Bullying Behavior In Adolescents Research Articles

Moral Disengagement Moderates the Relationship Between Anger Rumination and Bullying Behavior in Adolescents

Bullying is an act of verbal, nonverbal, and physical violence. The cause is not trusting each other so that they bully each other even though the problem is trivial. In adolescence, individuals begin to have more abstract and reasonable thoughts, as well as the ability to draw conclusions from events. However, at this age emotions are still relatively unstable so that at this stage many are controlled by the emotions that exist in themselves. Teenagers who are victims of bullying tend to reflect on the distress they have experienced. They have a tendency to remember bad things that have happened in their lives and find it difficult to forget them, which is commonly called rumination. Previous research with child and adolescent subjects found that adolescents who experience victimization more often tend to experience rumination that causes anger and sadness. Moral Disengagement is considered a cognitive process that individuals use to justify behavior that they know is wrong. The purpose of this study was to determine the role of Moral Disengagement in moderating the relationship between anger rumination and bullying behavior in adolescents. This research uses a quantitative approach with a research design using ex-post facto which is carried out after a phenomenon occurs. Based on the results of the study, it was found that anger rumination has a significant role in the emergence of bullying behavior in bullying victims (Sig. 0.000 < 0.005). The results of this study support previous research on rumination and anger rumination in the development of bullying behavior. Interaction between variables X and Y is not significant, P = 0.886 (>0.05) which means that anger rumination does not affect bullying. Likewise, the interaction between variables M and Y is also not significant, P = 0.7945 (>0.05) which means that moral disagreement variables do not affect bullying behavior. The results of the research show that anger rumination plays a non-significant role in the emergence of bullying behavior in bullying victims (Sig. 0.8836 < 0.005). The results of this study do not prove the effect of anger rumination on the emergence of bullying behavior. This result is not in accordance with previous research on rumination and anger rumination affecting the emergence of bullying behavior.
 Keywords: anger rumination, bullying, moral disengagement

Hubungan antara Pola Asuh Orang Tua dengan Perilaku Bullying di SMP an-Namiroh Pekanbaru

Bullying or harassment is an act committed by a person or group of people using intense and repetitive words or actions towards another person or group of people, causing pressure or depression. Violence in education is behavior that goes beyond the boundaries of the moral code and the educational code, both in physical form and in the form of human rights harassment. Bullying of others, especially behavior that occurs in educational settings, is a concern for many groups. In this study, researchers wanted to learn more about bullying, its impact, and the factors behind bullying at SMP An Namiroh Pekanbaru. And also know the parenting style of parents in building the character of their children. This study used a qualitative method to understand the types of harassment occurring at SMP An Namiroh Pekanabaru. The purpose of this study was done because bullying is common from year to year, so parenting style influences a child's personality. The result of this study is that families whose parents can be thought of as having a role in preventing bullying behavior in adolescents by SMP An Namiroh Pekanbaru, was carried out by applying parenting models. teaching children, communicating with children, being close to children and by communicating. closely with the school so that they can manage children in a kind and non-threatening manner.

Hubungan Tipe Kepribadian Introvert dan Ekstrovert terhadap Risiko Perilaku Perundungan pada Pelajar di SMK Negeri 5 Jember

Bullying behavior in adolescents is still found in the school environment. Introverted and Extroverted personality types can shape teenagers' behavior to risk bullying and shape their personality when they make friends or socialize. Bullying behavior causes bullies to experience problems in social interaction and a lack of empathy intensity. This study aims to analyze the relationship between Introverted and Extroverted personality types on the risk of bullying behavior in adolescents at SMK Negeri 5 Jember. This research method used analytic observational with a cross-sectional approach. Respondents in this study were 147 students of SMK Negeri 5 Jember and used the Stratified Random Sampling technique. The research was conducted online. Chi-Square test bivariate analysis (p<0.05). Introverted and Extroverted Personality Types Questionnaire and the Bullying Behavior Risk Questionnaire. The result was that 75 students (51%) were Extroverted personality types and had high risks of bullying. Adolescents with an extroverted personality type are more at risk of bullying because they easily socialize with peers and the surrounding environment and are more able to express themselves, so they often think bullying is just a joke. This study shows a value of 0.26 (p <0.05), which means there is a relationship between Introverted and Extroverted Personality Types on the Risk of Bullying Behavior.

Education of Bullying Behavior in Adolescents Throungh the "Old School" Program (Do Not Have Bullying Between Us)

In recent years, the number of cases of bullying has increased, both by reenagers at the junior high and high school levels. In Indonesia, there are also many cases of bullying that occur in various places. Acts of violence committed by a group of classmates, in the form of beatings, kicks and ridicule. The types of bullying that are carried out also vary, there are verbal, non-verbal, and cyber bullying. Bullying behavior develops rapidly in the school environment and often gives negative input to students, for example in the form of punisments thet are not constructive so as not to develop a sense of respect and respect among fellow school members. Some chilren engage in bullying behavior in an attempt to prove that they can belong to a certain group, even though they themselves feel uncomfortable with this behavior. Bullying that is done continuously can cause trauma, fear, depression, anxiety, and even death. Bullying can have a negative impact on both the perpetrator and the victim. Bullying can result in physical and mental health of emotional problems, inculding depressions and and anxiety, which can lead to decreased performance in school and other deviant behavior. The purpose of this community service is to provide students with an understanding of bullying behavior, forms of bullying and their impacts, so that students are able to eliminate the culture of bullying in everyday interactions.

Effects of a Social and Emotional Competence Enhancement Program for Adolescents Who Bully: A Quasi-Experimental Design.

Background: The purpose of this study was to develop a social and emotional competence enhancement (SECE) program as an intervention for adolescents who bully, and to investigate its effects on school bullying behavior and mental health. Methods: A pre-posttest, 1-month follow-up nonequivalent control group quasi-experimental design was used. In total, 71 school bullies were included in the analysis. Results: The effects of this program were significant with regard to group-by-time interaction effects on social competence, emotional regulation, empathy, and school bullying behavior at the 1-month follow-up. Conclusions: The results indicate that the SECE program was effective at reducing school bullying behavior in adolescents who bully. School and community-based mental health professionals can provide feasible interventions that can be used in the short term to reduce school bullying behavior in adolescents who bully.