School Bullying Research Articles

PENERAPAN NILAI-NILAI PENDIDIKAN AGAMA ISLAM DALAM MENCEGAH PERUNDUNGAN

Abstract: Bullying in schools has grown to be a significant issue that calls for well-thought-out remedies rooted in a thorough knowledge of its past. Such behavior is motivated by ignorance of this kind of bullying and a lack of comprehension of its repercussions. School bullying is influenced by culture, the media, family, and stressed students. The issue may get worse if there is no assistance from authorities, staff members, and teachers in the school. This study sought to determine how bullying occurs in MIN 2 Bener Meriah and how Islamic religious education values are used to stop bullying. This study utilized school administrators, PAI teachers, and MIN 2 Bener Meriah students as data sources and employed qualitative methodologies. Data were analyzed by triangulation techniques, with sources of information including interviews, documentation, and observation. The findings demonstrated that bullying in MIN 2 Bener Meriah is verbal bullying, physical bullying, and psychological bullying. Before anti-bullying policies were put in place, issues like verbal bullying and hard-fought arguments were a big concern. Bullying is prevented by the tenets of Islamic religious education, including salat dhuha, cult, madrasah diniyah, literacy, and PHBI.

Associations of vegetable and fruit intake, physical activity, and school bullying with depressive symptoms in secondary school students: the mediating role of internet addiction

BackgroundFew studies have simultaneously focused on the associations of vegetable and fruit intake, physical activity, school bullying, and Internet addiction (IA) with depressive symptoms. This study aimed to explore the direct and indirect effects of the above factors on depressive symptoms in adolescents by constructing a structural equation model (SEM).MethodsThis study was conducted in Qingdao from September to November 2021. A total of 6195 secondary school students aged 10–19 years were included in the analysis. Information on all variables was assessed using a self-administered questionnaire. An SEM was constructed with depressive symptoms as the endogenous latent variable, IA as the mediating variable, and vegetable and fruit intake, physical activity, and school bullying as the exogenous latent variables. The standardized path coefficients (β) were the direct effects between the latent variables, and the indirect effects were obtained by the product of direct effects between relevant latent variables.ResultsThe median value with the interquartile range of depressive symptom scores was 7 (3,12). Vegetable and fruit intake (β=-0.100, P<0.001) and physical activity (β=-0.140, P<0.001) were directly negatively related to depressive symptoms. While school bullying (β=0.138, P<0.001) and IA (β=0.452, P<0.001) were directly positively related to depressive symptoms. IA had the greatest impact on depressive symptoms. Vegetable and fruit intake, physical activity, and school bullying could not only directly affect depressive symptoms, but also indirectly affect depressive symptoms through the mediating effect of IA, the indirect effects and 95% confidence intervals (CIs) were -0.028 (-0.051, -0.007), -0.114 (-0.148, -0.089) and 0.095 (0.060, 0.157), respectively. The results of the multi-group analysis showed that the SEM we constructed still fit in boy and girl groups.ConclusionsThe results indicated that vegetable and fruit intake, physical activity, school bullying, and IA had a significant direct impact on depressive symptoms, among which IA had the greatest impact. In addition, both vegetable and fruit intake, school bullying, and physical activity indirectly affected depressive symptoms through the mediating effect of IA. The impact of IA on depressive symptoms should be given extra attention by schools and parents. This study provides a scientific and effective basis for the prevention and control of adolescent depressive symptoms.

Subjective Well-Being and Bullying Victimisation: A Cross-National Study of Adolescents in 64 Countries and Economies

Bullying is a recognised serious public problem affecting many students worldwide. Despite the well-established empirical evidence for the negative consequences of bullying on adolescents? mental and physical health and educational outcomes, little is known about the link between bullying victimisation and adolescents? subjective well-being. Moreover, empirical studies using comparative large-scale survey data are particularly scarce. This study explores this question using nationally-representative data from 329,015 adolescents across 64 high and middle-income countries and economies from the 2018 PISA survey. Two measures of subjective well-being were considered: overall life satisfaction and positive affect. Multilevel regressions were estimated at three levels (student, school, and country). Results showed that bullying victimisation was negatively and significantly related to overall life satisfaction and positive affect after controlling for a wide set of factors affecting subjective well-being. Moreover, this negative relationship was more pronounced for top performing students. Locally adapted intervention programmes are needed to tackle the issue of school bullying and foster positive school climate and student well-being. Practical and policy implications are discussed in detail.

Adolescent Patients'experiences of Mental Disorders Related to School Bullying.

The purpose of this study was to explore the real inner experience and nursing needs of adolescent patients who suffered from school bullying, and to develop a treatment plan to restore adolescent mental health. Using the maximum difference sampling method, 15 adolescent patients were interviewed by psychologists and nurses, and the interview results were analyzed by topic induction. Among the 15 participants, 12 (80%) felt helpless, 13 (86.7%) had serious negative emotions, and 10 (66.7%) felt anxious about personal growth. Based on the semi-structured interviews, the psychological states of participants were summarized into three themes: Helplessness, Severe negative emotions, and Anxiety about personal growth. Under the theme of serious negative emotions, it was further divided into three sub-themes: Frustration and Distrust, Rebellion, Insecurity and depression. These themes reflected the significant impact of school bullying on the psychological status of the participants. The internal experience of adolescent patients with mental disorders caused by school bullying mainly includes helplessness, serious negative emotions and anxiety about personal growth. It is recommended to evaluate and diagnose patients' existing and potential health problems individually during clinical treatment and care. On the basis of comprehensive assessment, psychological counseling should be provided and support from family and school should be sought to promote positive mental health and personal growth of adolescents.

Students’ Level of Understanding of SDN Rejosari Towards Bullying in School

Students’ Level of Understanding of SDN Rejosari Towards Bullying in School

The relationship between teachers' disciplinary practices and school bullying and students' satisfaction with school: The moderated mediation effects of sex and school belonging.

An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers' disciplinary practices and bullying in school and students' satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students' Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers' disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers' disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers' negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers' disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.

Bioethical, medical, and social problems in children with growth hormone deficiency

Background. Medical and practical advancements have brought about new possibilities for providing healthcare to people, but with it comes new bioethical challenges. In many pediatric medical institutions, consultations on pediatric ethics have become common practice. However, the bioethical problems related to short children have not been studied enough yet. The purpose of this study is to identify and analyze bioethical, medical, and social issues in children with growth hormone deficiency (GHD), which can potentially hinder timely diagnosis and adherence to replacement therapy. Materials and methods. The identification of bioethical, medical, and social problems was conducted at the Odesa Regional Children’s Hospital between 2012 and 2020. The study involved a cohort of 94 children with GHD and short stature (SDS 3.4 ± 0.1), aged 7.2 ± 0.4 years, as well as their parents (124 individuals). The study was based on a questionnaire survey, history taking, interviews, objective examination of patients, and analysis of medical records. Results. The study found evidence of violations of the Hippocratic principle of help and assistance (“do good”) in the form of delayed or incorrect diagnosis in 10.6 % of cases and incomplete adherence to local protocols for managing sick children in 6.4 % of cases. Violations of the Hippocratic principle of non-harm (“first, do no harm”) were evidenced by adverse events (16.0 %) and serious adverse events (3.2 %) during replacement therapy. Children with GHD were subject to violations of social justice, such as neglect (8.5 %), socio-economic problems in the family (12.8 %), and external environmental restrictions (9.6 %). Violations of the personal autonomy of children with GНD inclu­ded physical and psychological abuse in the family (29.8 and 38.3 % of cases, respectively), stigmatization (25.5 %), school bullying (27.2 %), medical neglect (5.3 %), medical paternalism (6.4 %), and overprotection (10.6 %). Conclusions. In the management of children with GHD, various bioethical, medical, and social issues have come to light. Low adherence to recombinant human growth hormone therapy can be considered an independent bioethical problem associated with medical paternalism and medical neglect.

Effects of expanded adverse childhood experiences including school bullying, childhood poverty, and natural disasters on mental health in adulthood

The study aimed to examine the association of expanded adverse childhood experiences (ACEs) with psychological distress in adulthood. The data from nation-wide online cohort was used for analysis. Community dwelling adults in Japan were included. The ACEs was assessed by 15 items of ACE-J, including childhood poverty and school bullying. Severe psychological distress was determined as the score of Kessler 6 over 13. Multivariable logistic regression analysis was conducted, by using sample weighting. A total of 28,617 participants were analyzed. About 75% of Japanese people had one or more ACEs. The prevalence of those with ACEs over 4 was 14.7%. Those with ACEs over 4 showed adjusted odds ratio = 8.18 [95% CI 7.14–9.38] for severe psychological distress. The prevalence of childhood poverty was 29% for 50–64 year old participants and 40% of 65 or older participants. The impact of childhood poverty on psychological distress was less than other ACEs in these age cohorts. Bullying was experienced 21–27% in young generations, but 10% in 65 or older participants. However, the impact on psychological distress in adulthood was relatively high in all age groups. ACEs have impacted mental health for a long time. Future research and practice to reduce ACEs are encouraged.

Factors Influencing Peer Victimization from the Perspective of Home-School Partnership: A Moderated Mediation Model

This study aims to explore the overlapping influences of the home and school on peer victimization in adolescents under the notion of home-school partnership and to investigate how the parent-child relationship, teacher-student relationship, teenage depressive symptoms are related to peer victimization by constructing a moderated mediation model. It surveyed 1,710 students in 5-8 grades, using the Inventory of Parent and Peer Attachment, Student-Teacher Relationship Scale (brief version), Multidimensional Peer Victimization Scale, and Center for Epidemiologic Studies Depression Scale (brief version). Research findings show that the parent-child relationship had a direct impact on peer victimization and indirectly affected peer victimization via the mediation of teenage depressive symptoms; and that teacher-student relationships had moderating effects on the three paths in the mediation model, playing roles in enhancing the protection effect of the parent-child relationship against peer victimization, weakening the possible impact of the parent-child relationship on teenager depression, and alleviating the predictive effect of depressive symptoms on peer victimization. The research suggests that home-school partnership is a viable avenue for the prevention of school bullying.

Youth Violence in 'The Glory': A Social Psychological Analysis

Bullying and youth violence, when neglected, lead to troubled behaviour among children in terms of self-harm, suicidal tendencies and prevalence of emotional, mental and physical distress among children. Persistent acts of bullying and harassment can lead to emotional distress and worsening impacts of rejection, despair, depression, anxiety, exclusion and isolation. Facing severe consequences and being at greater risk for behavioural issues and mental ailments are persistent among children being bullied at school and during childhood. This is a case analysis of the Netflix drama series The Glory, highlighting the long-lasting impact of childhood bullying incidents on the emotional turmoil of children because of the lack of adult interference and interventions taken to address such violent behaviour. As Media has a huge reach across regions, through reference to this Netflix Korean drama series, this study highlights the subject of youth violence and school bullying and emphasises the need for immediate intervention.

Reciprocal Relations between Cognitive Empathy and Post-Traumatic Growth in School Bullying Victims.

The association between post-traumatic growth (PTG) and cognitive empathy is well documented; however, few studies have tested the causal pathways explaining this association in school bullying victims' later recovery and growth in the long term. This study used a longitudinal design to examine the reciprocal relations between cognitive empathy and post-traumatic growth (PTG) in school bullying victims. We screened 725 adolescents who had experienced school bullying as our final subjects out of the 2173 adolescents we surveyed over three periods (November 2019, 2020, and 2021). Controlling for gender, cross-lagged analysis revealed that both cognitive empathy at T1 and T2 predicted adolescents' later PTG at T2 (γ = 0.096, p < 0.05) and T3 (γ = 0.085, p < 0.05), respectively, but the predictive effect across time points from PTG to cognitive empathy was not significant. The results delineated a specific directionality in the relation between cognitive empathy and PTG and suggested an important role of cognitive empathy in fostering school bullying victims' later recovery and growth. These findings contribute to ongoing research into ways researchers and educators may help and support school bullying victims.

A Web-Based Intervention to Support the Mental Well-Being of Sexual and Gender Minority Young People: Mixed Methods Co-Design of Oneself.

Sexual and gender minority youth are at greater risk of compromised mental health than their heterosexual and cisgender peers. This is considered to be due to an increased burden of stigma, discrimination, or bullying resulting in a heightened experience of daily stress. Given the increasing digital accessibility and a strong preference for web-based support among sexual and gender minority youth, digital interventions are a key means to provide support to maintain their well-being. This paper aims to explicate the co-design processes and underpinning logic of Oneself, a bespoke web-based intervention for sexual and gender minority youth. This study followed a 6-stage process set out by Hagen et al (identify, define, position, concept, create, and use), incorporating a systematic scoping review of existing evidence, focus groups with 4 stakeholder groups (ie, sexual and gender minority youth, professionals who directly support them, parents, and UK public health service commissioners), a series of co-design workshops and web-based consultations with sexual and gender minority youth, the appointment of a digital development company, and young adult sexual and gender minority contributors to create content grounded in authentic experiences. Oneself features a welcome and home page, including a free accessible to all animation explaining the importance of using appropriate pronouns and the opportunity to create a user account and log-in to access further free content. Creating an account provides an opportunity (for the user and the research team) to record engagement, assess users' well-being, and track progress through the available content. There are three sections of content in Oneself focused on the priority topics identified through co-design: (1) coming out and doing so safely; (2) managing school, including homophobic, biphobic, or transphobic bullying or similar; and (3) dealing with parents and families, especially unsupportive family members, including parents or caregivers. Oneself's content focuses on identifying these as topic areas and providing potential resources to assist sexual and gender minority youth in coping with these areas. For instance, Oneself drew on therapeutic concepts such as cognitive reframing, stress reduction, and problem-solving techniques. There is also a section containing relaxation exercises, a section with links to other recommended support and resources, and a downloads section with more detailed techniques and strategies for improving well-being. This study contributes to research by opening up the black box of intervention development. It shows how Oneself is underpinned by a logic that can support future development and evaluation and includes diverse co-designers. More interactive techniques to support well-being would be beneficial for further development. Additional content specific to a wider range of intersecting identities (such as care-experienced Asian sexual and gender minority youth from a minority faith background) would also be beneficial in future Oneself developments. RR2-10.2196/31036.

The Relationship Between Family Functioning and Defending Behaviors Among Junior High School Students: The Mediating Effect of Empathy and Moderating Effect of Gender.

Bystanders play a role in school bullying; more specifically, the defending behaviors of bystanders play an important role in stopping bullying. This study explores the relationship between defending behaviors and family functioning in the context of school bullying from a family perspective. The role played by individual characteristics (empathy and gender) in this relationship was also focused on. The participants were 994 adolescents (average age = 13.34 ± 0.92 years) from the east of China. They completed the McMaster Family Assessment Device, the Basic Empathy Scale, and the Defending Behaviors subscale of the Participant Role Questionnaire. After controlling for residence and age, we found that family functioning significantly and positively influenced defending behaviors, and cognitive empathy rather than affective empathy mediated the relationship between family functioning and defending behaviors. In addition, family functioning influenced defending behaviors in boys more strongly than in girls. This study may increase the likelihood that bystanders will engage in defending behaviors by informing interventions for school bullying.

The Mediating Role of Moral Disengagement in the Association Between Maltreatment and Bullying Perpetration: Testing the Differences of Gender and Household Registration

ABSTRACTAlthough previous studies have indicated that adverse childhood experiences profoundly impact children's psychological and behavioural development, comprehensive investigations into the direct and indirect mechanisms through which maltreatment affects bullying perpetration among Chinese children are lacking. This study aims to explore the effect of maltreatment on children's bullying perpetration and the potential mediating role of moral disengagement. Moreover, the gender and household registration differences in the associations are also investigated. Employing a multistage cluster sampling method, 1318 questionnaires were collected (612 males, 706 females, mean age = 15). Structural equation modelling was used to analyse the hypothesized theoretical model. The findings reveal that the experiences of maltreatment in early childhood directly influence children's bullying perpetration, with moral disengagement potentially mediating this association. Furthermore, substantial gender disparities exist in the effect of maltreatment on bullying perpetration, and notable variations based on household registration are observed in the association of maltreatment on children's moral disengagement. These findings enhance our understanding of how childhood maltreatment affects children's bullying perpetration and offer valuable insights for the development of social policy and intervention programmes targeting child maltreatment and school bullying.

Perceived school bullying and psychotic-like experiences in sexual minority adolescents: the mediating and moderating roles of resilience

AimsThis two-wave, longitudinal study aimed to examine the potential moderating and mediating effects of resilience on the association between perceived school bullying and psychotic-like experiences among Chinese sexual minority adolescents.MethodsA total of 4192 senior high students were included and 984 (23.5%) of them were identified as a sexual minority (mean age = 16.68 years, SD = 0.71). Participants completed two online surveys during April 21 to May 12, 2021 and December 17 to 26, 2021, respectively, as well as completed self-report measures of sample characteristics, perceived school bullying, resilience, and psychotic-like experiences (including two dimensions: delusional experiences and hallucinatory experiences).ResultsPerceived school bullying and resilience were associated with psychotic-like experiences in sexual minority adolescents. Resilience mediated the relationship between perceived school bullying and subsequent psychotic-like experiences (b = 0.03, 95% CI = 0.01 ~ 0.04)/ delusional experiences (b = 0.03, 95% CI = 0.01 ~ 0.04)/ hallucinatory experiences (b = 0.02, 95% CI = 0.01 ~ 0.03). Additionally, resilience only moderated the associations of perceived school bullying with hallucinatory experiences (b = −0.06, 95% CI = −0.12 ~ −0.01).ConclusionsThese findings indicated that resilience plays a crucial role in mediating or moderating the relationship between perceived school bullying and psychotic-like experiences. Assessing and reducing school bullying, as well as promoting resilience, may have important clinical implications for reducing the risk of psychotic-like experiences in sexual minority adolescents.

The role of moral disengagement and classroom collective efficacy in social support and bystander behavior of elementary school students: A multilevel moderated mediation analysis.

Few studies have examined the process of the relationship between social support and bystander behavior, and previous research has primarily focused on individual- or group-level correlates of bystander behavior without a full understanding of these correlates and their interactions. To address this research gap, the present study examined whether social support and moral disengagement at the individual level, as well as collective efficacy at the classroom level, were associated with bystander behavior in school bullying situations. Questionnaires were administered to 1,310 elementary school students in Grades 4-6 (Mage = 10.97 ± 0.98 years) from 61 classes in the Zhejiang Province of China. Multilevel moderated mediation analyses revealed that higher levels of social support were directly related to more defender behavior and less reinforcer and outsider behavior, and social support was also related to bystander behavior through the indirect role of moral disengagement. In classrooms with higher levels of collective efficacy to stop peer bullying, students tended to show more defender behavior and less outsider behavior. Higher levels of classroom collective efficacy did not moderate the relationship between moral disengagement and defender behavior, although it did inhibit the reinforcer and outsider behaviors of those with high levels of moral disengagement. This study sheds light on the relationship between multiple factors and bystander behavior at both the individual and classroom levels and contributes to the understanding of school bullying in the context of peer group interactions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Parental Perspectives on Principals’ Responses to Homophobic, Biphobic, and Transphobic Bullying in Australian High Schools: An Exploratory Study

AbstractSchool principals may be well-placed to establish safe and affirming school climates for gender and sexuality diverse students by upholding zero-tolerance policies for homophobic, biphobic, and/or transphobic (HBT) bullying. Few qualitative investigations have examined how leaders are perceived, by those with vested interest, to be exercising their powers in this regard. Parents and caregivers (N = 16) completed a qualitative online questionnaire about their experiences navigating school responses to the HBT bullying of their child. Responses were analysed using reflexive thematic analysis. Findings indicate that principals were often either a first point of contact or an option for escalation. Intervention efforts were favourably appraised where empathy for the targeted student was accompanied by quick and decisive action. When this did not occur, participants described the injurious effects of inaction, prejudiced attitudes, and minimisation of the impact of non-physical bullying on both them and their child. We discuss implications for principals and schools with respect to the significant consequences of non-intervention.

Longitudinal and Reciprocal Effects in the Association Between School Bullying and Homicidal Ideation During Early Adolescence.

Several cross-sectional studies indicated a positive association between school bullying and homicidal ideation during early adolescence. However, few longitudinal studies investigated this association. This study examined whether a bi-directional relationship exists within the longitudinal association between bullying victimization or bullying perpetration and homicidal ideation among early adolescents using a Random Intercept Cross-Lagged Panel Model. A total of 1611 early adolescents (39.5% girls; Mage = 12.50 years, SD = 0.50) were recruited from the Chinese Early Adolescents Cohort study. Data on bullying victimization, bullying perpetration, and homicidal ideation collected during three time points (September 2019, September 2020, and September 2021) were used. Bullying victimization showed a significant positive association with homicidal ideation at the between-person level. Bullying victimization and bullying perpetration had a bi-directional relationship with homicidal ideation at the within-person level. Additionally, this study considered the impact of biological sex-based differences and bullying types on adolescents' homicidal ideation. Based on these findings, school bullying might exhibit unique reciprocal associations with homicidal ideation.

The Role of Parents in Responding to Bullying Actions at the Elementary School Level

This study aims to determine the role of parents in Agam Regency in preventing bullying against children in elementary schools. Juridically, the state regulates that parents are obliged to maintain, educate, and instill good ethical values to children. On that basis, each parent is obliged to carry out their respective roles to develop children's potential so that children avoid bullying in elementary schools. This research departs from field research with descriptive research type. The subjects of this study were parents of elementary school students in Agam Regency as many as 79 respondents consisting of 60 women (mothers) and 19 men (fathers). The research instrument is a valid questionnaire on the role of parents in responding to bullying. The data obtained were analyzed using the percentage technique. The results of this study reveal that fathers and mothers have played a good role in encouraging the development of children's potential positively. Likewise with the item of equipping children with self-concept strengthening. Meanwhile, the item about parents' actions to provide time with children has not produced good percentage criteria. The wrong perspective of parents in carrying out their roles has implications for the non-optimal guidance, education, and guidance to children in terms of preventing bullying in elementary schools.

Analysis of the current situation and factors influencing bullying in junior high schools in backward areas of Western, China & A case study of Qingyang City in Gasu

BackgroundQingyang is located in the northwest of China. By analyzing the current situation and risk factors of bullying in junior high schools in Qingyang City, and identify relevant data for formulating prevention and control measures of bullying in western backward areas.MethodsQingyang City is divided into four regions based on economic level and population quality. One junior high school is randomly selected from each region, a total of 1200 students from 4 junior high schools of different levels in Qingyang City were randomly selected, and the “Questionnaire on Middle School Students’ School bullying” was administered between December 2021 and February 2022.ResultsThe reporting rate of bullying in junior high schools in Qingyang was 47.35%. The incidence of campus bullying among urban-rural integration junior high schools, senior students, and male students is higher than that of municipal -level junior high schools, junior students, and female students (P< 0.05). The results of binary logistic regression showed that the second grade of junior high school (OR = 1.39,95% CI: 1.022–1.894), poor student performance (OR = 1.744,95% CI: 1.09–2.743), external dissatisfaction (OR = 2.09,95% CI: 1.177–3.427), mother working in an enterprise (OR = 1.623,95% CI: 1.074–2.453), and urban-rural integration middle school (OR = 3.631,95% CI: 2.547–5.177) were factors affecting bullying in junior high school campus.ConclusionThe reporting rate of bullying in junior high schools in Qingyang City was relatively high, mostly occurring in places lacking supervision and after-school hours.Trial registrationNot applicable.