Adolescent Bullying Research Articles

Adolescents' Knowledge And Attitudes Towards Bullying

Bullying in adolescents is one of the things that can cause negative impacts. Until March 31, 2023 KPAI received 64 complaints of violence at the education level. This study aims to identify adolescents' knowledge and attitudes towards bullying at MTSN 1 Blitar in 2023/2024. The research design used is descriptive. Simple random sampling technique with a sampling of 78 respondents. This research data was collected in February 2024 with questionnaires distributed in the classroom. The results showed that most adolescents had good knowledge 95% (76 people) of 78 respondents because the school implemented Islamic religious learning and counseling learning carried out by the school and most had a positive attitude as much as 83% (65 people) because students applied the results of knowing and understanding of bullying. It is hoped that this research can be used to increase knowledge about bullying behavior and attitudes towards bullying and can be used as input for schools to continue to improve learning and counseling services for adolescent development.

The Relationship between Emotional Intelligence and Bullying in Adolescents: A Scoping Review

Bullying is a serious problem among adolescents with broad negative impacts on psychological and social well-being. Factors that influence bullying are individual and environmental. Emotional intelligence has been identified as an essential factor influencing bullying behavior, but its relationship is not fully understood. This research aims to conduct a scoping review of the relationship between emotional intelligence and adolescent bullying behavior. A scoping review approach was used in this research. Search for articles using three databases (Scopus, PubMed, and CINAHL) and the search engine, namely Google Scholar. Keywords used included "emotional intelligence", "bullying", and "adolescents". Data analysis was carried out using a qualitative descriptive approach. The results of this study showed that 7 articles met the inclusion criteria that discussed the relationship between emotional intelligence and bullying in adolescents. The 7 articles show a negative relationship between emotional intelligence and bullying behavior, where individuals with low emotional intelligence tend to be more involved in bullying behavior. Variables influencing this relationship include emotional awareness, management, and understanding other people's emotions. The involvement of emotional intelligence plays a vital role in understanding and overcoming the phenomenon of bullying in adolescents.

The chain mediating effect of anxiety and inhibitory control between bullying victimization and internet addiction in adolescents

Although some studies have revealed the association between bullying victimization and internet addiction in adolescents, the mediating and moderating factors between the two need to be further discussed. This study aimed to discuss the chain mediating role of anxiety and inhibitory control between bullying victimization and internet addiction among Chinese adolescents. A cross-sectional study was conducted in seven schools in five provinces of China by convenience sampling from February to March 2024. A total of 1673 participants (695 boys and 978 girls) with an average age of 15.86 ± 0.74 years were included in this study. Subjective data on bullying victimization, internet addiction, anxiety, inhibitory control were collected and analyzed, and a mediation model test was carried out. After controlling for age and gender, bullying victimization was found to be a significant predictor of internet addiction (β = 0.098, p < 0.001). However, when anxiety and inhibitory control were added, the predictive effect was no longer significant (β = 0.006, p > 0.05). Bullying victimization can predict internet addiction through anxiety and inhibitory control. It is suggested that guardians should provide adequate support to adolescent bullying victims in order to reduce the negative impact of bullying victimization on adolescents and prevent the occurrence of internet addiction.

The Mediating Role of School Adaptation in the Impact of Adolescent Victimization from Bullying on Mental Health: A Gender Differences Perspective.

The primary aim of this study is to investigate the mediating role of school adaptation in the impact of adolescent bullying victimization on mental health, as well as the gender differences therein. These findings offer a novel perspective for parents and educators, aiding bullied adolescents in managing and addressing mental health concerns. The primary data source for this study was the 2020/2021 Adolescent Health Theme Database from the China Population Health Data Center (PHDA). The research sample consisted of high school students from 16 cities in Shandong Province. Descriptive statistics, reliability and validity testing, structural equation modeling, as well as mediation analysis and multiple group analysis were conducted using SPSS 26.0 and AMOS 26.0. School adaptation serves as a mediating variable between adolescent bullying and mental health. The model fit indices are as follows: GFI=0.946, AGFI=0.922, RMSEA=0.070, NFI=0.978, IFI=0.979, CFI=0.97. Even when considering gender, the model still demonstrates good fit. School bullying has significant negative effects on the mental health of both male and female victims (p<0.05). For female victims, the mitigating effect of school adaptation on mental health is slightly lower than that for males (-2.256). Regarding cyberbullying, male victims face a greater threat to mental health (-3.234), with a impact of -0.109 from cyberbullying on male mental health and -0.065 from school bullying on female mental health. The school is found to mediate between school bullying, cyberbullying, and mental health. Schools may play a greater role in improving female mental health than male mental health. The impact of campus bullying on female mental health is greater than that of cyberbullying, whereas the opposite is true for males. Enhancing adolescents' school adaptation levels helps mitigate the adverse effects of school and cyberbullying on adolescent mental health.

Association Between Pain and Bullying in Australian Adolescents: A Secondary Analysis of Cross-Sectional Data From the Australian Child Wellbeing Project

ObjectiveThis study aimed to describe the frequency, and the strength of the association, between bullying and pain in Australian schoolchildren. MethodsWe used nationally representative data from the 2014 Australian Child Wellbeing Project, comprised students aged 8 to 14 years from 180 schools. Weighted, multiple logistic regression models (adjusting for sex and school year) were constructed to quantify the association between weekly or more frequent bullying and weekly or more frequent pain. Estimates of association for the relationship between bullying and pain were reported as odds ratios (OR). ResultsThe sample was comprised of 5,440 schoolchildren (51.9% female). The prevalence rates of weekly or more frequent pain in the sample were headache (32.3%), backache (23.5%), and stomach ache (21.7%). Between 4.3% and 7.9% of participants reported weekly or more frequent bullying. In schoolchildren reporting bullying, the prevalence of pain ranged from 43.1% to 64.3%. Logistic regression modeling showed moderate-to-strong positive associations (OR, 2.1 [95% CI, 1.8-2.5] to 4.5 [95% CI, 3.7-5.6]) between the experiences of schoolchildren reporting any bullying type and any pain type. ConclusionAustralian schoolchildren who reported bullying were more likely to experience headache, stomach ache, and backache. The moderate-to-strong positive association is consistent with previous international studies that have examined the association between bullying and pain in young people. These findings have significant implications for clinicians who provide care for young people, as well as educators and healthcare policymakers, highlighting the important role of coexisting psychosocial factors in the management of adolescents who report pain.

Family Counseling on Parenting in The Prevention of Adolescent Bullying Behavior: A Literature Review

Background: Bullying is aggressive behavior that often occurs among teenagers. Bullying has negative consequences such as threatened well-being and mental health that puts its victims at risk of committing suicide. A total of 37,381 child abuse cases occurred during 2011-2018 in Indonesia. Family dynamics and relationships reflected through parental parenting have not shown significant changes in the character building of the younger generation. Purpose: The purpose of this study is to describe family counseling about parenting in the prevention of adolescent bullying behavior. Methods: There are 11 articles sorted from 5 electronic journal databases: ScienceDirect, PubMed, Springerlink, ProQuest, and Google Scholar. The following combination of search terms is "Family Counseling", "Parenting", "Bullying behavior", and "Adolescent". The inclusion criteria of the article are the study population: adolescents aged 11-19 years; the article published from January 2017 to April 2022, discusses family involvement in settlement of traditional adolescent bullying through family counseling. Results: The results showed that the family is the primary source of support for every problem in the family. The family plays a crucial role in forming the child's behavior. Aggressive behavior arises from parenting that does not prioritize the child's rights. Family counseling on parenting in preventing adolescent bullying behavior is a process of active interaction between counselors, parents, and children with efforts to improve parent-child communication in achieving nonaggressive parenting that supports adolescent growth and development. Conclusions: This study can provide an overview of counseling interventions with families and adolescents regarding preventing bullying behavior using communication improvement strategies and parenting modifications.

Association of child maltreatment and school bullying among Chinese adolescents: the mediating role of peer relationships

BackgroundSchool bullying, a serious problem for the physical and mental health of adolescents, is presently a significant issue in China. It is essential to recognize and comprehend potential risk factors and establish efficient preventive strategies. The purpose of this study was to examine the association between childhood maltreatment and school bullying in adolescents and to assess the mediating role of peer relationships.MethodsBetween March and April 2024, a cross-sectional survey was conducted among 2119 adolescents aged between 12 and 18 years in Guangdong Province, China. Self-report questionnaires were employed to collect data on childhood maltreatment, school bullying, and peer relationships. Subgroup analyses and mediating effects modeling were employed to analyze the data.ResultsThe results indicated that adolescents who had experienced maltreatment were more at risk of bullying victimization (OR: 2.92, 95% CI: 2.34–3.64, P < 0.001), bullying perpetration (OR: 2.84, 95% CI: 1.99–4.05, P < 0.001), and bully-victimization (OR: 2.93, 95% CI: 1.95–4.41, P < 0.001), compared to adolescents who have not. Sexual abuse showed the most significant connection with all forms of bullying. The mediating effect of peer relationships was found to mediate the association between child maltreatment and bullying behaviour. The results indicated that worse peer relationships may exacerbate the adverse effects of maltreatment experiences and increase the risk of adolescents becoming bullies, either perpetrators or victims of bullying.ConclusionsChild maltreatment has been identified as one of the most significant influences on bullying behaviour in adolescents. The quality of peer relationships has been demonstrated to play an important role in preventing and reducing the occurrence of bullying. The results underscore the crucial role of early intervention in cases of child maltreatment and the fostering of positive peer relationships in schools.

The cross-lagged relationship between adolescent school bullying and loneliness——The predictive role of childhood emotional maltreatment

School bullying and loneliness have become common problems in adolescent interpersonal relationships. The increase of school bullying in recent years is closely related to adolescents’ loneliness, and loneliness may also affect the implementation of school bullying. Meanwhile, childhood emotional maltreatment plays an important role in interpersonal relationship problems triggered by adolescence, which has attracted a lot of attention from researchers. The purpose of this study was to explore the mutual and transactional relationship between loneliness and school bullying under childhood emotional maltreatment. A total of 1214 Chinese high school students (Mage = 15.46, SD = 0.71) completed the measures of childhood emotional maltreatment, loneliness, and school bullying. They provided data in three waves (T1, T2, and T3, 6 months apart). The results reality that loneliness under childhood emotional abuse and school bullying are correlated and that childhood emotional abuse significantly predicts loneliness and school bullying in adolescence. Specifically, loneliness positively predicted school bullying, but the predictive effect of school bullying on loneliness was influenced by gender. Moreover, childhood emotional maltreatment can lead to the perpetration of school bullying by triggering loneliness in adolescents. The results of the study, although unexpected, also reveal social problems and provide new ideas for studying adolescent interpersonal problems.

Relationship between physical exercise, bullying, and being bullied among junior high school students: the multiple mediating effects of emotional management and interpersonal relationship distress

ObjectiveThis paper investigates the relationships between physical activity (PA), school bullying, emotion regulation self-efficacy (ERS), and interpersonal relationship distress (IRD) among junior high school students. It also examines the underlying mechanisms of school bullying to provide insights into reducing adolescent bullying and to lay the groundwork for preventing and controlling aggressive behaviors.MethodsA survey was conducted on 484 students (240 males, 12.18 ± 0.8 years) from 4 secondary schools using the Physical Activity Rating Scale (PARS), Emotional Management Self-Efficacy Scale (EMSS), Interpersonal Relationship Distress Scale (IRDS), and Campus Bullying Scale (CBS) to examine the effects among the variables. A stratified random sampling method was used to select the sample, and data were collected with a structured questionnaire. The data were analyzed using SPSS 24.0 and AMOS 24.0 statistical software. The analysis included Pearson correlation analysis, structural equation modeling, and bias-corrected percentile Bootstrap methods.Results(1) PA negatively predicts IRD, which in turn has an indirect effect on bullying (PA → IRD → Bullying), ES = -0.063. Additionally, EM and IRD act as mediators between PA and school bullying (PA → EM → IRD → Bullying), ES = 0.025. (2) PA negatively predicts IRD, which has an indirect effect on being bullied (PA → IRD → Being bullied), ES = -0.044. EM and IRD serve as chain mediators between PA and being bullied (PA → EM → IRD → Being bullied), ES = -0.071.ConclusionPA can positively predict bullying, but it can be mitigated through EM to reduce IRD, thereby decreasing the occurrence of campus bullying and being bullied.

The Link Between Bullying Victimization and Gun Possession

ABSTRACT Despite a large body of research exploring the influence of adolescent bullying victimization on a range of outcomes such as gun possession, scholars know less about the factors driving these relationships. Grounded in Agnew’s general strain theory, this study investigated whether the influence of bullying victimization on gun carrying behaviors operates indirectly through depressive symptoms. To answer this question, this study used data collected from a statewide representative sample of 9,819 middle and high school students who participated in the 2019 Florida Youth Substance Abuse Survey. Net of other potential confounding influences including race, age, sex, and level of parental education, results from the analyses indicate bullying victimization increased the odds that a respondent carries a gun. When a measure of depressive symptoms was added to the model, however, the bullying victimization variable dropped to non-significance, thus suggesting bullying victimization increased one’s depressive symptoms, which, in turn, increased the odds a respondent carried a gun. Furthermore, results from a Karlson – Holm – Breen (KHB) decomposition analysis revealed this indirect effect was statistically significant. The results from this study provide parents, teachers, and policymakers with information to help address issues associated with bullying and gun carrying behaviors among adolescents.

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.

Peer Bullying and Psychiatric Diagnoses in Adolescents with Nonsuicidal Self-Injury

Objectives The aim of this study was to determine the comorbid psychiatric diagnoses, peer bullying rates and NSSI characteristics in adolescents who engage in self-injuring behavior. Materials and Methods This case-controlled cross-sectional study was conducted between 1 March 2020 and 1 May 2021 in the Child and Adolescent Psychiatry and Paediatrics outpatient clinic of a hospital in the Southeastern Anatolia region of Turkey. The data of 50 adolescents with NSSI and 60 adolescents without NSSI attending school were compared. The data in the study were obtained using sociodemographic form prepared by the researchers, the Affective Disorders and Schizophrenia Interview Schedule for School-Age Children—Present and Lifetime Version—Dsm–5, Peer Bullying Scale Adolescent Form and Self-Injurious Behaviour Assessment Inventory. Results Fifty adolescents (70% female) with a mean age of 15.4 years (S.D. = 1.4) with NSSI were included as case group and 60 adolescents (66.7% female) with a mean age of 15.5 years (S.D. = 1.3) without NSSI were included as control group. Banging/hitting self was the most common NSSI method, while affect regulation was the most common function. In the case group, verbal, isolation and damage to belongings among the victim subtypes in the last year were found to be significantly higher than in the control group. It was found that there was a positive correlation between the variety of self-injury methods and bullying exposure scores in adolescents with NSSI. Depression disorders, anxiety disorders, oppositional defiant disorder, attention deficit hyperactivity disorder, conduct disorder, and post-traumatic stress disorder diagnoses were found to be more prevalent in the group with NSSI. Conclusions Based on the finding, it was found that psychiatric diagnoses are more common in adolescents with NSSI, peer bullying subtypes are seen at a higher rate, and as bullying scores increase, the variety of NSSI methods also increases. It is thought that providing psychiatric evaluation and treatment for adolescents with NSSI, establishing cooperation with school and family for peer bullying, developing preventive mental health policies and effective intervention programmes may be beneficial.

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.

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.

Factors Associated with Bullying in Adolescents: a Literature Review

Background: Bullying is deliberate and repeated aggressive behavior toward another person in which there is a real or perceived power imbalance, and the victim of bullying feels vulnerable and powerless to protect himself. Objective: To determine the factors associated with bullying in adolescents. Methods: This article is a literature review of research articles conducted by summarizing and analyzing related articles. The search method used three electronic databases, namely Science Direct, Willey, and Pubmed with the keywords bullying, adolescent, factors and mental health. The inclusion criteria for writing were free English articles for the last 5 years, adolescent research samples, quantitative research, full text articles, relevant related articles, and original articles. Results: There were nine articles that met the inclusion criteria. The findings showed that there are various factors associated with bullying in adolescents. Conclusion: This study found that bullying in adolescents is influenced by individual, family, peer, and school environment factors. A holistic approach with interventions at multiple levels is needed to create a safe and supportive environment for students.

The Phenomenon Of Bullying Among Teenagers In A Thematic Hadith Perspective

Bullying has serious and long-term effects on adolescents. Victims of bullying have a higher risk of experiencing physical and psychosomatic problems such as headaches, stomachaches, and sleep problems. They are also at higher risk of internalizing problems such as anxiety and depression in young adulthood and middle adulthood. Bullying can also have a negative impact on both the victim and the bully. It can lead to physical injury, social and emotional distress, self-harm, and even death. Teens who bully others have a higher risk of drug abuse, academic problems, and experiencing violence in adolescence and adulthood. The issue of bullying becomes a big problem if it is not addressed. It is important to prevent bullying and provide support to those who are victims. The object of this research material is a case of bullying according to the hadith themes. This study uses a qualitative approach by applying the thematic method. The results of this study show that the themes of hadith can be formulated in the theoretical framework of the phenomenon of bullying in adolescents. The discussion of this study explains that bullying is not relevant to the teachings of Islam

Bullying begets bullying: A contagion model of bullying in Chinese adolescents

Bullying begets bullying: A contagion model of bullying in Chinese adolescents

Exploring the Situational Contexts of Traditional Bullying Perpetration: A Social Bonding Theory Perspective

ABSTRACT Utilizing data from the 2022 Minnesota Student Survey (N = 131, 751), this study employs conjunctive analysis of case configurations to explore traditional adolescent bullying perpetration from a social bonding perspective. Measures of attachment, commitment, belief, and involvement are used to create contextual profiles of traditional bullying perpetration, which are examined to improve our empirical understanding of a) the extent to which traditional bullying perpetration clusters within a small subset of dominant situational profiles; b) the dominant profiles most (and least) likely lead to bullying perpetration; and c) the social bonding theory concepts that predict bullying perpetration across dominant case configurations.

Heterogeneity of adolescent bullying perpetrators: Subtypes based on victimization and peer status.

We identified different types of adolescent bullying perpetrators and nonbullies based on peer-reported bullying, victimization, and peer status (popularity, likeability, and rejection) and examined differences between bully subtypes in typical forms of bullying perpetrated. Moreover, we studied how bully subtypes differed from nonbullies with varying levels of victimization and peer status in academic and psychosocial adjustment. The study utilizes data from 10,689 adolescents (48.3% boys, mean age 14.7 years). Latent profile analysis identified three distinct subgroups of bullies: popular-liked bullies (13.5%), popular-rejected bully-victims (5.8%), and bully-victims (6.9%), and four groups on nonbullies. High-status bullies (popular-liked and popular-rejected) resembled nonbullies in many ways and had even lower social anxiety, whereas bully-victims were the most maladjusted group. Overall, popularity seems to protect adolescents from social anxiety, and victimization is related to internalizing problems. Results suggest that bullying, victimization, and peer status can be used to identify distinct subtypes of bullies.

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.