Bullying Prevention Research Articles

District-wide outcomes from a bullying prevention programming

Bullying in schools contributes to peer conflict, disruptive behavior, internalized victimization, and many other deleterious outcomes for students. This study examined the integration of a schoolwide bullying prevention intervention in a pre/post design comparing grade level aggregated data for elementary, middle, and high school across two timepoints. Results demonstrate that differences in response to bullying prevention occur across the two time points for each grade level. The greatest positive change was found for middle school students, indicating that bullying prevention could most effectively be delivered in middle school. Lack of significant changes may indicate that interventions may require more than one year, that the baseline scores were too high to detect significant change, or measures were not sensitive enough to detect change.

The Longitudinal Relationship Between Peer Relations and Empathy and their Joint Contribution to Reducing Bullying in Middle School: Findings from a Randomized Trial of Cooperative Learning.

The positive peer relations arising from cooperative learning can contribute to the development of affective empathy, which in turn can reduce bullying (Van Ryzin & Roseth, 2019). However, from a theoretical perspective, the direction of effects between peer relations and empathy could be in the opposite direction, or bi-directional. In the current paper, we employed a process-oriented approach (i.e., cross-lag difference score modeling; McArdle, 2009) to investigate the longitudinal relationship between positive peer relations and affective empathy, as well as their joint effect on bullying. Using four waves of data from a cluster randomized trial including 15 middle schools (7 intervention and 8 control schools; N=1,890 students, 47.1% female, 75.2% White), we found a bi-directional or reciprocal relationship between peer relations and affective empathy, and change in both constructs predicted lower levels of bullying. Cooperative learning predicted positive change in peer relations and affective empathy, as well as lower levels of bullying. These results suggest that the structured social interactions that occur during cooperative learning can enhance student interpersonal relations, and simultaneously the experiential skill building of cooperative learning can contribute to a more profound understanding of the emotional states of others. These effects amplify one another and, in turn, significantly reduce bullying in middle school. Given that cooperative learning has already been demonstrated to enhance academic motivation and achievement (Roseth et al., 2008), we argue that cooperative learning offers an effective, attractive alternative to traditional curriculum-based bullying prevention programs (National Library of Medicine [NLM], NCT03119415).

Conceptual Application of Trauma-Focused Cognitive Behavioral Therapy to Treat Victims of Bullying.

Bullying is a critical pediatric public health problem; estimates across diverse methodologies generally indicate that roughly 36% of youth are bullied. Although policy initiatives aim to address the universal prevention of bullying, and school-level secondary prevention programs aim to reduce the occurrence of bullying, tertiary prevention and intervention programs that mitigate the negative consequences experienced by victims of bullying remain an understudied need. The nature of bullying (that it occurs as events, leaves children feeling unsafe, and engenders emotional distress) and the association of bullying with posttraumatic stress symptoms among youth suggests that trauma treatment for bullying is promising. This manuscript presents the rationale for treating victims of bullying with trauma-focused cognitive behavioral therapy (TF-CBT), describes the components of TF-CBT, and discusses how to use TF-CBT specifically for bullying. Conducting research on treatment outcomes when using TF-CBT for bullying is critical to evaluate its efficacy and effectiveness in this group. Behavioral clinical trials would provide evidence for whether TF-CBT reduces the mental health harm experienced by youth victims of bullying. This evidence is an essential step to address the public health problem of bullying because the scientific literature currently does not have a well-established individual-level treatment for victims of bullying that mental health providers in diverse settings can deliver, despite individuals' beliefs that health care providers are important sources of help for youth who have been bullied.

Psychological and Pedagogical Determinants of Personality Bullying in the Sociometric Dimension

The article reflects the key problems that arise on the grounds of conflicts of importance between people in the sociometric dimension. The necessity for their comprehensive study will help to reduce the negative moments and usage progressive results to these conflicts for the development of the individual, his or her integration into society. That is why modern psychological and pedagogical science increasingly focuses on the need to study this phenomenon as a value of the conflict of personality in agreement with its characterological education, spiritual approaches and opinions. The urgency of the work is to find normal methods to the origin and prevention of psychological bullying in the sociometric aspect. The aim of the article is to study the influence of bullying on the hesitation of teenagers in the sociometric aspect. The work is founded on the necessities of prevention and reduction of external perception, isolation, disgrace and irritation, which will serve as the features to prevent personal uncertainty in the future. Bullying undermines the victim's self-possession, destroys health, confidence, and human pride. There is a bullying structure, which is a social system that contains the perpetrator (persecutor), the victim (victim) and observers. Methods and capacities of indicators of psychological bullying are determined, the corresponding set of methods of psycho-diagnostics is presented and tested. Results of this study have relevance in creating international collaboration to study programs and projects in the context of the change of health mental health person according to the principles of global partnership and implementation of cultural exchange, carried out for the development of education and culture between countries.

Parents' anticipated responses to children's cyberbullying experiences; Action, Education and Emotion

Despite the critical role of parents in the prevention of bullying, there is little evidence regarding how parents anticipate they will respond to their child’s engagement in cyberbullying as either a victim or perpetrator. The current study aimed to address this gap by qualitatively exploring parents imagined reactions to cyberbullying among parents of adolescents aged 12–16 years old. The answers of parents who indicated that their child was not currently, or had not previously, been involved in bullying were included in the study. The overall corpus of data included 406 responses concerning victimization and 452 concerning perpetration. Data were thematically analyzed and found to present three core themes; Taking Action (anticipated behaviors to stop the occurrence or minimize the negative outcomes of bullying), Communication and Education (focus on understanding the context in which the bullying occurred and offering support), and Emotional Reactions (the parents’ own emotional responses to imagined cyberbullying). Descriptive data indicated that Taking Action was the most frequently anticipated response to cyber victimization and Communication and Education was the most frequently anticipated response to cyberbullying. Additionally, there was evidence for patterns of responses to both victimization and perpetration with 34.4% of parents endorsing Taking Action under both conditions and 22.6% endorsing Taking Action for perpetration coupled with Communication and Education for victimization. The findings are discussed in relation to promoting disclosure and developing effective prevention of cyberbullying.

Socialization of Cyber Bullying Prevention for Taman Rama Jimbaran Senior High School’s Students

This social engagement is done in order to improve understanding of students Senior High School of Taman Rama Jimbaran about cyber bullying. This socialization is important to be implemented considering that students nowadays are really attached to their gadgets/devices. Besides, social media is also one of the media that mostly used by students to express their ideas or anything they have in their mind. This socialization is important because sometimes students considering that what they wrote or posted in social media is just something good. However, due to some extend it can be an unpleasing or humiliating others. Method in this social engagement is used was online conference through Zoom. Main findings of this social engagement are: the eagerness of the students to know the information about cyber bullying and the enthusiasm of principle and teachers as a form of their attention about cyber bullying and how to prevent it. The students were able to grasp the information by asking questions needed. There were 35 participants in this activity, those were Principle, teachers and students. Finally, the information about how to prevent cyber bullying, the impact for the victims and law implementation for those who did cyber bullying. Finally, it is expected that cyber bullying preventions are able to be applied properly and appropriately by students and parties involved in it.

Prevention of Bullying of Students in Educational Institutions and the Application of Legal Sanctions

This is a qualitative research with a case study approach. This research is intended to answer the questions how the sanctions are applied by schools for bullying children and how the law enforcement for bullies is applied. Data was collected by means of semi-structured interviews with 5 informants consisting of a psychologist, a legal practitioner and 3 parents whose children were victims of bullying. Cases of bullying that occur in schools receive less attention from teachers, academic staff and school principals. In general, bullying is still considered an ordinary child delinquency and behaviour, even though the impact of bullying is very dangerous for students who become victims. For this reason, every teacher, staff, principal must have sufficient knowledge regarding bullying issues in order to create an activity program that aims to prevent bullying and every parent must also pay attention to their children and understand that currently there is a law related to the problem of bullying and it is hoped that parents will have the courage to report to the authorities in order to provide a deterrent effect not only to the bullies but also to those who cover up the case.

БУЛІНГ ЯК ОДНА З ФОРМ ДИСКРИМІНАЦІЇ ДИТИНИ

The article is devoted to the research of the current state of manifestations of bullying as one of the most widespread forms of discrimination against children. Relevance of the investigated topic is caused primarily by the realities of today, which are related to the ways to combat discrimination in any of its manifestations. Nowadays gender nervousness, bullying, harassment, hacking and other phenomena that infringe on the honor, dignity, health, lack of freedom and life of people are actively condemned by the world community, which actualizes this research. The purpose of this article is to define the essence of the concept of bullying. To outline the current state of manifestations of bullying as one of the most widespread forms of discrimination against children and ways to improve the mechanics of combating and preventing bullying. As a result of the study of anti-bullying laws and different points of view of scientists, the main features of bullying, which consist in the presence of the parties (the bully, the victim of violence and the witnesses) the intention in the buller's actions, which consists in dominating the victim and humiliation of the victim; the systemic nature of brutal behavior, and its consequences. The article analyzes the current state of manifestations of bullying, as a result of which a high rate of cases of bullying in recent years in the period from the adoption of new anti-bullying legislation to the present day, indicating that the mechanism of combating and opposing bullying is not fully developed. It is suggested, taking into account the experience of anti-bullying legislation of foreign countries, to consider introducing into the national legislation a norm that provides for liability for participation in bullying of witnesses, which can contribute to a significant reduction in the occurrence of aggression among young people. The position on the improvement of the mechanism of prevention and prevention of bullying, which consists in the implementation of anonymous testing in educational institutions, which is systematic in nature, by students and their parents, is substantiated, as well as testing to identify an uncomfortable atmosphere in the team, with the involvement of staff psychologists, which will contribute to the timely response of the authorities to violations of the rights and legitimate interests of the child. It is argued the feasibility of creating online resources for anonymous appeal, both for people who were physically or psychologically abused and for witnesses, The victims were not able to report the fact of bullying in another way to the relevant persons as a result of the attacks.

Využití literárních textů při prevenci šikany v předškolním vzdělávání

Bullying is a problem that already occurs in kindergartens. It is very important that preschool teachers are able to recognize its manifestations, intervene appropriately and also pay attention to its prevention. The article introduces the possibility of using a literary text as a prevention of bullying in kindergartens. It brings the results of the implementation of the educational programme. As a part of the investigation, the frequency of occurrence of manifestations of negative behavior in children of preschool age was monitored. After the implementation of the educational programme, there was a significant decrease in elements of negative behavior in the monitored children compared to the control group.

Elementary Principals’ Perceptions And Attitudes Regarding Bully Prevention In Their Schools In Hail City

Elementary Principals’ Perceptions And Attitudes Regarding Bully Prevention In Their Schools In Hail City

ГОТОВНОСТЬ БУДУЩИХ ПЕДАГОГОВ К ПРОФИЛАКТИКЕ И КОРРЕКЦИИ БУЛЛИНГА В ШКОЛЬНОЙ СРЕДЕ

The article substantiates the defining role of the teacher in countering the manifestations of bullying in the school environment. The reasons for the insufficient efficiency of the work carried out in general educational organizations to solve this problem are explained. It proves the necessity of formation in the course of professional training in higher education of the future teachers’ readiness for the prevention and correction of bullying manifestations among schoolchildren. The components of the future teachers’ readiness for the prevention and correction of bullying in the school environment, as a holistic personal education (motivational-value, cognitive, operational-activity), and their components are determined. A questionnaire was developed and an empirical study of the readiness of future teachers for the prevention and correction of bullying manifestations was carried out. The survey data were analyzed, indicating the highest formation of the motivational component of readiness. The vast majority of future teachers recognize the importance of the task of counteracting the manifestations of bullying in the children's environment, which every teacher and class teacher must solve. However, the number of students who consider the problem of bullying to be the responsibility of parents is also significant, which indicates the need to form a motivational component of readiness in them. At the same time, the survey showed the need for future teachers to form a system of knowledge and ideas in this area, as well as the skills and abilities of practical problem solving. Based on the results of an empirical study, recommendations are presented on the formation of the readiness of future teachers for the prevention and correction of bullying in the school environment during professional training at the university.

"Tripartite Coordination" to Promote Effective Management of School Bullying among Junior High School Students in Poor Villages

In this study, 3652 students from primary schools in poor T county (town) of Guangxi are selected by stratified random sampling method to analyze the types, time and place of school bullying, as well as the causes of it. 2337 of the 3652 students have experienced school bullying, with 7,943 cases. The main factors for being bullied include being unlikable, verbal conflict, poor relationship and weakness. Univariate analysis reveals that there are significant differences of the causal relations between whether students experienced school bullying incidents and factors such as students' grade, being an only child, being in a left-behind family, quantity of close friends, relationship with classmates, and family care, etc. Regression analysis shows that students coming from left-behind families are as risk factors for the occurrence of school bullying; higher grade, more close friends, and family care and attention are protective factors for the occurrence of school bullying. Based on the analysis of the results of school bullying among junior high school students in poor areas, this paper takes the most important accompanying environment of students' growth – school – as the breakthrough window, and builds a tripartite coordination management system of home-school-individual with the support of prevention and control policies of school bullying in China. By building such a system, it is hoped that students can grow up healthily, and school bullying can be eliminated.

Restorative Methods as a Strategy for the Prevention of Violence and Bullying in Primary and Secondary Schools in Mexico: An Exploratory Study

Restorative Methods as a Strategy for the Prevention of Violence and Bullying in Primary and Secondary Schools in Mexico: An Exploratory Study

Administrative law prevention of bullying: modern particularities of adolescent discourse

Administrative law prevention of bullying: modern particularities of adolescent discourse

The Healthy Context Paradox: When Reducing Bullying comes at a Cost to Certain Victims.

Bullying remains one of the most serious problems affecting school systems around the world. The negative consequences of bullying in the short and long term have been widely documented, showing that victimized students are at greater risk of suffering psychosocial distress. In this paper, we first summarize the current situation of bullying prevention, adopting a contextual perspective, and briefly highlighting the characteristics of the most effective prevention programs. Secondly, we address a disturbing phenomenon detected in classrooms where bullying has been reduced through interventions and which has been termed "the healthy context paradox". In these healthier contexts, students who remain in a situation of victimization have been found to present poorer psychological adjustment after the intervention. Understanding the causes of this phenomenon may offer clues for the prevention of bullying. In this regard, we present three hypotheses recently proposed to explain the phenomenon. Finally, we offer some implications for the study and prevention of bullying derived from "the healthy context paradox".

PENGEMBANGAN MODUL BIMBINGAN DAN KONSELING UNTUK PENCEGAHAN BULLYING DI SMA

This research is carried out using production product R&d (research and development) methods. This research aims to develop a module of guidance and counseling that can be used for the prevention of bullying behaviour in a product development. Product development is produced In the form of learning modules. In the process of early development, researchers conducted a consultation with media experts, material experts, also practitioners (teachers BK) to get input and suggestions about the product developed. The procedure used is a modification of the model 4-D, where there are four stages, namely Define (Pendefinisian), Design (Perancangan), Development (Pengembangan), Disseminate (Penyebaran). But this study is limited to the development (Pengembangan). The results obtained from the feasibility test of the product learning modules in matter experts to get the percentage with an average of 93% included in the category of “very feasible”, while the results of media experts to get peresentase with an average of 90% included in the category of “very decent”. It can be concluded that the module learning counseling and guidance material on the Strategy of the Prevention of Bullying is very feasible for use by students and Teachers of Guidance And Counseling. Keywords: Bullying, Module, Guidance And Counselling,Research and Development

Analysis of the Causes and Countermeasures of Gender Bullying on Campus

In recent years, school bullying has occurred frequently all over the world, which has attracted widespread attention from all walks of life due to its seriously adverse effect on the growth of teenagers. Among these school bullying incidents, gender bullying accounts for a large proportion. However, there are great challenges to the prevention and intervention of gender bullying on campus because the causes, methods and impacts related to it are unique. This article analyzes the causes of gender bullying in schools in depth, and attempts to put forward some countermeasures. It emphasizes that society, schools, and families should give full play to their roles in avoiding and reducing the occurrence of gender bullying in schools so as to jointly promote the healthy development of teenagers.

Innovative bullying prevention system RESQL – experience from country-wide implementations

AimThis article presents the results of research from an implementation project aimed at developing measures to prevent peer bullying. Peer bullying is understood as systematic aggressive behaviours directed at harm to the victim in a situation where there is a relationship of power and authority imbalance between the bully and the victim. Highlights and ImplicationsThe problem of peer bullying is widespread in Polish schools, and as such requires systemic actions targeted at all school society members. ConclusionThe result of the research is the RESQL peer violence prevention system consisting of a mobile app, a panel supporting intervening teachers and a set of tool/scenarios for working with students. The article presents the implementation of the system in schools and the very encouraging results of the evaluation studies carried out as part of pilot implementation.

Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
 Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education

Reflections on, and responses to, managerial adverse reactions to healthcare advocacy by psychiatrists and trainees.

For psychiatrists and trainees, to reflect upon adverse managerial reactions to healthcare advocacy about patient care and safety, drawing upon examples from general healthcare settings, and to share approaches to addressing these reactions. Psychiatrists and trainees engaging in healthcare advocacy may face adverse responses from healthcare management, with personal and professional consequences. Advocates need to consider counterstrategies to negative actions by management that may include workplace incivility, bullying and harassment. Health advocacy is more effective within a network of peers, patients and the broader community, including medico-political professional organisations, such as the Australian Medical Association, Royal Australian and New Zealand College of Psychiatrists, and Unions. These organisations should advocate openness to doctors highlighting healthcare safety and quality, as well as prevention of workplace bullying.