Bullying Prevention Research Articles

ОСОБЛИВОСТІ ПРОЯВУ ДИТЯЧОГО ТА УЧИТЕЛЬСЬКОГО БУЛІНГУВ ШКІЛЬНОМУ СЕРЕДОВИЩІ

Purpose. To analyze the phenomenon of bullying in the educational process. Identify the types, signs and causes of bullying in the school environment. Consider measures for responding to cases of bullying by participants in the educational process. Methods. The complex of theoretical methods is used in the work: analysis, comparison, systematization and generalization of scientific psychological literature, analysis of the legislative base and synthesis of information on the mentioned problems. Results. It is noted that the problem of school violence began to be investigated in the second half of the twentieth century, in connection with the study of the phenomena of deviant and aggressive behavior of young people. It was emphasized that in 2019 with the adoption of the Law of Ukraine «On Amendments to Some Legislative Acts of Ukraine on Countering Bullying (Baiting)», the concept of bullying (or baiting) was introduced into the Ukrainian legislation and the corresponding sanctions were imposed upon its establishment. The features of bullying among children of different ages in the school environment and the ways parents and teachers respond are discussed. It is noted that with the development of information technologies, the emergence of a new type of school violence – cyberbullying. It also examines the causes and manifestations of teacher bullying, and suggested steps for parents when identified. The spectrum of measures of prevention of bullying in secondary education institutions is outlined. Conclusions. It is not possible to cope with the facts of persecution in the school environment by one-time, short-term activities (lecture, parental fees, a call to the headmaster, etc.). School bullying is a complicated, complex and largely social problem. That is why the phenomenon of bulling is a challenge for the school as an organization. It requires long-term and responsible commitments that would be part of the school’s organizational culture. In order for the child not to fall victim to bullying by other children and educators, all participants in the educational process in cooperation with their parents need to work fruitfully to prevent and prevent school bullying. Bullying at in secondary education institution can only be reduced by joining forces and working systematically at all levels.

The Effectiveness of the KiVa Bullying Prevention Program in Wales, UK: Results from a Pragmatic Cluster Randomized Controlled Trial

The study evaluated the implementation fidelity and effectiveness of KiVa, an evidence-based program that aims to prevent and address bullying in schools, with a particular emphasis on changing the role of bystanders. The study was a two-arm waitlist control cluster randomized controlled trial in which 22 primary schools (clusters) (N = 3214 students aged 7–11) were allocated using a 1:1 ratio to intervention (KiVa; 11 clusters, n = 1588 students) and a waitlist control (usual school provision; 11 clusters, n = 1892 children)). The trial statistician (but not schools or researchers) remained blind to allocation status. The outcomes were as follows: student-reported victimization (primary outcome) and bullying perpetration; teacher-reported child behavior and emotional well-being; and school absenteeism (administrative records). Implementation fidelity was measured using teacher-completed online records (for class lessons) and independent researcher observations (for school-wide elements). Outcome analyses involved 11 intervention schools (n = 1578 children) and 10 control schools (n = 1636 children). There was no statistically significant effect on the primary outcome of child-reported victimization (adjusted intervention/control OR 0.76; 95% CI 0.55 to 1.06; p = 0.11) or on the secondary outcomes. The impact on victimization was not moderated by child gender, age, or victimization status at baseline. Lesson adherence was good but exposure (lesson length) was lower than the recommended amount, and there was considerable variability in the implementation of whole school elements. The trial found insufficient evidence to conclude that KiVa had an effect on the primary outcome. A larger trial of KiVa in the UK is warranted, however, with attention to issues regarding implementation fidelity. Trial registration: Current Controlled Trials ISRCTN23999021 Date 10-6-13

The Effect of Behavioral System Model Based Nursing Intervention on Adolescent Bullying.

AimThe study was conducted experimentally with pre–post tests and a control group to determine the effect of Behavioral System Model based education that given by the creative drama method on adolescent bullying.MethodAs a result of the power analysis performed, eighty-three students (43 in study group, 40 in control group) attending 7th degree were recruited. Education is given in nine sessions with creative drama method. Data were collected with Individual Information Form, Traditional Peer Bullying Scale, Problem-Solving Inventory for Children, and the Empathy Index for Children. Data were analyzed with decrease/increase in percentage, Cronbach α, chi-square, two way/two factor repeated measures analysis of variance (Post-Hoc: Bonferroni) and Mann–Whitney U tests.ResultsThe decrease in percentage in the mean Traditional Peer Bullying Scale scores of study group students was higher than those of control group (p<0.05). Mean pre-education 1st measurement Traditional Peer Bullying Scale scores of study group students were reduced in the post-education 2nd and 3rd measurements (p<0.05). The increase in percentage in the mean Problem-Solving Inventory for Children and Empathy Index for Children scores of study group students was higher than those of control group (p<0.05). The mean pre-education 1st measurement scores of PSIC and Empathy Index for Children was increased in post-education 2nd and 3rd measurements (p<0.05).ConclusionDrama education is effective on prevention of bullying, and that may be used in prevention programs.

Effects of assertiveness and psychosocial work condition on workplace bullying among nurses: A cross-sectional study.

This study aims to explore nurses' demographic data, assertiveness, psychosocial work condition, and workplace bullying, and find the predictors of workplace bullying. This study adopted a cross-sectional design. A stratified sample comprising 241 nurses from a regi onal teaching hospitals in Taiwan was selected from the 10th to the 23rd September, 2018. Data were analysed by using the SPSS Statistics 17.0. Descriptive statistics (frequency, percentage, mean, and standard deviation), one-way Anova, t test, Pearson's correlation, and multiple linear regressions were used. The results showed that the participants with "past bullying experience," "lower self-assertiveness," "higher work psychological demands," "lower workplace justice," "lower labour participation," and "lower overall social support" are more likely to experience workplace bullying. Hospital managers should pay attention to the problem of nursing workplace bullying. First of all, hospital managers should encourage curriculum on nursing workplace bullying and incorporate nursing workplace bullying prevention training courses in curriculum planning.

Homophobic bullying: critical considerations, and legal-institutional interventions

Instances in the increase of homophobic bullying mean a major interest in order to develop strong bullying prevention programming which should be a major priority for adults, governments and institutions responsible to promote and ensure a responsible development of society. The complexity of the problem requires a multidisciplinary approach of a comprehensive nature. Starting from the construction of gender identities, and taking into account and understanding the biological aspects, external influences, and arising contrasts during the process, a young person faces adolescence: a transition period when sexual orientation or preference faces higher risks as the person has to come to terms with a mismatch between scales of knowledge. The outcome will result in an inter-generational conflict which becomes a prejudice. By acquiring the desired characteristics of mind and body, adolescents develop their own cognitive skills. Thus we can consider homophobic bullying in its psycho-sociological implications. The aim of this paper is to delineate an explanation of the topic in a scientific, educational and professional way, and at the same time to take into account all legal and institutional issues.

The Effectiveness of Bullying Curriculum for Prevention and Management of Bullying in School-Aged Children

Introduction: Bullying is still a problem and continues to increase especially in school-aged children. If cases of bullying do not get any immediate treatment, it will cause various problems from psychological, psychosomatic, social, academic issues, and even present a risk of suicide. The purpose of this study was to determine the effectiveness of bullying curriculum for prevention and management of bullying in school-aged children. Methods: The study used a quantitative study method with a quasi-experimental of pre and post-test without control group design. The population of this study was students of grade-five in one of primary school in Jakarta. The samples of this study used total sampling consisting of 30 respondents. The instrument of this study used the instrument of bullying that was modified by the researchers and has passed the validity and reliability test. The analysis of this study used McNemar test. Results: The result of this study shows that there were bullying incidents occurred for as much as 100% before the intervention and as much as 60% after the intervention. The result of bivariate test of this study shows the value of p=0.000. Conclusions: The implementation of curriculum of bullying is effective for prevention and management of bullying in school-aged children.

Bullying Prevention and School Climate: Correlation between Teacher Bullying Prevention Efforts and their Perceived School Climate

This study investigates the correlation between teachers’ efforts to prevent bullying and their perceptions of school climate. The quantitative data were collected from 82 teachers (76.8%females, respondents’ mean age = 44.91 years [SD = 9.91]) from 13 Norwegian schools running the Olweus Bully Prevention Program (OBPP). Descriptive analysis of the teachers’ efforts within OBPP at the school, classroom, and individual levels, and simple linear as well as multiple regression analyses were applied. The current study revealed that teachers acted differently within OBPP at the school, classroom, and individual levels, and that their perceptions of school climate differed. A significant positive correlation was found between the teachers’ efforts within OBPP at the all-level variable and the general school climate variable. Implications for the teachers’ efforts to prevent school bullying through OBPP and the significance of the study results for the whole school community are discussed, and limitations of the current study are pointed out.

CREATING SAFE EDUCATIONAL ENVIRONMENT IN EDUCATIONAL INSTITUTIONS THAT IMPLEMENT INCLUSIVE EDUCATION BY INTRODUCING SCHOOL MUTUAL UNDERTANDING SERVICE IN THEIR LEARNING PROCESS

The article notes that in recent years Ukraine has identified new priorities for the development of its education system. Since 2018, the concept of the New Ukrainian School has been introduced in general secondary education institutions. There has been created an appropriate legal framework, and practical reforms in the field of education have begun, i.e. the Ukrainian school must change radically. One of the priorities of the state's development is inclusive education, which is one of the main factors in reforming the system of institutional care and upbringing of children in Ukraine. This means that in general educational institutions in classrooms different children will learn and interact together, including children with special educational needs. The goal of educational institutions is the all-round development of any child, creating conditions for the assimilation of effective models of behavior with peers, taking into account all the features of the development of each individual child. However, frequent occurrences of violence, bullying and a high level of conflict among peers do not allow schoolchildren to fully achieve their goals. The article considers the problems that students may face during the educational process in inclusive learing institutions; one of the issues is bullying in the children's community. The authors analyzed the legislation of Ukraine on combating bullying. They outlined the measures of preventive work of teachers to prevent bullying. As a result, the prevention of bullying in educational institutions contributes to the improvement of the microclimate in communities and the creation of a safe educational environment in educational institutions. The establishment of school services of mutual understanding and implementation of a restorative approach can improve the socio-psychological microclimate in school (or higher educational institution) communities, creating a safe environment for all participants of the educational process, because it is a well-established process of interaction between mediators, an efficient way of peacebuilding and nonviolent communication.

The problem of research and prevention of bullying in the school environment: analytical and practical aspects

The article considers the problem of studying and preventing, and also presents the results of the authors' practical experience - an express study to identify bullying in schools in Almaty. An analysis of the experience of foreign countries in preventing bullying shows that many of their programs are aimed at attracting all members of the teaching staff. The authors substantiate the fact that most programs do not take into account the potential "internal" resources of potential victims of bullying. The purpose of this study is an analytical study and practical justification of the problem of bullying in the school environment based on rapid research in teenage high schools. Some general characteristics typical of children at risk of bullying were noted on the basis of the results of Diagnostic methods: high level of anxiety, emotional lability, emotional volitional instability, timidity, low self-esteem, inadequate level of claims, low concentration of attention, avoidance - as the main strategy to overcome conflict situations. A “risk group” was identified based on the results of diagnostics and emotional development programs “World of Emotions” and trainings to develop skills to combat bullying, and “potential victims of bullying” were conducted with this risk group. The results showed positive dynamics, which confirmed the assumption that students need to develop skills to combat bullying - skills to combat bullying, such as: emotional stability, stability, poise, willpower, mental strength and so on.

针对校园欺凌之预防与辅导措施探析

针对校园欺凌之预防与辅导措施探析

ПРИТЧІ ЯК МЕТОД ЗАСТЕРЕЖЕННЯ ВІД БУЛІНГУ У НАВЧАЛЬНИХ ЗАКЛАДАХ УКРАЇНИ І США

This article deals with a systematic approach as one of the violence prevention methods and bullying at higher learning institutions; the concepts of bullying, cyberbullying, including cybermobbing, internet mobbing are clarified; the role of increasing the students' aggression is focused on, which is manifested in various reactions: anger, meanness, insult, irritation, tendency to physical actions, in particular the willingness to solve problems and controversial issues with the help of physical force; the statistical bullying manifestation data at higher learning institutions of Ukraine and the US are investigated, the using of parables' role of contributing to the achievement of goals and objectives in the prevention of violence and bullying are highlighted. The problem of bullying is widely discussed in Internet, newspapers, scientific journals, etc. It is gaining more and more topical importance in our country every year, since it has not been thoroughly studied both from the point of theoretical studies view and from practice view as well.

Psychological Determinants of Personaliti Bullying in the Sociometric Dimension

The article considers the main problems that arise when conflicts of interest between people in the sociometric dimension. The need for their comprehensive study will help to eliminate the negative consequences and use positive solutions to these conflicts for the development of the individual, his integration into society. The urgency of the work lies in the search for rational approaches to the origin and prevention of psychological bullying in the sociometric dimension as a consequence of the conflict of personality in agreement with its characterological education, psychological attitudes and beliefs. that is why the problem of bullying deserves in-depth study. The aim of the article is to study the influence of bullying on the uncertainty of adolescents in the sociometric dimension. The work is based on the provisions of prevention and reduction of external discrimination, isolation, humiliation and harassment, which will serve as factors to prevent personal uncertainty in the future. Bullying undermines the victim's self-confidence, destroys health, self-esteem and human dignity. There is a bullying structure, which is a social system that includes the offender, the victim and observers. Methods of measuring the manifestations of psychological bullying are determined, the corresponding set of methods of psychodiagnostics is presented and tested. Empirical data show that with insufficient and excessive mobilization of the individual there are with a high degree of probability such mental states that disturb the adaptive balance. Thus, with insufficient mobilization in a difficult life situation, it is likely to appear apathy and reduce energy expenditure. On the other hand, in a situation of excessive mobilization there is a state of high voltage against the background of excessive energy consumption. The results of this study are important in establishing international cooperation in the study of programs and projects in the context of transforming the human health system in accordance with international partnership standards and implementing a cultural exchange program for education and culture between countries.

FACTORS CONTRIBUTING TO BULLYING IN THE EDUCATIONAL MILIEU

This article examines the factors (causes) of bullying in secondary educational institutions as a form of abuse or bullying of some children (adolescents) over others. Statistical data on the prevalence of the studied negative phenomenon in Ukraine and in the world is given; the need for new scientific research on the factors contributing to bullying in the educational milieu is noted with the view to develop an effective strategy for the prevention and counteraction of bullying. A number of scientific points of view on the bullying determination were analyzed; the key personal attributes of the main participants in the bullying relationship were highlighted. Attention is focused on the role of victimhood in the victim’s behavior as a direct cause of bullying, passive, unconscious bully provoking to commit illegal, antisocial violent actions. Other psychological factors of bullying are also being investigated. Particular attention is paid to social factors that directly or indirectly contribute to the emergence of bullying relations at the level of a social group, the issues of deformation of family relations and their cause and effect relationship with bullying at school are highlighted. Based on the study, the author’s approach to the classification of the factors contributing to bullying in the school milieu, in accordance with their nature, is proposed.

Bullying of adolescent in Yogyakarta: Responses and impacts

Background: Phenomena of bullying for adolescents in Indonesia require a serious concern from the government, schools and parents. A high number of bullying incidents on adolescents can have negative impact physically and psychologically for actors and victims. Adolescent responses on bullying can be indicated as self-defence of a victim when being bullied. Objective: This research aimed to identify adolescent responses on bullying and its impacts for the adolescents in Yogyakarta. Methods: This study used a qualitative method of phenomenology. Data in this study were collected through observation and in-depth interviews. Participants included in this study were 14 people who consists of parents, adolescents, and teachers, and they were determined by purposive sampling. Validating of the data was conducted by using methodological triangulation, data triangulation and peer debriefing. Thematic data analysis was conducted by using the open code software 4.02. Results: This study found that the responses of adolescents to the bullying included resistance, avoidance, silence, and fear. Then impacts of the bullying could make the victims have avoidant personality disorder or shift them as actors. For actors, they would feared by his friend at school and get punishment from the school. Conclusion: Prevention of bullying of adolescents is urgently needed to overcome the impacts for the adolescents. The results of this study could be used as basic data to deal with bullying of the adolescents.

Kunstiga kiusamise vastu. Kiusuennetustunni eesmärk ja ülesehitus Kadrioru kunstimuuseumi ja Tartu Kunstimuuseumi näitel

Kunstiga kiusamise vastu. Kiusuennetustunni eesmärk ja ülesehitus Kadrioru kunstimuuseumi ja Tartu Kunstimuuseumi näitel

Lise öğrencilerinde akran zorbalığı ve mağduriyetinin incelenmesi

ÖZET&#x0D; Amaç: Bu çalışma lise öğrencilerinde akran zorbalığı ve mağduriyetinin sıklığını, zorbalık türlerinin sosyo-demografik özelliklere göre değişimini incelemek amacıyla yapılmıştır. Yöntem: Tanımlayıcı türdeki araştırma Doğu Karadeniz Bölgesinde yer alan bir ilçenin pansiyonları ile aynı kampüs içinde bulunan fen ve meslek lisesindeki 478 öğrenci ile yapılmıştır. Verilerin toplanmasında valilik oluru, etik kurul izni ve gerekli rızalar alınmıştır. Veriler “Akran Zorbalığı Belirleme Ölçeği-Ergen Formu” ile anket formu kullanılarak öz bildirime dayalı ve yüz yüze görüşmeyle toplanmıştır. Analizde ise yüzde, ortalama, Kolmogorov Smirnov testi, Tek yönlü varyans analizi, T-testi, TUKEY testi kullanılmıştır. Bulgular: Fiziksel zorbalık ortalamasının; X̅=1.67±0.77 ile diğer akran zorbalığı türlerine en yüksek ve fiziksel mağduriyet ortalamasının; X̅=1.87±0.76 ile diğer mağduriyet türlerine göre en yüksek olduğu belirlenmiştir. 9.sınıf öğrencilerinin diğer sınıflara göre daha fazla zorbalık yaptığı ve mağdur olduğu bulunmuştur. Öğrencilere göre; zorbalık olayları okul alanları içinde, en fazla %17.3 ile pansiyonda olmaktadır. Sonuçlar: Okul çapında fiziksel zorbalık ve mağduriyetin önlenmesi için gerekli rehberlik planlanmalıdır. En fazla zorbalık yapan, zorbalığa maruz kalan 9.sınıf öğrencileri ve pansiyonda kalan öğrenciler öncelikli tutularak, okuldaki tüm öğrenciler için koruyucu, engelleyici tedbirler alınmalıdır.

Prevention of Violence and Bullying in the School

Almost every student during his or her education is involved or influenced by violence and the phenomenon of bullying, which causes great psychosocial consequences to children. The purpose of this study is to analyze through a qualitative analysis management methods and intervention strategies used in schools to prevent and reduce violence and bullying among students.

Прояви та шляхи ефективної профілактики булінгу в підлітковому середовищі

Стаття присвячена проблемі булінгу у сучасному підлітковому середовищі, охарактеризовано його основні причини та наслідки. На основі розуміння наявності проявів булінгу між усіма учасниками навчально-виховного процесу проаналізовано особливості його соціально-психологічної профілактики із залученням усіх учасників освітнього процесу.

Physical education and school bullying: a systematic review

ABSTRACTObjectives: To evaluate the associations of physical education (PE) with school violence and bullying. Design: Systematic review.Method: Using a systematic search in Medline, PsycINFO, SPORTDiscus, Web of Science, and Scopus, relevant studies with a quantitative and qualitative design were identified that met previously established eligibility criteria. Quality was assessed (bias risk analysis) and data were extracted from a previously elaborated template.Results: The systematic review finally included 16 studies, of which 10 had a quantitative design (n = 12795), 5 a qualitative design (n = 79) and 1 a mixed design (n = 86). The high heterogeneity presented by the measures used in the included studies hindered the comparison of the outcomes and prevented meta-analysis of the data. Although there is insufficient evidence about the positive impact of PE on bullying prevention, the results of this review indicate that some aspects of PE programs could improve students’ skills to cope with these situations.Conclusions: The results of this review suggest the importance of PE in the prevention of bullying. Secondly, it is emphasized that bullying situations have a negative impact on students’ enjoyment of PE, leading to detrimental consequences for their physical and psychological health. Thirdly, the figure of the PE teacher as a key element to prevent and/or encourage bullying was obvious.

Symptoms of posttraumatic stress disorder among targets of school bullying

BackgroundThe aim of this study was to investigate whether bullying among students is associated with symptoms of posttraumatic stress disorder (PTSD), and whether associations are comparable to other traumatic events leading to PTSD.MethodsData were collected from 219 German children and adolescents: 150 students from grade six to ten and 69 patients from an outpatient clinic for PTSD as a comparison group. Symptoms of PTSD were assessed using the Children’s Revised Impact of Event Scale (CRIES) and the Posttraumatic Symptom Scale (PTSS-10). A 2 × 5 factorial analysis of variance (ANOVA) with the factors gender (male, female) and group (control, conflict, moderate bullying, severe bullying, traumatized) was used to test for significant differences in reported PTSD symptoms.ResultsResults showed that 69 (46.0%) students from the school sample had experienced bullying, 43 (28.7%) in a moderate and 26 (17.3%) in a severe way. About 50% of the severe bullying group reached the critical cut-off point for suspected PTSD. While the scores for symptoms of PTSD were significantly higher in bullied versus non-bullied students, no significant differences were found between patients from the PTSD clinic and students who experienced severe bullying.ConclusionsOur findings suggest that bullying at school is highly associated with symptoms of PTSD. Thus, prevention of bullying in school may reduce traumatic experiences and consequent PTSD development.