Bullying Behavior Research Articles

Psychoeducation Stop Bullying For Better Future Among Students Of SMK 2 Penajam Paser Utara

The objective of the psychoeducational program "Stop Bullying for Better Future" is to provide understanding about bullying and its impacts on the future to the students of SMKN 2 Penajam Paser Utara, North Kalimantan. This is done because based on the analysis of psychoeducational needs and the academic achievements of these students have decreased due to the prevalent bullying behavior among peers. This activity involves all students from grades X, XI, XII, and as the target/pilot project, the activity focuses on students from the XI Computer Engineering class who are mentored by one of the speakers. The activity is conducted through a Zoom link and sociodrama games performed by the students. The T-test analysis results from the pre-test and post-test conducted showed a significance value of 0.045, where this value is smaller than 0.05, indicating a significant influence of psychoeducation on the understanding of the students of SMKN 2 Penajam Paser Utara. However, the behavior change cannot be determined yet because the psychoeducation conducted targets cognitive and affective aspects rather than behavior change. In the role-playing game, the students showed varied impressions according to the roles they played, as victims of bullying, perpetrators, and bystanders.

Edukasi Pencegahan Perilaku Bullying Melalui Video Pendek pada Siswa SMP Khairul Imam Medan

Bullying in linguistic terms is bullying, which means disturbing and causing trouble. Bullying is an act that violates human rights, and currently, bullying cases are a hot topic being discussed in various media. Bullying is a serious act that affects children all over the world, including in Indonesia. Formal educational institutions, especially schools, are often places where bullying behaviour occurs. This phenomenon is not only limited to the lower middle school level, but upper middle school students are also not free from this act of bullying. In this context, junior high school students have begun to form groups and interact with their peers, making them more vulnerable to bullying. Therefore, the aim of this community service activity is to increase the knowledge of junior high school students, especially in class VIII at the Khairul Imam Medan Integrated Islamic Middle School, about bullying behavior. Educational activities were carried out three times, which included preparation, implementation, and evaluation stages. This education has benefits in efforts to prevent and detect early bullying behaviour in junior high school students, especially at Khairul Imam Integrated Islamic Middle School, Medan. Following the implementation of educational activities, we can conclude that students who were previously unaware of bullying now understand the concept and strategies to prevent it. The hope is that after this community service activity, the school and other related parties can take steps to prevent and detect bullying behaviour early, especially among junior high school students.

The Role of Teachers in Handling Students’ Bullying Behavior at Sokong 2 State Elementary School

The role of teachers in dealing with bullying behavior of students in SDN 2 Sokong. The purpose of the study was to describe the role of teachers ' efforts in dealing with bullying behavior of students. This study is a type of qualitative research with a case study approach to review further related to the handling of teachers in forming positive behavior in students. This study was conducted in Sokong village with the consideration that Sokong village as a reference implementation in the handling of negative behavior of students. In this study the main instrument is the researcher himself and is supported by interviews, documentation and observation instruments. The results showed that the teachers in SDN 2 Sokong are very enthusiastic in dealing with bullying behavior in students, and ahlak ethics and manners have a psitive impact on the cultivation of the values of the character of the students themselves so that there is never a behavior that reflects bullying behavior that can interfere with the child's psychomotor development. The form of bullying siawa is bullying verball and non verball where the impact of bullying that occurs is psychological and physical then the bullying behavior factors are from family, peers, mass media and individuals from themselves.

Empathy's Crucial Role: Unraveling Impact on Students Bullying Behavior - A Scoping Review.

Bullying behavior among students is a serious problem in the educational context and has an impact on victims and perpetrators. Bullying has serious impacts, both emotionally and psychologically, especially for victims who are vulnerable to stress, depression, and even in extreme cases, can lead to suicidal tendencies. Empathy is a key factor in responding to bullying situations. So empathy is an important aspect in reducing bullying behavior. The aim of this research is to explore the role of empathy in bullying behavior in students. The scoping review method was used in this research. The keywords used are empathy, bullying, and students. Search for articles in three databases, namely CINAHL, PubMed, and Scopus. The inclusion criteria in the article search were samples are students (elementary schools students until high schools students) English language, discussion of empathy, publication of articles in the last 10 years (2014-2023), and original research. Grey literature excluded in this scoping review. Data analysis using thematic analysis. The authors found 13 articles that discussed the influence of empathy on bullying behavior in students. Findings from the articles analyzed highlight the complexity of the interactions between affective and cognitive empathy and students behavior in the context of bullying. Students with high levels of empathy tend to be more active in defending victims of bullying, while low levels of empathy tend to reinforce bullying behavior or passive bystander attitudes. Intervention programs that include social and emotional skills training, awareness campaigns, and learning approaches that promote tolerance and respect for diversity can have the potential to reduce the incidence of bullying in students. Increasing understanding and empathetic responses can be an effective strategy in addressing bullying problems in schools and communities.

The Impact of developing social skills in reducing bullying behavior among middle school students in Abu Dhabi

The Impact of developing social skills in reducing bullying behavior among middle school students in Abu Dhabi

Adolescent Empathy Concerning Parenting Style and Peer Social Support Based on Gender Differences

Empathy is crucial for individuals to interact well with others, but it has been declining among teenagers. This decline has led to increased bullying and antisocial behavior. This study aims to look at empathy in adolescents in terms of parenting, peer social support, and gender. This study involved 176 samples using a cluster random sampling technique, which used all 11th-grade students of SMA 11 Jambi City. The research is a quantitative approach using multiple linear regression tests and using independent sample T-tests to compare empathy based on gender. The results showed that authoritarian parenting affects empathy by 0.8%, then democratic parenting affects empathy by 5.8%, permissive parenting affects empathy by 4.7%, ending peer social support affects empathy by 27.9%, and overall parenting and peer social support affect empathy by 71.9%. A comparison of empathy by gender found that women are higher than men, with a mean difference of 1.43 and a significance of 0.005, which indicates a significant difference. The novelty of this study is that this study looks at how gender differences also affect adolescent empathy so that it can optimise parents in parenting and how a good peer environment for adolescents in an effort to foster empathy within themselves.

The self-regulatory role of trait mindfulness in workplace bullying, hostility and counterproductive work behaviours among hotel employees

While counterproductive work behaviours (CWB) harm hotels’ financial and non-financial performance, hospitality research ought to pay more attention to unpacking its antecedents and how employees are triggered to engage in CWB. Drawing on Affective Events Theory (AET), we posit that workplace bullying (WB) leads to enacting CWB by eliciting the targets’ emotions of hostility. Furthermore, considering the affective disposition in AET and adopting the self-regulation perspective, we argue that the mediating mechanism of hostility for the link between WB and CWB is moderated by trait mindfulness. Using a two-wave data collection from employees in hotels in Jordon (N = 328), we found that employee hostility mediated the relationship between WB and CWB. Trait mindfulness was found to attenuate the positive association between WB and emotional response of hostility, leading to reduced CWB. Our findings lend credence to the AET to further understand how WB induces CWB.

Pelaku Bullying Ditinjau Dari Perspektif Teori Identitas Sosial Sebuah Systematic Review Literature

This study investigates bullying behavior from the perspective of social identity theory. Bullying is a serious issue affecting the well-being of individuals in schools and communities. The primary aim of this research is to explore how identification with specific social groups influences bullying behavior. The methodology employed is a systematic literature review focusing on inclusion criteria related to social identification, group dynamics, status and power, and contextual factors. Key findings indicate that social identification plays a pivotal role in bullying behavior, while group dynamics, social status, and influences from school, family, and social media contexts are also significant. The research findings carry significant implications for enhancing anti-bullying efforts, primarily by focusing on the development of more impactful interventions. It is vital to prioritize the creation of safe and inclusive school environments as a key aspect in combating bullying effectively.

Workplace Bullying in Higher Education: A Case Study of an International Student in an Australian Public University

Workplace bullying is a significant issue affecting employees across various sectors, including higher education. This case study examines the experiences of a Chinese female international student employed part-time at a public university in Sydney, Australia. The study documents the specific bullying behaviors she encountered, explores the underlying causes and contributing factors within the organizational and cultural context, and assesses the impact on her psychological well-being and job performance. The findings reveal that the bullying behaviors were multifaceted and persistent, including excessive workload, verbal abuse, and coercion into personal tasks. These behaviors had profound psychological, academic, and physical impacts on the victim, exacerbated by cultural dynamics and inadequate organizational responses. The study highlights the need for comprehensive anti-bullying policies, effective organizational interventions, and tailored support systems for international students. By addressing these issues, universities can create a safer and more supportive work environment for all employees and students. The study also suggests avenues for future research, including comparative studies across different cultural contexts, longitudinal studies, and the evaluation of intervention strategies.

Relations between school climates and bullying behaviors in Chinese adolescents: The mediating role of prosocial tendency

This research investigated the relationships between school climates and bullying behaviors in Chinese adolescents, and tested the mediating effect of prosocial tendency according to the seesaw effect. School climates were operationalized using three constructs: subjective diversity of student development goals, teacher support, and peer trust. Bullying behaviors included traditional (i.e., physical, nonphysical, and relational) and cyber bullying behaviors. We recruited 538 adolescents from three schools in Beijing, China (286 girls, 252 boys; average age = 12.47) and asked them to fill out the surveys measuring school climates and prosocial tendency at the outset and to report school bullying behaviors three months later. The results showed that subjective diversity of student development goals and peer trust were directly associated with less cyber bullying behavior. Moreover, teacher support and peer trust were indirectly associated with less traditional bullying behaviors via prosocial tendency. Our findings extend the existing literature on the relationships between school climates and bullying behaviors by incorporating different types of bullying behaviors, concentrating on Chinese adolescents from a cultural viewpoint, and tapping into the underlying mechanism via revealing prosocial tendency as a mediator. Theoretical and empirical contributions of this study, as well as practical implications are discussed.

Korelasi Pencegahan Bullying Terhadap Motivasi Belajar Bagi Anak Sekolah Dasar 212 Harapan Kota Bandung

Bullying behaviour is a delinquency and negative behavioural deviation that is detrimental and has an impact on social relationships, especially for the victims of bullying themselves. It is undeniable that this behaviour can occur at any age and in any social status. This phenomenon is also often found among elementary school children who are very vulnerable to the formation of children's character. Because this age is the foundation of character that will continue to stick until the child grows up. One of the most immediate impacts is losing motivation to learn. This article discusses the relationship between the prevention of bullying behaviour and primary school children's learning motivation. The method we used was qualitative by processing literature review data and conducting observations that implement directly to children in elementary schools regarding bullying prevention and learning motivation for them. Field facts show that the prevention of bullying behaviour on student learning motivation carried out at SDN 212 Harapan Bandung City has a very strong impact on students there and students are aware that bullying behaviour can affect learning motivation for their friends. Students who experience bullying, their level of learning motivation can decrease and even lose interest in learning, and lose confidence in their abilities due to lack of confidence in their academic knowledge ability to feel insecure in social environments and experience considerable mental stress.

Teachers’ responses to bullying: A person-centered approach

This study investigated profiles of teachers' responses to bullying and how they predicted bullying behavior across the school year. Students (N = 1026; Mage = 10.57; 52.5% girls) reported their teachers’ responses to bullying, and bullying was assessed at three waves with self- and peer-reports. Person-Centered analyses revealed three profiles: Highly Active, Moderately Active, and Passive. The Passive profile was related to higher initial self-reported bullying. A decrease in self-reported bullying was found in the Highly Active and Passive profiles. The profiles did not differ regarding peer-reported bullying. Concluding, teachers may reduce bullying by using a variety of active responses.

The Centrality of the Role of PAI Teachers in Multicultural Education Practices in Wonosobo Regency Public Schools

Indonesian society has various cultures, ethnicities, religions and different economic levels. Multicultural education and religious tolerance are very important amidst increasing religious intolerance in the educational environment. The role of PAI teachers is absolutely necessary to realize multicultural education in state schools. The research aims to reveal the centrality of the role of PAI teachers in the practice of multicultural education in Wonosobo Regency public schools. To achieve this goal, this research applies a qualitative approach to state schools in Wonosobo district. The findings of this research identify that PAI teachers have a central role in the practice of multicultural education within the scope of their school. These practices include: role modeling, habituation, and taking action against bullying and intolerant behavior at school. This research contributes to the promotion and practice of multicultural education in educational environments nationally and internationally. This study provides recommendations for a more in-depth investigation into how educators view and apply multicultural values in the scope of education to achieve a peaceful and harmonious life.

Bullying victimization and bullying perpetration, social anxiety, and social withdrawal in Portuguese adolescents: A reciprocal association model.

Further research is needed to clarify the association of the different forms of bullying with social anxiety and social withdrawal over time in adolescents. This two-wave panel study with a 1-year time lag (October 2021-October 2022) examined the cross-lagged relationships between bullying victimization and bullying perpetration, social anxiety (i.e., fear or distress in social situations), and social withdrawal (i.e., consistent, and deliberate social solitude). Participants were 485 middle school students (234 girls) attending the seventh or eighth grade at Time 1 (T1) (Mage = 12.67 years, SD = 1.14 years). Social anxiety and social withdrawal were assessed using subscales of the Social and Emotional Competencies Evaluation Questionnaire. Bullying perpetration and bullying victimization were assessed using the Bullying and Cyberbullying Behavior Questionnaire-Short Form. The within-wave associations between the study variables were similar at T1 and Time 2 (T2), with the exception that the association between bullying perpetration and social anxiety was much weaker at T1 than at T2. The results of the path analysis showed that T1 bullying perpetration predicted T2 social anxiety, and that T1 bullying victimization predicted T2 social withdrawal. We also found a reciprocal relationship between social anxiety and social withdrawal. These findings highlight the importance of preventive and remediation interventions to reduce social anxiety in adolescents who engage in and experience bullying behavior.

Cyber Bullying Detection Using Deep Learning

Abstract: Cyber bullying detection leveraging deep learning techniques. By harnessing the power of deep neural networks, specifically convolutional neural networks (CNNs) and recurrent neural networks (RNNs), we aim to develop a robust and efficient model capable of accurately identifying instances of cyberbullying in textual and multimedia content. Through extensive experimentation on diverse datasets, we demonstrate the effectiveness of our proposed method in detecting subtle forms of online harassment with high precision and recall. This paper presents an approach for cyber bullying detection through keyword analysis. With the proliferation of online platforms, identifying instances of cyberbullying has become a pressing concern. Our method leverages a predefined set of keywords associated with bullying behavior to flag potentially harmful content. Through a combination of keyword matching and contextual analysis, we demonstrate the efficacy of our approachin accurately detecting cyberbullying instances across various digital communication channels. This keyword-based detection system offers a simple yet effective means of identifying and addressing cyberbullying.

Psychological responses to political hostility: a study on aggression, bullying, and well-being in Qatar

ABSTRACT In 2017, the Gulf crisis led to a blockade that severely restricted Qatar’s air, land, and sea access. This political crisis had far-reaching consequences, particularly affecting cross-national families and children. This qualitative analysis explores the effects of the blockade’s political instability on individuals and families, specifically for Qatari citizens married to non-Qatari spouses and their cross-national children. Applying the General Aggression Model and Social Learning Theory, we interviewed 24 individuals residing in Qatar from nations directly affected by the crisis (Bahrain, Egypt, Saudi Arabia, and the United Arab Emirates). Two main themes emerged: first, the characteristics of aggressive and bullying behaviour, and second, the impacts on the well-being of cross-national families. The results showed that Qatari women and their children suffered disproportionately due to gender-based citizenship rights issues. The impacts on their well-being included heightened anxiety, depression, feelings of danger, uncertainty, and division within individuals, families, and communities. Recommendations include increasing collaborative efforts between governments, educational institutions, and community-based organizations, which are crucial to addressing aggressive and bullying behaviour across all age groups fostering a more harmonious and resilient society.

Internalisasi Nilai Menghargai Sesama dalam Meminimalisir Perilaku Bullying pada Pesantren Modern Kota Banda Aceh

This research aims to determine the internalization of the value of respecting others in minimizing bullying behavior in modern pesantren in Banda Aceh City (MTsS Darul Ulum and SMPIT Teungku Chiek Dibitai). The research method used is descriptive qualitative with a field research approach. The respondents of this study were the Principal, 4 Islamic Religious Education teachers, 2 Counseling Guidance teachers and 20 students. Data collection techniques using interviews, observation and documentation. The data analysis technique used the Miles and Huberman analysis model. The results showed that, (1) there are several factors that cause bullying behavior in students at MTsS Darul Ulum and SMPIT Teungku Chiek Dibitai, namely family factors, peer factors and mass media or social media factors. (2) there are various policies carried out by MTsS Darul Ulum and SMPIT Teungku Chiek Dibitai in living the value of respecting others in minimizing bullying behavior in students through learning activities in the classroom and learning activities outside the classroom, (3) the implementation of internalizing the value of respecting others in minimizing bullying behavior at MTsS Darul Ulum and SMPIT Teungku Chiek Dibitai is carried out through exemplary, (4) the implications of the results of internalizing the value of respecting others in minimizing bullying behavior at MTsS Darul Ulum and SMPIT Teungku Chiek Dibitai include fostering caring and empathetic attitudes towards others, having good manners towards others, and respecting every difference. This research is expected to provide theoretical and practical benefits, especially in dealing with bullying behavior in all educational institutions.

Sosialisasi Peran Pancasila Dalam Kehidupan Sehari-Hari Pada Murid SDN Harapan 212

The principles of Pancasila play an important role in shaping children's character from an early age, but a lack of understanding of them can have negative impacts, such as the increase in bullying cases and the decline in children's interest in national anthems. This research aims to inform readers about the rise of bullying cases among children as well as the harmful effects of their lack of interest in national anthems, which in turn can raise awareness of the importance of the early introduction and application of Pancasila principles. The research method used is descriptive analysis to describe the meaning of Pancasila as the basis of the state, the importance of the application of Pancasila characters for elementary school children, the meaning of bullying, the factors that cause bullying, and the cause of the large number of children who do not memorize national anthems. Based on the results of the study, a lack of understanding of Pancasila principles can cause children to lose sight of the importance of respecting differences and understanding the values of equality. The implication can lead to bullying behavior among children as well as declining their interest in national anthems. This leads to the need to increase public awareness of the important role of Pancasila in shaping children's character, preventing bullying behavior, and declining interest in national anthems.

Juveniles and Animal Abuse in Finland – Prevalence and Associations with Antisocial Behavior

ABSTRACT In this paper, we analyze the prevalence of animal abuse and its associations with antisocial behavior using representative random school sample from Finnish adolescents (N = 5674; Mage = 15.3). According to our results, the lifetime prevalence of animal abuse in adolescents was 5%, with 13% reporting exposure to animal abuse. The likelihood of animal abuse was positively associated with bullying and nonviolent delinquent behavior, low empathy toward animals, and exposure to animal abuse. Violent offending was not found to be associated with animal abuse, highlighting bullying-specific dynamics. Our findings partly comply with the deviance generalization hypothesis, which suggests that animal abuse is part of a more generic pattern of antisocial behavior among adolescents. We conclude that because animal abuse and antisocial behavior are related many of the same tools used to address and prevent bullying or criminal behavior can be expected to work, at least partly, in preventing animal abuse. Collaboration and information-sharing between animal and child welfare agencies are important and warrant further investigations and development.

Antibullying Interventions in Schools: Assessing the Evidence Base.

This systematic review used established rating criteria to describe the level of evidence for interventions aimed at preventing or reducing bullying perpetration and victimization in schools, synthesized the evidence for students from racially and ethnically diverse backgrounds, and reviewed the literature for available information to conduct an economic analysis of the interventions. Major databases, gray literature, and evidence-base registries were searched to identify studies published from 2008 through 2022. The authors rated antibullying intervention models as having high, moderate, or low evidence depending on the number and rigor of studies with positive findings. Overall, 80 articles reporting on 71 original research studies describing a total of 48 antibullying interventions met the inclusion criteria for this review. Two schoolwide interventions received a high-evidence rating: the KiVa (Kiusaamista Vastaan) Antibullying Program and the Friendly Schools program. Multilevel interventions with components at the levels of school, classroom, and individual student most consistently showed strong evidence for reducing bullying behavior in elementary and middle school grades. Four interventions yielded positive effects in reducing bullying and victimization among diverse samples of students. Antibullying interventions can reduce bullying in schools. Some interventions show effectiveness with students from racially and ethnically diverse backgrounds. The gains relative to per-student costs were in the range that is considered cost-effective. Most implementation costs are spent on staff training and support. Research on successful implementation of whole-school interventions and additional synthesis of evidence pertaining to program structures would further advance the antibullying evidence base.