administered to 311 children (155 boys and 156 girls; mean age = 11 years). Thirty-six items were employed to ask children how effective, in their opinion, retaliation, nonchalance

Obesity and bullying: different effects for boys and girls.

Science.gov (United States)

Griffiths, L J; Wolke, D; Page, A S; Horwood, J P

2006-02-01

To investigate whether weight category (underweight, average weight, overweight, and obese) at age 7.5 predicts bullying involvement at 8.5 years. Models were tested separately for boys and girls to investigate gender differences in association patterns. Prospective cohort study in southwest England. Height and weight were measured in children at age 7.5 (n = 8210). BMI (kg/m2) was used to define underweight, average weight, overweight, and obese children, according to British age and gender specific growth reference data. Overt (n = 7083) and relational (n = 6932) bullying behaviour was assessed in children at age 8.5. After adjustment for parental social class, compared to average weight boys, obese boys were 1.66 (95% CI 1.04 to 2.66) times more likely to be overt bullies and 1.54 (1.12 to 2.13) times more likely to be overt victims. Obese girls were 1.53 (1.09 to 2.15) times more likely to be overt victims compared to average weight girls. Obesity is predictive of bullying involvement for both boys and girls. Preadolescent obese boys and girls are more likely to be victims of bullying because they deviate from appearance ideals. Other obese boys are likely to be bullies, presumably because of their physical dominance in the peer group.

Bullying experience in primary school children

OpenAIRE

Farah Aulia

2016-01-01

Bullying is still a significant problem today. Bullying occurs starting from the primary level up to college. The impact of the bullying on victims can be a lonely, difficult to adjust, insecurity, low self-esteem, depression and the worst is suicide. The earlier effort to detect bullying experienced by children will be able to prevent long-term effects caused. This study was conducted on 258 students of class 4-5 primary school in Yogyakarta. Data was collected through open-ended questionnai...

Why the bully/victim relationship is so pernicious: a gendered perspective on power and animosity among bullies and their victims.

Science.gov (United States)

Rodkin, Philip C; Hanish, Laura D; Wang, Shuai; Logis, Handrea A

2014-08-01

The bully/victim relationship was studied in a sample of elementary school children (N = 1,289 in first, third, and fifth grades). Three questions were tested. Does bullying involve a power differential between bully and victim? Are bully/victim dyads participants in a relationship, whether mutual liking or disliking? Does the gender composition of the bully/victim dyad moderate power differential and relational context patterns? Hierarchical linear modeling was used to analyze predictors of the reputational strength of bully/victim ties. The findings revealed that the bully/victim dyads most frequently nominated by peers were characterized by asymmetries in social status, where bullies were increasingly more popular than their victims, and by asymmetries in aggression, where bullies were increasingly less aggressive than their victims. Bullies and victims were likely to select one another as among the children that they least like. Most effects with respect to aggression, popularity, and relationships were moderated by the gender composition of the bully/victim dyad. Implications for a developmental psychopathology perspective on peer bullying and victimization are highlighted.

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...

Workplace bullying and legal protection of employees in the Czech Republic

Directory of Open Access Journals (Sweden)

Panajotis Cakirpaloglu

2016-01-01

Full Text Available Workplace bullying is a subtle manifestation of disturbed relationships in the working collective. This form of victimization of employees in the Czech Republic has, according to independent surveys, expanding dimensions. Empirical evidence generally tends to reveal the prevalence, forms and direction of aggression as well as numerous psychological, health and other consequences of victimization, especially in terms of various socio-demographic indicators. The presented study verifies extensive psychological survey on the sample of N = 3746 employees from the private, public and non-profit sectors in the Czech Republic, using a questionnaire of negative acts NAQ (Negative Act Questionnaire and a status questionnaire. The research confirmed a 12, 14% prevalence of bullying in the workplace in the Czech Republic. There is a balanced representation of men and women in the incidence of bullying, while the highest rates of bullying are reported within the state sector. Victimization in the workplace affects mostly ordinary workers, aged around 42 years, with secondary or higher education. The Czech Republic has not yet made workplace bullying an illegal practise, especially in comparison with other industrialized countries, where since 1990, mobbing is considered a criminal offense. Existing laws in the Czech Republic also do not recognise the concept of mobbing or bossing and therefore do not define these concepts closer. The prohibition of bullying in the workplace necessarily derives from the general provisions of the Anti- Discrimination Act, of the Civil Code, the Labour Code and the laws arising from administrative law. Victims of workplace bullying also get protection by some provisions of the Criminal Code, which protects the victim from aggressor offenses. The relevant legal norm is intended to act as a social regulator, partly preventively in terms of taking measures for the successful identification and elimination of conditions of a

Interactive Effects of Guilt and Moral Disengagement on Bullying, Defending and Outsider Behavior

Science.gov (United States)

Mazzone, Angela; Camodeca, Marina; Salmivalli, Christina

2016-01-01

We examined the moderating effect of guilt on the associations between moral disengagement and bullying, defending and outsider behaviors in a sample of 404 students (203 boys; M[subscript age] = 11.09 years; SD = 1.48). Bullying, defending and outsider behavior were assessed through peer nominations, whereas guilt and moral disengagement were…

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…

Friendship selection and influence in bullying and defending: effects of moral disengagement.

Science.gov (United States)

Sijtsema, Jelle J; Rambaran, J Ashwin; Caravita, Simona C S; Gini, Gianluca

2014-08-01

The current study examined the development of bullying and defending over a 1-year period as related to friends' influence and individual and friends' moral disengagement (i.e., self-justification mechanisms that allow one to avoid moral self-censure of transgressive actions) in children and young adolescents. Via longitudinal social network analysis (RSiena), it was tested whether similarity between friends in bullying and defending developed over time due to friends' influence, while controlling for friendship selection processes, and whether there were differences in these processes between children (age 9-10 years; n = 133; 42.9% girls) and young adolescents (age 11-14 years; n = 236; 40.6% girls). Results showed that individuals selected peers as friends who were similar in bullying and became more similar to friends in bullying over time, but only in early adolescence. Moreover, there was marginal support that friends' influence was stronger in young adolescents with higher moral disengagement. In early adolescence, bullying was also indirectly influenced through friends' moral disengagement, with different effects for boys and girls. With regard to defending, young adolescents maintained friendships with peers who were similar in defending, and became more similar to friends in terms of defending over time. These findings suggest important differences between late childhood and early adolescence in socialization processes and indicate that in early adolescence, friends' influence on the development of bullying is partially affected by moral disengagement. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The effects of the introduction of the no-smoking policy at HMYOI Warren Hill on bullying behaviour.

Science.gov (United States)

Lawrence, Sally; Welfare, Heather

2008-01-01

The current research explores the prevalence of bullying behaviour at HMYOI Warren Hill and the Carlford Unit. The introduction of the no-smoking policy at the establishment was also explored in relation to its effect on bullying behaviour given that tobacco has historically been the main item that young people have been bullied for. The Direct and Indirect Prisoner behaviour Checklist--Revised (DIPC-R) and a questionnaire designed to identify the effect of the introduction of the no-smoking policy on bullying behaviour were used within this study to answer the following questions: what is the prevalence of bullying behaviour at Warren Hill and the Carlford Unit, and do young people at Warren Hill and the Carlford Unit think that the rate and nature of bullying has been affected by the introduction of the no-smoking policy? One hundred and fifteen young people took part in the study. At Warren Hill, Bully/Victims were the most prevalent type identified and this was significantly greater than the number of young people identified as Pure Victims or Not Involved. On the Carlford Unit, Not Involved was the most prevalent type identified, and this finding provides limited support for the theories of bullying behaviour identified within the present study. The study found that the rate of bullying decreased following the introduction of the no-smoking policy at Warren Hill. The findings from this study are being used in the development of a new Violence Reduction Policy at HMYOI Warren Hill.

Social influence and bullying behavior: intervention-based network dynamics of the fairplayer.manual bullying prevention program.

Science.gov (United States)

Wölfer, Ralf; Scheithauer, Herbert

2014-01-01

Bullying is a social phenomenon and although preventive interventions consequently address social mechanisms, evaluations hardly consider the complexity of peer processes. Therefore, the present study analyzes the efficacy of the fairplayer.manual bullying prevention program from a social network perspective. Within a pretest-posttest control group design, longitudinal data were available from 328 middle-school students (MAge  = 13.7 years; 51% girls), who provided information on bullying behavior and interaction patterns. The revealed network parameters were utilized to examine the network change (MANCOVA) and the network dynamics (SIENA). Across both forms of analyses, findings revealed the hypothesized intervention-based decrease of bullies' social influence. Hence the present bullying prevention program, as one example of programs that successfully addresses both individual skills and social mechanisms, demonstrates the desired effect of reducing contextual opportunities for the exhibition of bullying behavior. © 2014 Wiley Periodicals, Inc.

Dampak Media Sosial dalam Cyber Bullying

OpenAIRE

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

2015-01-01

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

Cyber space bullying

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Popović-Ćitić Branislava

2009-01-01

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

School bullying

OpenAIRE

Smith, Peter K.

2013-01-01

Bullying is defined as a systematic abuse of power; the development of the research program on school bullying is outlined over four phases. The distinctive nature of cyberbullying, and also of identity-based bullying, is outlined. Measurement methods are discussed, and the kinds of prevalence rates obtained. A range of risk factors for involvement as a bully, or victim, are summarized. A range of school-based interventions are described, together with discussion of a meta-analysis of their o...

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

African Journals Online (AJOL)

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

BULLYING NA ESCOLA

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Mariana Aparecida Grillo

2015-09-01

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

Primary School Teachers and Parents Perception of Peer Bullying Among Children in Iran: A Qualitative Study.

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Salehi, Somaieh; Patel, Ahmed; Taghavi, Mona; Pooravari, Minoo

2016-09-01

The present study aimed to recognize bullying behavior in the students in Iran and analyze the perception of school teachers and parents in this regard. Several semi-structured interviews and observations were conducted with four teachers and eight parents of children involved in bully/victim problems and the analysis was interpreted through established comparative evaluation methods. Iranian teachers and the parents perceived bullying mainly as physical and verbal attacks with little understanding of the psychological factors. They emphasized that the underlying influence of religious beliefs should also be considered in the context of bullying among Iranian society due to the strict conformance applied by parents upon their child. Based on the outcomes of the study, it is recommended that the teachers participate in anti-bullying programs orientated to prevent bullying behaviors and develop strong supportive relationship with parents to reduce this behavior through personal contacts and interactive workshops.

Predictors of Workplace Bullying and Cyber-Bullying in New Zealand

OpenAIRE

Gardner, Dianne; O?Driscoll, Michael; Cooper-Thomas, Helena D.; Roche, Maree; Bentley, Tim; Catley, Bevan; Teo, Stephen T. T.; Trenberth, Linda

2016-01-01

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

Bullying in the American Graduate Medical Education System: A National Cross-Sectional Survey

Science.gov (United States)

2016-01-01

Objectives To deliver an estimate of bullying among residents and fellows in the United States graduate medical education system and to explore its prevalence within unique subgroups. Design/Setting/Participants A national cross-sectional survey from a sample of residents and fellows who completed an online bullying survey conducted in June 2015. The survey was distributed using a chain sampling method that relied on electronic referrals from 4,055 training programs, with 1,791 residents and fellows completing the survey in its entirety. Survey respondents completed basic demographic and programmatic information plus four general bullying and 20 specific bullying behavior questions. Between-group differences were compared for demographic and programmatic stratifications. Main Outcomes/Measures Self-reported subjected to workplace bullying from peers, attendings, nurses, ancillary staff, or patients in the past 12 months. Results Almost half of the respondents (48%) reported being subjected to bullying although both those subjected and not subjected reported experiencing ≥ 1 bullying behaviors (95% and 39% respectively). Attendings (29%) and nurses (27%) were the most frequently identified source of bullying, followed by patients, peers, consultants and staff. Attempts to belittle and undermine work and unjustified criticism and monitoring of work were the most frequently reported bullying behaviors (44% each), followed by destructive innuendo and sarcasm (37%) and attempts to humiliate (32%). Specific bullying behaviors were more frequently reported by female, non-white, shorter than bullying in the United States graduate medical education programs. Including specific questions on bullying in the Accreditation Council for Graduate Medical Education annual resident/fellow survey, implementation of anti-bullying policies, and a multidisciplinary approach engaging all stakeholders may be of great value to eliminate these pervasive behaviors in the field of

Bullying in the American Graduate Medical Education System: A National Cross-Sectional Survey.

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Amar R Chadaga

Full Text Available To deliver an estimate of bullying among residents and fellows in the United States graduate medical education system and to explore its prevalence within unique subgroups.A national cross-sectional survey from a sample of residents and fellows who completed an online bullying survey conducted in June 2015. The survey was distributed using a chain sampling method that relied on electronic referrals from 4,055 training programs, with 1,791 residents and fellows completing the survey in its entirety. Survey respondents completed basic demographic and programmatic information plus four general bullying and 20 specific bullying behavior questions. Between-group differences were compared for demographic and programmatic stratifications.Self-reported subjected to workplace bullying from peers, attendings, nurses, ancillary staff, or patients in the past 12 months.Almost half of the respondents (48% reported being subjected to bullying although both those subjected and not subjected reported experiencing ≥ 1 bullying behaviors (95% and 39% respectively. Attendings (29% and nurses (27% were the most frequently identified source of bullying, followed by patients, peers, consultants and staff. Attempts to belittle and undermine work and unjustified criticism and monitoring of work were the most frequently reported bullying behaviors (44% each, followed by destructive innuendo and sarcasm (37% and attempts to humiliate (32%. Specific bullying behaviors were more frequently reported by female, non-white, shorter than < 5'8 and BMI ≥ 25 individuals.Many trainees report experiencing bullying in the United States graduate medical education programs. Including specific questions on bullying in the Accreditation Council for Graduate Medical Education annual resident/fellow survey, implementation of anti-bullying policies, and a multidisciplinary approach engaging all stakeholders may be of great value to eliminate these pervasive behaviors in the field of

Bullying Prevention: A Research Dialogue with Dorothy Espelage

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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…

A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior

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Polanin, Joshua R.; Espelage, Dorothy L.; Pigott, Therese D.

2012-01-01

This meta-analysis synthesized bullying prevention programs' effectiveness at increasing bystander intervention in bullying situations. Evidence from 12 school-based programs, involving 12,874 students, indicated that overall the programs were successful (Hedges's g = 0.20, 95% confidence interval [CI] = 0.11 to 0.29, p = 0.001), with larger…

Prevalence of workplace bullying of South African employees

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Leanri Cunniff

2012-09-01

Full Text Available 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 to the implications and negative effects of workplace bullying and to determine whether employees with certain socio-demographic characteristics, SOC levels and diversity experiences experience higher levels of bullying than others do.Research design, approach and method: The researchers used a cross-sectional field survey approach. They used an availability sample (N = 13 911. They computed frequencies to determine the prevalence of workplace bullying and used a multivariate analysis of variance (MANOVA and analyses of variance (ANOVAs to determine the differences between the groups.Main findings: The results showed that 31.1% of the sample had experienced workplace bullying. The researchers found significant differences between all the socio-demographic groups. Participants with higher levels of SOC, and who experienced diversity positively, reported lower levels of workplace bullying.Practical/managerial implications: Employers need to realise that workplace bullying is a common problem amongst South African employees and should ensure that they have the necessary prevention methods.Contribution/value-add: This study contributes to the limited research on the prevalence of workplace bullying and its relationship with SOC and diversity experiences in the South African workplace.

Prevalence of workplace bullying of South African employees

Directory of Open Access Journals (Sweden)

Leanri Cunniff

2012-09-01

Full Text Available 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 to the implications and negative effects of workplace bullying and to determine whether employees with certain socio-demographic characteristics, SOC levels and diversity experiences experience higher levels of bullying than others do. Research design, approach and method: The researchers used a cross-sectional field survey approach. They used an availability sample (N = 13 911. They computed frequencies to determine the prevalence of workplace bullying and used a multivariate analysis of variance (MANOVA and analyses of variance (ANOVAs to determine the differences between the groups. Main findings: The results showed that 31.1% of the sample had experienced workplace bullying. The researchers found significant differences between all the socio-demographic groups. Participants with higher levels of SOC, and who experienced diversity positively, reported lower levels of workplace bullying. Practical/managerial implications: Employers need to realise that workplace bullying is a common problem amongst South African employees and should ensure that they have the necessary prevention methods. Contribution/value-add: This study contributes to the limited research on the prevalence of workplace bullying and its relationship with SOC and diversity experiences in the South African workplace.

Bullying and Suicidal Ideation and Behaviors: A Meta-Analysis

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Holt, Melissa K.; Vivolo-Kantor, Alana M.; Polanin, Joshua R.; Holland, Kristin M.; DeGue, Sarah; Matjasko, Jennifer L.; Wolfe, Misty; Reid, Gerald

2015-01-01

BACKGROUND AND OBJECTIVES Over the last decade there has been increased attention to the association between bullying involvement (as a victim, perpetrator, or bully-victim) and suicidal ideation/behaviors. We conducted a meta-analysis to estimate the association between bullying involvement and suicidal ideation and behaviors. METHODS We searched multiple online databases and reviewed reference sections of articles derived from searches to identify cross-sectional studies published through July 2013. Using search terms associated with bullying, suicide, and youth, 47 studies (38.3% from the United States, 61.7% in non-US samples) met inclusion criteria. Seven observers independently coded studies and met in pairs to reach consensus. RESULTS Six different meta-analyses were conducted by using 3 predictors (bullying victimization, bullying perpetration, and bully/victim status) and 2 outcomes (suicidal ideation and suicidal behaviors). A total of 280 effect sizes were extracted and multilevel, random effects meta-analyses were performed. Results indicated that each of the predictors were associated with risk for suicidal ideation and behavior (range, 2.12 [95% confidence interval (CI), 1.67–2.69] to 4.02 [95% CI, 2.39–6.76]). Significant heterogeneity remained across each analysis. The bullying perpetration and suicidal behavior effect sizes were moderated by the study’s country of origin; the bully/victim status and suicidal ideation results were moderated by bullying assessment method. CONCLUSIONS Findings demonstrated that involvement in bullying in any capacity is associated with suicidal ideation and behavior. Future research should address mental health implications of bullying involvement to prevent suicidal ideation/behavior. PMID:25560447

Development of the bullying and health experiences scale.

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

2012-11-09

Until recently, researchers have studied forms of bullying separately. For 40 years, research has looked at the traditional forms of bullying, including physical (eg, hitting), verbal (eg, threats), and social (eg, exclusion). Attention focused on cyberbullying in the early 2000s. Although accumulating research suggests that bullying has multiple negative effects for children who are targeted, these effects excluded cyberbullying from the definition of bullying. This paper responds to the need for a multidimensional measure of the impact of various forms of bullying. We used a comprehensive definition of bullying, which includes all of its forms, to identify children who had been targeted or who had participated in bullying. We then examined various ways in which they were impacted. We used an online method to administer 37 impact items to 377 (277 female, 100 male) children and youth, to develop and test the Bullying and Health Experience Scale. A principal components analysis of the bullying impact items with varimax rotation resulted in 8 factors with eigenvalues greater than one, explaining 68.0% of the variance. These scales include risk, relationships, anger, physical injury, drug use, anxiety, self-esteem, and eating problems, which represent many of the cognitive, psychological, and behavioral consequences of bullying. The Cronbach alpha coefficients for the 8 scales range from .73 to .90, indicating good inter-item consistency. Comparisons between the groups showed that children involved in bullying had significantly higher negative outcomes on all scales than children not involved in bullying. The high Cronbach alpha values indicate that the 8 impact scales provide reliable scores. In addition, comparisons between the groups indicate that the 8 scales provide accurate scores, with more negative outcomes reported by children involved in bullying compared to those who are not involved in bullying. This evidence of reliability and validity indicates that

Effects of theory of mind performance training on reducing bullying involvement in children and adolescents with high-functioning autism spectrum disorder.

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Liu, Meng-Jung; Ma, Le-Yin; Chou, Wen-Jiun; Chen, Yu-Min; Liu, Tai-Ling; Hsiao, Ray C; Hu, Huei-Fan; Yen, Cheng-Fang

2018-01-01

Bullying involvement is prevalent among children and adolescents with autism spectrum disorder (ASD). This study examined the effects of theory of mind performance training (ToMPT) on reducing bullying involvement in children and adolescents with high-functioning ASD. Children and adolescents with high-functioning ASD completed ToMPT (n = 26) and social skills training (SST; n = 23) programs. Participants in both groups and their mothers rated the pretraining and posttraining bullying involvement of participants on the Chinese version of the School Bullying Experience Questionnaire. The paired t test was used to evaluate changes in bullying victimization and perpetration between the pretraining and posttraining assessments. Furthermore, the linear mixed-effect model was used to examine the difference in the training effect between the ToMPT and SST groups. The paired t test indicated that in the ToMPT group, the severities of both self-reported (p = .039) and mother-reported (p = .003) bullying victimization significantly decreased from the pretraining to posttraining assessments, whereas in the SST group, only self-reported bullying victimization significantly decreased (p = .027). The linear mixed-effect model indicated that compared with the SST program, the ToMPT program significantly reduced the severity of mother-reported bullying victimization (p = .041). The present study supports the effects of ToMPT on reducing mother-reported bullying victimization in children and adolescents with high-functioning ASD.

Effects of theory of mind performance training on reducing bullying involvement in children and adolescents with high-functioning autism spectrum disorder.

Directory of Open Access Journals (Sweden)

Meng-Jung Liu

Full Text Available Bullying involvement is prevalent among children and adolescents with autism spectrum disorder (ASD. This study examined the effects of theory of mind performance training (ToMPT on reducing bullying involvement in children and adolescents with high-functioning ASD. Children and adolescents with high-functioning ASD completed ToMPT (n = 26 and social skills training (SST; n = 23 programs. Participants in both groups and their mothers rated the pretraining and posttraining bullying involvement of participants on the Chinese version of the School Bullying Experience Questionnaire. The paired t test was used to evaluate changes in bullying victimization and perpetration between the pretraining and posttraining assessments. Furthermore, the linear mixed-effect model was used to examine the difference in the training effect between the ToMPT and SST groups. The paired t test indicated that in the ToMPT group, the severities of both self-reported (p = .039 and mother-reported (p = .003 bullying victimization significantly decreased from the pretraining to posttraining assessments, whereas in the SST group, only self-reported bullying victimization significantly decreased (p = .027. The linear mixed-effect model indicated that compared with the SST program, the ToMPT program significantly reduced the severity of mother-reported bullying victimization (p = .041. The present study supports the effects of ToMPT on reducing mother-reported bullying victimization in children and adolescents with high-functioning ASD.

Bullying among High School Students

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

2013-01-01

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

Bullying and Victimization among Students with Disabilities: Effective Strategies for Classroom Teachers

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Rose, Chad A.; Monda-Amaya, Lisa E.

2012-01-01

Bullying has come to be recognized as a pervasive problem in schools today. Frequently bullying is not immediately recognized or viewed by classroom teachers as problematic behavior. As more students experience bullying, questions arise as to how well teachers understand the bullying dynamic and are aware of strategies for intervening when those…

Teacher Training to Handle Bullying in the School in Indonesia

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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

Adolescent's Unambiguous Knowledge of Overcoming Bullying and Developing Resilience

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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…

Staff and prisoner perceptions of physical and social environmental factors thought to be supportive of bullying: the role of bullying and fear of bullying.

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Allison, Matthew D; Ireland, Jane L

2010-01-01

The current study explored the relationship between social and physical environmental factors supportive of bullying, levels of bullying and fear of bullying. Participants were 261 adult male prisoners. All completed the Direct and Indirect Prisoner Checklist-Scaled Version Revised (DIPC-SCALED-r Ireland, 2007), the Prison Environment Scale (PES Allison, 2007), and a Brief Measure of Fear of Bullying Scale (BMFBS). The PES was explored initially using 100 male prisoners randomly selected from the main sample and 100 prison officers. It was predicted that increased bullying would be associated with increased evidence of environmental factors supportive of bullying; that increased levels of fear of bullying would be associated with increased evidence of environmental factors supportive of bullying; and that actual experience of bullying would represent better predictors of fear levels than the presence of environmental factors supportive of bullying. Those perceiving greater levels of environmental factors reported more fear of bullying and more behaviours indicative of bullying (perpetration and victimisation), with this holding for indirect and direct behaviours indicative of bullying. Bullying behaviours (direct perpetration and indirect victimisation) predicted fear of bullying more than the presence of environmental factors. The environmental factor of rules, regulations and security were found to predict bullying perpetration. Copyright 2009 Elsevier Ltd. All rights reserved.

Characteristics of effective schools in facing and reducing bullying

NARCIS (Netherlands)

Kyriakides, Leonidas; Creemers, Bert Peter Maria

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

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

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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.

National campaign effects on secondary pupils’ bullying and violence

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Mooij, Ton

2016-01-01

Background. Research on pupils' bullying (1991) and violence (1993) motivated the Dutch Ministry of Education, Culture and Science to initiate a national campaign on school safety. The government campaign was undertaken from 1995 to 2000. Aim. To test for differences in secondary pupils' bullying

Bullying, its effects on attitude towards class attendance and the contribution of physical and dentofacial features among adolescents in Northern Nigeria.

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Chikaodi, Oguchi; Abdulmanan, Yahaya; Emmanuel, Adeyemi Tope; Muhammad, Jibril; Mohammed, Modu Adam; Izegboya, Akpasa; Donald, Otuyemi Olayinka; Balarabe, Sani

2017-07-21

Background Bullying is a worldwide problem with varying consequences. Victims of school bullying may be targeted for many reasons including their appearance. They may also fear school and have difficulties in concentration. Objective This study aimed to determine the prevalence of bullying amongst adolescents in Kano, Northern Nigeria, the contribution of physical features and the perceived effect of bullying on their academic performance and school attendance. Subjects and methods Eight hundred and thirty-five students aged between 12 years and 17 years from eight randomly selected secondary schools in Kano, Nigeria took part in this study. Data collection was by self-administered questionnaires and analysis was by SPSS version 17. Results The pupils' mean age and standard deviation was 14.79 + 1.53 years. There were more male and private school pupils with 55.1% and 62%, respectively. About 43% of respondents reported being victims of bullying while about 32% had bullied someone else. There was more bullying in public schools than in private schools (p-value = 0.003). However, there was no significant gender difference (p > 0.05). More bullied pupils hated being in or outside the classroom (p bullied pupils played truant than non-bullied (p bullying felt it had consequences on their academic performance. Bullies frequently targeted general physical and dento-facial appearance. Conclusion The prevalence of bullying was high among the sampled population especially within public schools. This also had a significant negative effect on the students' academic performance.

Modeling workplace bullying using catastrophe theory.

Science.gov (United States)

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

2013-10-01

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

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

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Hall, William J.

2017-01-01

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 testing, and confirmatory factor analysis. A sample of 275 middle school students was used to examine the psychometric properties and factor structure of the BullyHARM, which consists of 22 items and 6 subscales: physical bullying, verbal bullying, social/relational bullying, cyber-bullying, property bullying, and sexual bullying. First-order and second-order factor models were evaluated. Results demonstrate that the first-order factor model had superior fit. Results of reliability testing indicate that the BullyHARM scale and subscales have very good internal consistency reliability. Findings indicate that the BullyHARM has good properties regarding content validation and respondent-related validation and is a promising instrument for measuring bullying victimization in school. PMID:28194041

Dampak Media Sosial dalam Cyber Bullying

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Monica Hidajat

2015-03-01

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

[Effect of workplace bullying on posttraumatic stress disorder in nursing staff].

Science.gov (United States)

Sun, Y Q; Ge, Y X; Ke, Z W; Li, Y Y; Jin, Q X; Lu, Y F

2018-01-20

Objective: To investigate the relationship between workplace bullying and posttraumatic stress disorder (PTSD) in nursing staff, and to analyze the role of psychological capital between workplace bullying and PTSD. Methods: From December 2014 to June 2015, convenience sampling was used to collect 496 nurses from 5 grade A tertiary hospitals in a province of China. Their workplace bullying, psychological capital, and PTSD status were assessed using the Negative Acts Questionnaire, Psychological Capital Questionnaire, and Posttraumatic Stress Disorder Self-Rating Scale, respectively. The correlation between variables was analyzed using a structural equation model. Results: Among these nurses, the scores of negative acts, psychological capital, and PTSD were 37.15±12.83, 78.81±16.54, and 34.56±12.52, respectively. The score on each dimension of negative acts was positively correlated with that on each dimension of PTSD ( P bullying is a predictive factor for PTSD, and psychological capital plays a mediating role between workplace bullying and PTSD. The manager should reduce workplace bullying to improve the psychological capital in nursing staff and to prevent and reduce PTSD.

Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims.

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

2012-11-01

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 aged 12-18 (57% females) reported the frequency of involvement in bullying and victimization. Participants were categorized as bullies (14.3%), bully-victims (3.9%), and victims (9.7%). Moral judgment, moral justifications, and emotion attributions to a hypothetical perpetrator of a moral transgression (relational aggression) were assessed. Bullies showed more morally disengaged reasoning than non-involved students. Bully-victims more frequently indicated that violating moral rules is right. Victims produced more victim-oriented justifications (i.e., more empathy) but fewer moral rules. Among victims, the frequency of morally responsible justifications decreased and the frequency of deviant rules increased with age. The findings are discussed from an integrative moral developmental perspective. ©2011 The British Psychological Society.

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

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Saracho, Olivia N.

2017-01-01

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

Bullying

DEFF Research Database (Denmark)

Søndergaard, Dorte Marie

2017-01-01

Bullying is a widespread problem among children. This entry will look at its prevalence and offer an overview of some of the definitions developed and discussed by researchers working within childhood studies, and by practitioners trying to implement researchers’ understandings of bullying...

Cyber space bullying

OpenAIRE

Popović-Ćitić Branislava

2009-01-01

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

Factors Affecting Jordanian School Adolescents' Experience of Being Bullied.

Science.gov (United States)

Shaheen, Abeer M; Hammad, Sawsan; Haourani, Eman M; Nassar, Omayyah S

The purpose of this study was to identify the Jordanian school adolescents' experience of being bullied, and to examine its association with selected socio-demographic variables. This cross sectional descriptive study used multi-stages cluster sampling technique to recruit a sample of in-school adolescents in Jordan (N=436). The Personal Experiences Checklist was used to measure the experience of bullying. Descriptive statistics and parametric tests were used in the analysis. Relational-verbal bullying was the most common form of bullying while cyber bullying was the least common type. Male adolescents experienced bullying more than females. In addition, adolescents belonging to low-income families experienced bullying more than those from moderate-income families. Finally, being bullied was negatively correlated with academic performance of students. This study indicated that risk factors for bullying are multifaceted which necessitate the development of prevention and intervention strategies to combat bullying taking into consideration these factors. Schools should introduce environmental changes to discourage bullying and establish a policy with specific guidelines of what constitutes bullying behavior and expected disciplinary procedures. Staff training on information about the definition of bullying, current trends, and the effects of bullying is also recommended. Copyright © 2017 Elsevier Inc. All rights reserved.

Chinese Anti-Cancer Association as a non-governmental organization undertakes systematic cancer prevention work in China

Science.gov (United States)

2015-01-01

Cancer has become the first leading cause of death in the world, particularly in low- and middle-income countries. Facing the increasing trend of cancer incidence and mortality, China issued and implemented “three-early (early prevention, early diagnosis and early treatment)” national cancer prevention plan. As the main body and dependence of social governance, non-governmental organizations (NGOs) take over the role of government in the field of cancer prevention and treatment. American Cancer Society (ACS) made a research on cancer NGOs and civil society in cancer control and found that cancer NGOs in developing countries mobilize civil society to work together and advocate governments in their countries to develop policies to address the growing cancer burden. Union for International Cancer Control (UICC), Cancer Council Australia (CCA), and Malaysian cancer NGOs are the representatives of cancer NGOs in promoting cancer control. Selecting Chinese Anti-Cancer Association (CACA) as an example in China, this article is to investigate how NGOs undertake systematic cancer prevention work in China. By conducting real case study, we found that, as a NGO, CACA plays a significant role in intensifying the leading role of government in cancer control, optimizing cancer outcomes, decreasing cancer incidence and mortality rates and improving public health. PMID:26361412

Cyber Bullying and Academic Performance

Science.gov (United States)

Faryadi, Qais

2011-01-01

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

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

December 2012 Policy Update: School Climate and Bully Prevention Trends State-by-State Assessment. School Climate Brief, Number 6

Science.gov (United States)

Bellizio, Dan

2012-01-01

This December 2012 Brief updates NSCC's 2011 report "State Policies on School Climate and Bully Prevention Efforts: Challenges and Opportunities for Deepening State Policy Support for Safe and Civil School"s (www.schoolclimate.org/climate/papers-briefs.php). This Brief provides a summary of State level: (1) anti-bullying legislation; (2)…

A PROPOSED TYPOLOGY OF THE MILITARY BULLY Donovan ...

African Journals Online (AJOL)

This lack of bullying literature stemming from military environments ... Of parallel importance, which is not facilitated in any military bullying ... In their study involving Norwegian Army soldiers, Østvik and Rudmin20 .... post-traumatic stress.52 Moreover, the negative effects of workplace bullying also .... Devalue and critical of.

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 a...

An evaluation of a drama program to enhance social relationships and anti-bullying at elementary school: a controlled study.

Science.gov (United States)

Joronen, Katja; Konu, Anne; Rankin, H Sally; Astedt-Kurki, Päivi

2012-03-01

Drama, theater and role-playing methods are commonly used in health promotion programs, but evidence of their effectiveness is limited. This paper describes the development, implementation and evaluation of a school-based drama program to enhance social relationships and decrease bullying at school in children in grades 4-5 (mean age of 10.4 years). Students (n = 190) were recruited from two primary schools with similar demographics and socio-economics in the Southern Finland and purposively allocated either to an intervention group or a control group. The drama program included classroom drama sessions, follow-up activities at home and three parents' evenings concerning issues of social well being during the school year September 2007-May 2008. Data on social relationships in the class room and experiences of bullying were obtained before and after the program using self-completed questionnaire from the same students (n = 134). The response rate was 71%. No differences in socio-demographics existed between intervention group and control group at pretest. The positive effect on social relationships resulting from the intervention approached statistical significance (p = 0.065). Moreover, the positive effect was found to be statistically significant in the high-intensity intervention classes (p = 0.011). Bullying victimization decreased 20.7 percentage units from pretest (58.8%) to posttest (38.1%) in the intervention group (p social relationships at school.

Explicit- and implicit bullying attitudes in relation to bullying behavior

NARCIS (Netherlands)

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

2010-01-01

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

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

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Muijs, Daniel

2017-01-01

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

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

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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.

Effect of Rational Emotive Theraphy in the Reduction of Bullying ...

African Journals Online (AJOL)

Effect of Rational Emotive Theraphy in the Reduction of Bullying Behaviour of Youth. ... Subscription or Fee Access ... Using a multi-stage approach, a total of sixty (60) secondary school students (30 males and 30 females; 30 JSS and 30 SSS) ...

Komunikasi Keluarga Dalam Pencegahan Perilaku Bullying Bagi Anak

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Preciosa Alnashava Janitra

2017-06-01

Full Text Available Communication process occurs in every aspect of life, including family. When people interact to each other, sometimes it may lead to bullying. Bullying is not a new phenomenon, especially in family. Bullying means verbal and physical threat, force and violence which conduct repeatedly, for instance by the older children to their younger sister or brother. This is the uniqueness of this research. Family communication becomes main foundation to prevent bullying. Researcher see this phenomenon as a unique problem to be studied. Based on that phenomenon, researcher interested to study “Family Communication in Preventing Bullying Behavior for Children”. Result shows that family communication in preventing children’s bullying behavior covers: (1 In order to prevent bullying, an effective family communication process has to be strived, including respect, empathy, audible (2 Causative factor of bullying is inappropriate parenting in context of family communication.   Proses komunikasi berlangsung dalam setiap aspek kehidupan, termasuk dalam lapisan masyarakat dan lapisan keluarga. Ketika manusia melakukan interaksi satu sama lainnya, kadang-kadang mengarah pada perilaku bullying. Bullying bukanlah fenomena yang baru lagi, khususnya dalam sebuah keluarga. Bullying artinya ancaman, pemaksaan, kekerasan fisik maupun verbal yang dilakukan berulang-ulang, misalnya kakak kepada adiknya. Disinilah letak keunikan penelitian ini. Komunikasi keluarga menjadi pondasi utama untuk mencegah terjadinya perilaku bullying bagi anak. Peneliti melihat fenomena ini merupakan masalah yang unik dan menarik untuk diteliti. Berdasarkan fenomena tersebut, peneliti tertarik untuk mengangkat “Komunikasi Keluarga dalam Pencegahan Perilaku Bullying bagi Anak”. Hasil penelitian ini menunjukkan bahwa komunikasi keluarga dalam pencegahan perilaku bullying bagi anak meliputi: (1 Untuk mencegah bullying harus diupayakan proses komunikasi keluarga yang efektif yaitu: respek

Bullying among Jordanian schoolchildren, its effects on school performance, and the contribution of general physical and dentofacial features.

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Al-Bitar, Zaid B; Al-Omari, Iyad K; Sonbol, Hawazen N; Al-Ahmad, Hazem T; Cunningham, Susan J

2013-12-01

The aims of this study were to investigate the experience of bullying in a representative sample of Jordanian schoolchildren in Amman, to look at its effect on school attendance and perception of academic performance, and to look at the contribution of general physical and dentofacial features to this phenomenon. This was a cross-sectional study in which a representative sample of sixth-grade students (11-12 years of age) from randomly selected schools was asked to complete questionnaires distributed in the classroom in the presence of the researchers. The final sample size was 920 children (470 girls, 450 boys). The prevalence of bullying was 47% (n = 433); significantly more boys reported being bullied than girls (P bullying reported playing truant from school and disliking school than those who were not bullied. Teeth were the number 1 feature targeted for bullying, followed by strength and weight. The 3 most commonly reported dentofacial features targeted by bullies were spacing between the teeth or missing teeth, shape or color of the teeth, and prominent maxillary anterior teeth. This study demonstrated a high prevalence of bullying in Jordanian schools, with many children experiencing bullying because of their dental or facial appearance. Copyright © 2013 American Association of Orthodontists. Published by Mosby, Inc. All rights reserved.

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

Science.gov (United States)

Bardakçı, Ezgi; Günüşen, Neslihan Partlak

2016-03-01

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

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

Science.gov (United States)

Albdour, Maha; Krouse, Helene J

2014-05-01

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

Teachers' experiences of workplace bullying and its effects on health :|bdeveloping a multi-level intervention programme / Jaqueline de Vos

OpenAIRE

De Vos, Jaqueline

2012-01-01

Workplace bullying is recognised as a major psychosocial stressor in various professions and can have severe effects on health. Teachers are distinguished as an occupational group that is severely affected by this phenomenon. The general objectives of this research study were to firstly investigate teachers’ experiences of workplace bullying and its effects on health, and secondly, to develop a multi-level intervention programme that can be implemented to address workplace bullying and its ef...

#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,"…

Effects of Cyberprogram 2.0 on "face-to-face" bullying, cyberbullying, and empathy.

Science.gov (United States)

Garaigordobil, Maite; Martínez-Valderrey, Vanesa

2015-01-01

The considerable prevalence of cyberbullying and its noxious effects on all those concerned reveals the need for programs to prevent and/or intervene in this type of violence. The purpose of this study was to assess the effects of Cyberprogram 2.0 on "face-to-face" bullying, cyberbullying, and empathy. A sample of 176 adolescents of the Basque Country (Spain), aged between 13 and 15 years, who studied Compulsory Secondary Education, was used. Of them, 93 were randomly assigned to the experimental condition, and 83 to the control condition. The study used a pretest-posttest repeated measures design with a control group. Before and after the program, two assessment instruments were administered. The results confirmed that the program significantly stimulated: (a) a decrease in the amount of bullying and cyberbullying behaviors suffered and/or carried out (level of victimization, perpetration, aggressive-victimization); and (b) an increase in the capacity for empathy. The study provides evidence of the effectiveness of Cyberprogram 2.0 to prevent and reduce bullying and cyberbullying. The discussion analyzes aspects of the program that may account for the significant intervention effects.

Bullying in the Clinical Training of Pharmacy Students

Science.gov (United States)

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

2014-01-01

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

Not Like Us: Using Picture Books to Talk about Relational Bullying

Science.gov (United States)

Pace, Barbara G.; Lowery, Ruth M.; Lamme, Linda L.

2004-01-01

Often the victims of bullying are singled out because they are different from the majority. The fear of being bullied is a life-shaping fear that effects the lives of more than 160,000 students who miss school every day to avoid victimization by bullies. The damaging effects of bullying can lead to poor academic performance, low self-esteem, early…

Effect of high school students’ selfconcept and family relationships on peer bullying - doi: 10.5020/18061230.2012.p405

Directory of Open Access Journals (Sweden)

Arslan Sevda

2013-07-01

Full Text Available Objective: To determine the role of high school students in the cycle of bullying, their selfconcept and the effect of family characteristics associated with the bullying. Methods: We conducted a descriptive, comparative and correlational study. The survey data were collected in the largest province of Turkey, Istanbul, with 1670 students in ninth and tenth grades in six (2 regular, 2 occupational and 2 private high schools, chosen to represent the types of schools affiliated to Ministry of Education. Data were collected through four different data collection tools: Multidimensional Scale of Peer Victimization, Self-Concept Scale Piers-Harris Children’s, Family Assessment Device and a personal information form. Results: According to the Victimization Scale, 17% of students were in the cycle of bullying (5.3% of aggressors, victims of 5.9%, 5.8% both aggressors as victims. The bullying was significantly more common in the mother-father separated group, in the group that had witnessed violence between family members and those who had been treated violently by family members. Bullying was significantly lower in students with healthy families compared with those who do not have healthy families and students with high average score on the selfconcept compared to those with low average score. Conclusions: This study shows the need to implement effective measures to prevent bullying in schools. Based on the results of the study, it should be emphasized that education can be directed to families through programs to prevent bullying. The focus of the implementation can be concentrated on the effect of family relations on students’ behavior. The existing programs of bullying prevention can be directed to increase the level of self-esteem of students with low self-esteem, because they are more likely to become involved in bullying incidents.

Price Undertakings, VERs, and Foreign Direct Investment

OpenAIRE

Ishikawa, Jota; Miyagiwa, Kaz

2006-01-01

We compare the relative effect of a voluntary export restraint (VER) and a price undertaking on foreign firms' incentive to engage in FDI. We emphasize foreign rivalry as a determinant of FDI. We show, in a model that has two foreign firms competing with a home firm in the home country, that a price undertaking induces more FDI than a VER. The home country government, operating under the constraint to protect the home firm, is generally better off settling an antidumping case with a VER than ...

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

Science.gov (United States)

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

2014-01-01

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

An Exploration of Managers’ Discourses of Workplace Bullying

Science.gov (United States)

Johnson, Susan L.; Boutain, Doris M.; Tsai, Jenny Hsin-Chun; Beaton, Randal; de Castro, Arnold B.

2017-01-01

AIM To identify discourses used by hospital nursing unit managers to characterize workplace bullying, and their roles and responsibilities in workplace bullying management. BACKGROUND Nurses around the world have reported being the targets of bullying. These nurses often report that their managers do not effectively help them resolve the issue. There is scant research that examines this topic from the perspective of managers. METHODS This was a descriptive, qualitative study. Interviews were conducted with hospital nursing unit managers who were recruited via purposive and snowball sampling. Data were analyzed using Willig’s Foucauldian discourse analysis. RESULTS Managers characterized bullying as an interpersonal issue involving the target and the perpetrator, as an intrapersonal issue attributable to characteristics of the perpetrator, or as an ambiguous situation. For interpersonal bullying, managers described supporting target’s efforts to end bullying; for intrapersonal bullying, they described taking primary responsibility; and for ambiguous situations, they described several actions, including doing nothing. CONCLUSION Managers have different responses to different categories of bullying. Efforts need to be made to make sure they are correctly identifying and appropriately responding to incidents of workplace bullying. PMID:25597260

Workplace bullying influences women's engagement in the workforce.

Science.gov (United States)

MacIntosh, Judith

2012-11-01

Workplace bullying creates hostile work environments, affects mental and physical health, and has social, economic, and career implications. Over 70% of targets of workplace bullying become unemployed either by losing their jobs or by leaving voluntarily. In a grounded theory study, we explored how experiencing workplace bullying and its health consequences affected 40 Canadian women. Further, I examined whether women stayed at or left workplaces after being bullied, how they left, and the influences on whether they stayed or left. Implications of this study are that bullied women and the organizations for which they work need to be assisted to manage this experience more effectively.

Nurse bullying: organizational considerations in the maintenance and perpetration of health care bullying cultures.

Science.gov (United States)

Lewis, Malcolm A

2006-01-01

To examine bullying within nursing from a micro-sociological perspective and elucidate interactive mechanisms contributing to its causes and continuation within the nursing profession. The paper is part of a doctoral research study into bullying within nursing. It considers issues pertinent to management, and in the role of negotiated interactions within the National Health Service when dealing with bullying problems. The complex dynamics involved can be problematic for management when dealing with bullying, while often managers have been targets of bullying themselves and not infrequently accused of it. Features of bullying activity are explored, along with issues of target and bully awareness, a central feature in bullying negotiations. Issues of awareness and emergence of bullying behaviour have been identified through vignettes and unstructured interviews, and the research has identified complex interactive events in the creation and maintenance of nurse bullying activity. It is hoped that with a clearer understanding of such mechanisms and manifestations that bullying in the workplace can be reduced or eliminated. The paper is of practical use to nurse managers in illuminating such mechanisms and bringing bullying awareness to the fore. Such activity is ultimately damaging to the organization in both cost and time; and significant for professional practice by its impact upon the nurse and their work in supportive and safe environments. It will also to allow managers to consider their own practice and reactions to bullying activity within the profession. The overall findings from the research point strongly to bullying activity being essentially 'learned behaviour' within the workplace rather than any predominantly psychological deficit within individual perpetrators and targets.

The Effect Social Interest Training on Lifestyle in Bullying and Victim Adolescences

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ezatolah ghadampour

2017-07-01

Full Text Available The aim of this research was to determine the effect of social interest training on lifestyle of bullying and victim adolescences. The research design was quasi-experimental with pretest posttest, two month Follow-up, and experimental and control groups. The population of the study consisted of bullying and victim male high school students in second and third grades in Abarkooh in the academic year 2015-2016. After administering sociometry and the Olweus Bulling/victimization Revised Questionnaire, on the basis of the results of sociometry those students who were classified as bully and victim were selected. 40 bullying students were assigned to bullying group and 40 students were assigned to victimization group. Then each group was randomly divided into two experimental and control groups. All groups were asked to complete Kern Lifestyle Questionnaire as the pre-test. The experimental groups participated in social interest training for 12 sessions (two sessions per week separately. The control groups were placed on a waiting list to receive training. At the end of the sessions, all groups were reassessed via reappraisal. Mixed intra-between group multivariate variance analysis and pairwise comparisons results indicated that social interest training improve the lifestyles in the experimental groups as compared to the control groups both in the post- and follow-up tests. The results showed that increasing social interest is certainly a beginning toward positive direction and would encourage the individual to create a lifestyle based on empathy, responsibility, cooperation goals as these would increase the probability of successfully solving the life task problems.

Exploring high school learners' perceptions of bullying.

Science.gov (United States)

Blake, Patricia; Louw, Johann

2010-12-01

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

Psychosocial health among young victims and offenders of direct and indirect bullying.

Science.gov (United States)

van der Wal, Marcel F; de Wit, Cees A M; Hirasing, Remy A

2003-06-01

To assess the association between bullying (both directly and indirectly) and indicators of psychosocial health for boys and girls separately. A school-based questionnaire survey of bullying, depression, suicidal ideation, and delinquent behavior. Primary schools in Amsterdam, The Netherlands. A total of 4811 children aged 9 to 13. Depression and suicidal ideation are common outcomes of being bullied in both boys and girls. These associations are stronger for indirect than direct bullying. After correction, direct bullying had a significant effect on depression and suicidal ideation in girls, but not in boys. Boy and girl offenders of bullying far more often reported delinquent behavior. Bullying others directly is a much greater risk factor for delinquent behavior than bullying others indirectly. This was true for both boys and girls. Boy and girl offenders of bullying also more often reported depressive symptoms and suicidal ideation. However, after correction for both sexes only a significant association still existed between bullying others directly and suicidal ideation. The association between bullying and psychosocial health differs notably between girls and boys as well as between direct and indirect forms of bullying. Interventions to stop bullying must pay attention to these differences to enhance effectiveness.

Adolescent Bullying and Sleep Difficulties

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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.

School Bullying: Why Quick Fixes Do Not Prevent School Failure

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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…

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

Science.gov (United States)

Poon, Kean

2016-01-01

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

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

Directory of Open Access Journals (Sweden)

Kean Poon

2016-11-01

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

Bullying

Science.gov (United States)

Zirkel, Perry A.

2005-01-01

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

School bullying

DEFF Research Database (Denmark)

and relational practices – as well as the abjections by which subjects and social groups are formed – have inspired several of the articles, and the authors seek to reveal complex patterns of relating amongst children in school classes that are saturated by marginalisation and bullying practices. Foucault......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...... 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...

School bullying

DEFF Research Database (Denmark)

the importance of qualitative research in the field of school bullying. However, the authors also acknowledge the importance of insights obtained through quantitative studies, such as survey material, and through mixed methods (see Hansen, Henningsen and Kofoed on page XX, and Cross and Barnes on page XX)....... seen amongst various the actors involved in bullying practices. Theoretical approaches based in deconstruction, discourse analysis and narrative analysis as well as mixed methods have been utilised to analyse the qualitative data. This anthology makes a particular contribution in highlighting......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...

Development, implementation and evaluation of a process to prevent and combat workplace bullying.

Science.gov (United States)

Strandmark, Margaretha; Rahm, Gullbritt

2014-11-01

Our objective was to develop and implement an intervention program in collaboration with workplace personnel, to evaluate the process as a vehicle to prevent and combat bullying. The project emanates from a community-based participatory approach. We obtained data from individual and focus group interviews. We used grounded theory methodology, and made a comparative analysis before and after the intervention. Focus group interviews at the three first meetings indicated that those best positioned to prevent and combat bullying were the immediate supervisors, in collaboration with co-workers and upper management. The goal of zero tolerance toward bullying can be achieved if all concerned work together, using a humanistic value system, an open workplace atmosphere, group collaboration and conflict resolution. We developed an intervention, including lecturers and reflection groups, which ultimately resulted in an action plan. Focus group interviews at the fourth meeting, after the implementation, showed that employees were then more aware of bullying problems; the atmosphere at the workplace improved; the collaboration between and within the group was stronger; and the supervisor worked continuously to prevent and combat bullying, using the humanistic values suggested. We propose additional systematic work to implement our action plan and a conflict resolution system. The anti-bullying program implementation in the workplace achieved some success, but the intervention process is ongoing. © 2014 the Nordic Societies of Public Health.

Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London.

Science.gov (United States)

Rothon, Catherine; Head, Jenny; Klineberg, Emily; Stansfeld, Stephen

2011-06-01

This paper investigates the extent to which social support can have a buffering effect against the potentially adverse consequences of bullying on school achievement and mental health. It uses a representative multiethnic sample of adolescents attending East London secondary schools in three boroughs. Bullied adolescents were less likely to achieve the appropriate academic achievement benchmark for their age group and bullied boys (but not girls) were more likely to exhibit depressive symptoms compared to those not bullied. High levels of social support from family were important in promoting good mental health. There was evidence that high levels of support from friends and moderate (but not high) family support was able to protect bullied adolescents from poor academic achievement. Support from friends and family was not sufficient to protect adolescents against mental health difficulties that they might face as a result of being bullied. More active intervention from schools is recommended. Copyright © 2010 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Workplace Bullying in a Group Context

Science.gov (United States)

Coyne, Iain; Craig, Jane; Smith-Lee Chong, Penelope

2004-01-01

This study examined the sociometric status of victims, perpetrators and bully-victims (those who self-reported being a victim and a perpetrator) in functional workplace teams and assessed the relationship between victimisation and bullying on team effectiveness. A sample of 288 fire-fighter personnel in 36 teams were asked to self-report and…

Warning Signs of Bullying

Science.gov (United States)

... of Aggressive Behavior Print Share Warning Signs for Bullying There are many warning signs that may indicate ... Get help right away . Signs a Child is Bullying Others Kids may be bullying others if they: ...

Health correlates of workplace bullying

DEFF Research Database (Denmark)

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

2016-01-01

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

Cyber bullying prevention: intervention in Taiwan.

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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.

Cyber bullying prevention: intervention in Taiwan.

Science.gov (United States)

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

2013-01-01

This study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation. 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. 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.

Bullying and Zero-Tolerance Policies: The School to Prison Pipeline

Science.gov (United States)

Berlowitz, Marvin J.; Frye, Rinda; Jette, Kelli M.

2017-01-01

The centrality of zero-tolerance policies as a component of anti-bullying strategies is the focus of this paper. A review of the literature of social justice advocates, journalists, and scholars reveals that zero-tolerance policies tend to push students out of public schools into the criminal justice system in a pattern of institutional racism.…

Cyber-Bullying: Developing Policy to Direct Responses that are Equitable and Effective in Addressing This Special Form of Bullying

Science.gov (United States)

Brown, Karen; Jackson, Margaret; Cassidy, Wanda

2006-01-01

The article reviews existing research on cyber-bullying, framed through a policy lens. It is clear that public policy issues for cyber-bullying involve tensions between the values of freedom of speech, the best interests of the child, and parental and school protective authority over the child. Given the complexity of the problem, as well as…

Educators' understanding of workplace bullying

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Corene de Wet

2014-01-01

Full Text Available This article looks at educators' understanding of workplace bullying through the lens o a two-dimensional model of bullying. Educators, who were furthering their studies at the University of the Free State, were invited to take part in a study on different types of bullying. Deductive, directed content analysis was used to analyse 59 participants' descriptions of workplace bullying. The study found that the theoretical model provided a valuable framework for studying bullying in this context. The analysis of the educators' descriptions provided the following insights about the relational and organisational foundations of workplace bullying: (1 The relational powerless victims are subjected to public humiliation, disregard, isolation and discrimination. The bullying of educators results in escalating apathy and disempowerment, to the detriment of their professional and private wellbeing. (2 Bullying is likely to occur in schools where organisational chaos reigns. Such schools are characterised by incompetent, unprincipled, abusive leadership, lack of accountability, fairness and transparency. (3 There is interplay between relational powerlessness and organisational chaos, i.e. the absence of principled leadership, accountability and transparency gives rise to workplace bullying.

Effectiveness of a multicomponent school based intervention to reduce bullying among adolescents in Chandigarh, North India: A quasi-experimental study protocol

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Monica Rana

2018-04-01

Full Text Available Background: Bullying perpetration and victimization is associated with significant academic, psychosocial and health related problems among adolescents. There is a need to develop effective interventions to prevent bullying among adolescents, especially in low and middle income countries. This paper presents the study protocol to develop, and evaluate the effect of multi-component school based prevention program for bullying in India. Design: Quasi-experimental study. Methods: The study will be conducted among 846 students of grade 7th and 8th in the intervention and control schools in Chandigarh, Union Territory, North India. A government and a private school will be selected purposively in each of the intervention and control arm. The intervention is based on socio-ecological model, and will be administered at individual, relationship (parents and teachers and school level. The primary study outcome will be the proportion of students experiencing any kind of bullying (bullying, victimization, or both, in each study arm. The effectiveness of the intervention will be measured by performing difference in difference analysis and generalized estimating equations. Expected impact for public health: Bullying is an aggressive behaviour with significant morbidities, including psychological or physical trauma, affecting individuals not only in their adolescence, but also later in their adulthood. This quasi-experimental study is expected to provide evidence on whether multi-component bullying prevention intervention program, can reduce the burden of bullying perpetration and victimization among school adolescents in India. The results of the study will add in the exiting literature on bullying intervention program, especially, from the low middle-income countries, as there are limited studies available on this topic in these countries.

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...

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. © 2012 The Author. Scandinavian Journal of Psychology © 2012 The Scandinavian Psychological Associations.

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

Science.gov (United States)

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

2010-01-01

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

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

Directory of Open Access Journals (Sweden)

Leah P. Hollis

2015-06-01

Full Text Available Workplace bullying has a detrimental effect on employees, yet few studies have examined its impact on personnel in American higher education administration. Therefore, two central research questions guided this study: (a What is the extent of workplace bullying in higher education administration? and (b What is the cost of workplace bullying specifically to higher education administration? Participants from 175 four-year colleges and universities were surveyed to reveal that 62% of higher education administrators had experienced or witnessed workplace bullying in the 18 months prior to the study. Race and gender were not parameters considered in the sample. A total of 401 (n = 401 higher education respondents completed the instrument from various departments on a campus: academic affairs, student affairs, athletics, development/advancement, admissions/financial aid, information technology, arts faculty, sciences faculty, and executives. Employment disengagement served as the theoretical lens to analyze the financial cost to higher education when employees mentally disengage from organizational missions and objectives. With this lens, the study examined staff hours lost through employee disengagement and the associated costs.

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…

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…

A meta-analysis of sex differences in cyber-bullying behavior: the moderating role of age.

Science.gov (United States)

Barlett, Christopher; Coyne, Sarah M

2014-01-01

The current research used meta-analysis to determine whether (a) sex differences emerged in cyber-bullying frequency, (b) if age moderated any sex effect, and (c) if any additional moderators (e.g., publication year and status, country and continent of data collection) influenced the sex effect. Theoretically, if cyber-bullying is considered a form of traditional bullying and aggression, males are likely to cyber-bully more than females. Conversely, if cyber-bullying is considered relational/indirect aggression, females will be slightly more likely to cyber-bully than males. Results from 122 effect size estimates showed that males were slightly more likely to cyber-bully than females; however, age moderated the overall effect. Specifically, females were more likely to report cyber-bullying during early to mid-adolescence than males, while males showed higher levels of cyber-bullying during later adolescence than females. Publication status and year and continent and country of data collection also moderated the overall effect. © 2014 Wiley Periodicals, Inc.

The Effect Social Interest Trainingon lifestyle in Bullying and Victim Adolescences

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Seyed Reza Poorseyed

2016-11-01

Full Text Available The aim of this research was to The Effect Social Interest Training on lifestyle in Bullying and Victim Adolescences. The research design was quasi-experimental with pretest posttest, two month Follow-up and two control groups.In this study statistical population was second and third high school grades bullying and victim boy students in Abarkooh in the academic year 2015-2016.Implement research after applying sociometry and running the Olweus Bulling/ victimization revised questionnaire, of  among the students who based on the analysis of the results of sociometry and achieved scores in the Bulling/victimization revised questionnaire were classified as bullying and victimization adolescents, 40 students were randomly selected as bullying group and 40 students were selected as victimization group. Then each group was randomly assigned into two groups of experimental and control. Then they were completed Kern lifestyles questionnaire in pre-test. Experimental groups participated in Social Interest Training for 12 sessions (two sessions per week separately. Control group were placed on a waiting list to receive training. At the end of the sessions, both groups of experimental and control were reassessed via reappraisal. Mixed intra-between group Multivariate Variance analysis and pairwise comparisons results indicated that Social Interest Therapy could amelioration lifestyle in experimental groups than in post-test and follow-up. The results showed that Increasing Social Interest is certainly a beginning toward positive movement and caused the individual will create a lifestyle based on empathy, responsibility, cooperation goals that will increase the probability of successfully solving the life task.

Initiating change locally in bullying and aggression through the school environment (INCLUSIVE) trial: update to cluster randomised controlled trial protocol.

Science.gov (United States)

Bonell, Chris; Mathiot, Anne; Allen, Elizabeth; Bevilacqua, Leonardo; Christie, Deborah; Elbourne, Diana; Fletcher, Adam; Grieve, Richard; Legood, Rosa; Scott, Stephen; Warren, Emily; Wiggins, Meg; Viner, Russell M

2017-05-25

Systematic reviews suggest that multi-component interventions are effective in reducing bullying victimisation and perpetration. We are undertaking a phase III randomised trial of the INCLUSIVE multi-component intervention. This trial aims to assess the effectiveness and cost-effectiveness of the INCLUSIVE intervention in reducing aggression and bullying victimisation in English secondary schools. This paper updates the original trial protocol published in 2014 (Trials 15:381, 2014) and presents the changes in the process evaluation protocol and the secondary outcome data collection. The methods are summarised as follows. cluster randomised trial. 40 state secondary schools. Outcomes assessed among the cohort of students at the end of year 7 (n = 6667) at baseline. INCLUSIVE is a multi-component school intervention including a social and emotional learning curriculum, changes to school environment (an action group comprising staff and students reviews local data on needs to review rules and policies and determine other local actions) and staff training in restorative practice. The intervention will be delivered by schools supported in the first two years by educational facilitators independent of the research team, with a third intervention year involving no external facilitation but all other elements. Comparator: normal practice. Primary: Two primary outcomes at student level assessed at baseline and at 36 months: 1. Aggressive behaviours in school: Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale (ESYTC) 2. Bullying and victimisation: Gatehouse Bullying Scale (GBS) Secondary outcomes assessed at baseline, 24 and 36 months will include measures relating to the economic evaluation, psychosocial outcomes in students and staff and school-level truancy and exclusion rates. 20 schools per arm will provide 90% power to identify an effect size of 0.25 SD with a 5% significance level. Randomisation: eligible consenting schools were

Ethical Infrastructure and Successful Handling of Workplace Bullying

OpenAIRE

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

2017-01-01

Antecedents and consequences of workplace bullying are well documented. However, the mea- sures taken against workplace bullying, and the effectiveness of such measures, have received less attention. This study addresses this knowledge gap by exploring the role of ethical infrastructure in perceived successful handling of reported workplace bullying. Ethical infrastructure refers to formal and informal systems that enable ethical behavior and disable unethical behavior in organizations. A sur...

Public Undertakings and Imputability

DEFF Research Database (Denmark)

Ølykke, Grith Skovgaard

2013-01-01

In this article, the issue of impuability to the State of public undertakings’ decision-making is analysed and discussed in the context of the DSBFirst case. DSBFirst is owned by the independent public undertaking DSB and the private undertaking FirstGroup plc and won the contracts in the 2008...... Oeresund tender for the provision of passenger transport by railway. From the start, the services were provided at a loss, and in the end a part of DSBFirst was wound up. In order to frame the problems illustrated by this case, the jurisprudence-based imputability requirement in the definition of State aid...... in Article 107(1) TFEU is analysed. It is concluded that where the public undertaking transgresses the control system put in place by the State, conditions for imputability are not fulfilled, and it is argued that in the current state of law, there is no conditional link between the level of control...

Qualitative Evaluation of a Role Play Bullying Simulation.

Science.gov (United States)

Gillespie, Gordon L; Brown, Kathryn; Grubb, Paula; Shay, Amy; Montoya, Karen

Bullying against nurses is becoming a pervasive problem. In this article, a role play simulation designed for undergraduate nursing students is described. In addition, the evaluation findings from a subsample of students who participated in a role play simulation addressing bullying behaviors are reported. Focus group sessions were completed with a subset of eight students who participated in the intervention. Sessions were audiorecorded, transcribed verbatim, and analyzed using Colaizzi's procedural steps for qualitative analysis. Themes derived from the data were "The Experience of Being Bullied", "Implementation of the Program", "Desired Outcome of the Program", and "Context of Bullying in the Nursing Profession". Role play simulation was an effective and active learning strategy to diffuse education on bullying in nursing practice. Bullying in nursing was identified as a problem worthy of incorporation into the undergraduate nursing curriculum. To further enhance the learning experience with role play simulation, adequate briefing instructions, opportunity to opt out of the role play, and comprehensive debriefing are essential.

Ethical Infrastructure and Successful Handling of Workplace Bullying

Directory of Open Access Journals (Sweden)

Kari Einarsen

2017-03-01

Full Text Available Antecedents and consequences of workplace bullying are well documented. However, the mea- sures taken against workplace bullying, and the effectiveness of such measures, have received less attention. This study addresses this knowledge gap by exploring the role of ethical infrastructure in perceived successful handling of reported workplace bullying. Ethical infrastructure refers to formal and informal systems that enable ethical behavior and disable unethical behavior in organizations. A survey was sent to HR managers and elected head safety representatives (HSRs in all Norwegian municipality organizations. Overall, 216 organizations responded (response rate = 50.2 percent. The ethical infrastructure accounted for 39.4% of the variance in perceived suc- cessful handling of workplace bullying. Formal sanctions were the only unique and signi cant contributor to the perceived successful handling of workplace bullying. The results substantiate the argument that organizations’ ethical infrastructure relate to the HR managers and HSRs’ percep- tions regarding their organizations’ handling of workplace bullying.

Can Social Support Protect Bullied Adolescents from Adverse Outcomes? A Prospective Study on the Effects of Bullying on the Educational Achievement and Mental Health of Adolescents at Secondary Schools in East London

Science.gov (United States)

Rothon, Catherine; Head, Jenny; Klineberg, Emily; Stansfeld, Stephen

2011-01-01

This paper investigates the extent to which social support can have a buffering effect against the potentially adverse consequences of bullying on school achievement and mental health. It uses a representative multiethnic sample of adolescents attending East London secondary schools in three boroughs. Bullied adolescents were less likely to…

An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective

Directory of Open Access Journals (Sweden)

Aileen Fullchange

2016-01-01

Full Text Available This study explored the effects of being bullied from a dual-factor lens, specifically examining the relation between victimization and constructs that contribute to social-emotional well-being. Prior to carrying out the main analyses, the factor structure of self-report items related to experiencing bullying and harassment from the California Healthy Kids Survey, which was administered to more than 14,000 high school students, was examined to establish that these items represent an overall factor: students’ experience of victimization. This factor was then used as an independent variable in a series of planned comparisons with a dependent variable represented by constructs addressed by the Social Emotional Health Survey–Secondary: belief-in-self, emotional competence, belief-in-others, and engaged living. With increased frequency of victimization, suicidality increased and belief-in-others decreased. For other constructs, belief-in-self, engaged living, and depression, there were significant differences found between individuals who had experienced frequencies of bullying as low as less than once a month and those who did not experience bullying at all but no further detrimental impacts were seen with even higher frequencies of victimization, indicating that being victimized at all is significantly worse than not being victimized for these variables. Implications and future directions for research are explored.

Associations Between Antibullying Policies and Bullying in 25 States.

Science.gov (United States)

Hatzenbuehler, Mark L; Schwab-Reese, Laura; Ranapurwala, Shabbar I; Hertz, Marci F; Ramirez, Marizen R

2015-10-01

Bullying is the most widespread form of peer aggression in schools. In an effort to address school bullying, 49 states have passed antibullying statutes. Despite the ubiquity of these policies, there has been limited empirical examination of their effectiveness in reducing students' risk of being bullied. To evaluate the effectiveness of antibullying legislation in reducing students' risk of being bullied and cyberbullied, using data from 25 states in the United States. A cross-sectional observational study was conducted using a population-based survey of 63 635 adolescents in grades 9 to 12 from 25 states participating in the 2011 Youth Risk Behavior Surveillance System study (September 2010-December 2011). Data on antibullying legislation were obtained from the US Department of Education (DOE), which commissioned a systematic review of state laws in 2011. The report identified 16 key components that were divided into the following 4 broad categories: purpose and definition of the law, district policy development and review, school district policy components (eg, responsibilities for reporting bullying incidents), and additional components (eg, how policies are communicated). Policy variables from 25 states were linked to individual-level data from the Youth Risk Behavior Surveillance System on experiencing bullying and cyberbullying. Analyses were conducted between March 1, 2014, and December 1, 2014. State antibullying legislation. Exposure to bullying and cyberbullying in the past 12 months. There was substantial variation in the rates of bullying and cyberbullying across states. After controlling for relevant state-level confounders, students in states with at least 1 DOE legislative component in the antibullying law had a 24% (95% CI, 15%-32%) reduced odds of reporting bullying and 20% (95% CI, 9%-29%) reduced odds of reporting cyberbullying compared with students in states whose laws had no DOE legislative components. Three individual components of

Bullying in Senior Living Facilities: Perspectives of Long-Term Care Staff.

Science.gov (United States)

Andresen, Felicia J; Buchanan, Jeffrey A

2017-07-01

Resident-to-resident bullying has attracted attention in the media, but little empirical literature exists related to the topic of senior bullying. The aim of the current study was to better understand resident-to-resident bullying from the perspective of staff who work with older adults. Forty-five long-term care staff members were interviewed regarding their observations of bullying. Results indicate that most staff members have observed bullying. Verbal bullying was the most observed type of bullying, but social bullying was also prevalent. Victims and perpetrators were reported to commonly have cognitive and physical disabilities. More than one half of participants had not received formal training and only 21% reported their facility had a formal policy to address bullying. The implications of these results support the need for detailed policies and training programs for staff to effectively intervene when bullying occurs. [Journal of Gerontological Nursing, 43(7), 34-41.]. Copyright 2017, SLACK Incorporated.

Bullying: It's Not OK

Science.gov (United States)

... and generally feel helpless. Facts About Bullying Both girls and boys can be bullies. Bullies target children who cry, ... teasing, threatening, or hurting someone. All children can learn to treat others ... with others. Together with the school principal, teachers, counselors, and parents ...

The bullying aspect of workplace violence in nursing.

Science.gov (United States)

Johnston, Michelle; Phanhtharath, Phylavanh; Jackson, Brenda S

2010-01-01

Workplace violence is becoming an issue that all organizations must be aware of. In healthcare organizations, these behaviors, especially that of bullying, are detrimental and affect staff, patients, and outcomes. Healthcare organizations that do not address this issue and instill measures to prevent it will soon see the effects that bullying and other forms of workplace violence can create: those of toxic work environments. Because bullying and other forms of workplace violence have become so prevalent, organizations such as The Joint Commission have addressed the need for healthcare organizations to address the issue. This article examines bullying, the most common type of workplace violence, and nursing, the profession where bullying most often occurs. Theories about why it exists and suggestions on how to prevent it and maintain a healthy workplace will be discussed.

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

Science.gov (United States)

Freedman, Shin; Vreven, Dawn

2016-01-01

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

School bullying

DEFF Research Database (Denmark)

of open-ended, social, discursive, material and subjective forces. Instead of approaching bullying as a phenomenon that can be explained and defined in terms of one factor (e.g., aggression), the authors in this anthology focus on a range of different forces that are central in bullying: teachers (Hansen...... to the processes of material–discursive enactments establishes important premises for the recurring basic assumptions that the eXbus-team have developed about bullying being enacted by multiple intra-acting forces and about their entangled agencies (see Søndergaard on page XX for an explication of this idea...

Nursing curriculum and bullying: An integrative literature review.

Science.gov (United States)

Sidhu, Sharan; Park, Tanya

2018-06-01

The purpose of this integrative review was to identify and synthesize key concepts that inform curriculum which increase nursing students' competence, skills and strategies when addressing bullying. Specifically, the authors sought to examine the concepts informing educational interventions, skills, and strategies, which addressed the bullying of nursing students. Integrative literature review. A search of the electronic databases CINAHL, MEDLINE, ERIC, PsycINFO, Proquest, and PubMed was conducted in January 2016 using search terms such as 'bully' 'nursing student' 'education' and 'curriculum'. Articles were screened for relevance and eligibility and extracted onto a table. Critical appraisal was conducted using multiple tools. Papers were analysed using constant comparison and concept mapping. 61 articles were included in the synthesis. Concepts identified included: empowerment, socialization, support, self-awareness, awareness about bullying, collaboration, communication, and self-efficacy. All concepts linked to empowerment. Social Cognitive Theory was used by many studies. Active teaching methods which gave students opportunities to practice skills were the most effective. Empowered nursing students have the potential to address bullying more effectively and competently. Empowerment of nursing students is a powerful concept that educators must consider when developing curriculum and educational interventions to address bullying. Copyright © 2018 Elsevier Ltd. All rights reserved.

Risk and protective factors, longitudinal research, and bullying prevention.

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Ttofi, Maria M; Farrington, David P

2012-01-01

This chapter presents the results from two systematic/meta-analytic reviews of longitudinal studies on the association of school bullying (perpetration and victimization) with adverse health and criminal outcomes later in life. Significant associations between the two predictors and the outcomes are found even after controlling for other major childhood risk factors that are measured before school bullying. The results indicate that effective antibullying programs should be encouraged. They could be viewed as a form of early crime prevention as well as an early form of public health promotion. The findings from a systematic/meta-analytic review on the effectiveness of antibullying programs are also presented. Overall, school-based antibullying programs are effective, leading to an average decrease in bullying of 20 to 23 percent and in victimization of 17 to 20 percent. The chapter emphasizes the lack of prospective longitudinal research in the area of school bullying, which does not allow examination of whether any given factor (individual, family,. or social) is a correlate, a predictor, or a possible cause for bullying. This has important implications for future antibullying initiatives, as well as implications for the refinement of theories of school bullying. It is necessary to extend the framework of the traditional risk-focused approach by incorporating the notion of resiliency and investigating possible protective factors against school bullying and its negative consequences. Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company.

Evaluation of a workplace bullying cognitive rehearsal program in a hospital setting.

Science.gov (United States)

Stagg, Sharon J; Sheridan, Daniel; Jones, Ruth Ann; Speroni, Karen Gabel

2011-09-01

Workplace bullying is a serious problem faced by nurses nationally. This study was conducted to determine the frequency of workplace bullying and evaluate the effectiveness of a training program on cognitive rehearsal of responses to common bullying behaviors. This program to increase staff nurses' knowledge of management of workplace bullying consisted of three components: pilot survey testing, a piloted Internet-based survey administered to the medical and surgical nurses, and a 2-hour cognitive rehearsal training program on management of workplace bullying. The results showed that 80% of the nurses surveyed had experienced workplace bullying over the previous year. After the training program, nurses' knowledge of workplace bullying management significantly increased. Additionally, nurses were significantly more likely to report that they had observed bullying and had bullied others. Further, nurses felt more adequately prepared to handle workplace bullying. Results of the research support the provision of a workplace bullying management program for nurses and the need for a specific policy on workplace bullying. Copyright 2011, SLACK Incorporated.

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…

Nurses' perceptions of teamwork and workplace bullying.

Science.gov (United States)

Logan, Todd R; Michael Malone, D

2018-01-22

The purpose of this study was to explore the association between nurses' perceptions and attitudes of teamwork and workplace bullying. A total of 128 nurses in two hospitals in the northeast USA completed three surveys: Attitudes about teamwork survey, Team characteristics survey, and Negative intention questionnaire. A majority of nurses believed that teamwork was an important vehicle for providing quality patient care. Two thirds of the nurses reported the presence of important variables such as leadership, trust and communication on their teams. Despite these positive perceptions, a third of the nurses reported being bullied and half observed others being bullied. A number of effective team skills were associated with fewer occurrences of workplace bullying. © 2018 John Wiley & Sons Ltd.

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

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

Preventing and Coping Strategies for Cyber Bullying and Cyber Victimization

OpenAIRE

Erdinc Ozturk; Gizem Akcan

2016-01-01

Although there are several advantages of information and communication technologies, they cause some problems like cyber bullying and cyber victimization. Cyber bullying and cyber victimization have lots of negative effects on people. There are lots of different strategies to prevent cyber bullying and victimization. This study was conducted to provide information about the strategies that are used to prevent cyber bullying and cyber victimization. 120 (60 women, 60 men) university students w...

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...

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

Science.gov (United States)

O'Donnell, Sue M; MacIntosh, Judith A

2016-02-01

Although men are targets of workplace bullying, there is limited research focused on their experiences. To address this gap, we used a qualitative grounded theory approach and interviewed a community sample of 20 Atlantic Canadian men to explore and explain their experiences of, and responses to, bullying. The main problem identified by men was a lack of workplace support to address and resolve the bullying, a challenge named abandonment. Men addressed this problem by surviving, a process that involved efforts to manage persistent bullying and the associated consequences. Men experienced physical, emotional, and social health consequences and, contrary to prevailing assumptions related to men's help-seeking behaviors, men want support and many sought help to address the problem and its consequences. Responses to abandonment and the associated consequences varied according to a number of factors including gender and highlight the need for research aimed at understanding the gendered nature of bullying. © The Author(s) 2015.

Unique effects of different components of trait emotional intelligence in traditional bullying and cyberbullying.

Science.gov (United States)

Baroncelli, Andrea; Ciucci, Enrica

2014-08-01

This study investigated whether different components of trait emotional intelligence (or trait emotional self-efficacy) were uniquely related to traditional bullying and cyberbullying in a sample of 529 preadolescents (mean age of 12 years and 7 months), while controlling for the other forms of bullying/victimization. Binary logistic regressions showed that the dimension of emotional intelligence concerning the regulation and use of emotions was negatively related both to traditional bullying and cyberbullying; however, this association did not emerge when traditional bullying was controlled for cyberbullying, whilst it still emerged when cyberbullying was controlled for traditional bullying and both forms of victimization. Differently, the dimensions concerning appraisal of own and others' emotions were not deficient in children performing bullying and/or cyberbullying behaviors. Despite high co-occurrence between traditional and electronic bullying, our results suggested that these two forms are distinct phenomena, involving different personality traits. Implications for interventions are discussed. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Bullying--And the Power of Peers

Science.gov (United States)

Rodkin, Philip C.

2011-01-01

This White House report investigates the essential role that peers play in promoting or preventing bullying. Bullies use bullying to attain success and recognition; their success in doing so depends on the characteristics of the bully, the relationship that exists between bullies and those whom they target for harassment, and the reactions of…

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.

Bully Prevention: Creating Safe and Inclusive Environments for Youth

Directory of Open Access Journals (Sweden)

Kimberly Allen

2012-09-01

Full Text Available Bullying is a major issue facing youth of all ages, backgrounds, and walks of life. In fact, 30% of youth report experiencing bullying on a monthly basis (Nansel, Overpeck, Pilla, Ruan, Simons-Murton & Scheidt, 2001. As a consequence, these youth are at much greater risk for a host of mental and physical problems (Ttofi & Farrington, 2008. Parents, teachers, educators and youth advocates all agree that this issue merits time and attention, yet many professionals are at a loss for understanding the issue or what resources might be most effective with their young audience. With the increased rates of bullying behaviors and growing research about effective prevention and intervention strategies, youth development professionals need guidance for creating and sustaining bully prevention efforts. The purpose of this article is to highlight the growing research on bully prevention and provide information for practitioners working to create safe and inclusive environments for youth.

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.

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…

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…

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…

Forensic aspects and assessment of school bullying.

Science.gov (United States)

Freeman, Bradley W; Thompson, Christopher; Jaques, Cory

2012-12-01

This article describes school's obligations related to bullying behavior, the assessment of bullying students and their victims, the evaluation of claimed damages due to bullying, and potential interventions for both individuals and school systems to reduce the frequency of bullying behavior. This article assists evaluators when assessing youth who are involved in bullying behavior, either as victims or perpetrators. Key areas highlighted include an overview of bullying behaviors, legal issues related to a school's responsibility in preventing or curtailing bullying behaviors, important components of a bullying assessment, and proposed interventions to minimize bullying. Copyright © 2012 Elsevier Inc. All rights reserved.

Bystander Helping Behavior in Response to Workplace Bullying

OpenAIRE

Hellemans, Catherine; Dal Cason, Davide; Casini, Annalisa

2017-01-01

This research examines the role of colleagues in workplace bullying. While colleagues could often intervene to support the victim or stop the situation, passive behaviors and non-intervention are more frequent. The bystander effect highlighted by Latané and Darley (1970) has been studied in the context of school bullying and sexual harassment, but only rarely in the context of workplace bullying. We tested the impact of the belief in a just world for others, self-efficacy, perceived severity,...

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.

Role of Pediatric Emergency Physicians in Identifying Bullying.

Science.gov (United States)

Waseem, Muhammad; Paul, Audrey; Schwartz, Gerald; Pauzé, Denis; Eakin, Paul; Barata, Isabel; Holtzman, Doug; Benjamin, Lee S; Wright, Joseph L; Nickerson, Amanda B; Joseph, Madeline

2017-02-01

Bullying is an important public health issue with broad implications. Although this issue has been studied extensively, there is limited emergency medicine literature addressing bullying. The emergency department (ED) physician has a unique opportunity to identify children and adolescents that are victims of bullying, and make a difference in their lives. Our aim is to discuss the role of the emergency physician (EP) in identifying patients who have been victims of bullying and how to provide effective management as well as referral for further resources. This document provides a framework for recognizing, stabilizing, and managing children who have experienced bullying. With the advent of social media, bullying behavior is not limited to in-person situations, and often occurs via electronic communication, further complicating recognition because it may not impart any physical harm to the child. Recognition of bullying requires a high level of suspicion, as patients may not offer this history. After the stabilization of any acute or overt indications of physical injury, along with obtaining a history of the mechanism of injury, the EP has the opportunity to identify the existence of bullying as the cause of the injury, and can address the issue in the ED while collaborating with "physician-extenders," such as social workers, toward identifying local resources for further support. The ED is an important arena for the assessment and management of children who have experienced bullying. It is imperative that EPs on the front lines of patient care address this public health epidemic. They have the opportunity to exert a positive impact on the lives of the children and families who are the victims of bullying. Copyright © 2016 Elsevier Inc. All rights reserved.

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

Science.gov (United States)

Bonanno, Rina A; Hymel, Shelley

2013-05-01

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

Effects of traditional and cyber homophobic bullying in childhood on depression, anxiety, and physical pain in emerging adulthood and the moderating effects of social support among gay and bisexual men in Taiwan.

Science.gov (United States)

Wang, Chien-Chuan; Lin, Huang-Chi; Chen, Mu-Hong; Ko, Nai-Ying; Chang, Yu-Ping; Lin, I-Mei; Yen, Cheng-Fang

2018-01-01

This study examined the differences in the current levels of depression, anxiety, and physical pain in emerging adulthood among gay and bisexual men with various experiences of traditional and cyber homophobic bullying based on gender role nonconformity and sexual orientation and the moderating effects of family and peer support. A total of 500 gay or bisexual men (age 20-25 years) in Taiwan were recruited from August 2015 to July 2017. The levels of depression, anxiety, and physical pain among gay or bisexual men who had experienced both traditional and cyber homophobic bullying (n=109), only traditional or cyber bullying (n=173), and neither traditional nor cyber bullying during childhood (n=218) were compared. The moderating effects of family and peer support on the effects of homophobic bullying victimization on depression, anxiety, and physical pain were also examined. Victims of any type of homophobic bullying in childhood had more severe depression, anxiety, and physical pain in emerging adulthood than nonvictims. Victims of both traditional and cyber homophobic bullying had more severe anxiety in adulthood than victims of only traditional or cyber homophobic bullying. Family but not peer support in childhood moderated the effects of homophobic bullying victimization on current levels of anxiety and physical pain in emerging adulthood among gay and bisexual men. The results of the present study support that early prevention and intervention for homophobic bullying and enhancement of family support are essential to reduce mental health problems in emergent adults among gay and bisexual men.

Personal and interpersonal correlates of bullying behaviors among Korean middle school students.

Science.gov (United States)

Lee, Chang-Hun

2010-01-01

This study simultaneously investigates personal and interpersonal traits that were found to be important factors of bullying behavior using data collected from 1,238 randomly selected Korean middle school students. Using a modified and expanded definition of bullying based on a more culturally sensitive approach to bullying, this study categorizes bullies into three groups: Type I (minor-covert-nonchronic bullying), Type II (moderate-covert-chronic or severe-overt-nonchronic bullying), and Type III (severe-overt-chronic bullying). In addition, this study empirically tests several factors for the first time. Those factors are fun-seeking tendency, teachers' attitude toward bullying, teachers' effectiveness of intervention, teachers' moral authority, power dynamic, and pseudofriendship. The comparison across three groups provided unique findings that different factors were differently related to different groups of bullies. Specifically, teachers have influence on bullying only for the moderate group (Type II), and parents have influence on bullying only for the minor group (Type I). The most important and constant factors across all different groups were prior bullying victimization experience and fun-seeking tendency.

Mediating effects of bullying involvement on the relationship of body mass index with social phobia, depression, suicidality, and self-esteem and sex differences in adolescents in Taiwan.

Science.gov (United States)

Yen, Cheng-Fang; Liu, Tai-Ling; Ko, Chih-Hung; Wu, Yu-Yu; Cheng, Chung-Ping

2014-03-01

The aims of this study were to examine the mediating effect of bullying involvement on the relationships between body mass index (BMI) and mental health problems, including social phobia, depression, suicidality, and low self-esteem among adolescents in Taiwan. The moderation effect of sex on the mediating role of bullying involvement was also examined. Five thousand two hundred and fifty-two students of high schools completed the questionnaires. Victimization and perpetration of passive and active bullying were assessed using the Chinese version of the School Bullying Experience Questionnaire. BMI was calculated from self-reported weight and height measurements. The Social Phobia Inventory, the Mandarin Chinese version of the Center for Epidemiological Studies-Depression Scale, the suicidality-related questionnaire from the epidemiological version of the Kiddie-Schedule for Affective Disorders and Schizophrenia, and the Rosenberg Self-Esteem Scale were applied to assess social phobia, depression, suicidality, and low self-esteem, respectively. The mediating effect of bullying involvement on the associations between increased BMI and mental health problems was examined by the Sobel test. The moderation effect of sex on the mediating role of bullying involvement was tested by the multiple-group structural equation model. Victimization of passive and active bullying and perpetration of passive bullying, but not perpetration of active bullying, had a mediating effect on the relationships between increased BMI and all four mental health problems. Sex did not have a significant moderation effect on the mediating role of bullying involvement. Bullying involvement should be a target of prevention and intervention in developing a strategy to improve mental health among adolescents with increased BMI. Copyright © 2013 Elsevier Ltd. All rights reserved.

Appearance-related bullying and skin disorders.

Science.gov (United States)

Magin, Parker

2013-01-01

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

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…

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

Science.gov (United States)

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

2015-10-01

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

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

Bullying Among South Korean Adolescents: Prevalence and Association With Psychological Adjustment.

Science.gov (United States)

Yun, Ilhong; Kim, Seung-Gon

2016-01-01

This study assessed the prevalence rates of physical, verbal, relational, property, and cyber bullying among a sample of South Korean middle school students. Associations between bullying and a list of psychopathological symptoms were also examined. Finally, whether a link between bullying and psychopathological symptoms is modified by the level of parental attachment was examined. Results show that, contrary to Western studies, girls were more likely than boys to be involved in school bullying. Significant interaction effects between parental attachment and bully/victim status on depression were also discovered.

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…

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.

New Perspectives on Bullying.

Science.gov (United States)

Rigby, Ken

Two decades in which educators have seriously tried to eradicate bullying in schools have met with only modest success. Moreover, bullying is no longer being viewed exclusively as a problem for schools and school children. This book examines bullying behavior in a wide range of settings, including kindergartens and schools, workplaces, the home,…

Workplace bullying and subsequent health problems.

Science.gov (United States)

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

2014-07-01

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

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...

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

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Menesini, Ersilia; Nocentini, Annalaura; Camodeca, Marina

2013-03-01

The aim of the present study was to investigate moral aspects and human values in traditional bullying and cyberbullying, in order to detect differences between the two types of bullying and to test the role of immoral and disengaged behaviours in mediating the relationships between personal values and involvement in bullying. Sample comprised 390 adolescents aged 14-18, balanced for gender, attending different high schools. Traditional and cyberbullying were detected by means of two self-report measures, while the Portrait Values Questionnaire was used to assess 10 values in four dimensions according to the value system model by Schwartz (1992): self-trascendence, self-enhancement, openness to change, and conservation. Finally, immoral and disengaged behaviours were assessed by means of five items about behavioural and personal aspects salient for morality. Results showed that, irrespective of gender, self-enhancement and self-trascendence moderately predicted cyber and traditional bullying, respectively, while immoral and disengaged behaviours predicted both. Indirect effects showed that self-enhancement and openness to change predicted both forms of bullying through immoral behaviour. Results are discussed in terms of similarities and differences between cyber and traditional bullying and with attention to the central role of morality in explaining bullying nature. © 2011 The British Psychological Society.

Psychological Outcomes of Bullying Among Athletes

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Veli Onur Celik

2016-06-01

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

Interventions on bullying and cyberbullying in schools: a systematic review.

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Cantone, Elisa; Piras, Anna P; Vellante, Marcello; Preti, Antonello; Daníelsdóttir, Sigrun; D'Aloja, Ernesto; Lesinskiene, Sigita; Angermeyer, Mathhias C; Carta, Mauro G; Bhugra, Dinesh

2015-01-01

Background : bullying (and cyberbullying) is a widespread phenomenon among young people and it is used to describe interpersonal relationships characterized by an imbalance of power. In this relationships often show aggressive behavior and intentional "harm doing" repeated over time. The prevalence of bullying among youth has been reported to vary widely among countries (5.1%-41.4%) and this behavior seems generally higher among student boys than girls. Several school interventions have been developed to reduce bullying, but reported inconsistent results possibly related to limitations in the study design or to other methodological shortcomings. Aims : evaluating randomized-controlled trials (RTCs) conducted between 2000 and 2013 to assess the effectiveness of school interventions on bullying and cyberbullying. Methods : a systematic search of the scientific literature was conducted on Pubmed/Medline and Ebsco online databases. We also contacted experts in the field of preventive bullying research. Results : 17 studies met the inclusion criteria. The majority of studies did not show positive effects in the long term; the interventions focused on the whole school were more effective in reducing bullying than interventions delivered through classroom curricula or social skills training alone. Conclusion : while there is evidence that programs aimed at reducing bullying can be effective in the short term, their long-term effectiveness has not been established, and there are important differences in the results based on gender, age and socio-economic status of participants. Internal inconsistency in the findings of some studies, together with the wide variability of experimental designs and lack of common standardized measures in outcome evaluation, are important limitations in this field of research.

Moral distress and burnout in Iranian nurses: The mediating effect of workplace bullying.

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Ajoudani, Fardin; Baghaei, Rahim; Lotfi, Mojgan

2018-01-01

Moral distress and workplace bullying are important issues in the nursing workplace that appear to affect nurse's burnout. To investigate the relationship between moral distress and burnout in Iranian nurses, as mediated by their perceptions of workplace bullying. Ethical considerations: The research was approved by the committee of ethics in research of the Urmia University of Medical Sciences. This is a correlation study using a cross-sectional design with anonymous questionnaires as study instruments (i.e. Moral Distress Scale-Revised, Maslach Burnout Inventory and The Negative Acts Questionnaire-Revised). Data were collected from 278 nurses from five teaching hospitals in Urmia, the capital of Western Azerbaijan, northwest of Iran. Structural equation modeling and bootstrapping procedures were employed to recognize the mediating role of their perceptions of workplace bullying. The mean score of moral distress, burnout, and the Negative Acts Questionnaire-Revised Scale among the participants were 91.02 ± 35.26, 79.9 ± 18.27, and 45.4 ± 15.39, respectively. The results confirmed our hypothesized model. All the latent variables of study were significantly correlated in the predicted directions. The moral distress and bullying were significant predictors of burnout. Perception of bullying partially mediated the relationship between moral distress and burnout. The mediating role of the bullying suggests that moral distress increases burnout, directly and indirectly. Nursing administrators should be conscious of the role of moral distress and bullying in the nursing workplace in increasing burnout.

Bullying Prevention

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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…

Workplace bullying erodes job and personal resources: between- and within-person perspectives.

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Tuckey, Michelle R; Neall, Annabelle M

2014-10-01

Workplace bullying is a serious psychosocial occupational hazard. Despite a wealth of empirical study, research has rarely examined the mechanisms through which bullying has its negative effects. Accordingly, using both between- and within-person approaches, we investigated the erosion of job (Study 1) and personal (Study 2) resources following workplace bullying, mediated by the depletion of emotional energy. In Study 1, self-report survey data were collected from 221 retail workers at 2 time-points spaced 6 months apart. Structural equation modeling revealed that over time bullying depletes coworker support, partially mediated by emotional exhaustion. In Study 2, a 6-week diary was completed by a separate sample of 45 workers employed in various occupations. Within-person weekly variability in bullying exposure was 34%. Hierarchical linear modeling showed that weekly emotional exhaustion partially mediated the negative effects of weekly workplace bullying on both optimism and self-efficacy. The consistent pattern across both studies supports the idea of a resource loss process whereby exposure to bullying at work erodes job and personal resources by depleting energy. Future research should clarify the role of exhaustion in utilizing resources to respond to bullying, focus on predictors of within-person variability in bullying exposure, and more explicitly model the resource loss spiral following workplace bullying. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

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

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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…

Bullying in the Academy: Understanding the Student Bully and the Targeted "Stupid, Fat, Mother Fucker" Professor

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May, Amy; Tenzek, Kelly E.

2018-01-01

Bullying within academia often focuses on peer bullying or the student victim. However, the student bully who targets professors is a neglected area of study yet just as destructive, demeaning, and intimidating. Using a narrative lens analysis, the researchers share how the story of bullying unfolds in the classroom. Distinct triggers, such as…

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

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

2015-01-01

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

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

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

2016-01-01

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

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

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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…

Physiotherapy students' experiences of bullying on clinical internships: a qualitative study.

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Whiteside, Diana; Stubbs, Brendon; Soundy, Andy

2014-03-01

To consider the experiences of final-year physiotherapy students who have experienced workplace bullying on a clinical internship. Qualitative methodology using individual semi-structured interviews. A university in the Midlands region of the UK. Eight undergraduate physiotherapy students who had experienced one incident of bullying on a clinical internship. Thematic analysis of semi-structured interviews. Four main themes were identified: (1) external and situational influences of bullying; (2) students' reactions to the experience of bullying; (3) inability to reveal the experience; and (4) overcoming problems. Bullying had a range of adverse effects on the students, with many expressing self-doubt in their competence and viewing their supervisor as unapproachable and unsupportive. Five students were not initially able to recognise the experience as bullying. In addition, students did not feel able to report the experience and use the support mechanisms in place. This may have been a result of having concerns that the problem would escalate if they reported the experience and, as a consequence, have a negative effect on their grade. Students were keen to offer a range of strategies for clinical practice in order to prevent bullying for future generations of students. Students' health, security and confidence in their ability as a physiotherapist can be at great risk from bullying. Steps are needed to ensure that students are better protected from bullying, and feel more able to address bullying behaviour during clinical internships. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Cyber and traditional bullying: differential association with depression.

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

2011-04-01

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

Interpersonal bullying behaviours in the workplace

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Charlotte Pietersen

2007-10-01

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.

Workplace bullying among Nurses in South Taiwan.

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

2016-09-01

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

[Workplace bullying and sickness absenteeism].

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Campanini, Paolo; Conway, Paul Maurice; Neri, Luca; Punzi, Silvia; Camerino, Donatella; Costa, Giovanni

2013-01-01

To assess the relationship between workplace bullying and sickness absenteeism in a large sample of Italian workers. A cross-sectional study conducted by means of questionnaires. In all, 8,992 subjects filled in a questionnaire to detect workplace bullying, the presence of work stress factors and days of sickness absence in the last year. Workplace bullying and psychosocial stressor were measured by the means of the CDL 2.0 questionnaire. Days of sickness absence reported by the subjects. On average, days of sickness absence were 7.4, and 7.2% of the respondents were defined as bullied. Results from logistic regression analyses showed that a workplace bullying was associated with more days of sickness absence after controlling for gender, age, professional qualification, company sector and juridical nature and other psychosocial factors (men: OR =1.62; women: OR =2.15). The present study confirms that workers exposed to a workplace bullying reported higher sickness absenteeism as compared with non-exposed subjects, also when a potentially highly stressful work environment is considered. The results of the present study support that workplace bullying may be viewed as an extreme stressful condition. Interventions to avoid workplace bullying not only favoure workers' health, but also avoid the company costs associated with workers' sickness absenteeism.

An item response theory analysis of the Olweus Bullying scale.

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Breivik, Kyrre; Olweus, Dan

2014-12-02

In the present article, we used IRT (graded response) modeling as a useful technology for a detailed and refined study of the psychometric properties of the various items of the Olweus Bullying scale and the scale itself. The sample consisted of a very large number of Norwegian 4th-10th grade students (n = 48 926). The IRT analyses revealed that the scale was essentially unidimensional and had excellent reliability in the upper ranges of the latent bullying tendency trait, as intended and desired. Gender DIF effects were identified with regard to girls' use of indirect bullying by social exclusion and boys' use of physical bullying by hitting and kicking but these effects were small and worked in opposite directions, having negligible effects at the scale level. Also scale scores adjusted for DIF effects differed very little from non-adjusted scores. In conclusion, the empirical data were well characterized by the chosen IRT model and the Olweus Bullying scale was considered well suited for the conduct of fair and reliable comparisons involving different gender-age groups. Information Aggr. Behav. 9999:XX-XX, 2014. © 2014 Wiley Periodicals, Inc. © 2014 Wiley Periodicals, Inc.

Bullying in Guimarães Schools: Types of Bullying and Gender Differences

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Teresa Sousa-Ferreira

2014-12-01

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

Challenging Conventions of Bullying Thresholds: Exploring Differences between Low and High Levels of Bully-Only, Victim-Only, and Bully-Victim Roles.

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Goldbach, Jeremy T; Sterzing, Paul R; Stuart, Marla J

2018-03-01

Using a commonly accepted threshold of 2 to 3 times per month as a marker of bullying-involvement from noninvolvement, approximately 30% of U.S. students report being a bully, victim, or both. Although variation in the frequency of involvement exists, infrequent engagement (less than 2 to 3 times a month) is generally considered noninvolved. However, the question remains: Do these differences have implications for behavioral health patterns, including substance use, depression and school connectedness? The present study used a district-wide random cluster sample of 66 middle and high schools in a mid-size city. The study population consisted of 3,221 middle school (53.4%) and high school (45.6%) students, with 48.7% females, 44.6 males, and 6.7% youth identifying with another gender category. These youth were racially diverse, with the modal category being Black (36.0%). Based on student survey response, we report, (a) the frequency and intensity of bullying behaviors, (b) common patterns of involvement, and (c) demographic and individual-level risk factors associated with these patterns. Analyses resulted in nine bully types, with substantial differences in bullying-involvement intensity based on gender, race, school connectedness, and mental health. Perhaps most striking, the majority of youth (70.9%) were involved in some level of bullying perpetration, victimization, or both, when accounting for the accumulation of low frequency involvement (e.g., once, twice, or a few times) across multiple bullying behaviors. Implications for adolescent development and prevention are described.

Workplace Bullying in Healthcare: Part 3.

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Lamberth, By Becky

2015-01-01

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

Bullying by Definition: An Examination of Definitional Components of Bullying

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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…

Non-physical bullying: exploring the perspectives of Grade 5 girls

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Estelle Swart

2009-08-01

Full Text Available Research into bullying has generated an awareness of many aspects of this phenomenon: it has shown a distinction between various types of bullying and how these are delineated by gender. It has also shown a scarcity of research on bullying amongst girls, a phenomenon which is rife. We report on a qualitative study, which explored and described the nature of bullying amongst girls, in order to make the invisible problem more visible and to make recommendations for intervention and prevention. In this interpretive study we explored bullying amongst girls by using the perspectives of Grade 5 girls in a parochial school in the Western Cape. Data were generated through the use of semistructured group interviews. We argue that there is no single solution to the problem. Each situation seems to require a unique set of rules, a unique understanding. This is supported by the main finding, namely, some girls have innate characteristics that help maintain bullying while others have characteristics that protect them from bullying. The environment also plays a large part in either maintaining bullying or protecting girls from bullying. The implication is that intervention and preventative strategies need to be based on these personal and contextual factors in order to effect change.

Bullying in Schools

DEFF Research Database (Denmark)

Søndergaard, Dorte Marie

2017-01-01

Definitions of school bullying vary, when it comes to more detailed descriptions of what this entails and, not least, of why bullying occurs. Some definitions emphasize the individual’s personality and upbringing to explain the cause of bullying behavior. Other, more recent, definitions point...... by a peer or a teacher. A complication in relation to these strategies is that neither of them take into account that the sheltered space of facilitated dialogue differs radically from the shared community of the classroom, with its norms and positionings unchallenged by the mediated conversation. Many...

Bullying climate and school engagement in ninth-grade students.

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Mehta, Sharmila B; Cornell, Dewey; Fan, Xitao; Gregory, Anne

2013-01-01

Many authorities agree that bullying has a widespread impact on school climate, affecting bystanders as well as victims. This study tested the contention that a climate of bullying can have a schoolwide impact on student engagement in school. Hierarchical linear modeling assessed the relations between student perception of bullying climate and student engagement at the individual and school level in a statewide sample of 7058 ninth graders randomly selected from 289 schools participating in the Virginia High School Safety Study. Student engagement was assessed by self-report scales measuring commitment to school and involvement in school activities. Individual differences in perception of school climate characterized by bullying were associated with lower commitment to school, but not less involvement in school activities. School-level differences in student perceptions of bullying climate were associated with both lower commitment to school and less involvement in school activities, after controlling for the effects of gender, race, school size, proportion of ethnic minority students in the school, and individual-level perception of bullying climate. Efforts to improve student engagement should consider the schoolwide impact of bullying on all students. © 2013, American School Health Association.

Dealing with Bullies (For Kids)

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... First Aid & Safety Doctors & Hospitals Videos Recipes for Kids Kids site Sitio para niños How the Body Works ... Search English Español Dealing With Bullies KidsHealth / For Kids / Dealing With Bullies What's in this article? Bullying ...

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

NARCIS (Netherlands)

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

2017-01-01

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

Getting precise and pragmatic about the assessment of bullying: the development of the California Bullying Victimization Scale.

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Felix, Erika D; Sharkey, Jill D; Green, Jennifer Greif; Furlong, Michael J; Tanigawa, Diane

2011-01-01

Accurate assessment of bullying is essential to intervention planning and evaluation. Limitations to many currently available self-report measures of bullying victimization include a lack of psychometric information, use of the emotionally laden term "bullying" in definition-first approaches to self-report surveys, and not assessing all components of the definition of bullying (chronicity, intentionality, and imbalance of power) in behavioral-based self-report methods. To address these limitations, we developed the California Bullying Victimization Scale (CBVS), which is a self-report scale that measures the three-part definition of bullying without the use of the term bully. We examined test-retest reliability and the concurrent and predictive validity of the CBVS across students in Grades 5-12 in four central California schools. Concurrent validity was assessed by comparing the CBVS with a common, definition-based bullying victimization measure. Predictive validity was examined through the co-administration of measures of psychological well-being. Analysis by grade and gender are included. Results support the test-retest reliability of the CBVS over a 2-week period. The CBVS was significantly, positively correlated with another bullying assessment and was related in expected directions to measures of well-being. Implications for differentiating peer victimization and bullying victimization via self-report measures are discussed. © 2011 Wiley-Liss, Inc.

Do gender differences matter to workplace bullying?

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Wang, Mei-Ling; Hsieh, Yi-Hua

2015-01-01

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

Is cyberbullying worse than traditional bullying? Examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying.

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Sticca, Fabio; Perren, Sonja

2013-05-01

Cyberbullying, a modern form of bullying performed using electronic forms of contact (e.g., SMS, MMS, Facebook, YouTube), has been considered as being worse than traditional bullying in its consequences for the victim. This difference was mainly attributed to some specific aspect that are believed to distinguish cyberbullying from traditional bullying: an increased potential for a large audience, an increased potential for anonymous bullying, lower levels of direct feedback, decreased time and space limits, and lower levels of supervision. The present studies investigated the relative importance of medium (traditional vs. cyber), publicity (public vs. private), and bully's anonymity (anonymous vs. not anonymous) for the perceived severity of hypothetical bullying scenarios among a sample of Swiss seventh- and eight-graders (study 1: 49% female, mean age = 13.7; study 2: 49% female, mean age = 14.2). Participants ranked a set of hypothetical bullying scenarios from the most severe one to the least severe one. The scenarios were experimentally manipulated based on the aspect of medium and publicity (study 1), and medium and anonymity (study 2). Results showed that public scenarios were perceived as worse than private ones, and that anonymous scenarios were perceived as worse than not anonymous ones. Cyber scenarios generally were perceived as worse than traditional ones, although effect sizes were found to be small. These results suggest that the role of medium is secondary to the role of publicity and anonymity when it comes to evaluating bullying severity. Therefore, cyberbullying is not a priori perceived as worse than traditional bullying. Implications of the results for cyberbullying prevention and intervention are discussed.

Relationship Between Changes in Workplace Bullying Status and the Reporting of Personality Characteristics.

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Persson, Roger; Høgh, Annie; Grynderup, Matias Brødsgaard; Willert, Morten Vejs; Gullander, Maria; Hansen, Åse Marie; Kolstad, Henrik Albert; Mors, Ole; Mikkelsen, Eva Gemzøe; Kristensen, Ann Suhl; Kaerlev, Linda; Rugulies, Reiner; Bonde, Jens Peter Ellekilde

2016-09-01

To examine whether a shift in work-related bullying status, from being non-bullied to being bullied or vice versa, was associated with changes in reporting of personality characteristics. Data on bullying and personality (neuroticism, extraversion, and sense of coherence) were collected in three waves approximately 2 years apart (N = 4947). Using a within-subjects design, personality change scores that followed altered bullying status were evaluated with one-sample t tests. Sensitivity analyses targeted depressive symptoms. Shifts from non-bullied to frequently bullied were associated with increased neuroticism or decreased sense of coherence manageability scores. Shifts from bullied to non-bullied were associated with decreasing neuroticism and increasing extraversion scores, or increasing sense of coherence meaningfulness and comprehensibility scores. Excluding depressive cases had minor effects. Bullying seems to some extent to affect personality scale scores, which thus seem sensitive to environmental and social circumstances.

Strengthening Elementary School Bully Prevention with Bibliotherapy

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

2011-01-01

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

The Structure of Co-Occurring Bullying Experiences and Associations with Suicidal Behaviors in Korean Adolescents.

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Roh, Beop-Rae; Yoon, Yoewon; Kwon, Ahye; Oh, Seunga; Lee, Soyoung Irene; Ha, Kyunghee; Shin, Yun Mi; Song, Jungeun; Park, Eun Jin; Yoo, Heejung; Hong, Hyun Ju

2015-01-01

This study had two main goals: to examine the structure of co-occurring peer bullying experiences among adolescents in South Korea from the perspective of victims and to determine the effects of bullying on suicidal behavior, including suicidal ideation and suicide attempts, among adolescents. This study used data gathered from 4,410 treatment-seeking adolescents at their initial visits to 31 local mental health centers in Gyeonggi Province, South Korea. The structure of peer bullying was examined using latent class analysis (LCA) to classify participants' relevant experiences. Then, a binomial logistic regression adjusted by propensity scores was conducted to identify relationships between experiences of being bullied and suicidal behaviors. The LCA of experiences with bullying revealed two distinct classes of bullying: physical and non-physical. Adolescents who experienced physical bullying were 3.05 times more likely to attempt suicide than those who were not bullied. Victims of (non-physical) cyber bullying were 2.94 times more likely to attempt suicide than were those who were not bullied. Both physical and non-physical bullying were associated with suicide attempts, with similar effect sizes. Schools and mental health professionals should be more attentive than they currently are to non-physical bullying.

The Mediating Effect of Regulatory Emotional Self-Efficacy on the Association between Self-Esteem and School Bullying in Middle School Students: A Cross-Sectional Study

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Xiaoqin Wang

2018-05-01

Full Text Available School bullying is negatively associated with self-esteem, but psychological mediators of bullying have yet to be clarified. We examined regulatory emotional self-efficacy (RESE as a possible mediator in the association between self-esteem and school bullying. A cross-sectional study of 995 adolescents was conducted in two middle schools of Xi’an. All of the participants completed the Chinese version of the School Bullying Experience Questionnaire (C-SBEQ, Self-Esteem Scale (SES, and Regulatory Emotional Self-Efficacy Scale (RESE. Descriptive statistics analysis, the bias corrected percentile Bootstrap CI method, and structural equation modelling were used to analyze the data. The results showed that 418 students (42.0% reported that they were involved in school bullying in the past year. Self-esteem was negatively associated with school bullying (total effect: β = −0.275, 95% CI = −0.381–−0.034, and RESE mediated the association between self-esteem and school bullying (indirect effect: β = −0.136, 95% CI = −0.245–−0.037. Furthermore, self-esteem had an indirect effect through perceived self-efficacy in managing negative affect, while self-esteem had no indirect effect through self-efficacy in the expression of positive affect. The present study suggests that school authorities and the related education departments should not only focus on improving students’ self-esteem, but should also pay more attention to students’ RESE, in order to mitigate, and potentially reduce, the occurrence of bullying.

The Mediating Effect of Regulatory Emotional Self-Efficacy on the Association between Self-Esteem and School Bullying in Middle School Students: A Cross-Sectional Study.

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Wang, Xiaoqin; Zhang, Yue; Hui, Zhaozhao; Bai, Wanyue; Terry, Paul D; Ma, Mei; Li, Yang; Cheng, Li; Gu, Wei; Wang, Mingxu

2018-05-15

School bullying is negatively associated with self-esteem, but psychological mediators of bullying have yet to be clarified. We examined regulatory emotional self-efficacy (RESE) as a possible mediator in the association between self-esteem and school bullying. A cross-sectional study of 995 adolescents was conducted in two middle schools of Xi'an. All of the participants completed the Chinese version of the School Bullying Experience Questionnaire (C-SBEQ), Self-Esteem Scale (SES), and Regulatory Emotional Self-Efficacy Scale (RESE). Descriptive statistics analysis, the bias corrected percentile Bootstrap CI method, and structural equation modelling were used to analyze the data. The results showed that 418 students (42.0%) reported that they were involved in school bullying in the past year. Self-esteem was negatively associated with school bullying (total effect: β = -0.275, 95% CI = -0.381⁻-0.034), and RESE mediated the association between self-esteem and school bullying (indirect effect: β = -0.136, 95% CI = -0.245⁻-0.037). Furthermore, self-esteem had an indirect effect through perceived self-efficacy in managing negative affect, while self-esteem had no indirect effect through self-efficacy in the expression of positive affect. The present study suggests that school authorities and the related education departments should not only focus on improving students' self-esteem, but should also pay more attention to students' RESE, in order to mitigate, and potentially reduce, the occurrence of bullying.

THE BIAS (BULLYING IN SICILIAN SCHOOL PILOT STUDY: INVESTIGATING THE PREVALENCE OF BULLYING IN SCHOOL OF PALERMO CITY. A RESEARCH STUDY PROTOCOL.

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Claudio Costantino

2017-12-01

Full Text Available Bullying in school, being a serious threat to physical and emotional health of children and adolescents all over the world, represents an important public health issue. In Italy, since 2007, the Italian Ministry of Education promotes activities to fight against and to prevent bullying in schools of all levels and, at the same time, also Health Authorities are trying to implement effective social-health responses. However, to date, the lack of consistent data, from national to local level, that could help in describing the problem in a proper manner, does not allow a systematic bullying surveillance and so also measuring the effectiveness of the public health strategy that could be implemented. The Bias pilot study’s aim is to evaluate the prevalence of bullying in a sample of schools in the city of Palermo, the largest in Sicily, and to investigate its characteristics in relation to different types of school. Finally, the Bias study aim to evaluate the feasibility of alternative methods for the detection of the prevalence of bullying phenomenon in schools. Here we present the research protocol and the questionnaires that will be used.

Victims of Bullying and Tobacco Use Behaviors in Adolescents: Differences Between Bullied at School, Electronically, or Both.

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Case, Kathleen R; Cooper, Maria; Creamer, MeLisa; Mantey, Dale; Kelder, Steven

2016-11-01

Being a victim of bullying is associated with greater risk of youth substance use; however, research specifically examining whether tobacco use behaviors differ among adolescents who were bullied at school only, electronically only, or both at school and electronically is limited. We examined the associations between being a victim of bullying (at school only, electronically only, or both at school and electronically) and use of tobacco products using data from the 2013 national Youth Risk Behavior Survey. Girls who were bullied both at school and electronically reported the highest odds of all tobacco use behaviors (ever use of cigarettes, current use of cigarettes, and current use of any tobacco product) as compared with girls who were not bullied after adjusting for covariates. Conversely, for boys, only the association between being bullied electronically only and ever use of cigarettes remained significant after adjusting for covariates. Results from this study indicate that electronic bullying may differentially influence the odds of tobacco use in high school students as compared with bullying that occurs at school only. Confirmation of these findings could inform interventions to reduce both bullying and tobacco use in high school. © 2016, American School Health Association.

PENGETAHUAN GURU TENTANG BULLYING

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Fauziyah Indahyani

2015-07-01

Full Text Available Penelitian ini bertujuan untuk mendeskripsikan tingkat pengetahuan guru sekolah dasar tentang bullying di kecamatan Sokaraja, Kabupaten Banyumas. Metode pengumpulan data menggunakan tes pengetahuan, subjek penelitiannya adalah guru sekolah dasar di Sokaraja, Kabupaten Banyumas. Teknik pengambilan sampel data yang digunakan dalam penelitian ini adalah clustered sampling. Jumlah populasi penelitian adalah 403 guru dari sekolah dasar di kecamatan Sokaraja, Kabupaten Banyumas. 40% di antaranya diambil sebagai sampel, sehingga sampel yang digunakan dalam penelitian ini adalah 130 guru sekolah dasar dari kecamatan Sokaraja, Banyumas kabupaten Hasil analisis menunjukkan bahwa pengetahuan guru tentang bullying rata-rata, hal ini ditunjukkan dalam analisis yang menunjukkan bahwa 130 guru sekolah dasar, 92 di antaranya 70,77% kategori rata-rata dalam mengetahui bullying verbal (70,77%. Sedangkan untuk pengetahuan bullying fisik, dari 130 guru, 91 guru atau 70,00% dikategorikan ke tingkat rata-rata. Kemudian, dari 130 guru sekolah dasar, 70,00% dikategorikan ke dalam pengetahuan rata-rata yang berhubungan dengan pengetahuan mental. Kata kunci: Pengetahuan tentang Bullying, Guru Sekolah Dasar

Understanding and defining bullying - adolescents' own views.

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Hellström, Lisa; Persson, Louise; Hagquist, Curt

2015-01-01

The negative consequences of peer-victimization on children and adolescents are major public health concerns which have been subjected to extensive research. Given all efforts made to analyze and estimate the social and health consequences of peer-victimization, the adolescents' own experiences and understandings have had surprisingly little impact on the definition of bullying. Therefore, the aim of the current study is to explore adolescents' definitions of bullying. A questionnaire study (n = 128) and four focus group interviews (n = 21) were conducted among students aged 13 and 15. First, gender and age differences were analyzed with respect to what behaviors are considered bullying (questionnaire data). Second, analysis of what bullying is (focus group interviews) was conducted using qualitative content analysis. The adolescents own understanding and definition of bullying didn't just include the traditional criteria of repetition and power imbalance, but also a criterion based on the health consequences of bullying. The results showed that a single but hurtful or harmful incident also could be considered bullying irrespective of whether the traditional criteria were fulfilled or not. Further, girls and older students had a more inclusive view of bullying and reported more types of behaviors as bullying compared to boys and younger students. The results of the current study adds to the existing literature by showing that adolescents consider the victim's experience of hurt and harm as a criterion for defining bullying and not only as consequences of bullying. This may be of special relevance for the identification and classification of bullying incidents on the internet where devastating consequences have been reported from single incidents and the use of the traditional criteria of intent, repetition and power imbalance may not be as relevant as for traditional bullying. It implies that the traditional criteria included in most definitions of bullying

Bus drivers' exposure to bullying at work: an occupation-specific approach.

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Glasø, Lars; Bele, Edvard; Nielsen, Morten Birkeland; Einarsen, Ståle

2011-10-01

The present study employs an occupation-specific approach to examine bus drivers' exposure to bullying and their trait anger, job engagement, job satisfaction and turnover intentions. A total of 1,023 bus drivers from a large public transport organization participated in the study. The findings show that bus driving can be a high risk occupation with regard to bullying, since 70% of the bus drivers had experienced one or more acts typical of bullying during the last six months. As many as 11% defined themselves as victims of bullying, 33% of whom (i.e. 3.6% of the total sample) see themselves as victims of frequent bullying. Colleagues were most frequently reported as perpetrators. Exposure to bullying was negatively related to job engagement and job satisfaction and positively related to turnover intentions. Job engagement and job satisfaction mediated the relationship between bullying and intention to leave, respectively. Trait anger had an interaction effect on the relationship between bullying and turnover intentions. This study indicates that workplace bullying has context-specific aspects that require increased use of context-specific policies and intervention methods. © 2011 The Authors. Scandinavian Journal of Psychology © 2011 The Scandinavian Psychological Associations.

Childhood bullying involvement predicts low-grade systemic inflammation into adulthood

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Copeland, William E.; Wolke, Dieter; Lereya, Suzet Tanya; Shanahan, Lilly; Worthman, Carol; Costello, E. Jane

2014-01-01

Bullying is a common childhood experience that involves repeated mistreatment to improve or maintain one’s status. Victims display long-term social, psychological, and health consequences, whereas bullies display minimal ill effects. The aim of this study is to test how this adverse social experience is biologically embedded to affect short- or long-term levels of C-reactive protein (CRP), a marker of low-grade systemic inflammation. The prospective population-based Great Smoky Mountains Study (n = 1,420), with up to nine waves of data per subject, was used, covering childhood/adolescence (ages 9–16) and young adulthood (ages 19 and 21). Structured interviews were used to assess bullying involvement and relevant covariates at all childhood/adolescent observations. Blood spots were collected at each observation and assayed for CRP levels. During childhood and adolescence, the number of waves at which the child was bullied predicted increasing levels of CRP. Although CRP levels rose for all participants from childhood into adulthood, being bullied predicted greater increases in CRP levels, whereas bullying others predicted lower increases in CRP compared with those uninvolved in bullying. This pattern was robust, controlling for body mass index, substance use, physical and mental health status, and exposures to other childhood psychosocial adversities. A child’s role in bullying may serve as either a risk or a protective factor for adult low-grade inflammation, independent of other factors. Inflammation is a physiological response that mediates the effects of both social adversity and dominance on decreases in health. PMID:24821813

[Concept analysis of workplace bullying].

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Ma, Shu-Ching; Wang, Hsiu-Hung; Chen, Jih-Yuan

2011-08-01

Workplace bullying is a complicated and imprecise concept. Research findings have highlighted it as an important issue in the nursing environment worldwide. Workplace bullying arises due to malfunctions in workplace organizational and cultural related antecedents and manifests in various forms. Many studies have reported that nurses experiencing workplace bullying face increased levels of physical, psychological and social distress, may adopt suicidal thoughts and negativity towards the nursing profession, and may even abandon the nursing profession completely. Although a large number of papers have discussed the antecedents, forms and interventions related to workplace bullying, there has yet been no systematic concept analysis of workplace bullying. This paper applied Walker and Avant's concept analysis process to verify concept definitions, identify defining attributes, antecedents, and consequences, and provide examples of model, borderline, and contrary cases. Findings can help nursing administrators understand and clarify the meaning of workplace bullying in order to take appropriate measures to improve the working environment for nursing professionals.

School-related bullying : analysis of bullying preventive programs and analysis of power from perspective of social philosophy

OpenAIRE

Aizkalna, Viktorija

2017-01-01

The present thesis is dedicated to a problem of school-related bullying. Bullying is a global problem that affect big number of students, and has serious short- and long-term consequences. Bullying can be manifested in various forms: it can be physical, emotional, and lately also cyber-bullying. Being a complex phenomenon, bullying can be difficult to identify, to intervene or prevent. It originates from power imbalance in a social group, and can target anyone who qualifies as “different” in ...

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

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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…

Workplace Bullying in Radiology and Radiation Oncology.

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

2017-08-01

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

Bullying, Genealogy of the Concept

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Søndergaard, Dorte Marie

2017-01-01

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

Novice nurse productivity following workplace bullying.

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Berry, Peggy A; Gillespie, Gordon L; Gates, Donna; Schafer, John

2012-03-01

To determine the prevalence and effects of workplace bullying (WPB) on the work productivity of novice nurses (NNs). Internet-based descriptive cross-sectional survey design. One hundred ninety seven NNs (91.4% female, 8.6% male) in practice less than 2 years completed the Healthcare Productivity Survey, Negative Acts Questionnaire, and a demographic survey. The majority (72.6%, n= 147) of NNs reported a WPB event within the previous month, with 57.9% (n= 114) the direct targets and another 14.7% (n= 29) witnesses of WPB behaviors. Using a weighted Negative Acts Questionnaire score, 21.3% (n= 43) of NNs were bullied daily over a 6-month period. When asked if bullied over the past 6 months, approximately 44.7% (n= 88) of NNs reported repeated, targeted WPB, with 55.3% (n= 109) reporting no WPB. WPB acts were primarily perpetrated by more experienced nursing colleagues (63%, n= 126). Further, work productivity regression modeling was significant and NN productivity was negatively impacted by workplace bullying (r=-.322, p= .045). WPB continues in the healthcare environment and negatively affects bullied NNs' productivity by affecting cognitive demands and ability to handle or manage their workload. Healthcare facilities should continue to measure WPB in the work environment after policy implementation as well as eliminate negative behaviors through root-cause analysis to correct environmental factors associated with WPB. © 2012 Sigma Theta Tau International.

Do juveniles bully more than young offenders?

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Ireland, Jane L

2002-04-01

This study compares bullying behaviour among juvenile and young offenders and incorporates two different methods to measure bullying. Ninety-five male juvenile and 196 male young offenders completed two questionnaires, one that measured bullying directly and one that measured behaviours indicative of "being bullied" or of "bullying others". Juveniles perceived a higher extent of bullying than young offenders. Juveniles reported significantly more physical, psychological or verbal and overall direct forms of bullying behaviour than young offenders. A number of differences were found between juveniles and young offenders with regard to the types of prisoners likely to become victims, who they would advise a victim to speak to and how bullying could be prevented. The results are discussed in relation to developmental theories of aggression and how bullying behaviour can be defined and measured among prisoners. Copyright 2002 The Association for Professionals in Services for Adolescents. Published by Elsevier Science Ltd. All rights reserved.

SUPERVISORS' TRANSFORMATIONAL LEADERSHIP AND BULLYING IN THE WORKPLACE.

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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.

Workplace bullying in the Australian health context: a systematic review.

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Chadwick, Sharlene; Travaglia, Joanne

2017-05-15

Purpose During the past decade, there has been increased attention into bullying behaviours in workplaces. Research to date has varied in design, the definition of what constitutes bullying behaviour, as well as the methods used to collect data and measure bullying incidence and prevalence. Nonetheless, studies demonstrate that bullying is a significant issue, which warrants an increased research focus to develop greater understanding of the concept, its effects and implications in, and for, the workplace. The purpose of this paper is to focus on capturing a range of international and Australian literature regarding workplace bullying behaviours in a health context from a management perspective. As a result, this paper identified the gaps in the literature when expanded specifically to an Australian health context. Design/methodology/approach The purpose of this review is to summarise the existing literature, both internationally and in Australia which examines workplace bullying behaviours in a health context from a management perspective. This describes the review of the literature on workplace bullying in a health context undertaken from January to April 2014. The "Preferred Reporting Systematic Reviews and Meta-Analyses" method was used to structure the review, which covered a wide range of literature from databases including MEDLINE, Embase, CINAHL and InformIT, as well as reports, and grey literature. Findings The review included 62 studies that met the inclusion criteria and reported either: factors contributing to workplace bullying, at least one significant example of workplace bullying behaviour or the impact of workplace bullying behaviours in a health context. Originality/value There is limited data on workplace bullying behaviours in an Australian health context. The literature supports there is value in future research to develop consistent definitions, policies, procedures and frameworks, which could help to prevent or address workplace bullying

Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model.

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Swearer, Susan M; Hymel, Shelley

2015-01-01

With growing recognition that bullying is a complex phenomenon, influenced by multiple factors, research findings to date have been understood within a social-ecological framework. Consistent with this model, we review research on the known correlates and contributing factors in bullying/victimization within the individual, family, peer group, school and community. Recognizing the fluid and dynamic nature of involvement in bullying, we then expand on this model and consider research on the consequences of bullying involvement, as either victim or bully or both, and propose a social-ecological, diathesis-stress model for understanding the bullying dynamic and its impact. Specifically, we frame involvement in bullying as a stressful life event for both children who bully and those who are victimized, serving as a catalyst for a diathesis-stress connection between bullying, victimization, and psychosocial difficulties. Against this backdrop, we suggest that effective bullying prevention and intervention efforts must take into account the complexities of the human experience, addressing both individual characteristics and history of involvement in bullying, risk and protective factors, and the contexts in which bullying occurs, in order to promote healthier social relationships. (c) 2015 APA, all rights reserved).

Bullies, Victims, and Bully/Victims: Distinct Groups of At-Risk Youth.

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Haynie, Denise L.; Nasel, Tonja; Eitel, Patricia; Crump, Aria Davis; Saylor, Keith; Yu, Kai; Simons-Morton, Bruce

2001-01-01

Surveyed middle school students on incidents of bullying and victimization. Found that psychosocial and behavioral predictors such as problem behaviors, attitudes toward deviance, peer influences, depressive symptoms, school-related functioning, and parenting linearly separated never bullied or victimized students from the victim group, from the…

The Structure of Co-Occurring Bullying Experiences and Associations with Suicidal Behaviors in Korean Adolescents

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Roh, Beop-Rae; Yoon, Yoewon; Kwon, Ahye; Oh, Seunga; Lee, Soyoung Irene; Ha, Kyunghee; Shin, Yun Mi; Song, Jungeun; Park, Eun Jin; Yoo, Heejung; Hong, Hyun Ju

2015-01-01

Objective This study had two main goals: to examine the structure of co-occurring peer bullying experiences among adolescents in South Korea from the perspective of victims and to determine the effects of bullying on suicidal behavior, including suicidal ideation and suicide attempts, among adolescents. Method This study used data gathered from 4,410 treatment-seeking adolescents at their initial visits to 31 local mental health centers in Gyeonggi Province, South Korea. The structure of peer bullying was examined using latent class analysis (LCA) to classify participants’ relevant experiences. Then, a binomial logistic regression adjusted by propensity scores was conducted to identify relationships between experiences of being bullied and suicidal behaviors. Results The LCA of experiences with bullying revealed two distinct classes of bullying: physical and non-physical. Adolescents who experienced physical bullying were 3.05 times more likely to attempt suicide than those who were not bullied. Victims of (non-physical) cyber bullying were 2.94 times more likely to attempt suicide than were those who were not bullied. Conclusions Both physical and non-physical bullying were associated with suicide attempts, with similar effect sizes. Schools and mental health professionals should be more attentive than they currently are to non-physical bullying. PMID:26619356

The Structure of Co-Occurring Bullying Experiences and Associations with Suicidal Behaviors in Korean Adolescents.

Directory of Open Access Journals (Sweden)

Beop-Rae Roh

Full Text Available This study had two main goals: to examine the structure of co-occurring peer bullying experiences among adolescents in South Korea from the perspective of victims and to determine the effects of bullying on suicidal behavior, including suicidal ideation and suicide attempts, among adolescents.This study used data gathered from 4,410 treatment-seeking adolescents at their initial visits to 31 local mental health centers in Gyeonggi Province, South Korea. The structure of peer bullying was examined using latent class analysis (LCA to classify participants' relevant experiences. Then, a binomial logistic regression adjusted by propensity scores was conducted to identify relationships between experiences of being bullied and suicidal behaviors.The LCA of experiences with bullying revealed two distinct classes of bullying: physical and non-physical. Adolescents who experienced physical bullying were 3.05 times more likely to attempt suicide than those who were not bullied. Victims of (non-physical cyber bullying were 2.94 times more likely to attempt suicide than were those who were not bullied.Both physical and non-physical bullying were associated with suicide attempts, with similar effect sizes. Schools and mental health professionals should be more attentive than they currently are to non-physical bullying.

Effects of a Cognitive Rehearsal Program on Interpersonal Relationships, Workplace Bullying, Symptom Experience, and Turnover Intention among Nurses: A Randomized Controlled Trial.

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Kang, Jiyeon; Kim, Jeung Im; Yun, Seonyoung

2017-10-01

This research aimed to investigate the effects of a cognitive rehearsal program (CRP) on workplace bullying among nurses. A randomized controlled trial was performed. Participants were 40 nurses working in different university hospitals in B city, South Korea. The experimental group was provided with a 20-hour CRP comprising scenarios on bullying situations, standard communication, and role-playing. To evaluate effects of the CRP, we measured interpersonal relationships, workplace bullying, symptom experience, and turnover intention at preand post-intervention. Follow-up effect was measured in the experimental group only at 4 weeks after the intervention. After the intervention, there were significant differences in interpersonal relationships (F=6.21, p=.022) and turnover intention (F=5.55, p=.024) between experimental and wait-list groups. However, there was no significant difference in workplace bullying or symptom experience between the 2 groups. The beneficial effects on interpersonal relationships and turnover intention lasted at least up to 4 weeks after CRP. The CRP for workplace bullying improves interpersonal relationships and decreases turnover intention. So it can be utilized as one of the personal coping strategies to reduce the the turnover among nurses. Further studies on the effects of unit- or hospital-based CRP and on the long-term effects of CRP are necessary. © 2017 Korean Society of Nursing Science

Mapping the Landscapes of Bullying

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Migliaccio, Todd; Raskauskas, Juliana; Schmidtlein, Mathew

2017-01-01

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

Students' perspectives on cyber bullying.

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

2007-12-01

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

Callous-Unemotional Traits, Harm-Effect Moral Reasoning, and Bullying among Swedish Children

Science.gov (United States)

Thornberg, Robert; Jungert, Tomas

2017-01-01

Background: Although callous-unemotional (CU) traits have been associated with bullying among children and adolescents, relatively little is known about whether each of the three sub-constructs of CU traits--callous, uncaring, and unemotional--are associated with bullying when they are considered concurrently in the analysis. Objective: This study…

Learner-to-teacher bullying as a potential factor influencing teachers' mental health

OpenAIRE

Woudstra, Marit Helen; Janse van Rensburg, Estie; Visser, Maretha; Jordaan, Joyce

2018-01-01

Learner-to-teacher bullying is a focus area that has not been widely researched. The current research, underpinned by the ecosystemic paradigm, examined the proportion of teachers who reported exposure to bullying by learners. The study was carried out by using the Learner-to-teacher Bullying Questionnaire developed for this research. Additionally, the potential effect that learner-to-teacher bullying may have on teachers' experience of mental health was investigated using the Hospital Anxiet...

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…

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

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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…

Adolescent Desire for Cosmetic Surgery: Associations with Bullying and Psychological Functioning.

Science.gov (United States)

Lee, Kirsty; Guy, Alexa; Dale, Jeremy; Wolke, Dieter

2017-05-01

Adolescent bullying may be a key driver of interest in cosmetic surgery. This study examined the extent of such interest and whether any effect was sex-specific, and examined psychological functioning as a potential mechanism through which bullying involvement may lead to a wish for cosmetic surgery. A two-stage design was used. In the first stage, 2782 adolescents (aged 11 to 16 years) were screened for bullying involvement using self-reports and peer nominations. In the second stage, 752 adolescents who were bullies, victims, bully-victims, or uninvolved in bullying reported their desire for cosmetic surgery. Psychological functioning was constructed as a composite of self-esteem and emotional problems (assessed at stage 1) and body-esteem scores (assessed at stage 2). Adolescents involved in bullying in any role were significantly more interested in cosmetic surgery than uninvolved adolescents. Desire for cosmetic surgery was greatest in adolescents who were bullied (victims and bully-victims) and girls. Desire for cosmetic surgery was highest in girls, but sex did not interact with bullying role. Being victimized by peers resulted in poor psychological functioning, which increased desire for cosmetic surgery. In contrast, desire for cosmetic surgery in bullies was not related to psychological functioning, which was in the normal range. Bullying victimization is related to poor psychological functioning, and both are related to a greater desire for cosmetic surgery in adolescents. Cosmetic surgeons should screen candidates for psychological vulnerability and may want to include a short screening questionnaire for a history of peer victimization.

General Strain Theory and School Bullying: An Empirical Test in South Korea

Science.gov (United States)

Moon, Byongook; Morash, Merry; McCluskey, John D.

2012-01-01

Despite recognition of bullying as a serious school and social problem with negative effects on students' well-being and safety, and the overlap between aggressive bullying acts and delinquent behavior, few empirical studies test the applicability of criminological theories to explaining bullying. This limitation in research is especially evident…

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

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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. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Impact of Childhood Bullying among HIV-Positive Men: Psychosocial Correlates and Risk Factors

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Kamen, Charles; Bergstrom, Jessica; Vorasarun, Chaniga; Mardini, Mona; Patrick, Rudy; Lee, Susanne; Lazar, Rachael; Koopman, Cheryl; Gore-Felton, Cheryl

2012-01-01

Objectives While some studies have examined the deleterious effects of childhood bullying on adults, no studies to date have focused on the effects of bullying on Persons Living with HIV (PLH), a particularly at-risk population. PLH experience higher rates of childhood and adulthood physical and sexual abuse than the population at large, and experience of childhood abuse appears to be predictive of sexual and other risk behaviors in this population. Thus it remains critical to examine rates of childhood bullying and correlates of bullying in adult PLH. Methods A sample of 171 HIV-positive men over 18 years of age were recruited from the San Francisco Bay Area. All participants reported experiencing symptoms of traumatic stress. The participants were recruited as part of a larger study assessing a group intervention for individuals with HIV and symptoms of trauma. Self-report questionnaires were administered to assess participants’ exposure to bullying in childhood and trauma symptoms in adulthood. Results Bullying was commonly reported by men in the current sample, with 91% of the sample endorsing having experienced some level of bullying before age 18. Having been bullied in childhood was significantly (p bullying in childhood predicted additional, unique variance in trauma symptoms in adulthood above and beyond the effect of exposure to other forms of trauma, resulting in a better-fitting model. Conclusions The current study highlights the association between rate of childhood bullying and symptoms of trauma in adulthood, accounting for the effect of exposure to other forms of trauma. Given the impact of trauma symptoms on disease progression in PLH, exposure to bullying must be considered in any intervention aiming to reduce trauma symptoms or improve mental or physical health among HIV-positive populations. PMID:23294606

Responding to Bullying: What Works?

Science.gov (United States)

Craig, Wendy; Pepler, Debra; Blais, Julie

2007-01-01

Children who are bullied are often told to "solve the problems themselves"; however, when bullying is repeated over time, it becomes increasingly difficult for victimized children to stop the torment because of their relative lack of power. We examine the ways in which children respond to bullying and their evaluations of the…

The impact of bullying on educational performance in Ghana: A Bias-reducing Matching Approach

OpenAIRE

Kibriya, Shahriar; Xu, Zhicheng P.; Zhang, Yu

2015-01-01

School bullying is a serious problem in academic settings all over the world. Using data from Ghana through the Trends in International Mathematics and Science Study we show that bullying has a negative effect on academic performance. We also find evidence that female students are more affected by bullying. However, our analysis of the data reveals a female teacher in the classroom diminishes the negative effect of bullying on female students. The analysis uses a quasi-experimental propensity...

The nature of workplace bullying experienced by teachers and the biopsychosocial health effects

Directory of Open Access Journals (Sweden)

J. De Vos

2015-08-01

Full Text Available This article reports on the nature of workplace bullying experienced by teachers in South African schools and the bio-psychosocial health effects that may arise from such victimisation. Voluntary victimised teachers who wanted to share their experiences were sampled using a lifestyle magazine and online articles. Twenty-seven teachers participated in the study. Data was collected through telephonic semi-structured phenomenological interviews and personal documents. Interpretive Phenomenological Analysis (IPA was further used to analyse and interpret qualitative data. Findings indicated that bullying is mostly perpetrated by principals, who often use colleagues as accomplices, and that the bullying mostly tends to be psychological in nature. Participants reported experiencing various physical, psychological and social health problems after being victimised. It was further recognised that health problems do not occur in isolation, but if contextualised, may form part of a list of psychiatric conditions, such as depression, posttraumatic stress disorder, and in isolated cases, panic attacks. Victimised teachers' health may have a significant impact on the teaching-learning process, acting as a barrier to learning, which may consequently have a negative impact on the organisational culture and the South African emerging economy.

The effectiveness of assertiveness training for school-aged children on bullying and assertiveness level.

Science.gov (United States)

Avşar, Fatma; Ayaz Alkaya, Sultan

The aim of this study was to determine the effectiveness of an assertive training for school-aged children on peer bullying and assertiveness. A quasi-experimental design using pre- and post-testing was conducted. Data were collected using a demographic questionnaire, an assertiveness scale, and the peer victimization scale. The training program was comprised of eight sessions which were implemented to intervention group. Descriptive characteristics were not statistically different between the groups (p>0.05). The peer victimization victim dimension results show that post-test mean scores of the students in the intervention group were lower than the pre-test mean scores (p0.05). A comparison of the mean pre-test/post-test scores of peer-victimization bully dimension of the students' intervention and control groups revealed that the mean post-test scores of the students in the each group decreased (p>0.05). An assertiveness training program increased the assertiveness level and reduced the state of being victims, but did not affect the state of being bullies. The results of this study can help children acquire assertive behaviors instead of negative behaviors such as aggression and shyness, and help them to build effective social communication. Copyright © 2017 Elsevier Inc. All rights reserved.

Development and Psychometric Properties of the Homophobic Bullying Scale

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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…

Resilience as an underexplored outcome of workplace bullying.

Science.gov (United States)

van Heugten, Kate

2013-03-01

The problem of workplace bullying appears to be especially common in the hospitality industry and in health, education, and social services. Bullying results in negative effects on the psychological and physical health and well-being of targets, bystanders, and those accused of bullying. I undertook a qualitative research project to investigate the experiences of 17 New Zealand social workers who identified themselves as having been targets of workplace bullying. All participants had experienced negative physical and psychological health impacts. I also found, however, that in the aftermath of their difficult experiences, most considered that they had eventually developed greater resilience. Resilience was enhanced when participants' sense of control over their situation improved and when they received support from witnesses and managers. I make recommendations to indicate how these resilience-promoting conditions can be achieved in the organizational setting.

Educators' Understanding of Workplace Bullying

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de Wet, Corene

2014-01-01

This article looks at educators' understanding of workplace bullying through the lens of a two- dimensional model of bullying. Educators, who were furthering their studies at the University of the Free State, were invited to take part in a study on different types of bullying. Deductive, directed content analysis was used to analyse 59…

Childhood bullying and social dilemmas.

Science.gov (United States)

Kohm, Amelia

2015-03-01

Children who witness bullying often do not defend victims. Bystanders might be reticent to intervene because they are stuck in "social dilemmas." Social dilemmas are situations in which individuals make decisions based on self-interest due to their lack of confidence that others will join with them in decisions that benefit the collective. In this study, the social dilemmas concept, which comes from game theory and social psychology, was applied to bullying for the first time. A total of 292 middle school students at a private residential school in the United States completed surveys about their bullying-related experiences within their residences of 10 to 12 students of the same gender. Multilevel modeling was employed to assess if and how attitudes, group norms, and social dilemmas predict behavior in bullying situations. The findings suggested that both individual and group factors were associated with behavior in bullying situations and that attitudes, group norms, and social dilemmas each made a unique contribution to predicting behavior in bullying situations. Aggr. Behav. 42:97-108, 2015. © 2015 Wiley Periodicals, Inc. © 2015 Wiley Periodicals, Inc.

GAMBARAN PERILAKU BULLYING PADA MAHASISWA UMN ALWASHLIYAH

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Shavreni Oktadi Putri

2018-05-01

Full Text Available Bullying behavior phenomenon that is conducted by students are getting apprehensive lately, that because education institutions are as the places to educate people turn into bullying behavior spot including university students. Bullying means as an attempt which is conducted to harm a group or a person. Therefore, the purpose of this study is to find out levels and kinds of bullying that happened among UMN Al Washliyah Students. Research subject were 102 students of UMN at education of early childhooddepartment that were taken from 4 classes by using cluster random sampling method. Data collection was conducted by using bullying scale from Colloroso. Data analysis method by using Pearson product moment and descriptive statistic. The results of study show that (1 the level of bullying behavior which is done by students is at the medium category with the percentage 74,5%. (2 kindof bullying behaviors which are done most by students is verbal bullying with the percentage73.5% and (3 bullying behaviorthat is done very often by students in 7th semester is 83,9%.

The thrill of bullying

DEFF Research Database (Denmark)

Søndergaard, Dorte Marie

2018-01-01

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

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

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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.

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

Science.gov (United States)

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

2012-01-01

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

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

Science.gov (United States)

Osvaldsson, Karin

2011-01-01

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

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…

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

NARCIS (Netherlands)

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

2005-01-01

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

Why do young adolescents bully? Experience in Malaysian schools.

Science.gov (United States)

Wan Ismail, Wan Salwina; Nik Jaafar, Nik Ruzyanei; Sidi, Hatta; Midin, Marhani; Shah, Shamsul Azhar

2014-01-01

To determine sociodemographic and psychological factors associated with bullying behavior among young adolescents in Malaysia. This is a cross-sectional study of four hundred ten 12-year-old adolescents from seven randomly sampled schools in the Federal Territory of Kuala Lumpur, Malaysia. Sociodemographic features of the adolescents and their parents, bullying behavior (Malaysian Bullying Questionnaire), ADHD symptoms (Conners Rating Scales), and internalizing and externalizing behavior (Child Behaviour Checklist) were obtained from adolescents, parents and teachers, respectively. Only male gender (OR=7.071, p=0.01*, CI=1.642-30.446) was a significant sociodemographic factor among bullies. Predominantly hyperactive (OR=2.285, p=0.00*, CI=1.507-3.467) and inattentive ADHD symptoms reported by teachers (OR=1.829, p=0.03*, CI=1.060-3.154) and parents (OR=1.709, p=0.03*, CI=1.046-2.793) were significant risk factors for bullying behavior while combined symptoms reported by young adolescents (OR=0.729, p=0.01*, CI=0.580-0.915) and teachers (OR=0.643, p=0.02*, CI=0.440-0.938) were protective against bullying behavior despite the influence of conduct behavior (OR=3.160, p=0.00*, CI=1.600-6.241). Internalizing behavior, that is, withdrawn (OR=0.653, p=0.04*, CI=0.436-0.977) and somatic complaints (OR=0.619, p=0.01*, CI=0.430-0.889) significantly protect against bullying behavior. Recognizing factors associated with bullying behavior, in particular factors distinctive to the local population, facilitates in strategizing effective interventions for school bullying among young adolescents in Malaysian schools. Copyright © 2014 Elsevier Inc. All rights reserved.

Workplace Bullying and Work Engagement: A Self-Determination Model.

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Goodboy, Alan K; Martin, Matthew M; Bolkan, San

2017-06-01

This study modeled motivational mechanisms that explain the negative effects of workplace bullying on work engagement. Guided by self-determination theory, workplace bullying was predicted to decrease worker engagement indirectly, due to the denial of employees' basic psychological needs and their intrinsic motivation to work. From a sample of 243 full-time employees, serial multiple mediation models revealed that the indirect relationships between workplace bullying and work engagement (i.e., vigor, dedication, absorption) were serially mediated by basic psychological needs and intrinsic motivation to work. In support of self-determination theory, this study revealed that workplace bullying indirectly disengages employees from their work by denying them of their autonomy and relatedness needs and thwarting their motivation to perform work in a fulfilling way.

Weight- and race-based bullying: health associations among urban adolescents.

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Rosenthal, Lisa; Earnshaw, Valerie A; Carroll-Scott, Amy; Henderson, Kathryn E; Peters, Susan M; McCaslin, Catherine; Ickovics, Jeannette R

2015-04-01

Stigma-based bullying is associated with negative mental and physical health outcomes. In a longitudinal study, surveys and physical assessments were conducted with mostly Black and Latino, socioeconomically disadvantaged, urban students. As hypothesized, greater weight- and race-based bullying each was significantly indirectly associated with increased blood pressure and body mass index, as well as decreased overall self-rated health across 2 years, through the mechanism of more negative emotional symptoms. Results support important avenues for future research on mechanisms and longitudinal associations of stigma-based bullying with health. Interventions are needed to reduce stigma-based bullying and buffer adolescents from adverse health effects. © The Author(s) 2013.

Responsibility of a frontline manager regarding staff bullying.

Science.gov (United States)

Rocker, Carol F

2012-09-24

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

Physiotherapy students' experiences of bullying on clinical internships: an exploratory study.

Science.gov (United States)

Stubbs, Brendon; Soundy, Andy

2013-06-01

To consider the prevalence and type of bullying behaviours experienced whilst on clinical placement in a cohort of final-year BSc undergraduate students. Cross-sectional survey. University in the West Midlands, UK. Fifty-two final-year undergraduate students. Prevalence of incivility and bullying behaviours. Twenty-five percent of students reported at least one incident of bullying behaviour. The perpetrator of the bullying behaviour was most often the clinical educator (8/13, 62%). Despite the negative effects caused, the majority of students (11/13, 84%) did not report this experience to the university. Bullying behaviour may take many forms and can have a negative effect on the well-being of students. It should be addressed by all stakeholders including universities, National Health Service trusts and researchers. Possible strategies to move forwards and better protect the future of the physiotherapy profession are briefly considered. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

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...

Addressing Bullying: Policy and Practice

Science.gov (United States)

Lerman, Bradford C.

2010-01-01

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

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…

LGBTQ Bullying: Translating Research to Action in Pediatrics.

Science.gov (United States)

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

2017-10-01

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

PENINGKATAN SELF ESTEEM SISWA KORBAN BULLYING MELALUI TEKNIK ASSERTIVE TRAINING

Directory of Open Access Journals (Sweden)

Mujiyati Mujiyati

2015-01-01

Full Text Available This study is based on students’ problem who undergone the decreasing of self-esteem due to bullying that students receive in their environment. The long-term goal which going to be achieved is related to self esteem problem of students bullying victims that is capable to solve problem by using effective and tested product through counseling with assertive training technique. This study used research and development method. The steps are: (1 preliminary research; (2 designing model; (3 developing model; (4 testing model restrictively; (5 analysing model; (6 revising model; (7 testing model widely; (8 dissemination of model; and (9 recommending tested model. The result of study showed that the model of counseling through assertive training was empirically proven effective to improve self esteem of students bullying victims.Keywords: Self Esteem, Bullying, Assertive Training

Bullying and negative appearance feedback among adolescents: Is it objective or misperceived weight that matters?

Science.gov (United States)

Lee, Kirsty; Dale, Jeremy; Guy, Alexa; Wolke, Dieter

2018-02-01

This study investigated (1) whether involvement in bullying as a bully, victim or bully-victim was associated with objectively measured overweight or underweight, or whether it was related to weight misperception (i.e., inaccurate perceptions), and (2) whether appearance-specific feedback mediated the relationship between bullying and weight misperception. In Stage 1, 2782 adolescents aged 11-16 years from British secondary schools were screened for peer bullying and victimisation. In Stage 2, 411 adolescents with weight and height data (objective n = 319, self-report n = 92) also self-reported on their weight perception and appearance-specific feedback. Neither bullying nor victimisation were related to objective underweight or overweight. Victims were at increased odds of overweight misperception, while bully-victims were at increased odds of underweight misperception. Additionally, there was an indirect effect of appearance feedback on overweight misperception in bully-victims. Both victims and bully-victims are at increased risk of weight misperception, posing further detrimental effects to their health and wellbeing. Copyright © 2017. Published by Elsevier Ltd.

Bullying and Social Anxiety in Chinese Children: Moderating Roles of Trait Resilience and Psychological Suzhi.

Science.gov (United States)

Wu, Lili; Zhang, Dajun; Cheng, Gang; Hu, Tianqiang

2018-02-01

Research examining the relationship between bullying victimization and social anxiety has mainly been conducted in Western countries, and little is known about the mechanisms underlying this relationship. This study explores the correlation between bullying victimization and social anxiety in a Chinese context and determines the moderating roles of psychological suzhi (a mental quality characterized by being steady, essential and implicit that affects adaptive, developmental, and creative behavior) and trait resilience among victims of bullying. Data were obtained from a stratified sample of 1903 children in the fourth, fifth, and sixth grades. All participants completed measures of bullying victimization, social anxiety, trait resilience, and psychological suzhi. The results indicated that, after controlling for grade, residential area, and parental marital status, bullying victimization positively predicted children's social anxiety. In addition, multi-group analysis suggested that the association in girls was stronger relative to that observed in boys. Regarding underlying processes, trait resilience moderated the effect of bullying victimization on social anxiety only in girls. Further assessment of the latent interaction effects indicated that the protective effect of trait resilience was stronger for girls experiencing high, relative to low, levels of bullying victimization, and psychological suzhi buffered against the detrimental effects of bullying on children's social anxiety. Most notably, unlike the moderating effect of resilience, the buffering effect of psychological suzhi against social anxiety was most prominent when bullying victimization was low. Findings underscore the importance of enhancing trait resilience and psychological suzhi in interventions designed to reduce children's social anxiety. Copyright © 2017 Elsevier Ltd. All rights reserved.

Ringleader bullying: association with psychopathic narcissism and theory of mind among child psychiatric inpatients.

Science.gov (United States)

Stellwagen, Kurt K; Kerig, Patricia K

2013-10-01

This study examined the association of ringleader bullying with psychopathic traits and theory of mind among 100 youth aged 10-15 (62 boys and 38 girls) receiving inpatient psychiatric services at a state facility. Results of hierarchical multiple regression analyses indicated a positive association between ringleader bullying and psychopathic narcissism, and a significant interaction effect between narcissism and theory of mind. More specifically, narcissism moderated the relationship between theory of mind and ringleader bullying such that theory of mind was positively associated with ringleader bullying when levels of narcissism were high, and theory of mind was negatively associated ringleader bullying when levels of narcissism were low. The discussion of these results focuses on the importance of developing effective treatment techniques for youth whose bullying behavior is associated with narcissistic features and social acuity.

How Well Do We Understand the Long-Term Health Implications of Childhood Bullying?

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Zarate-Garza, Pablo Patricio; Biggs, Bridget K; Croarkin, Paul; Morath, Brooke; Leffler, Jarrod; Cuellar-Barboza, Alfredo; Tye, Susannah J

Once dismissed as an innocuous experience of childhood, bullying is now recognized as having significant psychological effects, particularly with chronic exposure. Victims of bullying are at risk for a number of psychiatric disturbances, and growing evidence suggests that the pathophysiological effects of bullying, as with other forms of trauma and chronic stress, create additional health risks. We review the literature on the known sequelae of bullying, including psychiatric and physiological health effects, with a focus on implications for the victim. In addition, since it is now well established that early and chronic exposure to stress has a significant negative impact on health outcomes, we explore the implications of this research in relation to bullying and victimization in childhood. In particular, we examine how aspects of the stress response, via epigenetic, inflammatory, and metabolic mediators, have the capacity to compromise mental and physical health, and to increase the risk of disease. Research on the relevant mechanisms associated with bullying and on potential interventions to decrease morbidity is urgently needed.

Coping With Verbal and Social Bullying in Middle School

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Christopher Donoghue

2014-11-01

Full Text Available 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 strategies and student willingness to seek help with bullying at school. The results show that middle school students generally expect that they will utilize adaptive approach strategies in trying to solve the problem or obtain support from others, but those who had been victimized in the last month were more likely than those not involved in bullying, to predict that they would engage in maladaptive avoidance coping strategies if victimized in the future. Willingness to seek help was found to be enhanced by approach coping strategies, less aggressive attitudes, and lower perceptions of school bullying. Policy implications for efforts to encourage approach coping strategies in middle school students through educational interventions and school counseling are discussed.

Bullying Laws and Policies

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... origin, sex, disability, or religion*, bullying overlaps with harassment and schools are legally obligated to address it. Read more about when bullying overlaps with harassment and how to report it to the U.S. ...

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

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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. © The Author(s) 2015.

Bullying in public secondary schools in Nairobi, Kenya | Ndetei ...

African Journals Online (AJOL)

Background: The prevalence and frequency of bullying in Nairobi public secondary schools in particular and in Kenyan schools in general is not known. Knowledge of the extent of the problem is essential in developing effective interventions. Aim: To study the prevalence and frequency of bullying in Nairobi public ...

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

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

2017-02-01

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

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...

[School bullying].

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Jacquart, J; Van Paemel, S; Pitchot, W

2018-02-01

School bullying consists of harassment behaviours in a school setting and is characterized by violence acts, mockery or even humiliations between students. More recently, with the development of new technologies, our society has seen the cyber-bullying born. This new type of harassment "on-line" comes and intersects the harassment at school. After the description of a clinical situation, we describe the impact of this phenomenon on the different actors concerned, the lines for prevention and for appropriate support.

Bullying Among Youth with Autism Spectrum Disorders

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Schrooten, I.; Scholte, Ron H. J.; Didden, Robert

2017-01-01

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

Precollege and in-college bullying experiences and health-related quality of life among college students.

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Chen, Yu-Ying; Huang, Jiun-Hau

2015-01-01

Bullying is a commonly occurring problem behavior in youths that could lead to long-term health effects. However, the impact of school bullying experiences on health-related quality of life (HRQOL) among college students has been relatively underexplored. This study aimed to describe school bullying experiences and to empirically examine their associations with HRQOL among college students in Taiwan. Self-administered survey data (response rate 84.2%) were collected from 1452 college students in 2013 by using proportional stratified cluster sampling. Different types of bullying experiences (ie, physical, verbal, relational, and cyber) before and in college, for bullies and victims, were measured. HRQOL was assessed by the World Health Organization Quality of Life (WHOQOL-BREF) Taiwan version. College students with cyber bullying-victimization experiences before college (β 0.060) reported significantly higher HRQOL in physical health. Regarding social relationships, those with verbal (β -0.086) and relational (β -0.056) bullying-victimization experiences, both before and in college, reported significantly lower HRQOL, whereas those with verbal (β 0.130) and relational (β 0.072) bullying-perpetration experiences in both periods reported significantly higher HRQOL. Students with cyber bullying-victimization experiences in college (β 0.068) reported significantly higher HRQOL in the environment domain. Last, the effects of verbal and relational bullying-victimization experiences on psychological HRQOL could be mediated and manifested through depression. Various types of bullying experiences occurring before and in college were differentially associated with HRQOL in different domains. These findings underscore the importance of developing school policies and health education initiatives to prevent school bullying and ameliorate its short-term and long-term effects on HRQOL. Copyright © 2015 by the American Academy of Pediatrics.

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

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

2012-04-01

Using a person-oriented approach the study examined whether bullying victimization at school continued into cyberspace victimization in a large sample of high school students in Lithuania (N = 1667, 58% girls), age 15-19 (M = 17.29, SD = 0.95). Three forms of traditional bullying (verbal, physical and relational) and seven forms of cyberbullying victimization through cell phones and computers were included in the analysis. The findings revealed that 35% of traditional bullying victims were also bullied in cyberspace. In particular, adolescents who experienced predominantly verbal and relational bullying at school, showed a higher risk of victimization in cyberspace a year later, while this was not observed for predominantly physical forms of traditional bullying. The findings point to the importance of a cross-contextual perspective in studies on stability of bullying victimization. © 2012 The Authors. Scandinavian Journal of Psychology © 2012 The Scandinavian Psychological Associations.

Confronting Cyber-Bullying: What Schools Need to Know to Control Misconduct and Avoid Legal Consequences

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Shariff, Shaheen

2009-01-01

This book is directed to academics, educators, and government policy-makers who are concerned about addressing emerging cyber-bullying and anti-authority student expressions through the use of cell phone and Internet technologies. There is a current policy vacuum relating to the extent of educators' legal responsibilities to intervene when such…

Bullying and cyberbullying in adulthood and the workplace.

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Kowalski, Robin M; Toth, Allison; Morgan, Megan

2018-01-01

Two studies generated profiles of cyberbullying/cyberincivility and traditional bullying/incivility in adults, particularly within the workplace. In Study 1, 20% of 3,699 participants had the majority of cyberbullying victimization and 7.5% had the majority of traditional bullying victimization occur in adulthood, with 30% saying they were bullied at work. Relationships between bullying and negative outcomes were found. Because of the clear evidence of bullying and cyberbullying in the workplace in Study 1, Study 2 addressed the relationship of these constructs to workplace incivility. Workplace face-to-face incivility and bullying were related among 321 participants, as were workplace cyberbullying and cyberincivility. Face-to-face incivility was more common than online incivility, face-to-face bullying, or online bullying, yet all four behaviors were associated with negative outcomes. Differences in intentionality, acceptability, and severity were observed, with workplace face-to-face bullying perceived as the most severe and having the greatest intentionality to harm. These results emphasize the importance of studying bullying among adults, and highlight the conceptual independence of bullying and incivility. Correlates of workplace aggression are discussed using job demands-resources theory.

Workplace Bullying and Mental Health: A Meta-Analysis on Cross-Sectional and Longitudinal Data.

Directory of Open Access Journals (Sweden)

Bart Verkuil

Full Text Available A growing body of research has confirmed that workplace bullying is a source of distress and poor mental health. Here we summarize the cross-sectional and longitudinal literature on these associations.Systematic review and meta-analyses on the relation between workplace bullying and mental health.The cross-sectional data (65 effect sizes, N = 115.783 showed positive associations between workplace bullying and symptoms of depression (r = .28, 95% CI = .23-.34, anxiety (r = .34, 95% CI = .29-.40 and stress-related psychological complaints (r = .37, 95% CI = .30-.44. Pooling the literature that investigated longitudinal relationships (26 effect sizes, N = 54.450 showed that workplace bullying was related to mental health complaints over time (r = 0.21, 95% CI = 0.13-0.21. Interestingly, baseline mental health problems were associated with subsequent exposure to workplace bullying (r = 0.18, 95% CI = 0.10-0.27; 11 effect sizes, N = 27.028.All data were self-reported, raising the possibility of reporting- and response set bias.Workplace bullying is consistently, and in a bi-directional manner, associated with reduced mental health. This may call for intervention strategies against bullying at work.

Workplace Bullying and Mental Health: A Meta-Analysis on Cross-Sectional and Longitudinal Data.

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Verkuil, Bart; Atasayi, Serpil; Molendijk, Marc L

2015-01-01

A growing body of research has confirmed that workplace bullying is a source of distress and poor mental health. Here we summarize the cross-sectional and longitudinal literature on these associations. Systematic review and meta-analyses on the relation between workplace bullying and mental health. The cross-sectional data (65 effect sizes, N = 115.783) showed positive associations between workplace bullying and symptoms of depression (r = .28, 95% CI = .23-.34), anxiety (r = .34, 95% CI = .29-.40) and stress-related psychological complaints (r = .37, 95% CI = .30-.44). Pooling the literature that investigated longitudinal relationships (26 effect sizes, N = 54.450) showed that workplace bullying was related to mental health complaints over time (r = 0.21, 95% CI = 0.13-0.21). Interestingly, baseline mental health problems were associated with subsequent exposure to workplace bullying (r = 0.18, 95% CI = 0.10-0.27; 11 effect sizes, N = 27.028). All data were self-reported, raising the possibility of reporting- and response set bias. Workplace bullying is consistently, and in a bi-directional manner, associated with reduced mental health. This may call for intervention strategies against bullying at work.

The Effect of Cognitive Behavioral Therapy and Cognitive Behavioral Therapy Plus Media on the Reduction of Bullying and Victimization and the Increase of Empathy and Bystander Response in a Bully Prevention Program for Urban Sixth-Grade Students