Cases Of Bullying Research Articles

Victims of bullying: contributions to identify cases of bullying in Physical Education in High School Education

The objective is to analyze the perception of bullying victims in Physical Education. This research will help detect own characteristics of physical education to which professionals must pay special attention, to identify and avoid cases of bullying. The sample consists of three people victims of bullying in High School, who were interviewed following a semistructured interview. The analysis of these interviews was carried out using the content analysis technique. The results highlight that in Physical Education there are intrinsic characteristics that facilitate episodes of bullying like as conformation of the groups, spaces of harassment, such as locker rooms, motor levels of students, roles within the subject, content and activities that are used.

УПРОВАДЖЕННЯ ПРОГРАМ ПРОФІЛАКТИКИ ШКІЛЬНОГО БУЛІНГУ СЕРЕД ПІДЛІТКІВ

At present, in the Ukrainian society, there is a gradual transition from the "interest" of bullying problems to implement a practical program to counteract bullying in the school environment. Programs are being implemented with support the MES of Ukraine using conflicting functionality, changing and navigating non-violent behavior and civic attitudes. The results of the empirical study made it possible to pay attention to the need to change approaches when using bullying prevention technology among adolescents. In particular, it was determined that not only forms of preventive training play a major role in preventing bullying, but the use of techniques, methods, ways of information submission by the subjects who carry it out, and features of interpersonal interaction with adolescents. Often, they have signs of prejudice and stigma that provoke aggression and bullying cases.

Team-based Simulations among Teacher Trainees: Ethical Dilemmas and Psychological Empowerment in School Bullying Cases

Team-based Simulations among Teacher Trainees: Ethical Dilemmas and Psychological Empowerment in School Bullying Cases

Acoso escolar, conductas autolesivas, ideación, e intentos autolíticos en una muestra clínica de un centro de salud mental

El acoso escolar es un problema muy relevante actualmente pero difícil de cuantificar. Se ha demostrado el considerable impacto del acoso escolar sobre la salud mental de los adolescentes. En los últimos años, se han publicado varios artículos relacionando el maltrato entre iguales como factor de riesgo para la aparición de conductas autolesivas, incluyendo los gestos con intencionalidad autolítica. Metodología: diseño de un estudio observacional transversal, con una muestra clínica obtenida de un centro de salud mental (Programa de Niños y Adolescentes) en la ciudad de Madrid. Se administró un cuestionario específicamente diseñado para este estudio. Resultados: se recopilaron 129 casos en total. De esa muestra, se detectaron 22 casos de acoso escolar (17.1% de la muestra total del estudio). Se detectaron 26 casos con conductas autolesivas, de los cuales 7 casos habían sido acosados (31%). El porcentaje de autolesiones en el grupo de acoso escolar era mayor que en la población control. En la muestra con historia de acoso escolar era mayor la aparición de ideación autolítica que en la muestra sin acoso escolar. El riesgo de intentos autolíticos en la muestra de acoso escolar no llega a ser estadísticamente significativo. Conclusiones: este estudio da una idea del impacto emocional del maltrato entre iguales, sobre todo con consecuencias significativas en la salud mental de los adolescentes.

Imaginario sobre la intervención ante el bullying bifóbico en trabajadores/as sociales gallegos

La violencia representa una conducta fuertemente arraigada en la sociedad debido a diferentes factores. Una de las formas en las que puede materializarse es a través de la violencia entre iguales en el ámbito educativo (bullying), siendo la orientación sexual uno de los factores determinantes. La intervención social, en este tipo de violencia, resulta un aspecto esencial y comunitario. Es por ello que se plantea una investigación cualitativa, partiendo del paradigma fenomenológico (con una perspectiva epistemológica subjetivista y teórica interpretativa), con el objetivo de analizar el tipo de intervención y los principales aspectos sobre los que incidir. Para ello, mediante la técnica de la entrevista abierta, se plantea la resolución de un caso sobre bullying bifóbico a 14 trabajadores/as social gallegos (8 de los Servicios Sociales Comunitarios Básicos, 3 de los Servicios Sociales Especializados y 3 del ámbito público de la Salud) seleccionados a través de un muestreo por conveniencia. Los resultados revelan que el empoderamiento, el uso de lenguaje no estigmatizante y heteronormativo, así como el fomento de redes, el conocimiento de la realidad social y la vinculación con los colectivos LGTBI por parte del Trabajo Social son determinantes. También las medidas tanto micro como macrosociales se muestran esenciales, así como la utilización de la pedagogía social y la transdisciplinariedad.

El acoso escolar en las escuelas públicas de la Ciudad de Nueva York

La comunidad escolar de la Ciudad de Nueva York está sometida a múltiples amenazas. Uno de los peligros más evidente que afecta la seguridad de los estudiantes de todos los niveles es el acoso escolar. Cualquier acto de violencia que una persona infrinja a otra de manera intencional y reiterada es acoso. En los últimos años, la Ciudad de Nueva York ha sido testigo de cientos de casos de hostigamiento escolar donde tanto los acosados como los acosadores son víctimas de este círculo de intimidación ya sea física, verbal o por medios de las redes sociales. Los distintos tipos de comportamiento agresivo son complejos y sus efectos perduran en la vida de los afectados. Este trabajo de investigación pretende analizar las causas y las consecuencias del acoso escolar, así como también la repercusión de sus efectos a lo largo de los años. Además, este proyecto procura hacer algunas recomendaciones pertinentes para la reducción de los niveles de acoso en las escuelas públicas locales.

Опыт проживания и страх повторения состояния униженности во взаимосвязи с личностными характеристиками студентов вуза

The study discusses the problem of humiliation of young people, the impact of the state of humiliation on the manifestation of their personal characteris-tics. The relevance of the topic is due to the frequent cases of bullying, manifested in the humiliation of students, which negatively affects the socio-psychological processes of society. The sample included university students (N = 70, 59 girls and 11 boys) aged 17 to 20 years. Two parameters of humil-iation were studied: the impact of past humiliation (VPU) and the fear of being humiliated (SBU) (L. Hartling). As personal characteristics, the motivation of approval (D. Marlowe, D. Crown), emotional empa-thy (A. Mehrabian, M. Epstein), typological character-istics of the personality (K. Jung) were considered. The results indicate the influence of personal char-acteristics on the humiliation of the subjects. The motivation for approval had the greatest impact on the VPU and SBU. The more subjects get approval and praise from others, the less they are concerned about past experience of humiliation and fear of humiliation. Approval, praise somehow compensate for the fear of humiliation. Emotional empathy, man-ifested in sympathy for others, causes fear of being humiliated by the subjects themselves. Extroversion reduces the fear of humiliation, and negative past experience of humiliation affects the demonstration of closure (introversion). The results of the study can be used by school and university psychologists in their work to reduce the negative consequences of humiliation in high school students and to form psychological resistance to their manifestations in them.

Cyber Bully: Emotional Impact among UKM students

The use of social media without civic culture among students has plagued many IPTA students in cyberbullying. Cyberbullying can be done in the uploading of cruel words, photographs and videos of the victim to hoax, incite, defame, revenge until the predators feel great and powerful. The fastest duration of all information can be disseminated in fast pace with worldwide reach. Among the factors of cyberbullying occurred in early adulthood are jealousy, discovering social media friends' attention, 'jaguar' capacity or gangster in social media. Previous studies focus more on bullying phenomena among adolescents, school students and mass media users. While, there are very few studies on the issue of cyberbullying among university students. The main objective of this study is to explore the impact of cyber bullying on UKM students. This study was conducted using a qualitative approach based on case study. Techniques of collecting research data through structured interviews in writing. 6 respondents were selected for this study using purposive sampling technique. The location of the study chosen was Universiti Kebangsaan Malaysia. Structured interview data were analyzed in a thematic manner and the findings found that there were five major implications of emotional, depression, suicidal desire, overwhelming sadness, uncertainty and uncontrolled feelings found in transcripts of study informants. Implications of this study are expected to suggest appropriate intervention and advocacy programs to social workers in handling cyber bullying cases at the Student Counseling Division, UKM.

E-Zorbalık Ölçeği ve E-Mağduriyet Ölçeği: Ankara Üniversitesi Sigara Bağımlısı Öğrencilerinde Geçerlilik Güvenilirlik Çalışması

Amaç: Bu araştırmanın amacı Lam ve Li (2013) tarafından geliştirilen Gençdoğan ve Çıkrıkçı (2015) tarafından Türkçe’ye uyarlanmış olan E-Zorbalık Ölçeği’nin ve E-Mağduriyet Ölçeği’ningeçerlilik ve güvenilirlik çalışmasını yapmaktır.
 Yöntem: Bu çalışmanın örneklemini Ankara Üniversitesi öğrencilerinden hukuk fakültesi, tıp fakültesi, mühendislik fakültesi öğrencisi olan ve sigara bağımlısı gönüllü 120 öğrenci oluşturdu. Veriler Bilgilendirilmiş Gönüllü Olur Formu, altı maddeden oluşan E-Zorbalık Ölçeğive beş maddeden oluşan E-Mağduriyet Ölçeğiile toplandı. Verilerin analizinde içerik geçerliliği için Kaiser-Meyer-Olkin(KMO) ve Bartlett's Testi, güvenilirlik çalışmasında Cronbach alfa katsayısı kullanıldı.
 Bulgular: E-Zorbalık Ölçeği’nde geçerlilik analiz sonucu KMO değeri %79,8, Barlett Küresellik Testi Ki Kare değeri323,480 olup yeterli geçerlilik düzeyine sahiptir. E-Zorbalık Ölçeği’ndeCronbach alfa katsayısı 0,834 olup kuvvetli güvenilirlik derecesine sahip olduğu belirlendi. E-Mağduriyet Ölçeği’nde geçerlilik analiz sonucu KMO değeri %73,9, Barlett Küresellik Testi Ki Kare değeri224,418 bulundu. E-Mağduriyet Ölçeği’nde Cronbach alfa katsayısı 0,808 olup kuvvetli güvenilirlik derecesine sahip olduğu belirlendi.
 Sonuç: Gençdoğan ve Çıkrıkçı tarafından Türkçe’ye uyarlanmış olan E-Zorbalık Ölçeği ve E-Mağduriyet Ölçeği yüksek seviyede güvenilirlik ve yeterli geçerlilik seviyesine sahiptir.Ölçeğin sigara bağımlısı üniversite öğrencilerinin siber mağduriyet yaşama ve siber zorbalık gösterme durumlarının saptanmasındakullanılması önerilmektedir.

Explanatory model of violent behaviours, self-concept and empathy in schoolchildren. Structural equations analysis.

The increased visibility of bullying cases has led the scientific community to be more interested in analysing the factors affecting these behaviours in order to reduce bullying cases and their negative consequences. The aim of this study was to define and contrast an explanatory model that makes it possible to analyse the relationships between self-concept, empathy and violent behaviours in schoolchildren through structural equation analysis. The sample of this study is made up of 734 schoolchildren from the province of Granada (Spain), both male and female, aged between 10 and 12, and it consists of analysing self-concept (AF-5), empathy levels (TECA) and violent behaviour at schools (ECV). A structural equation model was performed and successfully adjusted (χ2 = 563.203; DF = 59; p < 0.001; CFI = 0.943; NFI = 0.937; IFI = 0.943; RMSEA = 0.076). A positive and direct relationship between self-concept and cognitive empathy has been found; manifest aggression is negatively related to self-concept. Similarly, affective empathy has a negative relationship with relational aggression. The main conclusions of this study are that the levels of self-concept and empathy represent protective factors against the development of violent and victimisation behaviours in schoolchildren.

Can restorative justice promote social justice?

ABSTRACTCan restorative justice contribute to social justice or only to procedural justice? This question is taken up in this paper. A case is presented for restorative justice to purposefully address social justice issues intentionally but so is a warning that doing so requires an explicit attention to the analysis of power. Here a narrative perspective is called upon as an example of an approach that is founded on such an analysis of power. The special case of bullying is also addressed. It is recommended that a more explicit focus on social justice might be added to the procedural focus so often typical of restorative justice.

Kasus Perundungan Anak di Jawa Barat: Temuan Awal Children’s Worlds Survey di Indonesia

This study aimed to describe the rate of bullying cases on children age 8, 10, and 12 year-olds in 27 Kota/Kabupaten in West Java. There were 22,616 children age 8, 10, and 12 year-olds who participated in this survey. This survey used stratified cluster random sampling to get a representative sample. Bullying actions were measured by reported frequency of experiencing being bullied physically and verbally by siblings and being bullied physically, verbally, and psychologically by other children at school last month. The highest rate was children reported being bullied physically by siblings and being bullied verbally by other children at school. Results show differences on age and gender on types of bullying. Bullying is a serious problem that needs to be taken into account to stop bullying cases in West Java.

“All the Time, Every Day, 24/7”: A Qualitative Perspective on Symptoms of Post-traumatic Stress in Long-Term Cases of Traditional and Cyber Victimizations in Norway and Ireland

This article investigates symptoms of post-traumatic stress in victims of long lasting cases of traditional and/or cyber victimization. The article presents findings from semi structured interviews with nine victims; eight girls and one boy, five Norwegian and four Irish—who had experienced either traditional or both traditional and cyber bullying. The informants were chosen because they had been victims of closed bullying cases lasting from 1–7 years. The findings showed that victims who had experienced only traditional bullying reported fewer symptoms of post-traumatic stress than “poly victims”, i.e., those who had experienced both traditional and cyber victimization. Furthermore, differences were detected between these two groups—victims of traditional bullying and poly victims—regarding when and where the symptoms were experienced and the kind of sub-symptoms that were described. It is important to be aware of these different symptoms when working with children who have experienced traditional and/or cyber victimization to ensure that these children obtain support customized to their needs. The findings could also have practical implications for anti-bullying programs that work with victims involved in both ongoing and closed cases of bullying.

English

Bullying and victimization remains a persistent phenomenon in schools within the United States of America. However, no studies have focused on bullying and victimization among deaf students. This cross-sectional study was conducted to determine the frequency of bullying and victimization among deaf children. Further, the study examined deaf children who could read and write at their respective grade levels or higher. Specifically, the possibility of these children experiencing distress linked to bullying and victimization was investigated, and whether the same level of distress varied steadily across grade levels. The study was conducted at eight U.S. residential schools for the deaf using the Reynolds Bully Victimization Scales for Schools. Twenty-one males and fifteen females participated in the study. Participants were sampled based on their reading and writing skills at fourth or fifth grade and above. There were 35 participants from 10th to 12th grade. Participants in 10th grade reported a significantly higher occurrence of bullying than those in 12th grade. Taken together, these findings indicated a strong correlation between victimization and total cases of distress, bullying, and levels of externalizing distress, as well as between victimization and the intensity of internalizing distress. Key words: Victimization, bullying, deaf, residential schools. &nbsp

Specific Characteristics Distinguishing Winning from Losing: Litigated Workplace Bullying Cases

The traditional thinking in employee relations is that victims of workplace bullying are not legally protected from consequences in the workplace. Individuals are bullied and have no specific, legal recourse. However, 522 cases dating from 2006 to 2008 were analyzed using the terms “bully” or “bullying” and “employee.” The source of the cases was the BNA database of litigated cases. The cases were examined to identify characteristics leading to case outcomes for victims of workplace bullying. The following were found to be statistically significant by a chi-square analysis: the National Labor Relations Act, the False Claims Act, state laws, and unfair pay. The results indicate that victims were better protected by state law than by federal discrimination laws.

Harassment and Bullying among Students in Higher Education Institutions: Manifestation of Single Cases of Harassment and Bullying in Aspects of Demographic Variables

The research goal - to analyse manifestations of single cases of harassment and bullying in students' inter-relationship and to compare them in aspects of socio-demographic variables. 623 students studying at Lithuanian higher education institutions were questioned. We determined a dependence of harassment and bullying on respondents' age: they were experienced more often by 18-30 year-old students, whereas older students' complaints were less. Older students more often requested for active policy of higher education institutions in preventing negative relations. Women showed more initiative in seeking for help, unlike men, experience of negative relations of which was higher in the past. Harassment and bullying were more experienced by the students studying at higher education colleges, unlike those studying at universities. The research results are significant in striving for better perception of impact of harassment and bullying at higher education institutions on demographic variables and negative inter-personal relationship experienced at school age. This knowledge is necessary for higher education institutions preparing and developing a prevention of harassment and bullying.

BULLYING BEHAVIOR AMONG TEENAGERS AT JUNIOR HIGH SCHOOL LAMPUNG -INDONESIA

Background: Cases of bullying in schools are common at this time. In Junior High School (Sekolah Menengah Pertama 2 Muhammadiyah) Bandar Lampung in 2017 has 16 cases of bullying behavior or about 15% of cases.Purpose: Knowing Factors Associated With Bullying Behavior of Junior High School (Sekolah Menengah Pertama 2 Muhammadiyah) Bandar Lampung Year 2018.Methods: Quantitative research using cross sectional. The participant was 109 students as respondents (total sampling) and obtained 92 respondents as suitable of inclusion criteria. Univariate data analysis to know the frequency distribution and bivariate analysis using chi-square test.Results: In this study showed the frequency distribution of respondents had low self esteem 38 (84.6%) behaved bullying, poor family care pattern 44 (88%) bullying behavior, 39 poor peers 39 (79,6%) bullying behavior. the relationship between bullying behavior and self-esteem (p value 0,000), bullying behavior and family parenting (p value 0,000), bullying behavior and peers group (p value 0,000).Conclusion: There is a relationship between factors (self esteem, family parenting, and peers) with bullying behavior among students of Junior High School (Sekolah Menengah Pertama 2 Muhammadiyah) Bandar Lampung 2018. Suggest to the highest Education Department of Bandar Lampung, especially through Counseling department to be conducted another research in another school and follow up on the results of this study as: doing school programs that creating networks support, sports, consultants, art, community and anti-bullying campaigns.

Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland.

A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and/or cyber victimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. Class teacher refers to the teacher that has a special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed.

E-victimization and e-predation theory as the dominant aggressive communication: the case of cyber bullying

ABSTRACTThe paper will focus on the identification of several key criteria in e-discourses via the constitution of e-images of the Anonymous arising from e-medias (Facebook, twitter, Snapchat, WeChat, etc.) with a specific focus on youngsters and their (ab)uses of these communication channels to facilitate digital predation, and so to lead to e-victimization. I will explain the specifics of e-victimization discourse taking into consideration its triadic dimension. I will then be able to conceptualize a dominant e-communication and the e-victimization theory around central ideas of dynamics of violence, gender discrimination and power abuse leading to a semio-sphere with a deep focus on anonymity, exposure, frequency, and insecurity as indicators of collective e-delinquency and proneness to e-victimization.

The impact of digital bullying in the school community

In an effort to protect students from the dangers, we must not forget that they are not only living in a real world, but also in a virtual world where While in the digital space, they communicate socially, have fun times and learn new things, but unfortunately they face some The son of bullying is one of the most dangerous things that students are likely to face as they have a negative impact on their mental health and their lives And the low level of academic achievement. The phenomenon of bullying is not the result of today, but what is new is the exploitation of some technology, in order to publish and facilitate and increased the seriousness of this phenomenon the proliferation of smart phones, tablets and social networking tools. The importance of the scientific paper in shedding light on the phenomenon of digital bullying in the school community and the role of the school in addressing this phenomenon, where we find that Violence has risen in contemporary schools to unprecedented levels and reached the extent of assault on teachers and students by bullying students where The limits of due respect between the student and his teacher have been lost, leading to a decline in the prestige of teachers and their impact on students, which encouraged some of them Domination over others using technology and social media, besides teaching can lead to traditional methods The centrality of the teacher as the sole source of knowledge and as the owner of absolute authority within the classroom is dependent on the adoption of violence and exclusion as a method of solution the problems. This is in addition to the absence of parallel activities within schools and the reduction of school life in formal activities conducted within the classroom. We find that the best deal with digital bullying and its impact on the school community is through educating teachers, parents and students about the behavior of digital bullying And change the culture of the school and make the school environment more positive and the inclusion of education on citizenship and civic behavior in the curriculum and the organization of parallel activities Concerned with the development of self-confidence and self-assertion and educational vigilance for early monitoring of cases of bullying and the development of remedial programs in collaboration with specialists in psychology