Incidence Of Bullying Research Articles

What motivates adolescent bystanders to intervene when immigrant youth are bullied?

Pathways to bystander responses were examined in both generalized and bias-based bullying incidents involving immigrant-origin victims. Participants were 168 (Mage =14.54, 57% female) adolescents of immigrant (37.5%) and nonimmigrant backgrounds, who responded to their likelihood of intervening on behalf of either an Arab or Latine victim. Models tested whether contact with immigrants and one's desires for social contact with immigrant-origin peers mediated the effects of individual (shared immigrant background, and discriminatory tendencies) and situational (inclusive peer norms) intergroup factors on active bystander responses. Findings indicated that desires for social contact reliably mediated effects across both victims; however, contact with immigrant peers was only associated with responses to Latine victims. Implications for how to promote bystander intervention are discussed.

The impact of gender and age on bullying role, self-harm and suicide: Evidence from a cohort study of Australian children.

There has been limited longitudinal investigation to date into the association between bullying, self-harm, and suicidality in Australia and the impact of specific demographic differences on this relationship. This is despite the continued rise in the incidence of bullying, self-harm, and suicide. As such, the current study draws on data from the Longitudinal Survey of Australian children (LSAC) to examine the association between bullying, self-harm, and suicidality and explore the impact of demographic differences across three bullying related behaviors (being bullied, bullying others and being both bullied and bullying others). The evidence indicates that bully-victims exhibit the highest risk of self-harm and suicidality in Australia. When considering demographic differences, it was identified that females and adolescents aged 16-17-years-of-age had the highest risk of self-harm and suicidality. Further, a direct curvilinear relationship between age and the categories of self-harm was identified with an inflection point around 16-17 years. The study supports the need for further investigation into the association between bullying, self-harm, and suicidality longitudinally with a particular focus on other moderators.

Bullying Experiences of South Asian Immigrants in Australia: a Mixed-Method Study.

Bullying is a pervasive problem faced by immigrants that negatively impacts their health and well-being. Understanding the factors that contribute to bullying and the prevalence of bullying victimisation may help to develop strategies to prevent bullying. Using a mixed-method approach, this study explored the perceptions and prevalence of bullying of South Asian immigrants living in Australia. Five focus group discussions (FGDs) were conducted to explore bullying experiences and to inform an online survey. The online survey included the California Bullying Victimisation Scale-Retrospective (CBVS-R) to measure prevalence, types, and places of bullying victimisation. Data collected from FGDs were thematically analysed while survey data were examined to identify factors associated with bullying. The main contributing factors reported by participants during FGDs were ethnic attire (clothing), religion, accent, workplace achievement, skin colour, and body shape. The online survey collected responses from 313 participants that included females (44%) and males (56%) with a mean age of 41.0 (SD ± 10.3) years. Almost 31% of participants surveyed experienced multiple bullying incidents per month with no differences observed between gender (32% in males, 31% in females). Males were mostly bullied (63%) in their workplaces while females were mostly bullied (56%) at bus or train stations. Country of birth, employment status, educational qualification, and English proficiency significantly associated with bullying experience (p < 0.001). These findings show that bullying affects male and female immigrants in different forms and settings; therefore, a large national assessment is needed to evaluate the magnitude of bullying and its consequences on immigrant health and well-being.

All the Roles of School Bullying and Empathy in an Experimental Intervention Approach

The writing presents an experiential intervention approach, focusing on all the roles of school bullying, and empathy”. In an incident of school bullying, the attitude of all those present towards the protagonists determines the development and outcome of the incident. Cognitive and emotional empathy is the mediating factor in bullying and victimization behaviors. Through the experiential approach, it is sought to educate the public, students, pupils, teachers, and parents to understand with empathy all the roles of those present in school bullying and to actively transform their attitude. The method applied is Forum Theater and Storytelling techniques, role play and frozen image and Transformation of History in Forum Theater. Dramatized scenes and frozen images facilitate the Recognition, Understanding, Labeling, Expression, and Resilience (RULER) of thoughts, and feelings, through these develops empathy and resilience. The facilitator prompts the participants to talk in a supportive and complementary way to the victimized student and the bully. It is expected the development of psychosocial skills and conflict coping strategies.

Teachers: The Authoritative Agents in Intervening School Bullying Incidents

Teachers: The Authoritative Agents in Intervening School Bullying Incidents

Personal victimization experiences of autistic and non-autistic children

BackgroundAutistic children report higher levels of bullying victimization than their non-autistic peers. However, autistic children with fewer social difficulties, as measured on the Autism Diagnostic Observation Schedule (ADOS), are more likely to report being bullied. Autistic children with stronger social skills may not only be more likely to identify and report incidents of bullying, but they may also be more likely to interact with their non-autistic peers, increasing their likelihood of being victimized. Autistic girls may be especially at-risk of experiencing bullying victimization, as a growing body of research suggests that autistic girls demonstrate fewer social difficulties and are more socially motivated than autistic boys. Here, we explored reported problems with peers and bullying victimization among a carefully matched sample of autistic and non-autistic boys and girls. Qualitative methods were further implemented to gain a more holistic understanding of the social experiences of autistic boys and girls.MethodsThis mixed-methods study analyzed the transcribed clinical evaluations of 58 autistic children (29 girls) matched to 42 non-autistic children (21 girls) on age and IQ. Within each diagnostic group, boys and girls were matched on ADOS severity score. We compared reported problems with peers and bullying victimization across sex and diagnosis. Among autistic children, we further examined whether ADOS social affect (SA), restricted repetitive behaviors, and severity scores predicted problems with peers and bullying victimization. We then identified themes related to personal experiences of victimization.ResultsAutistic children were more likely than non-autistic children to have experienced bullying victimization, and autistic children with lower ADOS severity and SA scores were more likely to report having been bullied. While autistic boys and girls reported similar levels of bullying victimization, qualitative analyses revealed sex differences in the underlying causes of peer conflict.LimitationsThis study was a secondary data analysis. The standardized set of questions on the ADOS limited the amount of information that children provided about their peer relationships, and variations in follow-up questions may have influenced children’s responses.ConclusionsAlthough autism symptomatology places autistic children at greater risk for bullying victimization compared to their non-autistic peers, greater social challenges among autistic children are associated with lower rates of victimization. This study further highlights the importance of using mixed-methods approaches to discover nuances in the social experiences of autistic girls and boys that may become opportunities for support.

Persisting Menace: A Case-Based Study of Remote Workplace Bullying in India.

Workplace bullying refers to the aggressive behavior and mistreatment towards an employee from peers and/or superiors. When this behavior takes place frequently and for long duration, it causes a high level of stress in the employee, in turn causing direct and indirect damage to the organization. The COVID-19 pandemic precipitated a massive shift from the physical office environment to the work-from-home situation. As the face-to-face interactions between the employees were replaced by video conferencing and other technology-induced interactions, it was expected that the problem of workplace bullying will disappear or will be reduced to a great extent. Instead, the incidents of harassment by colleagues and superiors continue to be reported by employees who are working from home. Organizations are most likely to continue with the work-from-home arrangements even after the easing of the pandemic situation. In this likelihood, developing a comprehensive understanding of bullying in the remote workplace assumes vital significance. The paper uses the case study approach to explore the elements involved in the bullying of remote employees. Analysis of remote bullying incidents from various perspectives revealed that the harassment experienced by the employees in the remote workplace displays all the elements of workplace bullying. Research on the concept and manifestation of remote bullying is in a nascent stage. The study holds significant implications for policymakers and organizations.

School staff responses to student reports of bullying: A scoping review.

Bullying in schools has been associated with poor academic and mental health outcomes in students. While students are often encouraged to report bullying incidents to school staff, some students avoid reporting incidents as they lack faith in staff members' ability to intervene. This scoping review explored what is known about: staff responses to student reports of bullying; individual and school factors influencing staff responses; and strategies to improve staff responses when students report bullying incidents. Articles published between 2000 and 2021 were identified from six databases: ProQuest, EMBASE, PsycInfo, MEDLINE, CINAHL Plus and Taylor & Francis. Fifteen studies were included in the final review. Three studies explored staff responses to student reports of bullying, while 12 studies examined responses to observed or hypothetical bullying incidents. Staff responses to student reports of bullying included no response, as well as responses addressing bullying targets, perpetrators, peers, and the school and wider community. Staff preparedness was a predictor of staff involvement following bullying incidents. Strategies to improve staff responses included whole-school antibullying programs and training to increase staff efficacy. Few studies have examined real-life responses to student reports of bullying, with most addressing staff responses to hypothetical bullying incidents. Professional development and preservice education for school staff should address responses to student reports of bullying. SO WHAT?: Further research is needed to understand staff responses to real-life student reports of bullying. Addressing individual and school factors influencing staff responses may ultimately prevent bullying behaviour in schools.

Influence of family cohesion on Chinese adolescents' engagement in school bullying: A moderated mediation model.

In this study, a total number of 1,026 Chinese adolescents were surveyed using the cohesion sub-scale of the Family Environment Scale, the Self-control Scale, the Parental Monitoring Questionnaire, and the revised Olweus Bully/Victim Questionnaire to explore the effects of family cohesion on adolescents' engagement in school bullying and the mechanisms of self-control and parental monitoring in the relationship between them. The results showed that: (1) family cohesion, self-control, and parental monitoring were significantly and negatively related to school bullying; (2) family cohesion directly influenced school bullying and also indirectly influenced school bullying through a mediating effect - self-control; (3) parental monitoring played a moderating role in the path of self-control affecting school bullying. Therefore, to reduce the occurrence of school bullying, it is necessary to strengthen the self-control ability of adolescents and improve the family cohesion environment and maintain a moderate level of parental monitoring. The results of this study revealed the effect of family cohesion on adolescents' engagement in school bullying and its mechanism of action, which can provide a theoretical basis for preventing and reducing the occurrence of school bullying incidents.

Increasing awareness of bullying through small-scale initiatives in higher education.

Employees are entitled to work in an environment that upholds their dignity and respect, but bullying still exists in many disciplines, including in nurse education and nursing practice. Researchers have suggested that to address bullying employers need to intervene at team and/or organisational level rather than focusing solely on the individuals involved. To reduce the incidence of bullying and other adverse social behaviours in the workplace, many higher education institutions and healthcare organisations have developed dignity and respect (D&R) policies. In this article, the authors describe the development and implementation of several small-scale initiatives designed to increase awareness of bullying and D&R policy among staff and students at the School of Nursing and Midwifery at Trinity College Dublin. The interventions were informed by the concepts of distributed leadership and implementation science.

Current challenges faced by transgender and gender-diverse patients and providers in anesthesiology.

Current challenges faced by transgender and gender-diverse patients and providers in anesthesiology.

Association of Workplace Bullying with Suicide Ideation and Attempt Among Chinese Nurses During the COVID-19 Pandemic.

Nurses experience a high incidence of workplace bullying and are at a higher risk of suicide than the general population. However, there is no empirical evidence on how exposure to workplace bullying is associated with suicide ideation and attempts among nurses. Nurses were recruited from tertiary hospitals in Shandong Province, China, using stratified cluster sampling. Suicide ideation and attempts were assessed using two items, and the Workplace Psychologically Violent Behaviors Instrument was used to measure subtypes of workplace bullying. The prevalence of workplace bullying, suicide ideation, and suicide attempts was 30.6%, 16.8%, and 10.8%, respectively. After adjusting for covariates, victims of workplace bullying were at a high risk of suicide ideation and attempts. Among workplace bullying subtypes, individuals’ isolation from work and direct negative behaviors were predictors of both suicide ideation and attempts; attack on personality only predicted suicide attempts. The more bullying subtypes experienced by nurses, the greater their likelihood of suicide ideation and attempts. These findings suggested that workplace bullying was associated with an increased risk of suicide ideation and attempts in nurses, with both independent and cumulative risks. Interventions should focus on prevention and managing the effects of workplace bullying among nurses.

Bullying victimization among middle school students in el kef governorate (Tunisia)

Abstract Background and aim Bullying is a complex and widespread public health issue that one can be exposed to at any age and at any field, but it is considered particularly frequent during times of transition in children’s and adolescents’ lives. This study aims to investigate the prevalence and various forms of bullying victimization and explore culture of bullying victimization among students. Methods A cross-sectional study was conducted during the Academic year 2018/2019 among middle school students in the governorate of El Kef, Tunisia. The sampling method adopted for this research was a cluster sampling technique. Data were collected using self-administered questionnaires. The Students’ involvement in bullying victimization was assessed using a validated Arabic version of the revised Olweus Bully/Victim Questionnaire. Results A total of 1111 middle school students were enrolled. The prevalence of bullying victimization behavior in this study was 45.8 % [95% CI: 45.5- 46]. Looking at the forms of bullying experienced by students: “Being called mean names” was the most prevalent form of being bullied with 26.9% (n = 299), followed by 16.9% reported “being kicked in some place”, 16.3% reported “being bullied through false rumors” and 14.3% experienced bullying through messages, calls or images by means of mobile phones or Internet and 8.1% of the students reported being bullied with sexual gestures or comments. Verbal bullying (29.5%) was the most common type of victimization, followed by physical victimization, relational victimization and cyber victimization with 22.5%, 22.2% and 14.3% respectively. More than half of the students (58.5%) were more likely to inform others about incidents of bullying in their schools, mainly their parents (36.6%) or a friend (32.6%). Conclusions Bullying is serious and major public health issue that have a negative impact on adolescents’ well-being, and require special attention at the family, school, and community level Key messages • High prevalence of bullying victimization with predominace of verbal type. • Culture of bullying victimization and taking care of victims is still weak.

A preliminary study of bullying on University of Nursing in Taiwan

Abstract Background According to the COVID-19 pandemic progress, the increase in online learning and communication, the survey shows that 36.3% of children have been bullied online (Children’s Welfare Alliance, 2021). However, campus bullying has long-term effects on students’ physiology and psychology, and will also extend to society in the future to form a social problem. Aims It is generally believed that university students are relatively mature and have more freedom in taking courses. They believe that there are few bullying incidents that need attention on university campuses. Therefore, to understand the patterns of bullying on university campuses of nursing in Taiwan through this study. Methods Referring to the definition and selecting the published within good reliability and validity of ‘University Students’ Campus Life Experience and Interpersonal Interaction Experience Survey', the subjects in domestic university campuses choose the closest answer according to their own situation. Results In a total of 2570 valid questionnaires, the highest incidence of verbal bullying (38%), and those who don't want to answer gender “experienced bullying in person” (42.9%). Gender was shown to be statistically significant in bullying experience (p=.017). It shows that university students of nursing in Taiwan have obvious room for improvement in gender issues. Conclusions Through this study, it is known that campus bullying exists in different types of experiences on university campuses of nursing in Taiwan. The bullying impact is often not only in school, and the impact will even extend to enter social work. Faculties must also be the gatekeepers of bullying prevention, but in fact, even senior faculties may not be very clear about what bullying is, how to properly handle bullying incidents, and how to prevent bullying, so every faculty should have the ability to take appropriate, fast and effective treatment when bullying occurs. Key messages • Campus bullying has long-term effects on students’ physiology and psychology, and will also extend to society in the future to form a social problem. • Verbal bullying (38%) had the highest incidence, those who don’t want to answer gender “experienced bullying in person” (42.9%).

Mental health promotion in the school environment

Abstract Issue/problem The practice took place in a private school with students from 9 to 15 years old. The purpose of the intervention was to promote the mental health of students. The school’s goal was to eliminate school bullying incidents. The phenomenon of school bullying has global dimensions. Description of the problem The teachers of the school did not consider that they should be involved in issues of mental health of the students and did not take steps to reduce the phenomena of school bullying. In the meetings with the students, which had duration of six months, concepts such as self-esteem, empathy, emotional intelligence, cooperation, respect, stress, failure were analyzed. The causes and consequences of school bullying were discussed. The aim of the meetings was to raise students’ awareness to the above issues, to understand themselves and others and to develop teamwork. In the meetings with the students, three basic principles were developed: Facilitate-Respect-Recognize. Results After the end of the practice in the school context, students, teachers and parents completed an evaluation questionnaire anonymously. It turned out that the meetings at school became a cause for discussion in the classroom by 100% and at home by 65%. The students stated that they would not allow school violence or bullying after the meetings. It is noteworthy that one in three teachers did not consider the promotion of mental health as part of their duties while the parents expected the teachers to fulfill this goal 100%. Lessons It would be especially useful to conduct training seminars for teachers on adult (to enable better communication channels with parents) and child mental health and conflict management. Respectively, the parents should be educated on issues of mental health and psychopedagogy. The innovation of this action was that it involved teachers, parents and students while similar initiatives seldom take place in a Greek school environment. Key messages • Promoting healthy interpersonal relationships at school between students and teachers. • Recognizing children’s emotions promotes their mental health during school life.

Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China

Given the common occurrence of school bullying incidents and high prevalence rates of victimization in China, this study aims to explore the association between multiple school-related predictors and Chinese adolescents’ overall experiences with bullying victimization. Guided by the social-ecological framework for violence prevention, this study integrated different factors involving teachers, students, and school climate into one single research to detect the bullying problem more systematically and holistically. Further, the study applied the data from the 2018 Program for International Student Assessment while utilizing binary logistic regression analyses to perceive anti-bullying variables and their relationships with bullying victimization. The study revealed that teachers’ emotional, instrumental, and informational support other than appraisal support were negatively associated with students’ experiences of being bullied and victimized. The research also indicated that students’ sense of belonging, a cooperative school environment, and classroom disciplinary climate played a buffering role in bullying victimization while competition in school settings adversely increased overall bullying exposure. The results have highlighted the integration of various predictors in influencing multiple social relations and school environments to battle against in-person bullying. The results also have implications for stopping cyberbullying to achieve inclusive school education for all in the post-COVID-19 era.

Method of Nursing Interventions to Reduce the Incidence of Bullying and Its Impact on Students in School: A Scoping Review.

The bullying of students in schools can have a negative impact on students. The impact of bullying can take the form of anxiety, low psychological well-being, low social adjustment, psychological distress, and risk of suicide. Incidents of bullying are still considered normal, and there has not been a focus on reducing their incidence and impact. The purpose of this study is to describe nursing interventions to reduce the incidence of bullying and its impact on students at school. This study used the scoping review method and literature reviews via CINAHL, PubMed, and ProQuest databases. The keywords used in English were “bullying OR cyberbullying OR aggression” AND “students OR school students” AND “school OR schools” AND “nursing intervention”. The criteria for articles in this study were: full texts, student populations and samples, randomized control trials or quasi-experiment research designs, use of the English language, and the publication period of the last 10 years (2013–2022). We found 11 articles discussing nursing interventions to reduce the incidence of bullying and its impact on students in schools. There are four types of interventions that can be provided to students, namely, prevention programs, activities programs, peer group programs, and resilience programs. Most of the articles used randomized control trials and quasi-experiment designs. The samples in the articles analyzed were in the range of 50–7121 students. These four types of interventions can reduce the incidence of bullying and its impact on students at school, and in addition, they can improve the social skills and mental health of students, for example, by increasing their self-efficacy, resilience, and adaptive coping. There are four nursing interventions to reduce the incidence of bullying and its impact on students in schools, namely, the prevention program, activities program, peer group program, and resilience program.

Exploring the Escalation Process of Academic Bullying: A Qualitative Study

Higher education in India is known to have a high incidence of workplace bullying, but less is known about the mechanisms of escalation. The present study pinpoints the elements of escalation and their characteristics within academic bullying. The thematic analysis of the data collected through semi￾structured in-depth interviews of twenty faculty members in private-unaided colleges across India, identified six common elements of escalation: trigger, resources assessment, reactance, rejection, helplessness and withdrawal. This study will help employers to establish more effective anti-bullying policies. Additionally, this study is one of the few attempts to address academic bullying in the Indian context.

Teachers and Inclusive Practices Against Bullying: A Qualitative Study

The study investigates inclusivity practices and bullying management in a group of teachers. The study involved 18 volunteer teachers from upper secondary school in Italy (12 of them were women). They ranged in age from 33 to 66 years of age (M = 44.53). A semi-structured interview was adopted to explore their knowledge on inclusivity within teaching interventions or programmes, and experiences about bullying management. Data were collected using online interviews through specific platform such as Zoom, Skype, and Google Meet. The interviews were carried out between April 2020 and October 2020 in the participant’s native language. Using thematic analysis, we identified themes within individuals’ brief narratives. Analysis was inductive and involved line-by-line coding with codes deriving from brief narratives. Four major themes emerged: (1) Contact with the phenomenon of bullying (i.e., direct experience versus lack of experience); (2) Educational-didactic practices (i.e., lack of specific knowledge regarding educational-didactic practices versus attempted solutions); (3) Awareness of the bullying phenomenon and its effects on students; (4) Avoidance solutions of topics concerning bullying incidents (i.e., disengagement and disconfirmation responses). Theoretical and psycho-educational implications are discussed.

From Making "Tools" to Becoming "People" -- The Transformation and Experience of American Educational Punishment Governance

In recent years, it has been known from the network news that American school bullying incidents are frequent, its severity and concealment are gradually increasing, and the main body of bullying is also getting younger and younger. American bullying not only causes severe damage to the physical and mental health of minors but destroys the order of the daily management of the school and also increases the risk of the safety of the campus, on the harmfulness of more significant social issues, such as the United States in most cases, it still takes criticism education some force weaker moral means, the effective governance bullying is not enough. The rule of law is the most effective way to achieve social governance. Every student's campus life is a drill for the future in social life. Their behaviour will eventually affect the public social order. Therefore, American society has put forward a zero-tolerance policy for school bullying. Many public schools in the United States have the characteristics of exclusion, punishment, and decriminalization in managing students' violations and malicious bullying. It not only fails to give full play to the educational nature of punishment effectively but also aggravates severe social problems such as minors dropping out of school, low-school employment, and juvenile delinquency, which increases the educational cost of American society and the cost of colonial governance and management. Under the guidance of the concept of supporting policy, the federal government by eliminating the repellent of early childhood environment discipline, creating a safe and supportive learning environment, promote education in different stages of the field to carry out the resilience measures such as justice, fair and continue to encourage educational discipline, promote the development of children's social emotion and behavior, to guide students to learn and grow in the wrong, American academic punishment has successfully realized the successful transformation of teaching philosophy and education reform, which is worthy of practical reference and complete reference for China's current treatment of school bullying incidents. Better promoting Chinese education can also embark on equitable and healthy future development.