Emotional Intelligence Life-Skills Programme In The Prevention And Management Of Bullying Behaviour In Schools.

Problem Bullying issues are increasing among school-age children worldwide. Children and adolescents involved in bullying as victims, perpetrators, or both are likely to experience negative consequences on their emotional, social, and academic levels (Espelage & Holt, 2001). In spite of the increasing research on bullying in Saudi Arabia, there exists gaps in the literature, especially in the role of individual traits (self-esteem, emotional intelligence) and cognitive processes (moral disengagement) on bullying behavior. Additionally, using modeling analysis to understand the predictive factors affecting bullying involvement processes also filled in some of the gaps in the literature. The current study investigated the prevalence of bullying behavior and gender differences in bullying behavior. In addition, the extent of the relationships among bullying behavior, self-esteem, emotional intelligence, and moral disengagement were examined, including how these variables predicted bullying behavior (victimization/perpetration), and mediated the relationship between moral disengagement and bullying. Method The current study was designed as a non-experimental quantitative research analysis, with data collected via survey methodology. The data was collected from 735 high school students (male/female) between 14 and 19 years old who were attending public high schools in Jeddah, Saudi Arabia, during the 2022 academic year. Participants completed a self-report survey measuring their (a) demographic background information, (b) bullying behaviors (BCS-A), (c) moral disengagement (MDS), (d) self-esteem (RSES), and (f) emotional intelligence (WLEIS). Statistical analyses included descriptive statistics and binary logistic regression to examine gender differences, and Structural Equation Modeling (SEM) to examine the structure of relationships among the study variables. Results Regarding the prevalence of victimization, 20.8% of students reported being involved in verbal bullying, followed by physical bullying victimization (17.1%); cyberbullying victimization (17.3%); and relational bullying (16.9%). Regarding the prevalence of perpetration, verbal bullying was reported by 7.9% of the participants, followed by physical bullying (5.9%); cyberbullying (4.9%), and relational bullying (2.3%). The binary logistic regression analysis indicated there were significant differences in relational bullying victimization and perpetration in favor of females, and physical and verbal bullying victimization and perpetration were significantly different for male students. SEM analysis indicated that the initial model was a poor fit for the data. Therefore, upon some revisions, the SEM model predicted 40% of the variances in bullying behavior. Moral disengagement had a positive direct influence on bullying perpetration. Self-esteem was found to positively predict bullying perpetration and negatively influence bullying victimization. Emotional intelligence had a direct positive influence on self-esteem. Moral disengagement had a negative influence on emotional intelligence and self-esteem. Bullying victimization had a direct and positive impact on bullying perpetration. Mediation analysis indicated there was an indirect effect between moral disengagement and bully victimization through self-esteem and/or emotional intelligence; thus, both significantly mediated the relationship between moral disengagement and bullying victimization. In addition, all direct effects were found to be significant among self-esteem, emotional intelligence, and bullying victimization; significant indirect effects were observed between moral disengagement and bullying perpetration. As a result, partial meditation was evidenced. Conclusions The current study contributed to the body of literature by providing a better understanding of the important role of moral disengagement and bullying victimization experiences in predicting bullying involvement among adolescents in Saudi Arabia. The results provide support for the increase of specific protective and preventive factors to control bullying issues in school. Implications for bullying prevention and intervention program makers, educators, mental health professionals, school psychologists, and researchers of bullying behavior were discussed.

Involvement in bullying perpetration or victimization could be risk factors for perpetration or victimization in early romantic relationships that emerge within an evolving peer group. Nevertheless, research on this topic is still in its early stages. This study was conducted to fill these gaps in knowledge through a comprehensive research synthesis. After systematic searches and application of inclusion and exclusion criteria, 23 projects that reported relations between bullying (perpetration and victimization) and dating violence (perpetration and victimization) were included in this meta-analysis. Bullying perpetration was related to dating violence perpetration (odds ratio [OR] = 1.98), and this relation held after adjusting for covariates (OR = 1.29). Moderator analyses showed that this effect was significant for males and females and stronger in cross-sectional studies. There was also a significant relation between bullying perpetration and dating violence victimization (OR = 2.59), but this was much weaker after controlling for covariates (OR = 1.09) and stronger for males and in longitudinal studies. Bullying victimization was related to dating violence victimization (OR = 2.51), also after adjusting for covariates (OR = 1.96), stronger for females and longitudinal projects. The relation between bullying victimization and dating violence perpetration was not statistically significant (unadjusted OR = 1.43, adjusted OR = 1.01). More research is needed to confirm these results, but this meta-analysis suggests that bullying and dating violence could be different behavioral manifestations, in different evolutionary moments and in different contexts, of the same underlying antisocial or violent dispositions, although longitudinal studies are needed to confirm this. Tailored and comprehensive interventions could be useful to tackle both problem behaviors.

Physical education is a space in which adolescents may become the victims or perpetrators of bullying. The aim of this study was to evaluate the relationship between being a victim or perpetrator of physical, verbal, or social bullying in physical education, and peer support, gender, weight status, and age. The sample consisted of 2, 848 adolescents (1, 512 girls and 1, 336 boys) aged 14-16 from Poland. The participants' body mass index was determined based on their measured height and weight. The Health Behaviour in School-Aged Children questionnaire was used to assess whether the participants were victims or perpetrators of bullying. Peer support during physical education was assessed using the modified Teacher and Classmate Support Scale. The analysis of logistic regressions revealed that low peer support increased the probability of being the victim of physical, verbal, and social bullying (odds ratio [OR], 1.58-2.91) and becoming a perpetrator of bullying (OR, 1.14-1.37) in physical education. Additionally, being overweight increased the likelihood of being a verbal victim (OR, 1.39) and being obese raised the probability of becoming social victim (OR, 1.60). Boys more often experienced (OR, 1.12-2.06) and caused bullying (OR, 1.25-1.89) than girls. Moreover, victims were mainly younger (14-year-old) students (OR, 1.16-1.21), while perpetrators were more often older (15- and 16-year-old) adolescents (OR, 1.12-1.20). This research indicated that peer support can play a key role in preventing bullying in physical education. Physical education teachers should pay special attention to unpopular and rejected students because they most often become the victims and perpetrators of bullying. Creating a climate that fosters the development of high peer support might protect adolescents from becoming a victim-and a perpetrator-of bullying in physical education.

Little is known about the life course prevalence of bullying among university students. The current study examined the prevalence of bullying in different life periods among multi-university students. Our study included 4,034 university students from four types of universities. Participants self-reported four types of bullying (i.e., physical, verbal, relational, and cyber) with bullies and victims, and four periods (i.e., primary school or earlier, middle school, high school, and postsecondary education). Overall, the percentage of university students experiencing at least one type of bullying victimization (BV) and bullying perpetration (BP) during their lifetime was 59.7% and 31.6%, respectively; the percentage of the university students experiencing more than two types of BV and BP was 16.3% and 7.4%, respectively. The prevalence rates of each type of BV and BP were the highest in elementary school or earlier, and these rates decreased from elementary school or earlier to postsecondary education period. Four latent classes were identified for BV: low BV (73.8%), moderate BV (18.6%), secondary school BV (4.4%), and persistent BV (3.2%). Similarly, four classes for BP were identified: low BP (86.6%), primary school BP (8.1%), high school BP (1.5%), and persistent BP (3.8%). These findings may inform school health practice of bullying prevention by taking prevention programs, especially during elementary school or earlier period.

Bullying victimization and perpetration negatively affect African American students' physical and mental health. Among the many risk factors associated with bullying behaviors, associating with antisocial peers, and exposure to community violence may function as important contextual risk factors, particularly among African American youth residing in underserved urban communities. However, few studies have explored the degree to which family closeness may mitigate these risk factors and serve as a potential promotive mechanism. The current study applies an ecological systems model to assess the nature of associations among adolescents' family, community, and peer contexts with bullying victimization and perpetration while assessing for gender differences (moderation). Results based on a sample of African American adolescents (n = 637, mean age = 15.83, SD = 1.39; 45.6% boys) indicated that for both boys and girls, indirect effects suggested that bullying victimization partially explained the association of associating with antisocial peers and community violence exposure on bullying perpetration. For boys, a significant indirect effect was found from family closeness to bullying perpetration via community violence exposure, and for girls, a direct effect was found from family closeness to bullying perpetration. These latter findings supported the potential promotive functioning of family closeness. Additional implications are discussed.

Emotional intelligence among nursing students: Findings from a cross-sectional study

BackgroundThis study examined cross-sectional associations between e-cigarette use and (i) perceived peer use of e-cigarettes and (ii) bullying (perpetration and/or victimisation) in Australian adolescents.MethodsData were collected in 2022 as part of a cluster randomised controlled trial. Logistic regressions examined associations between e-cigarette use (ever use) and the perceived proportion of friends who use e-cigarettes, bullying victimisation, bullying perpetration and “bully-victim” status (i.e. having perpetrated and been bullied).ResultsThe sample comprised 4204 participants (Mage = 15.70, SD = 0.60). Perceived peer e-cigarette use (OR = 2.59, 95% CI = 2.42, 2.77 p < .001), bullying victimisation (OR = 1.26, 95% CI = 1.08, 1.46, p = .004), bullying perpetration (OR = 3.00, 95% CI = 2.45, 3.66, p < .001) and being a “bully-victim” (OR = 2.58, 95% CI = 2.06, 3.24, p < .001) were associated with increased odds of ever having used an e-cigarette.ConclusionsWhile further longitudinal research is required, results suggest that future prevention efforts for adolescent e-cigarette use could target peer-related factors, such as perceived peer use and bullying.

Bullying Perpetration and Subsequent Sexual Violence Perpetration Among Middle School Students

The ability to recognize, control, and evaluate emotions is defined as emotional intelligence (EI). EI is a vital part of ward management and patient care in nursing practice. When EI is assessed and instilled in nursing students regularly, it paves the way for a long-term career. Schutte Self-Report Emotional Intelligence Test (SSEIT) has been identified as a useful tool for assessing emotional intelligence in nursing students. The goal of this study was to translate and adapt the 33-item SSEIT to use in Sinhala. The developer granted permission to translate the SSEIT into Sinhala. The cross-cultural adaptation was completed in five stages: (I) initial translation, (II) translation synthesis, (III) back translation, (IV) Expert Committee Delphi review, and (V) pre-final version testing. The translated version's content and consensual validity were assessed using a two-round Delphi process with five experts. Items rated 0-3 range by 70% of the raters were removed or reworded. The process was repeated for the reworded items, and those with 70% or higher ratings in categories 4-6 and/or 7-9 were kept. Following that, the Content Validity Index (CVI) was evaluated using I-CVI, Universal Agreement (S-CVI/UA), and Average CVI (S-CVI/Ave). Finalized SSEIT was administered to 197 nursing undergraduates from Kotelawala Defence University in Sri Lanka. In the Sinhala version of the SSEIT, the maximum CVI of each individual item (I-CVI=1.0) and the maximum overall CVI (S-CVI/UA = 1.0; S-CVI/Ave = 1.0) were also displayed. Cronbach's alpha was 0.963 which indicates a very high internal consistency The Sinhalese version of the SSEIT is a robust and reliable tool that has been culturally adapted to test EI in nursing students.

The criminal act of bullying or harassment is identically known as an act of violence against children that occurs at school. In the event that bullying occurs at school, bullying is aggressive behavior carried out repeatedly by a person/group of students who have power, against other students/girls who are weaker, with the aim of hurting that person. Bullying is a negative social behavior where this behavior aims to hurt other people continuously. According to social norms, hurting other people is a violation, because everyone has the right to feel safe from other people's negative behavior. Bullying behavior in the school environment still continues to occur and is increasingly disturbing and the impact it will have on the victim will have a very negative impact on the victim. The phenomenon of bullying behavior in schools is increasingly emerging. This is reinforced by data from the Indonesian Child Protection Commission (KPAI) and the Federation of Indonesian Teachers' Unions (FSGI), bullying cases are still a terror for children in the school environment. From this data, it is known that cases of bullying in schools will increase during 2023. January-August 2023, there were 2,355 cases of violations of child protection. Of the reports received, 837 cases occurred within educational units, with 226 cases of bullying recorded in 2022. Then in 2021 there were 53 cases, and in 2020 there were 119 cases. Meanwhile, the types of bullying that victims often experience are physical bullying (55.5%), verbal bullying (29.3%), and psychological bullying (15.2%). For educational level, elementary school students were the most victims of bullying (26%), followed by middle school students (25%), and high school students (18.75%). The formulation of the problem in this study is how The Analysis of legal aspects related to criminal acts against children as perpetrators of bullying, and What are the negative impacts of criminal acts of bullying on the psychology of perpetrators and victims. The research method used by the author is normative juridical method carried out through a literature study that examines secondary data in the form of laws and regulations relating to criminal acts related to child abuse, and laws related to the analysis of criminal acts involving child perpetrators as well as research results and other references. The results of this study are in the Bullying is an act of violence against children, so based on the provisions in the Child Protection Law and its amendments, bullying is included as a criminal act. Basically, physical and verbal oppression is regulated in Article 76C of Law 35/2014 which reads as follows: Every person is prohibited from placing, allowing, carrying out, ordering to carry out, or participating in committing violence against children. Furthermore, if the above prohibition is violated, the perpetrator can be charged under Article 80 of Law 35/2014, namely: Every person who violates the provisions of Article 76C of Law 35/2014, will be sentenced to imprisonment for a maximum of 3 years and 6 months and/or a fine of a maximum of IDR 72 million. If a child suffers serious injuries, the perpetrator will be sentenced to imprisonment for a maximum of 5 years and/or a fine of a maximum of IDR 100 million. If a child dies, the perpetrator will be sentenced to imprisonment for a maximum of 15 years and/or a fine of a maximum of IDR 3 billion. Then oppression, harassment or bullying becomes bad behavior that can have a negative impact. The bad news is, anyone can become a victim of bullying. There are various forms of bullying behavior, ranging from verbal, non-verbal, to physical actions. Of course, all of this can have an impact on the victim's life. Even without realizing it, bullying behavior can also influence the perpetrator's behavior. The impact of bullying on victims is very diverse. The following include: Susceptible to Feeling Emotions, Difficulty Forming Relationships, Triggers Mental Disorders. Then. The following are some of the impacts of bullying for the perpetrator: Habitually carrying out impulsive activities, increasingly dull empathy, increased aggressive behavior, increasingly severe antisocial behavior, getting a negative label.

Emotional intelligence is an important factor for nursing students’ success and work performance. Although the level of emotional intelligence increases with age and tends to be higher in women, results of different studies on emotional intelligence in nursing students vary regarding age, study year, and gender. A longitudinal study was conducted in 2016 and 2019 among undergraduate nursing students to explore whether emotional intelligence changes over time. A total of 111 undergraduate nursing students participated in the study in the first year of their study, and 101 in the third year. Data were collected using the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and Schutte Self Report Emotional Intelligence Test (SSEIT). There was a significant difference in emotional intelligence between students in their first (M = 154.40; 95% CI: 101.85–193.05) and third year (M = 162.01; 95% CI: 118.65–196.00) of study using TEIQue-SF questionnaire. There was a weak correlation (r = 0.170) between emotional intelligence and age measuring using the TEIQue-SF questionnaire, and no significant correlation when measured using SSEIT (r = 0.34). We found that nursing students’ emotional intelligence changes over time with years of education and age, suggesting that emotional intelligence skills can be improved. Further research is needed to determine the gendered nature of emotional intelligence in nursing students.

Previous research indicates that the disproportionate distribution of income within society is associated with aggression and violence. Although research has been conducted identifying the relationship between income inequality and bullying victimization and perpetration, little is known about possible mediators. We investigated the association between income inequality and bullying perpetration and victimization among adolescents participating in the Cannabis, Obesity, Mental health, Physical activity, Alcohol use, Smoking, and Sedentary behavior (COMPASS) study. We identified whether school connectedness and psychosocial well-being mediated the relationship between income inequality and bullying behavior. This study used pooled cross-sectional data from 147,748 adolescents aged 13 to 18 from three waves (2015–2016, 2016–2017, 2017–2018) of the COMPASS study from 157 secondary schools in British Columbia, Alberta, Ontario, and Quebec (Canada). The Gini coefficient was calculated based on the school Census Divisions (CD) using the Canada 2016 Census and linked with student data. We used multilevel modeling to investigate the relationship between income inequality and self-reported bullying victimization and perpetration, while controlling for individual-, school-, and CD-level characteristics. A standard deviation increase in Gini coefficient was associated with increased odds for bullying victimization and perpetration. Findings were observed among girls; however, inequality was only associated with perpetration among boys. We identified social cohesion and psychosocial well-being as potential mediators. To counter the adverse effects of income inequality, school-based interventions designed to increase school connectedness and student psychosocial well-being should be implemented to protect against bullying.

Objective: To identify characteristics associated with bullying involvement in pediatric ADHD. Methods: Data from the 2016 to 2017 National Survey of Children’s Health for children aged 6 to 17 years with ADHD were evaluated to assess the association between parent-reported bullying victimization or perpetration and the following potential predictors: demographic characteristics, family factors, school factors, and child conditions/behaviors. Results: Among children with ADHD, 46.9% were bullying victims and 16.2% were perpetrators. Factors associated with victimization included having family financial strain, developmental delay or intellectual disability, friendship difficulties, and school reports about problems. Factors linked to perpetration included being male, receiving government assistance, lack of school engagement, school reports about problems, and having difficulties with friendships, staying calm, and arguing. Conclusions: Children with ADHD frequently were bullying victims and sometimes bullying perpetrators. Factors related to family financial strain, developmental disabilities, emotional regulation, peer relationships, and school functioning may help to identify risk for bullying and opportunities for anti-bullying interventions.

Progress in neuro-psychopharmacology & biological psychiatry

Children's bullying involvement and maternal depressive symptoms