Bullying Prevention Research Articles

A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision

Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition or how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee has recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring coherent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding, resource policies and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognition of the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework can also address educational inclusion by adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools.

Middle School Staff’s Perspectives on the Impact of the Olweus Bullying Prevention Program on Interpersonal Relationships

The current study used thematic analysis to examine school staff perspectives on the impact of the Olweus Bullying Prevention Program (OBPP) on school climate in terms of the quality of student-student and student-teacher relationships in two low-income, urban middle schools in the United States. Data were collected using focus groups and interviews. Participants included teachers ( n = 26), administrators ( n = 8), and Bullying Prevention Coordination Committee members (BPCCs; n = 8). Results indicated that providing explicit instruction about bullying, nurturing student-teacher trust by effectively addressing student concerns, and providing consistent opportunities for informal, collaborative engagement facilitated positive school-based interpersonal relationships and behavioral change. Implications for policy and intervention development are discussed.

Prevention Of Bullying in Adolescents with Assertive Communication and Spiritual Happy

Mental health is not only needed in adulthood but adolescent stage development is indispensable. The adolescent stage of development is the golden stage in determining adulthood. Bullying is a behaviour that can inhibit adolescence by damaging physical and psychological development. The goal of PKM is to improve mental health by stopping bullying (assertive communication and spiritual happiness) in adolescents. The PKM method uses health education and demonstration. The participants in this activity were 30 students. The results of the activity evaluation found that 15% of adolescents understood enough and 85% of adolescents understood the concept of bullying and bullying prevention. Community service for adolescents is effective in increasing understanding and prevention of bullying.

Bullying as a social phenomenon in the modern world

Тhe article discusses approaches to the interpretation and the content of bullying, defines its types and distinguishes the forms of direct and indirect bullying. A comparative analysis of the results of domestic and foreign studies has revealed the spread scale of the bullying phenomenon in modern society, which causes the development of destructive socialization processes. It is emphasized that regular aggressive behavior towards one or a group of persons is a global problem, that is common for all countries of the world. The authors focus on the phenomenon of bullying in the socio-demographic groups of children and youth, which are among the most vulnerable in terms of socialization processes. At the same time, the consequences of bullying for its participants may be not only the deterioration of the physical and mental health of the younger generation, but also a lower socio-economic status in the stratification structure of society. In conclusion, the article concludes that in modern conditions it is necessary to actively develop and implement relevant initiatives of social institutions, which can serve as the basis for the formation of a legislative framework and state programs for the prevention and counteraction of bullying. Consequently, such initiatives will contribute to the formation of a healthy generation.

Olweus Bullying Prevention Program in Lithuania: Bullying Rates in the First Cohort of Schools, 2008–2019

Olweus Bullying Prevention Program in Lithuania: Bullying Rates in the First Cohort of Schools, 2008–2019

The Importance of Implementation Fidelity for Teacher-Related Changes Within the Olweus Bullying Prevention Program

Although teachers are key figures of a program’s effectiveness, most intervention studies to date have not explored how anti-bullying programs are associated with changes at teacher level. Moreover, teacher data also informs about aspects of program implementation, which are essential in program evaluations. Therefore, the aim of this study was to gain insight into the perspectives of teachers working with the Olweus Bullying Prevention Program (OBPP). A scientific evaluation of the OBPP was carried out in 21 German schools. In addition to annual student surveys, regular teacher surveys were conducted. Ordered logistic regressions and linear regressions were used to estimate the variables. As we expected a dosage-response effect, we divided the schools by level of implementation (non-completer, completer, and certified Olweus schools). At baseline, 615 teachers took part in the assessment (68.26%), and 388 teachers at postline 2 years later (47.32%). A positive change in teachers’ intention to intervene in bullying could be found across all schools (p < .001), which was only significant for completer (p < .001) and certified schools (p = .004) when differentiated by implementation level. Teachers’ level of job strain did not change at all (non-significant model fit), while an improvement in school climate only emerged for certified schools (p = .003). The moderating effect of the implementation level turned out to be independent of different school characteristics. The self-reported changes at the teacher level depended on the level of program implementation. Therefore, it is essential to record data about the intensity of program activities when evaluating a program.Trial registration number: DRKS00008202 (date of registration: 08/04/2015).

Developing a Coalition Against Bullying and the Bully Blocker

Objectives: School-based bullying in children and adolescents is a problem with one in five children and adolescents (20.2%) being bullied in the United States. Developing a collaboration of agencies has helped to provide awareness, intervention and training local school administrators, nurses, counselors, teachers, and parents. This paper will describe a Coalition Against Bullying and the Bully Blocker. Methods: Steps included: Formation of the coalition; finding a responsible leader organization; choosing a bullying prevention program; funding the program; training faculty, staff, teachers, and volunteers; implementation of program pilot testing, kick off with a bullying prevention walk and community education efforts. Intervention: Olweus Bullying Prevention Program Results: The first and second cohort of students bullying scores were very similar for the first two questions and were above the national average. These results are related to more awareness of bullying in the local schools an intervention with affected students. Conclusion: A specific bullying prevention program is outlined as well as the funding received for this program. A local organization for children and adolescents as well as the district attorney’s office who established the Bully Blocker has been key to the long-term success of this coalition which has been in existence since 2011.

Exploring the Impact of the Video Game Monité on Exogenous Factors and Resilience against Bullying in Primary Education Students

This study focuses on the issue of school bullying and explores the potential of video games as a tool to prevent and address this problem. To accomplish this, the video game Monité, specifically designed for the prevention of school bullying, was utilized, using the paradigm of digital game-based learning as an intervention methodology that emphasizes its educational and recreational potential. This study was conducted using a quasi-experimental approach, employing a pre-test and post-test design with a non-equivalent control group. The sample consisted of 92 boys and girls from fifth and sixth grade in primary education in the province of Cáceres, Spain. Data were collected through questionnaires from the System for the Evaluation of Children and Adolescents (SENA), which allowed for the gathering of information on peer problems, school problems and family issues. The results show that there are significant differences between the intervention group and the control group regarding problems external to individuals. In conclusion, this study investigates the use of the video game Monité as a tool to prevent school bullying and analyzes its impact on students’ perception of external agents such as family, peer group, and school. Our findings support its implementation in educational environments as an effective strategy.

Eğitim Kurumlarında İstenmeyen Davranışlar Sergileyen Öğrencilerin Tutum ve Davranış Sonuçları ve Çözüm Önerileri

Bullying by peers is a type of abuse that can have many negative physical or psychological effects in the short or long term. The first studies on bullying were conducted by Norwegian psychologist Dan Olweus in the 1970s. Olweus first used the term mobbing, derived from the word mob, to describe bullying, but over time, believing that it did not fully meet its meaning, he began to use the term bullying, and this term was translated into Turkish as peer bullying. Olweus defined peer bullying as being subjected to repetitive negative behavior by one or more people. Peer bullying may be seen by parents as a natural conflict between children, joking Dec Dec, play between children, and the traumas that it may cause may not be considered and not intervened. Children who are bullied may experience anxiety and fear, feel insecure and abandoned, feel lonely and unhappy, experience social isolation, introversion problems, shyness, neurosis and impaired concentration. Bullies can be seen with problems of breaking the rules of behavior and attention deficit. In terms of school life; absenteeism, the desire to drop out of school, a decrease in academic performance may be observed in those affected. Children who are psychologically bullied have low self-esteem, low self-esteem, social phobia, mood disorders, post-traumatic stress disorder, sleep disorders, eating disorders, stuttering, attention deficit and movement disorders, tic disorder. Being a victim is also a comorbidity in terms of anxiety disorder and depression. Many programs have been developed to prevent peer bullying. The most well-known of these programs is the “Olweus Bullying Prevention Program” developed by Olweus. Extensive research on this program, developed by Olweus in Bergen, has shown that it reduces the problems of the bully/victim by 50% and the social climate at school becomes more positive. Key Words: Educational Institutions, Students, Undesirable Attitudes and Behaviors, Solution Suggestions

Pengaruh Perilaku Active Defending pada Bystander terhadap Pencegahan Bullying (Studi Kasus Siswa SMA di Kota Medan)

The issue of bullying has become a serious problem in the world of education. Whereas schools should be places of learning that are safe for students to improve their academic knowledge and social life. There are three central roles involved in bullying events, namely: perpetrator, victim, and eye witness or bystander. Active defending behavior is a type of bystander (witnesses) who takes the role of the victim to help when bullying occurs. The purpose of this study was to measure and determine the effect of active defending behavior on bystanders in preventing bullying among high school students. Explanative quantitative type approach with survey method will be used in this study. The results of this study show that the value of F = 0.730 and the value of Sig 0.849 &gt; 0.05. Then, the results of the data analysis of the value of the coefficient of determination of the independent variable active defending is 0.64 so that it can be stated that active defending has an effect on preventing bullying in students by 6.4% while there are several other things that also affect prevention of bullying in students by 93.6% but not mentioned in the this research. It is hoped that this research can be used as a reference to reduce the problem of bullying in schools by intensifying preventive measures

Bullying Prevention Education for Students of Kepanjen 2 State Elementary School, Jombang Regency

The world of education is currently faced with a serious problem that befalls students, namely bullying which certainly has a negative impact on students. This act of bullying harms the victim to affect his psyche which causes the perpetrator to act arbitrarily on the victim. Perpetrators who commit these acts can adversely affect the physical and mental health of their victims. The impact that occurs on victims can trigger depression, stress, mental health disorders, to trigger anger levels to the most fatal of bullying cases is suicide. The purpose of this activity is so that school residents in general and students in particular know the types, dangers and prevention of bullying. The method used is training that uses a participatory model. Emphasis on discussions, lectures and Q&amp;A. The results achieved are: (1) the partner understands the meaning, type, causes and punishment of bullying; (2) partners understand their strategic role in preventing bullying; and (3) partners skilled in educating students to prevent bullying from themselves. These results provide opportunities for more opportunities for teachers' strategic role in helping to prevent bullying in schools.

EDUKASI HUKUM BAGI PELAKU BULLYING DAN HATESPEECH DIKALANGAN REMAJA

Both positive and negative effects arise as a result of social media's widespread use and its ever-increasing rate of development. The positive effect is that it becomes simpler for data to circle among people in general, structure assessments, online business, etc. Moreover the adverse consequences, for example, criticize, dangers, slander, the development of negative sentiments and what is famous today is disdain discourse and digital tormenting. The prevention of bullying and hate speech for SMAN 2 Bukittinggi students, particularly those in grade 10, will be examined in this paper. This action expects to help members to bring issues to light since the beginning about the need to try not to menace in day to day existence. Partners will learn about the dangers and effects of bullying themselves through this service project. The execution of this action got a positive reaction from accomplices where the action members from accomplices were happy with the data and schooling conveyed. In addition, the implementation activities of both the socialization and education that were carried out were games and brief quizzes about preventing bullying and hate speech. At SMAN 2 Bukittinggi, this activity was carried out offline. The objective of these games and quizzes is to gain an in-depth understanding of each partner's awareness of the dangers posed by bullying and hate speech.

Development of Professional Competencies of Teachers in the Prevention and Elimination of Bullying at School

The article deals with the problem of bullying, presents the experience of working on the formation of professional competence of teachers in matters related to the prevention and elimination of bullying in the school environment. Professional competence is defined by us as the ability and readiness of a teacher to solve pedagogical problems, which is manifested in the methods of professional actions, in behavior, and in the pedagogical position of the teacher. The problem of the article is what are the effective ways and means of developing the competencies of teachers to prevent and eliminate bullying at school. The purpose of the article is to describe and justify the effectiveness of the proposed ways and means of forming the professional competencies of teachers in the prevention and elimination of bullying at school. Methodology. The article presents a methodological description of activities to develop the competencies of teachers in the interaction “university-school”. The content, structure and forms of activity were designed on the basis of diagnosing the level of formation of psychological and pedagogical competencies of teachers. The assessment was carried out by solving case-tasks. The identified problems of teachers determined the program of advanced training for teachers, the topics of seminars, as well as the choice of intensive forms of work. The analysis of the results of the implementation of the advanced training program was based on data compared “before” and “after” (test-retest) the implementation of the advanced training program for teachers. Case-tasks were used to evaluate the effectiveness of the program lessons. Research results. Discussion. A program of advanced training for teachers is presented, aimed at developing the professional competence of teachers to prevent and eliminate bullying at school. Conclusion. The materials for diagnosing the professional competencies of teachers are of practical value for the development of professional development programs for teachers to prevent and eliminate bullying at school.

Bullying personal y étnico-cultural en la Amazonía peruana: prevalencia, solapamiento y predictores

Most studies about personal bullying and ethnic-cultural bullying have been carried out in Western countries without analysing if adolescents are involved only in personal bullying, ethnic-cultural bullying, or both. This study is based in Peruvian Amazonia, a multi-cultural context where not much research has been done, with the aim to understand the overlap of personal and ethnic-cultural bullying as well as their predictors. The sample is made up of 607 students (48.3% girls and 51.7% boys) between the ages of 12 and 19 (Mage=14.5, SD=1.69) from a region in Peruvian Amazonia which completed a self-report questionnaire. Ethnic-cultural bullying and personal bullying are prevalent and overlapped phenomena, being the ethnic-cultural group of the Native Americans the most implicated in victimization and/or aggression. Regarding the overlapping roles resulting from personal bullying and ethnic-cultural bullying (mixed roles), personal victimization is predicted by low assertiveness, and it is related to older age. The mixed role of personal and ethnic-cultural victim is related to a high affective empathy, an indigenous ethnic-cultural group and low conflict resolution skills. The role of personal bully-victim and ethnic-cultural victim is related to being older. Personal and ethnic-cultural bully-victims are older males with lower self-esteem and assertiveness. The results are discussed in relation to education programs about prevention and mitigation of bullying and ethnic-cultural bullying.

Personal and ethnic-cultural bullying in the Peruvian Amazon: Prevalence, overlap and predictors

Most studies about personal bullying and ethnic-cultural bullying have been carried out in Western countries without analysing if adolescents are involved only in personal bullying, ethnic-cultural bullying, or both. This study is based in Peruvian Amazonia, a multi-cultural context where not much research has been done, with the aim to understand the overlap of personal and ethnic-cultural bullying as well as their predictors. The sample is made up of 607 students (48.3 girls and 51.7% boys) between the ages of 12 and 19 (Mage=14.5, SD=1.69) from a region in Peruvian Amazonia which completed a self-report questionnaire. Ethnic-cultural bullying and personal bullying are prevalent and overlapped phenomena, being the ethnic-cultural group of the Native Americans the most implicated in victimization and/or aggression. Regarding the overlapping roles resulting from personal bullying and ethnic-cultural bullying (mixed roles), personal victimization is predicted by low assertiveness, and it is related to older age. The mixed role of personal and ethnic-cultural victim is related to a high affective empathy, an indigenous ethnic-cultural group and low conflict resolution skills. The role of personal bully-victim and ethnic-cultural victim is related to being older. Personal and ethnic-cultural bully-victims are older males with lower self-esteem and assertiveness. The results are discussed in relation to education programs about prevention and mitigation of bullying and ethnic-cultural bullying.

Restorative methods as a strategy for the prevention of violence and bullying in primary and secondary schools in Mexico: An exploratory study

School coexistence processes are mediated by conflict situations that are often not adequately, immediately and comprehensively resolved by schools, giving rise to violence. School violence has become a matter of global priority not only at the school or family level, but also socially due to its magnitude and scope. In the Program for International Student Assessment (PISA), reported in 2018 that 23% of students in Mexico had suffered bullying at least once a month, these data are worrying as they reveal high rate of violence. Considering the increase of violence in Mexican educational institutions, we wonder if students' awareness in the use of communication to resolve disagreements would be achieved after participating in a conflict prevention project applying restorative practices.The objective of this study was to test whether students acquired greater emotional self-regulation, self-determination, and peaceful strategies to resolve conflicts after participating in a project centred on the restorative paradigm.A total of 336 students from an elementary school and a high school located in Mexico participated in this study. An ad hoc questionnaire was administered to the students by a restorative justice specialist in the middle of the school year. Statistical analyses were performed with the Statistical Package for the Social Sciences V. 25. The results obtained showed that, after the implementation of this program for five months, students in both schools showed greater emotional self-regulation and self-determination. In conclusion, providing students with restorative strategies to resolve disputes favoured the use of peaceful conflict resolution strategies.

Do adolescence peer victimization experiences hamper healthy relationships in young adulthood?

ABSTRACT The current study examines whether peer victimization experienced in early adolescence is associated with compromised social functioning 14 years later in young adulthood. The sample involved 1533 young adults (65.1% female, Mage = 27.06) who had participated in a large research project as middle school students (7th and 8th graders, with 13–14 years of age at wave 1) in Finland. Self-reported victimization during 1 year in middle school across three time points (waves 1–3) was first used to predict young adults' romantic relationship satisfaction and victimization at workplace (wave 4), while controlling for gender and initial grade level. The model suggested that peer victimization was associated with lower level of romantic relationship satisfaction and an increased risk for workplace victimization. When middle school depression, social anxiety, and bullying perpetration were added as covariates, peer victimization in middle school was no longer directly related to romantic relationship satisfaction. Peer victimization and bullying perpetration were each predictive of workplace victimization in this model. Adolescence bullying perpetration did not moderate the impact of victimization on adult outcomes. The findings suggest that the prevention of bullying and peer victimization as well as depression in adolescence is important to lower the long-term risks for social adjustment.

Design of a Mobile Application to Prevent Bullyng in High School Students

Currently bullying is one of the most frequent problems that occur in educational institutions, for that with the help of technology we wanted to implement in this research as prevention of bullying. Therefore, the goal is to design a mobile application to prevent bullying in high school students. Likewise, the A.D.D.I.E. methodology was used: Analysis, Design, Development, Implementation and Evaluation. In the same way, a survey was carried out with 15 high school students from different schools, to know if they have ever been victims of bullying, perhaps by their other classmates. It is recommended in the future to continue research and develop technological solutions for this problem and other social problems that affect many countries.

INVESTIGATION OF PEER BULLYING ACCORDING TO SOME VARIABLES: THE CASE OF KARAMAN

One of the biggest violent behaviors seen in schools is peer bullying. Peer bullying can be called as a type of aggression that results in one or more students deliberately and continuously disturbing students who are weaker than them (Pişkin, 2002). The purpose of this research is to investigate the secondary school 6 in the central district of Karaman province.it is determining the levels of peer bullying of classroom students and determining whether gender differs according to the survival status of their parents, the educational level of the mother and father, income status, who the child lives with and the type of school. This research, in which the screening model was used, Demographic Information Form and Peer Bullying Scale-Adolescent Form were used as data acquisition methods in this research (Ayas, 2015). 1200 students studying in secondary schools in the central district of Karaman province participated in the research. 1008 data collected from these students were taken into consideration. As a result of the research, it was found that being a victim of physical bullying, being a victim of rumor extraction and spreading and damaging their belongings differ according to the dimensions of being a victim of physical bullying, physical and verbal bullying and rumor extraction and spreading dimensions differ from the sub-dimensions according to gender. It was found that there was no difference in both bullying and victim size according to the type of school. There are significant differences in the dimensions of physical bullying and verbal bullying according to the situation of their parents in life. It has been determined that there are differences in the sub-dimensions of being a victim of exclusion, being a victim of rumor extraction and spreading according to the level of income status of the family. It was found that there was no significant difference according to the level of education of the father. It has been determined that there is a difference in the dimensions of being a victim of physical bullying, being a victim of exclusion, being a victim of spreading rumors and being exposed to damage to their belongings, physical bullying, verbal bullying and exclusion according to the mother's educational level. On the other hand, in the correlation test conducted between the sub-dimensions, strong relationships were found between all variables. Deciency tests were performed to determine the correlation between the sub-dimensions. Deciency tests were performed. This study was conducted to reveal the situation of peer bullying in Karaman province. In future studies, he/she can focus on the causes and peer bullying prevention studies.

“Workplace Bullying” Before and After Enforcement of the Revised Labor Standards Act in 2019 Exploration of Changes and Characteristics of Phenomena: Analysis of Media Articles Using The Korea Press Foundation’s BIGKinds from 2017 to 2022

This study aims to analyze the changes and characteristics of workplace bullying by examining news articles in the media before and after the implementation of the Labor Standards Act workplace bullying prohibition system, which was enforced in 2019. In particular, big data news analysis was attempted using BIGKinds, the integrated database of news articles from the largest in Korea provided by the Korea Press Foundation. As a result of the analysis, firstly, it was found that from January 1, 2017, to December 31, 2022, there were 1,353 press articles on bullying at work, showing a 6.8-fold increase from 42 in 2017 to 286 in 2022. This highlights the persistent issue of human rights violations in the workplace despite the implementation of the revised Labor Standards Act. Secondly, the increase in media coverage after the implementation of the Workplace Bullying Prevention Act indicates the media