Bullying Prevention Research Articles

Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study

Normative adjustment stimulates the development of attitudes and behaviours that promote school climate. Previous research has shown that it is a relevant factor in preventing involvement in risk behaviours that affect the quality of peer relationships in classrooms and schools. Previous the development of behaviour adjusted to the norms which promotes interaction processes fostering a positive atmosphere in the classroom and in the school. The aim of this study is to analyse the prospective influence of normative adjustment on bullying perpetration over four time periods spaced six months apart (18 months). A total of 3017 adolescents between 11 and 16 years (49.5% girls; MageT1=13.15, SD=1.09) are involved in the present study. The Random Intercept Cross-Lagged Model results indicate an influential bidirectional association between normative adjustment and bullying perpetration over time. When the adolescents’ normative adjustment increases, their involvement in bullying perpetration decreases six months later. On the other hand, when the adolescents’ bullying perpetration increases over time, a decrease in normative adjustment is evident later. The unconditional univariate growth results report that normative adjustment increases, while bullying perpetration decreases. These findings are discussed in terms of the need to consider contextual factors and how they interact in our understanding and prevention of bullying in schools.

Q Methodology as an Innovative Addition to Bullying Researchers’ Methodological Repertoire

The field of bullying research deals with methodological issues and concerns affecting the comprehension of bullying and how it should be defined. For the purpose of designing relevant and powerful bullying prevention strategies, this article argues that instead of pursuing a universal definition of what constitutes bullying, it may be of greater importance to investigate culturally and contextually bound understandings and definitions of bullying. Inherent to that shift is the transition to a more qualitative research approach in the field and a stronger focus on participants’ subjective views and voices. Challenges in qualitative methods are closely connected to individual barriers of hard-to-reach populations and the lack of a necessary willingness to share on the one hand and the required ability to share subjective viewpoints on the other hand. By reviewing and discussing Q methodology, this paper contributes to bullying researchers’ methodological repertoire of less-intrusive methodologies. Q methodology offers an approach whereby cultural contexts and local definitions of bullying can be put in the front. Furthermore, developmentally appropriate intervention and prevention programs might be created based on exploratory Q research and could later be validated through large-scale investigations. Generally, research results based on Q methodology are expected to be useful for educators and policymakers aiming to create a safe learning environment for all children. With regard to contemporary bullying researchers, Q methodology may open up novel possibilities through its status as an innovative addition to more mainstream approaches.

Intervention types and their effects on workplace bullying among nurses: A systematic review.

We aim to integrate the literature on workplace bullying among nurses and identify characteristics of anti-bullying interventions. Workplace bullying in nursing is a major concern, potentially affecting nursing practice, patient outcomes and nurses' health. PubMed, Cochrane Library, CINAHL, EMBASE and PsychINFO were searched for English articles published between January 2011 and December 2020 on workplace bullying among nurses. Eight articles were selected, and quality assessment and data extraction followed. Although the studies employed various intervention approaches, their workplace bullying conceptualizations and instruments varied, as did the outcome variables selected to assess the effects of the intervention. Anti-bullying interventions were effective, and the methods of their delivery have diversified. However, issues such as the lack of conceptual clarity, intervention specificity and elaboration remain unaddressed. Further studies are needed to develop updated and standardized instruments to tailor anti-bullying interventions. Upgraded intervention strategies that reflect the contemporary nursing context and participant characteristics are warranted to ensure workplace bullying prevention. Active intervention by upper management is essential to develop and implement effective workplace bullying interventions.

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.