Anti-bullying Programs Research Articles

A Test of Dublin Anti-bullying Self-Efficacy Scale for Teachers (DABSE-T)

AbstractEmerging evidence suggests that anti-bullying programmes should have a particular focus on teacher self-efficacy for peer bullying prevention and intervention at schools. To address this suggestion, a theoretical framework and a measurement scale are needed to evaluate teacher anti-bullying self-efficacy and determine its role in the effectiveness of these anti-bullying programmes. The present research aims to adapt the Anti-Bullying Self-Efficacy Theory and test the psychometric properties of the Dublin Anti-Bullying Self-Efficacy Scale (DABSE) for teachers. A convenience sample of 221 teachers (38.9% from primary and 61.1% from post-primary schools) responded to the DABSE-T following participation in FUSE, a school anti-bullying programme in Ireland. The factorial structure of the scale was assessed using Exploratory Factor Analysis (EFA), Principal Axis Factoring with Promax Oblique rotation. Construct validity (convergent and divergent validity) was assessed using the criteria of Average Variance Extracted (AVE > .50) and the heterotrait-monotrait ratio of correlations (HTMT). Composite reliability was estimated as an indicator of internal consistency. The DABSE-T demonstrated satisfactory psychometric properties, suggesting that it is a valid and reliable measure of teacher self-efficacy beliefs, which encompass recognition of bullying behaviour, comprehension of the need for immediate intervention, acceptance of responsibility, knowledge of appropriate actions, and intervention implementation. The scale can be used to evaluate the effectiveness of anti-bullying interventions and identify teachers who may require additional support in addressing bullying incidents.

Understanding Teachers’ Likelihood of Intervention in Bullying Situations: Testing the Theory of Planned Behavior

AbstractDespite the expanding body of research on school bullying and interventions, knowledge of what makes teachers intervene in bullying situations remains limited. Based on the Theory of Planned Behavior, a theoretical framework that combined the predictive elements contributing to teachers’ likelihood of intervening was tested empirically. The model used teachers’ characteristics and behavior as predictors of their tendencies to identify, prevent, and reduce bullying. Survey data of 114 primary school teachers (Mage = 42 years, 87% female, 10 schools) and 66 secondary school teachers (Mage = 40 years, 44% female, 5 schools) were analyzed using multilevel regression models. Teachers’ attitudes (including perceived seriousness of bullying) and behavioral control (including attribution styles) were related to teachers’ likelihood of intervening in six hypothetical bullying situations. Two other main elements of the Theory of Planned Behavior (subjective norms, as measured with perceived collegial support) and the additional element of knowledge (about the distinguishing characteristics of bullying) were unrelated to the likelihood of intervention. These findings emphasize the importance of teachers’ attitudes and attribution styles to the likelihood of intervention. These can be emphasized in teacher training and anti-bullying programs to empower teachers more systematically.

Bullying Victimization and Psychiatric Symptoms Among Syrian Adolescent Refugees in Southeast Turkey: A Structural Equation Modeling Study

Objective The purpose of this study was to compare the peer bullying of refugee and non-refugee adolescents, and to explore the association between bullying victimization and psychiatric symptoms among Syrian adolescent refugees in the Southeast Anatolia region of Turkey. Methods: The sample of the study consists of 217 adolescents in the 13–17 age group who are school-going, 102 refugee adolescents, and 115 non-refugee adolescents. The study data was obtained using the Sociodemographic Characteristics Questionnaire developed by the researchers, Olweus Bully/Victim Questionnaire (OBVQ) and Depression Anxiety Stress Scale 42 (DASS-42). A structural equation model was used to assess the association between bullying victimization and depressive symptoms, while also considering mediation by stress and anxiety. Results: In this study, 44.1% of refugee adolescents reported experiencing at least one bullying victimization, while this rate was 27.8% in the non-refugee group, and this difference was found statistically significant. The logistic regression analysis revealed that poor school performance was a risk factor for bullying victimization in refugee adolescent. Moreover, the structural equation model analysis revealed that bullying victimization significantly increased the stress level in refugee adolescents, and depressive symptoms were significantly affected by stress and anxiety levels. Conclusion: Taking into consideration that bullying victimization is a significant problem among Syrian refugee adolescents; anti-bullying programmes should be implemented as this may improve the mental health of Syrian refugee adolescents.

Bullying in Schools: Patterns, Reactions, and Intervention Strategies among Adolescents

The purpose of this study is to find out how common, different kinds, and how teens and young adults (12–20 years old) feel about bullying at school. 357 teenagers (N = 357) took part in the study. There were 215 females and 142 males among them. The participants were chosen from North Macedonian schools in Skopje. The participants’ ages were distributed as follows: Ten years (n = 30), eleven years (n = 45), twelve years (n = 77), thirteen years (n = 92), fourteen years (n = 83), and fifteen years (n = 11) A questionnaire was used to get information from 351 subjects about their experiences with being bullied, bullying others, and observing bullying. The poll had both multiple-choice and open-ended questions about things like how often and for how long bullying happens, the different types of bullying, emotional responses, ways of coping, practices for getting help, and how people feel about interventions. As a result, bullying practices were found to be very common. Most of teenagers who participated had been victims, perpetrators, or observers of bullying. The pparticipants talked about different kinds of bullying, such as physical violence, comments, being left out of social groups, and cyberbullying. From the total number 50.1% or of them have been bullied 39.5% or 177 of them were at least once bullied. Among the common forms of bullying 64 or 36% of them have been exposed in insulting, gossip with 33.7 % or 60 of them, physical impact is the following form of bullying among 13.5% or 24 of them and threats in 12.9% or 23 participants. Other distributions are in smaller percentages 9.6% are other forms of bullying, following by exclusion from school groups with 9%, insults via mobile 6.7%, cyberbullying with 2.2% or 4 participants. While witnesses reacted in a variety of ways, ranging from passive observation to active involvement, victims often described negative emotions such as sadness, fear, and a sense of helplessness. Some of the most important things that led to bullying were found to be personal traits, family relationships, the school setting, and social effects. Notably, treatments like activities that raise knowledge about bullying and help from school psychologists were seen as effective ways to reduce bullying incidents. These results make it clear how important it is to have complete anti-bullying programs that deal with the many aspects of bullying and offer specialized help to victims, bullies, and onlookers.

Bullying Dan Hate Speech Pada Mahasiswa MPI

The increasing number of cases of bullying and hate speech from year to year means that this case can be called one of the social problems in Indonesia. This is because bullying behavior and hate speech have many negative impacts on all parties involved, especially the victims. This research aims to look at the phenomenon of cyberbullying and hate speech among MPI students. Various research results show that the impact of bullying felt by victims can hinder various aspects of the development of teenagers who are targets of bullying. The research approach used is qualitative research with a focus on analyzing students in the MPI environment. The research results show that bullying can have a serious impact on MPI students, namely disrupting the learning process, reducing learning motivation, damaging mental well-being, and affecting the quality of their academic experience. Therefore, an anti-bullying program is needed that involves cooperation between students, academic staff and the authorities in creating a supportive environment so that victims feel comfortable seeking help from their environment.

Impact of Dental Features and Treatment of Dental Problems on a Group of Adolescents' Experience of Being Bullied. A Cross-Sectional Study.

Bullying is a common behaviour among adolescents, with psychological and health impacts on both victims and bullies. Recently, bullying due to dental features has received serious attention due to its short- and long-term effects on the health and well-being of children and adolescents. However, there is a scarcity of studies that investigate the impact of treating dental problems on the cessation of bullying. This study aims to identify the impact of dental features and treatment of dental problems on the experience of being bullied. A self-administered, modified version of a validated Arabic questionnaire was distributed to 300 dental patients with an age range of 10-18 years old. The variables studied were demographics, bullying due to dental features, the impact of dental treatment on the experience of being bullied, and the need for a program to stop bullying. Bullying due to dental features is common among adolescents. Treatment of dental problems significantly lessens the act of bullying. Implementing anti-bullying programs that include paedodontists and orthodontists as stakeholders is important.

A Review of Interventions to Combat Bullying: From the Perspective of Bystander

School bullying is a widespread issue with significant consequences for all individuals involved, including bullies, victims, and bystanders. Bystanders, who witness bullying situations, play a crucial role in intervention programs aiming to address this problem effectively. This review examines three interventions that specifically target bystanders, aiming to empower and train students to become defenders against bullying. The interventions discussed are the STAC program, the KiVa anti-bullying program, and the NoTrap! anti-bullying program. By focusing on equipping bystanders with effective strategies, these interventions aim to prevent and combat bullying incidents. This review discusses the development and effectiveness of these programs, emphasizing the importance of bystander perspectives in bullying prevention. Overall, empowering bystanders represents a promising strategy to prevent and combat bullying, and further research and intervention development from the bystander perspective are encouraged.

Longitudinal antecedents and consequences of ethnic, cyber and offline victimization

ABSTRACT Taking a socio-ecological theoretical perspective, the present study (1) examined the concurrent and longitudinal associations between offline, cyber, and ethnic victimization, and (2) investigated whether the same or different intra- and interpersonal variables are longitudinal risk or protective factors. A three-wave longitudinal study including 630 adolescents (50% boys, 12.52 years at wave 1, 7% first and 14% second generation immigrant) was utilized. Cross lagged panel models showed that neither offline victimization nor cyber victimization predicted ethnic victimization longitudinally. Positive peer relations, good class climate, high levels of school bonding, high levels of school motivation and high levels of self-efficacy at the beginning of grade 7 were protective factors for low levels of ethnic, cyber, and offline victimization at the end of grade 7. However, only high levels of ethnic victimization at the beginning of grade 7 were also risk factors for low levels of positive peer relations, school bonding and school motivation at the end of grade 7. Ethnic victimization at the end of grade 8 could not be predicted prospectively. Considering its unique negative consequences within grade 7, it is important to give ethnic victimization a special attention in anti-bullying programs.

Risk and Resiliency Factors Associated with School Bullying and Cyberbullying Among Adolescents in Mediterranean Countries

ABSTRACT School bullying and cyberbullying are serious public health problems that negatively affect the lives of school-aged children. We examined the correlation between risk behaviors and lack of resiliency factors with bullying and cyberbullying across seven Mediterranean countries. The sample consisted of 33,399 adolescents (51.1% girls) aged 11, 13, and 15 years who participated in the Health Behavior in School-aged Children (HBSC) survey in 2018 in Greece, Israel, Italy, Macedonia, Malta, Portugal, and Spain. Bivariate logistic regressions were conducted to test the relationship between risk behaviors, resilience, and bullying. All risk behaviors and lack of resiliency factors examined were related to involvement in bullying as a victim, perpetrator, or bully-victim, both in school and cyberbullying. Moreover, the odds of involvement in school bullying and cyberbullying increased as the number of risk behaviors and the lack of resiliency factors grew. Our results may contribute to the development and implementation of anti-bullying programs.

Menelisik Fenomena Bullying di Pesantren

Bullying behavior often occurs in Islamic boarding schools. Based on information from the Indonesian Child Protection Commission, bullying is the most common occurrence in school environments. The aim of this study was to describe the bullying phenomenon that occurs in Islamic boarding schools. The study was carried out using a descriptive qualitative approach with data collection methods in the form of document analysis. The findings found that bullying which usually occurs in schools also occurs in Islamic boarding schools. The situation of students living in Islamic boarding schools makes bullying more likely to occur. Bullying in Islamic boarding schools is caused by several factors, namely: lack of companions which has an impact on the effectiveness of controlling student activities, negative social environment and being a role model for other students, senior and junior culture, unclear regulations regarding bullying, and lack of training for students in prevention. and management of Islamic boarding schools. This study recommends the establishment of an anti-bullying program in Islamic boarding schools through increasing the number of supervisors, anti-bullying intervention training for Islamic boarding school supervisors, drafting anti-bullying regulations, adapting and expanding anti-bullying, facilities and planning. anti-bullying curriculum, implementing anti-bullying training for students and making students anti-bullying agents in Islamic boarding schools.

Social Norms Predict Bullying: Evidence from an Anti-Bullying Intervention Trial in Indonesia

AbstractSocial norms pertaining to negative or violent interpersonal behaviours constitute a promising target for programs designed to reduce bullying. Yet, there is a lack of evidence on anti-bullying programs targeting social norms in non-Western, low- and middle-income countries. Here, we report findings on the relationship between social norms and bullying from one such large-scale program, the feasibility trial of the ROOTS-Indonesia intervention. This intervention was delivered across 12 secondary schools in two different regions in Indonesia. We report findings based on a total of 7,203 students at baseline (in South Sulawesi, n = 1901, mean age = 13 years, 53% female; and in Central Java, n = 5302, mean age = 13.3 years, 48% female). Via a multilevel analytic approach, we found consistent evidence that the extent to which negative behaviours were considered normative by students was associated with how much they would engage in bullying, both as perpetrators and as victims. Our data reveal some encouraging trends suggesting the ROOTS-Indonesia intervention reduced negative social norms. We note a trend such that where social norms decreased the most at follow-up, the rates of bullying similarly decreased the most. Overall, we provide further evidence that social norms are a promising avenue for the reduction of negative interpersonal behaviours.

Examining the Link Between Implementation Fidelity, Quality, and Effectiveness of Teacher-Delivered Anti-Bullying Interventions in a Randomized Controlled Trial

This study examined the relation between both implementation fidelity and quality and the outcomes of two different anti-bullying interventions targeting distinct processes involved in bullying: moral disengagement and social norms. In total, 34 French-speaking Belgian teachers from six elementary schools were trained to deliver either the moral disengagement or the social norms intervention to their Grade 4–6 students (N = 747, 50.4% boys) in a randomized controlled trial. Students reported their moral disengagement, perceived injunctive class norm toward bullying, and bullying behaviors in the fall and spring of the 2018–2019 school year. Teachers’ implementation fidelity and quality were assessed through direct observation in each class by two independent raters with a satisfying interrater reliability. A multiplicative moderated mediation model using latent change scores revealed that both greater fidelity and quality amplified students’ decrease in moral disengagement, which was accompanied by a decrease in bullying. Importantly, when quality was sufficient, fidelity did not matter. However, higher fidelity could compensate for a lack of quality. Contrary to expectations, there was no significant change in students’ perceptions of the class injunctive norm, even under ideal implementation conditions. Alternative mediators should thus be considered. Because implementation by teachers inevitably fluctuates, anti-bullying program components should be evaluated under various implementation conditions to determine their cost-effectiveness ratio and to gain insights into how anti-bullying programs work.

The Importance of Implementation Fidelity for Teacher-Related Changes Within the Olweus Bullying Prevention Program

Although teachers are key figures of a program’s effectiveness, most intervention studies to date have not explored how anti-bullying programs are associated with changes at teacher level. Moreover, teacher data also informs about aspects of program implementation, which are essential in program evaluations. Therefore, the aim of this study was to gain insight into the perspectives of teachers working with the Olweus Bullying Prevention Program (OBPP). A scientific evaluation of the OBPP was carried out in 21 German schools. In addition to annual student surveys, regular teacher surveys were conducted. Ordered logistic regressions and linear regressions were used to estimate the variables. As we expected a dosage-response effect, we divided the schools by level of implementation (non-completer, completer, and certified Olweus schools). At baseline, 615 teachers took part in the assessment (68.26%), and 388 teachers at postline 2 years later (47.32%). A positive change in teachers’ intention to intervene in bullying could be found across all schools (p < .001), which was only significant for completer (p < .001) and certified schools (p = .004) when differentiated by implementation level. Teachers’ level of job strain did not change at all (non-significant model fit), while an improvement in school climate only emerged for certified schools (p = .003). The moderating effect of the implementation level turned out to be independent of different school characteristics. The self-reported changes at the teacher level depended on the level of program implementation. Therefore, it is essential to record data about the intensity of program activities when evaluating a program.Trial registration number: DRKS00008202 (date of registration: 08/04/2015).

CHILD PROTECTION MEASURES ON BULLYING IN SPECIAL EDUCATION SCHOOLS

Bullying is a destructive social problem in schools that needs attention. Schools have the responsibility to create a safe place where students can learn without fear of being bullied. The purpose of the study was to explore child protection measures against bullying in selected special education schools in Luapula province. This study was guided by a Constructivist Paradigm, in keeping with the research paradigm, a qualitative intrinsic case study design was employed because the case study outcomes were intended to tell the researcher something that is solely about the case itself. In this case, the child with disability and special education school was of primary interest in the study. The sample size comprised of 38 participants consisting of 2 head teachers, 12 teachers, 12 parents and 12 learners from the two selected special education schools. Purposive critical case sampling was used to select head teachers, expert sampling was used on teachers and criterion sampling was used to select learners and parents. Data from head teachers and teachers were collected using a semi-structured interview guide and focus group discussions guide (FGD) were used on learners and parents. Data were analysed by thematic analysis. The study revealed that children with disabilities were protected from bullying in special education schools using the 3R’s (Recognizing, Responding and Reporting) bullying prevention strategies for learners with special educational needs. The findings established that Recognizing bullying prevention strategies included recognizing the statistics or acts of bullying in the school, recognizing the warning signs of victims and stereotypes of bullies and routine checking to stop harassment and bullying acts. The study also revealed that Responding bullying prevention strategies included holding meetings that reinforce positive behaviour expectations, providing guidance and counselling on how to respond to bullying, punishing learners using discriminatory language or derogatory remarks, formulation of anti-bullying programs, formation of support groups to sensitize learners, training staff members on how to recognizing incidents of bullying and teach anti-bullying social skills. Other strategies identified include the Reporting bullying prevention strategies which included reporting all forms of ill-treatment, reporting bullying incidence in school settings, reporting any form of harassment, and bullying acts. These bullying prevention strategies enabled the teachers in the school to protect learners with disabilities in schools. Based on these findings, the study recommends that the school should be on the lookout for incidences of bullying, respond to bullying quickly and effectively and document and report all actions taken when recognizing and responding to bullying.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0056/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

PENGABDIAN MASYARAKAT SOCIAL EDUCATION ‘’ANTI BULLYING’’ DI SMA HASANUDIN

Bullying is behavior that intentionally wants to dominate, hurt, or get rid of the victim, either directly (physically) or indirectly (verbally). The impact of bullying can cause psychological pressure and if left untreated will worsen the victim to commit suicide. This study aims to determine the most appropriate types of interventions that can be implemented to reduce bullying and prevent suicide risk using a systematic review based on PRISMA guidelines.&#x0D; The studies were searched across five databases: Scopus, ScienceDirect, Proquest, Pubmed and CINHL and must have been published from 2014-2019. Articles are identified using the keywords "bullying" AND "intervention", "anti-bullying program". 14 articles were found to be used using this systematic review. The article reviewed stated that the anti-bullying program involving several parties has the benefit of reducing intimidation. Several intervention efforts can be used to prevent the recurrence of violations and can also be used as promotive and preventive by carrying out anti-bullying counseling at the Hasanudin Vocational School, Wajak Village, Wajak District, Malang Regency.

Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change

Given that defending victimized peers might help discourage bullying behavior and prevent its harmful consequences, various anti-bullying programs have attempted to increase defending behavior among participating children. However, the cognitions that underlie the effectiveness of interventions in increasing defending remain unknown. Data for this randomized controlled trial (RCT) of the KiVa anti-bullying program were collected in Finnish primary schools at baseline, after 5 months of implementation, and after 9 months of implementation and were used to examine the possible mediating role of seven psychological factors (empathy for the victim, feelings of responsibility to intervene, self-efficacy for defending, negative attitudes towards victims, and outcome expectations that defending would decrease or stop the bullying, be beneficial for one's status, and not increase one's risk of being victimized). Analyses conducted on a sample of 5731 children (baseline Mage = 11 years; 51% girls) revealed that the positive effects of KiVa on defending behavior after 9 months of implementation could partly be explained by the positive effects of the program on two factors (i.e., feelings of responsibility to intervene and expectations that the defending would make the bullying decrease or stop) after 5 months of implementation. This study provides information regarding the individual-level factors that anti-bullying interventions can target to successfully promote defending of victimized peers in primary schools.

NATURAL SCHOOLS: ALTERNATIVE EDUCATION OF STUDENTS IN 21ST CENTURY LIFE SKILLS

These 21st-century skills must be developed early on in students through education so that at their productive age, they can live properly in the world community. School of Nature is used as an alternative education in 21st-century life skills. The purpose of this study is to inform Indonesian people, especially the government, educators, students, and child observers about the importance of schools that carry child-friendly concepts, and the existence of the JIGS Medan Nature School in providing educational facilities for students in 21st-century life skills. This research is interpretative qualitative research. In this study, primary data was taken from observations and interviews at the Natural School from observations and discussions at the JIGS Natural School in Medan, and secondary data was obtained from a literature study. The analysis of the text used is qualitative in nature. The results of the research are that the concept that is presented carefully makes Sekolah Alam worthy of being an offered solution for child-friendly schools, consisting of anti-bullying programs such as Network People and Nursing which are implemented in almost all Natural Schools, for example, is a form of objective in a child-friendly concept.

The contribution of social cognitive theory to school bullying research and practice

ABSTRACT This tribute to Albert Bandura shows how his lifetime of work on Social Cognitive Theory (SCT) has contributed to a greater understanding of school bullying. Managing children and adolescents’ problematic behavior is a major challenge for schools with reducing bullying a priority. Here, the principles of SCT relevant to school bullying are outlined within the triadic reciprocal model proposed by Bandura. In this model, bullying behavior is determined by the reciprocal interaction between person (outcome expectations, moral disengagement, self-efficacy) and environment/social factors (modeling, enactive experience, and direct tuition) transmitted by the major sources of influence: peers, parents, teachers, and the media. Application of this theory in anti-bullying programs underscores the conceptual importance of considering person and environment/social factors that are amenable to change. Future directions for intervention programs are elaborated.

Improving Students Reading Comprehension Through Intensive Reading for College Students

This study aims to see the improving students' reading comprehension through intensive reading for college students. The quantitative method was applied by the writer for this research since the writer required the data to be examined using a statistically oriented method, specifically statistics. The writer then used the quantitative research method to administer the test for this study, and the data was evaluated by assessing the relationship between variables For experimental research, the writer used the quasi-experiment because quasi suited to look at the effect of an educational intervention, such as a school improvement program, a project to improve a specific element (such as an anti-bullying program), or a professional development programed. intensive reading improves students' reading comprehension. It was demonstrated by the student's grade. The mean post-test pre-test score, in addition to the student's enthusiasm during the observation of the reading process, when intense reading is implied in the class, indicates that intensive reading will assist the teacher in increasing students' reading comprehension

The Implementation of Roots Program in Overcoming Bullying in Schools: A Case Study in Jakarta

The 2021 National Assessment showed that 24.4% of students potentially experience bullying in schools. The government decided on the Roots Anti-Bullying Program to prevent bullying in the school and to ensure a safe, comfortable, and enjoyful environment. Students are activated for this program as agents of change to enable better communication and interaction between peers. The Roots Program has been implemented since 2021 and will be implemented gradually in more than 15,000 schools by 2023. This study aims to determine the effectiveness of the Roots Program in solving the bullying issue at school, the factors that influence the implementation of the Roots Program, and the problems faced in implementing the program in Jakarta. This qualitative descriptive study used Van Meter Van Horn Policy Implementation Theory, focusing on size and policy objectives, resources, characteristics of agents of change, attitudes of implementors, communication between organizations and implementors’ activities, as well as the economic, social, and political environment. The data collection techniques used were observation, interviews, and literature reviews. The results of this study describe that Roots has been appropriately implemented and marked by the fulfillment of all indicators in each dimension of Van Meter Van Horn implementation theory. To improve the implementation of the Roots in the following year, the Roots can be carried out face-to-face; the number of agents of change is adjusted to the number of students in the school; socialization regarding guidelines for implementing government assistance, dissemination of anti-bullying content to agents of change, and adjustment of delivery times for the learning module.&#x0D; Keywords: policy implementation, education policy, bullying, roots program