Childhood Bullying Research Articles

Influence of campus exclusion on bullying behavior of junior high school students: role of callous-unemotional traits and family caring

School bullying significantly impacts adolescent physical and mental development. The current study aimed to explore the effect of campus exclusion on school bullying behavior among junior high school students and the role of callous-unemotional traits and family caring. The Campus Exclusion Questionnaire, Olweus Child Bullying Questionnaire, Callous-Unemotional Trait Scale, and Family Caring Scale were completed by 705 students. A moderated mediation model was analyzed using SPSS 24.0. Results indicated that both campus exclusion and callous-unemotional traits positively predicted bullying behavior. Callous-unemotional traits partially mediated the relationship between campus exclusion and bullying behavior. Additionally, family caring moderated the link between callous-unemotional traits and bullying behavior, mitigating adverse effects. The study highlighted family caring’s protective role against bullying linked to adverse school experiences. Therefore, collaboration between schools and families is crucial to reduce bullying.

Adjustment problems and school bullying in grade school: Differentiating between- and within-person associations

This study examined the longitudinal relations between adjustment problems and school bullying in middle childhood by differentiating between- and within-person effects and putting the co-occurrence into consideration. Participants were 1091 U.S. children (51.2 % boys, 80.5 % White) and their teachers. When children were in the third, fifth, and sixth grades, bullying perpetration and victimization were self-reported and adjustment problems were rated by teachers. Using the random intercept cross-lagged panel models, the results demonstrated that adjustment problems, particularly externalizing problems, were independently predicative of bullying and victimization at the between-person level, adjusting for within-person fluctuations and the co-occurrence of adjustment problems. Moreover, at the between-person level, bullying perpetration and victimization were positively related, as were internalizing and externalizing problems. The findings contribute evidence that adjustment problems and school bullying were stably related over time and highlight the importance of adjustment problems in better understanding involvement in school bullying among school-aged children.

The Consequences of bullying on the Child and on the Rights of Personality

The bullying of children, a form of repeated and intentional aggression, has significant consequences on the rights of personality. Through exposure to physical, verbal, or social harassment, victims become vulnerable with negative effects on their mental and emotional health. By attacking their emotional and psychological integrity, children may develop anxiety, depression, and even post-traumatic stress disorders. Bullying violates this fundamental right to dignity through the humiliation and contempt towards victims. The constant experience of harassment and aggression can diminish the sense of self-respect and lead to a feeling of dehumanisation and degradation. Children who are victims of bullying may feel that their dignity is being violated and that they are not being given the respect and recognition they deserve. Furthermore, bullying can have consequences on the right to one’s image. These effects can be lasting and may influence how victims perceive themselves in the future. Children may develop a distorted image of themselves, viewing themselves negatively or doubting their own qualities and abilities. In conclusion, bullying not only affects the rights of personality but can also have profound consequences on their long-term emotional and social development. It is essential to pay attention to these aspects and take measures to protect children’s rights to a safe, respectful and dignified childhood. Keywords: Aggresson; Bullying; Children; The rights of personality; Victim.

Effect of Cyberbullying and Sexting on Adolescents in Jordan; Exploratory Research

Objective: Bullying of school-aged children is not new and has been well-established as a common and serious problem in society. The aim of the current study is to explore the nature of cyberbullying in a sample of Jordanian adolescents. Method: The study used the quantitative approach and opted for the Delphi Technique, an online survey of adolescents, and an interview-based research approach following with the reviewing of the responses in order to identify the trends and nature of cyberbullying in a sample of Jordanian adolescents. The population sample consists of adolescents from two private schools in Jordan in the Middle East. The combined Adolescents sample of both schools totals approximately 6,000 students. Results: The results of this study reveal that significant numbers of adolescents are sending or receiving sexually explicit photos. The results also suggested that prevalence rates are high in four main categories of cyberbullying. Also, there is a difference in gender and educational level as females are subjected to more incidences of cyberbullying, and 4th grades students have a more significant value of cyberbullying involvement. Conclusion: It is essential to activate the role of the media and education systems in training youths about the risks of cyberbullying to improve adolescent feelings about the value of treating others well and engaging in objective cultural dialogue with them, as well as the strategies for avoiding it.

Pathways of Socioeconomic Disadvantage and Peer Bullying in Children and Youth: A Scoping Review

Growing up in socioeconomic disadvantage increases risk of peer bullying at school. Both socioeconomic status and involvement in bullying are predictive of a range of adverse developmental outcomes. However, neither (a) the mechanisms whereby disadvantage increases bullying risk nor (b) the developmental outcomes for which bullying may mediate disadvantage are clear. This review scoped the literature on the relationships between socioeconomic disadvantage, bullying, and health and developmental outcomes for school-aged children and adolescents. Four databases were searched up to June 3, 2023 with 565 studies retrieved, of which 17 met criteria. Most studies were cross-sectional, and studies varied greatly in their definition and measurement of both bullying involvement and disadvantage. No intervention studies were found. Mediators of the disadvantage-bullying association ranged from individual level (e.g., depression) to the national level (e.g., homicide rate); only two studies examined bully–victim status. Of studies where bullying was a mediator, none examined bullying perpetration; the range of outcomes examined was narrowly focused on mental health, failing to capture the full range of developmental outcomes associated with either socioeconomic disadvantage or bullying involvement. This review highlights that future research is needed on identifying and understanding the mediators of the association between disadvantage and bullying victimization, and on the developmental outcomes mediated by bullying perpetration for disadvantaged children. These insights are critical to increase the effectiveness of community- and school-based bullying prevention, particularly in communities with high proportions of socioeconomically disadvantaged families.

The association between school bullying and executive functions in children and adolescents: A three-level meta-analysis.

Even though existing amounts of results have shown that school bullying could be related to the main components of executive functions (EFs) (inhibitory control, working memory, and cognitive flexibility), research focused on this association yields inconsistent results. To address this research gap, the current study conducted a three-level meta-analysis approach and simultaneously considered the two perspectives of the bully and victim to clarify the relationship between school bullying experienced by children and EFs. It also explored the moderating variables that affect the relationship between school bullying and EFs. Based on 18 studies reporting 73 effect sizes (N = 21,725), the results revealed that the overall effect size for the association between both the bullies and victims of school bullying incidents with EFs (rbullies = -0.154, p < .05; rvictims = -0.187, p < .001). Moderator analyses revealed that the negative correlation between bullies of school bullying and EFs was moderated by EF components, but it was not affected by gender, age, and the EF measurement method. Moreover, the negative correlation between victims of school bullying and EFs was not affected by the form of bullying, source of report, facet of EFs, EF measurement, gender, age, and culture. The present meta-analysis revealed a relationship between school bullying and EFs. Both bullies and victims appear to have lower EF levels. The results also emphasized that lower inhibitory control was more likely to be a crucial risk factor for bullying behavior.

Navigating weight, risk and lifestyle conversations in maternity care: a qualitative study among pregnant women with obesity

BackgroundPregnant women with obesity face heightened focus on weight during pregnancy due to greater risk of medical complications. Closer follow-up in maternety care may contribute to reduce risk and promote health in these women. The aim of this study was to gain a deeper insight in how pregnant women with obesity experience encounters with healthcare providers in maternity care. How is the received maternity care affected by their weight, and how do they describe the way healthcare providers express attitudes towards obesity in pregnancy?MethodsWe conducted in-depth interviews with 14 women in Trøndelag county in Norway with pre-pregnancy BMI of ≥ 30 kg/m2, between 3 and 12 months postpartum. The study sample was strategic regarding age, relationship status, education level, obesity class, and parity. Themes were developed using reflexive thematic analysis. The analysis was informed by contextual information from a prior study, describing the same participants’ weight history from childhood to motherhood along with their perceptions of childhood quality.ResultsThis study comprised of an overarching theme supported by three main themes. The overarching theme, Being pregnant with a high BMI: a vulnerable condition, reflected the challenge of entering maternity care with obesity, especially for women unprepared to be seen as “outside the norm”. Women who had grown up with body criticism and childhood bullying were more prepared to have their weight addressed in maternity care. The first theme, Loaded conversations: a balancing act, emphasizes how pregnant women with a history of body criticism or obesity-related otherness proactively protect their integrity against weight bias, stigma and shame. The women also described how some healthcare providers balance or avoid weight and risk conversations for the same reasons. Dehumanization: an unintended drawback of standardized care makes apparent the pitfalls of prioritizing standardization over person-centered care. Finally, the third theme, The ambivalence of discussing weight and lifestyle, represent women’s underlying ambivalence towards current weight practices in maternity care.ConclusionsOur findings indicate that standardized weight and risk monitoring, along with lifestyle guidance in maternity care, can place the pregnant women with obesity in a vulnerable position, contrasting with the emotionally supportive care that women with obesity report needing. Learning from these women’s experiences and their urge for an unloaded communication to protect their integrity highlights the importance of focusing on patient-centered practices instead of standardized care to create a safe space for health promotion.

Trajectories of childhood bullying behaviors and conduct problems: Associations with cognitive functioning in a nationally representative cohort study.

Bullying behaviors and conduct problems are two forms of antisocial behavior that frequently co-occur in childhood. However, it remains unclear whether their developmental trajectories are distinct and the extent to which different aspects of cognitive functioning account for their development. We aimed to disentangle the developmental trajectories of bullying behaviors and conduct problems, test their interrelations across childhood, and assess associations with children's early cognitive functioning (executive functions, intelligent quotient [IQ], and theory of mind). Participants included 2,232 children from the Environmental Risk (E-Risk) Longitudinal Twin Study. We performed dual group-based trajectory modeling on combined parent and teacher reports of children's bullying behaviors and conduct problems at 5, 7, 10, and 12 years. We assessed associations with age 5 cognitive functioning using regression analyses. We identified five developmental trajectories for bullying behaviors and four for conduct problems. The developmental course of both behaviors was interrelated most strongly among those with high levels. A subgroup of children was likely to transition from conduct problems to bullying behaviors as they got older. Lower IQ was associated with both antisocial behavior trajectories, whereas lower theory of mind was only associated with conduct problems trajectories. The developmental course of bullying behaviors and conduct problems is distinct but linked across childhood. Interventions targeting bullying behaviors or conduct problems could benefit from more integration and should take into account children's cognitive functioning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Supplemental Material for Trajectories of Childhood Bullying Behaviors and Conduct Problems: Associations With Cognitive Functioning in a Nationally Representative Cohort Study

Supplemental Material for Trajectories of Childhood Bullying Behaviors and Conduct Problems: Associations With Cognitive Functioning in a Nationally Representative Cohort Study

The mediating effects of school bullying victimization in the relationship between childhood trauma and NSSI among adolescents with mood disorders

BackgroundNonsuicidal self-injury (NSSI) is a serious problem in the adolescent population worldwide. Childhood trauma and bullying have been identified as risk factors for NSSI. We explored the relationships among Childhood trauma, Bullying victimization and the severity of NSSI behaviours, and test the effect of Bullying victimization in mediating the association between Childhood trauma and the NSSI behaviours.MethodsA total of 123 adolescents were recruited. They were diagnosed with depression or depressive episodes of bipolar disorder and had experienced NSSI in the last year. They were assessed using the Chinese version of the Childhood Trauma Questionnaire (CTQ-C), the Revised Olweus Bullying Victimization Questionnaire (OBVQ-R), and the Adolescent Self-Harm Questionnaire (ASHQ).ResultsFemales presented a significantly greater prevalence of sexual abuse and relationship bullying than boys. Individuals in the younger age group (10–14 years) presented a greater incidence of emotional neglect, verbal bullying, relationship bullying, and total bullying, and their NSSI score was also higher than that of those in the older age group (15–19 years). Only children show a greater prevalence of sexual abuse than nononly children. Single-parent families scored higher on emotional abuse, emotional neglect, physical neglect and physical bullying than two-parent families. There was a significant positive correlation between each dimension of childhood trauma and all the dimensions of bullying, between childhood trauma and NSSI, and between bullying and NSSI. Childhood trauma can not only directly affect the severity of NSSI but also indirectly aggravate the severity of NSSI through bullying victimization. The mediating effects of bullying victimization on emotional abuse, physical abuse, emotional neglect and physical neglect were 14%, 21%, 20%, 13% and 20%, respectively.ConclusionThere was a significant positive correlation between childhood trauma and bullying, between childhood trauma and NSSI, and between bullying and NSSI. Childhood trauma can not only directly affect the severity of NSSI but also indirectly aggravate the severity of NSSI through bullying victimization. Bullying victimization played the partial mediating effects between Childhood trauma and NSSI.

The Effect of Empathy Training on Bullying Behavior in Juvenile Prisoners: A Quasi Experiment.

The purpose of this study was to determine the effect of empathy training on bullying behavior in juvenile prisoners at the Bandung City Special Development Institute for Children. This study used a quantitative method with a quasi-experimental design with pre and post-test with control group. The sampling technique used purposive sampling and obtained a sample of 100 respondents (50 intervention group and 50 control group). Empathy training was conducted for 3 months as many as 4 sessions consisting of education, role play, watching movies, and reflection. Data collection used the Indonesian version of the Olweus Bully/Victim Questionnaire. Univariate analysis used mean, min-max, and standard deviation values. Bivariate analysis used Wilcoxon test and Mann-Whitney test. The results showed that in the intervention group, most respondents had high bullying behavior before the intervention (70%) and had low bullying behavior after the intervention (64%). In the control group, most respondents showed a high level of bullying behavior (80%) at pre-test and had high level of bullying behavior (78%) at post-test. The results of the Wilcoxon test showed ap value of <0.001, indicating that there was a significant effect on reducing bullying behavior in prisoners in LPKA Bandung City after being given empathy training. The results of the Mann-Whitney test showed a value of p<0.001 which means that there is a difference in the level of bullying behavior between the control and intervention groups. Empathy training is a recommendation for community nurses in Bandung City Special Development Institute for Children to implement community-based nursing interventions in preventing bullying in children and adolescents, especially adolescents in prison.

Building Resilience: A Qualitative Analysis of Bullying Among Children with Disabilities on Parental and Teacher's Perspective.

Bullying can happen to every human in the community, including children with disability and their families. Children with disabilities, as a vulnerable group in a community, may experience different types of bullying and have different responses to it. This study aimed to identify bullying experiences in children with disabilities based on teachers' and parents' perspectives. This study used a qualitative descriptive research design. Participants in this study consisted of two groups, namely parents and teachers in Special Schools, with 18 people (eight parents and ten teachers) in the Pangandaran Regency area, Indonesia, from May to June 2023. The sampling technique chosen was purposive sampling. The data collection process used Focused Group Discussion (FGD) throughout the semi-structured interview. The data was analyzed by thematic analysis. This study applied NVIVO 12 software to assist with data categorization and framework based on participant statements and observations (QSR International). The data from the discussion were analyzed using thematic analysis methods to find relevant themes were found in the statements expressed by the participants. The results of the data analysis obtained three main themes related to bullying in children with disabilities, namely the type of bullying, the impact of bullying, and the responses to bullying. A support group is necessary to establish a source of parental coping and increase resilience in caring for children with special needs.

Bullying Behaviors of Adolescents: The Role of Attachment to Teachers and Memories of Childhood Care

Bullying is a social phenomenon that involves the repetition of aggressive, intentional and harmful behaviors directed at a specific person. Currently, one in three children is a victim of bullying. The present study aimed to analyze the relationship between the quality of the relationship with teachers, memories of childhood care and bullying in adolescents. The sample consisted of 416 adolescents aged between 12 and 17 years old. Data were collected using a sociodemographic questionnaire, the Cuestionario de Evaluación de la Violencia entre Iguales en la Escuela y en el Ocio, the Inventory of Parent and Peer Attachment and the Early Memories of Warmth and Safeness Scale. The results demonstrated that bullying behaviors are more often perpetrated by males and with higher levels of aggression in private schools. They also revealed that students who perceive higher levels of support, understanding, trust and openness from teachers tend to be less likely to be targets of bullying. The results also demonstrated a relationship between positive memories of childhood care and students’ perceptions of greater support, understanding, trust and openness from their teachers. An analysis of the results was discussed considering attachment theory due to the implications of memories of primary care and the quality of teacher–student relationships regarding bullying.

Exploration of child bullying cases and school-based anti-bullying interventions and community empowerment in Semarang City

Background: Education plays a crucial role in shaping the success of a nation, both in academic aspects and character development. This research explores the factors contributing to bullying, encompassing individual, family, school, and social environment aspects. Methods: Using a qualitative approach through literature review, data were collected from various sources related to bullying in Indonesia, such as scientific journals, books, and official documents. The sample was purposively selected to represent the bullying conditions in Indonesia. Content analysis was used to identify patterns and trends. Findings: The findings indicate a weak correlation between age and bullying potential, highlighting the importance of a holistic approach involving the entire school community. Collaborative-based intervention methods were identified as effective intervention strategies. This study also provides insights into verbal bullying and body shaming. Conclusion: the research lies in its in-depth exploration of the bullying phenomenon among Indonesian teenagers, particularly at the junior and senior high school levels, considering the unique cultural and social context. Novelty/Originality of this Study: this research includes elementary school levels, offering a comprehensive analysis of the influence of social media and family dynamics, and providing unique insights for the development of policies and intervention programs in Indonesia.

Theory of Mind and physical bullying in preschool children: the role of peer rejection and gender differences

BackgroundPreschool represents the budding and initial stage of bullying behavior, where perpetration of physical bullying predominates as the primary form of bullying. An in-depth understanding of the factors linked to preschool physical bullying behavior is crucial for enabling early prevention and intervention strategies.ObjectiveThe purpose of this study was to examine the relationship between Theory of Mind and physical bullying behavior in 4–6 years old children in kindergarten and the mediating role of peer rejection and gender in this relationship.MethodsData on perpetration of physical bullying and peer rejection were obtained from 310 preschool children (age range = 52–79 months, M = 66.85, SD = 7.04) by the peer nomination method, and their Theory of Mind was measured by the Theory of Mind Development Scale.ResultsThe results showed that Theory of Mind negatively predicted perpetration of physical bullying in preschool children and that Theory of Mind was related to perpetration of physical bullying in preschool children only through peer rejection. Boys were also found to have a stronger association between peer rejection and perpetration of physical bullying in preschool children than girls.ConclusionPeer rejection may play a mediating role between Theory of Mind and perpetration of physical bullying in preschool children. In addition, the relationship between peer rejection and perpetration of physical bullying appears to be stronger for boys than for girls. This contributes to our understanding of the relationship between Theory of Mind and perpetration of physical bullying in preschool children and has implications for how bullying prevention and intervention can be tailored to the gender of young children.

From Feeling Tough to Mental Growth: Coping with Sexual Bullying During Childhood in Gay and Bisexual Men

ABSTRACT This qualitative study was conducted to understand how gay and bisexual men (GBM) in Taiwan cope with childhood bullying because of their sexual orientation or gender nonconformity. We explored their journey from feeling disturbed to receiving social support, developing coping strategies, and achieving self-growth. Colaizzi’s phenomenological approach was used to investigate subject experiences. Semi-structured interviews were conducted with 21 GBM who had experienced high-level sexual bullying in childhood. Relevant data were collected to assess their experiences of sexual bullying, their coping strategies, and subjective effects of corresponding adjustments in interpersonal interactions. Subject experiences concentrated on six themes related to sexual bullying and coping strategies: bullying at developmental stages, bullying everywhere, facing bullying alone, various impacts of bullying, overcoming challenges of interpersonal relationships, and building a strong and carefree self. Our findings can provide mental health professionals with key insights into the contexts of sexual bullying and the associated psychological distress in GBM. This study further clarifies the coping responses of these individuals and their psychological growth following such adverse experiences.

Investigating the Level of Knowledge of Pediatricians and Pediatric Residents About Peer Bullying in Children

Objective: In this study, it was aimed to evaluate the level of knowledge and approaches of pediatricians and pediatric residents, who have a key role in the recognition and prevention of peer bullying. Material and Methods: Pediatricians and pediatric residents working in Ankara provincial center were included in the study and their level of knowledge about peer bullying was evaluated. Results: It was found that nearly half of the pediatricians and pediatric residents (48.9%, n=152) observed peer bullying during their professional lives. However, their level of knowledge on this issue was found to be insufficient and only 15.8% (n=49) of the participants stated that they knew how to approach peer bullying. It was determined that 15.4% of the participants (n=48) knew the risk factors related to peer bullying and among those who knew, the number of pediatricians (n=30) were more than pediatric residents (n=18). In our study, it was observed that only 4.8% of the participants (n=15) received training on peer bullying. Conclusion: Families, teachers, school administrators and physicians have critical duties in relation to peer bullying, which is common all over the world and in our country. Among these groups, it is especially important for pediatricians to have sufficient knowledge and awareness by receiving trainings on the subject, to be able to detect the symptoms of peer bullying at an early stage and to effectively carry out the necessary interventions to reduce the number of bullying victims.

The Relationship Between Parents’ Own Responses to Childhood Bullying and What Strategies They Would Recommend to Their Children

AbstractGiven the probable influence parents have on the development and maintenance of bullying and victimization in their children, there is potential for an intergenerational transmission of coping strategies in response to bullying incidents. Cross-sectional data is presented from an online anonymous questionnaire conducted in New Zealand. Parents gave responses about their own childhood experiences of various forms of bullying, how they responded, whether the responses were effective and whether they would recommend the response to their own children. The study had 104 parent participants (72 mothers and 32 fathers) with an average age of 40 years (range 21 to 62 years), and their children were aged between 5 months and 17 years; 93% resided in New Zealand. During childhood, the majority of participants had experienced verbal bullying (90%), 55% experienced relational bullying and 43% physical bullying. The strategies tell someone else and ignore the bullying were the most frequently recommended, and about half the participants had found them effective. Talk to the bully about their behaviour was recommended by almost a third of participants and had been used by a similar number. In contrast, although retaliate was not recommended by participants, it had been used by over 50%, half of whom found it effective in response to physical bullying. Overall, there was considerable variation with regard to which strategies parents had used, how effective they were for differing forms of bullying and whether they themselves would recommend a particular strategy to their child. Implications for how parents’ own varied experiences may contribute to the conversations both at home and in school about what we should recommend to children are discussed.

Risk patterns of bullying perpetration and victimization among children

ObjectivesThis study uses the bioecological model of human development and person-centered methods to describe the underlying patterns of risk and their association with bullying perpetration and victimization among U.S. children. MethodsUsing the National Survey of Children's Health, this study (n = 7319) explored the underlying patterns of risks across six domains (i.e., individual, family, school, neighborhood, economic, and socio-cultural) associated with bullying perpetration and victimization among U.S. elementary school children. ResultsLatent Class Analysis uncovered four patterns of risks. The low risks group (72.4%) showed the lowest rates of bullying perpetration (24.6%) and victimization (57.2%). The individual and environmental risks group (15.3%) presented moderate levels of bullying perpetration (31.8%) and victimization (67.1%). The family risks group (8.3%) showed moderate levels of bullying perpetration (35.9%) and victimization (66.0%). High risks group (4.0%) presented exceptionally high rates of bullying perpetration (59.1%) and victimization (87.3%). ConclusionResults suggest rates of bullying perpetration and victimization differed across the four patterns of risks. Understanding the sources of risk may be critical to alleviate bullying perpetration and victimization among children. ImplicationFindings suggest that child bullying should be approached with customized treatment considering their pattern of risk exposure.

Children's bullying victimization and the acculturative stress of immigrant mothers in Korea: Exploring heterogeneity by mother's country of origin.

Over the past three decades, the number of multicultural families in Korea, defined as a family consisting of a native Korean and a marriage immigrant, has increased significantly. Although bullying victimization among multicultural family youth is rightfully a growing concern, less is known about the effects bullying has on immigrant mothers of children who have been bullying victims. Using data from the Multicultural Adolescents Panel Study, this study investigates whether children's bullying victimization is associated with immigrant mothers' acculturative stress and whether this association differs depending on mothers' country of origin (China, Japan, and Southeast Asian countries). Fixed effects estimates revealed that children's bullying victimization is positively associated with their immigrant mother's acculturative stress, and this association is robust to controlling for unobserved time-constant individual-level heterogeneity. When stratified by mother's country of origin, the association was larger and statistically significant only among Southeast Asian mothers. No associations were observed among Japanese and Chinese mothers. Our findings suggest that interventions aiming to support bullied children should be expanded to also support their immigrant mothers. Policymakers may wish to consider the specific backgrounds and contexts of immigrant mothers, with special attention to Southeast Asian women. (PsycInfo Database Record (c) 2024 APA, all rights reserved).