Risk Factors For Bullying Research Articles

Analysis of the current situation and factors influencing bullying in junior high schools in backward areas of Western, China & A case study of Qingyang City in Gasu

BackgroundQingyang is located in the northwest of China. By analyzing the current situation and risk factors of bullying in junior high schools in Qingyang City, and identify relevant data for formulating prevention and control measures of bullying in western backward areas.MethodsQingyang City is divided into four regions based on economic level and population quality. One junior high school is randomly selected from each region, a total of 1200 students from 4 junior high schools of different levels in Qingyang City were randomly selected, and the “Questionnaire on Middle School Students’ School bullying” was administered between December 2021 and February 2022.ResultsThe reporting rate of bullying in junior high schools in Qingyang was 47.35%. The incidence of campus bullying among urban-rural integration junior high schools, senior students, and male students is higher than that of municipal -level junior high schools, junior students, and female students (P< 0.05). The results of binary logistic regression showed that the second grade of junior high school (OR = 1.39,95% CI: 1.022–1.894), poor student performance (OR = 1.744,95% CI: 1.09–2.743), external dissatisfaction (OR = 2.09,95% CI: 1.177–3.427), mother working in an enterprise (OR = 1.623,95% CI: 1.074–2.453), and urban-rural integration middle school (OR = 3.631,95% CI: 2.547–5.177) were factors affecting bullying in junior high school campus.ConclusionThe reporting rate of bullying in junior high schools in Qingyang City was relatively high, mostly occurring in places lacking supervision and after-school hours.Trial registrationNot applicable.

Family Factors Associated With Bullying Among Adolescents in Asia: A Scoping Review

Purposes: This scoping review aims to determine the family factors that influenced the occurrence of bullying among adolescents in Asian countries. Therefore, the research questions behind this review are as follows: What protective factors and risk factor are known to influence bullying among adolescent in Asian countries? Method: This study used PRISMA Extension for Scoping Reviews reporting guidelines. Search strategy in this study employs four electronic databases resources, SAGE, Springerlink, Science Direct, and Proquest. Result: Researchers compiled previous relevant quantitative and qualitative research to investigate family as a protective factor and a risk factor for adolescent bullying. The search on the database resulted in 28 studies published from 2012 to 2021 which have been analyzed. Parental bonding was the most common protective factor found in the literature, followed by warm parenting, parental involvement, parents’ support and acceptance. The risk factors for bullying included slapping, authoritarian parenting, parental control, weak family attachment, parental neglect, poor parental support, and poor communication with family. Applications/Originality/Value: The conclusion from this research is the scoping review results revealed that family variables became the protective and risk factors for adolescent bullying in the Asian context. The findings suggested that family was also an influential factor in adolescent bullying in the Asian context, in line with previous relevant studies in Western countries. However, the bonding with parents as a protective factor against bullying for adolescents in Asia might be explored further by employing collectivist cultural studies.

Experiences, Perceptions and Attitudes Toward Bullying Among School-Going Adolescents: A Cross-Sectional Study from South India

Bullying victimisation affects an estimated 30% of individuals worldwide. While the prevalence and risk factors of bullying have been studied in India, comprehensive research on the phenomenon of bullying itself remains scarce. Our objective was to study the experiences, perceptions, and attitudes towards bullying among seventh to ninth-grade students. The study included all seventh to ninth graders (N = 205) from two schools in the Udupi district of South India. To collect information on bullying, we used the Bully Survey - Student Version with appropriate modifications for our context. The mean age of the participants was 13 (1.05) years, with 58% being females. Our findings showed that almost half of the students had bullying roles. Students attending private schools and residing in urban areas were more likely to be victims, bullies, and bully-victims. Seventh and eighth graders experienced higher rates of bullying, whereas ninth graders were more likely to engage in bully behaviours or be bully-victims. Verbal bullying, including name calling, playing jokes, and making fun of others, was more prevalent. No gender differences were observed in verbal or physical bullying. School teachers, staff, and parents were unaware of bullying incidents almost half of the time. Anti-bullying programs should consider these aspects of bullying to be effective.

Interparental violence and school bullying among Nigerian adolescents: Moderating role of psychological resilience

BackgroundDespite the widespread prevalence of bullying, a public health issue, there is limited understanding of factors that propel or reduce bullying behaviors among adolescents in Sub-Saharan Africa. ObjectiveThis research aims to investigate how psychological resilience moderates the association between exposure to interparental violence and bullying among adolescents in secondary schools. Participants and settingsA sample of 609 (297 males and 312 females) senior secondary school students (Mean Age = 16.44, SD = 1.64, age range = 13–20 years) drawn from four schools in Nsukka, Nigeria. MethodsBullying was conceptualized and measured with its two dimensions namely, victimization and perpetration. Data was collected using the Peer Interactions in Primary School Questionnaire, Resilience Evaluation Scale, and Children's Perception of Interparental Conflict Scale, which was analysed using Pearson correlation and Hayes PROCESS Macro. ResultsResults indicated that interparental violence was positively associated with victimization (B = 0.07, p < 0.001) and perpetration (B = 0.07, p < 0.001), while psychological resilience was positively associated with perpetration (B = 0.09, p < 0.05) but not victimization (B = 0.02). Additionally, results showed that psychological resilience moderated the association of interparental violence with victimization (B = 0.01, p < 0.01) and perpetration (B = 0.01, p < 0.001) such that the positive association between interparental violence, victimization, and perpetration became stronger as levels of psychological resilience increased. ConclusionThe study concludes that exposure to interparental violence is a potentially strong risk factor for bullying and should be taken into consideration by school psychologists and other stakeholders to reduce bullying behaviors among students.

An Exploratory Analysis Examining the Relationship Between Protective and Risk Factors of Bullying and Hate Crime Victimization Within Schools

ABSTRACT Over the years, scholars have argued that there are similarities and differences between bullying and hate crimes within Americas’ schools. However, no known study has tested the claims that bullying and hate-related victimization are more similar (or different) and whether they share similar protective and/or risk factors. Utilizing the 2019 NCVS School Crime Supplement, the present study draws on several theoretical traditions to examine the protective and risk factors associated with bullying and hate-related victimization in schools. Skewed logistic regression models find that while there are some similarities between the protective and risk factors among bullying and hate-related victimization, there are also some noticeable and distinct differences. The findings fill important theoretical and empirical gaps in the bullying and hate crime literature. Further, the findings offer important policy implications as it relates to detection and prevention of bullying and hate-related victimization within schools.

Workplace bullying in a group context: are victim reports of working conditions representative for others at the workplace?

ABSTRACT Previous research on psychosocial working conditions as risk factors of workplace bullying builds on the underlying assumption that targets’ subjective reports of their psychosocial working conditions are shared by their non-bullied colleagues. This study investigates differences in perceptions of such conditions by comparing the ratings from targets of bullying, witnesses, and non-witnesses in groups with at least one target, and groups free from bullying. We also examine if known work-related risk factors predict a group level estimate of bullying with the targets excluded from the analyses. Data included 2215 employees in 195 work groups from Sweden. Targets of bullying perceived the psychosocial working conditions more negatively compared to non-exposed colleagues. In addition, non-exposed in work groups with at least one target reported their working conditions more negatively than those working in groups free from bullying. Associations between examined working conditions and group levels of bullying were significant even when the targets were excluded from the analyses, albeit less strong. The results show that working conditions are risk factors of bullying, but also indicate that previous studies may have overestimated the associations. Future research should consider differences in perceptions of targets and non-targets when investigating work-related risk factors of bullying.

How the Workplace Influences Teachers’ Creativity: A Two-Wave Study on Workplace Bullying, Organisational Bullying Risk Factors and Creativity

Based on affective events theory, the present two-wave study investigated the predictive role of organisational features and exposure to workplace bullying in generating decreased creativity. Although several inhibitors of creativity at work have been identified, few longitudinal studies have aimed to determine whether affective events such as workplace bullying impact employees’ creativity. In the present two-wave, time-lagged panel design study (N = 261), teachers. completed the Negative Activities Questionnaire, the Risk Assessment of Workplace Bullying Questionnaire and the Creative Behavior Questionnaire twice, with a six-month interval between waves. The results indicate that specific negative workplace conditions – that is, workplace bullying risk factors – in the first wave were related to exposure to workplace bullying in the first and second waves and also led to a decrease in individual creativity in the second wave. Moreover, exposure to workplace bullying in the first wave predicted a drop in two creativity facets, self-realisation and ego strength, in the second wave. However, when organisational factors were included in the model, exposure to bullying no longer predicted a decrease in creative aspects. It is suggested that to promote teachers’ creativity, it is essential to prevent workplace bullying by building a constructive social climate and fostering proper leadership practices.

Using an Edugame to Develop Socio-Emotional and Perspective-Taking Skills at School

Both low-perspective taking and empathy skills and high levels of anxiety among pupils are risk factors for bullying, social isolation, educational failure, and school drop-out. As confirmed by multiple studies, these factors may also bring out special educational needs. For this reason, it is essential to adopt didactic devices, such as edugames, useful for developing these skills and to specifically ensure everyone's active participation. Therefore, the paper will present the results of a study aimed at investigating the relationship between PT and anxiety levels in school-aged children through the adoption of an edugame prototype and the screening for child anxiety-related emotional disorders to measure and enhance these skills in pupils with high levels of anxiety.

The relationship between bullying, learning disorders and psychiatric comorbidity

BackgroundBoth learning disorders and bullying are major sources of public concern. Children with learning disorders often suffer from social rejection, potentially rendering them more susceptible to bullying involvement. Bullying involvement leads to a higher risk towards developing various problems including self-harm and suicidality. Past research on whether learning disorders are childhood bullying risk factors yielded inconsistent results.MethodsThe current study used path analyses on a representative sample of 2,925 German 3rd and 4th grades to examine whether learning disorders are a direct bullying risk factor, or whether their impact depends on psychiatric comorbidity. More so, the current study sought to examine whether associations differ between children with and without learning disorders, compare different bullying roles (i.e., only victim, only bully, or bully-victim), compare gender, and control for IQ and socioeconomic status.ResultsResults indicated that learning disorders are not a direct but rather an indirect childhood risk factor for bully-victim involvement, depending on psychiatric comorbidity with internalizing or externalizing disorders. Regarding the comparison between the samples of children with and without learning disorders, an overall difference and a difference in the path between spelling and externalizing disorders emerged. No difference for different bullying roles (i.e., only victim, only bully) emerged. Negligible differences emerged when IQ and socioeconomic status were controlled. An overall gender difference emerged, compatible with past research, indicating higher bullying involvement among boys compared to girls.ConclusionChildren with learning disorders are at a higher risk of having psychiatric comorbidity, which in turn renders them at a higher risk of bullying involvement. Implications for bullying interventions and school professionals are deduced.

Multi-Level Protective and Risk Factors Longitudinally Associated with Dating Violence Perpetration among Non-Urban Mexican-American Adolescents.

To assess the longitudinal relationship between individual and interpersonal risk and protective factors and dating violence perpetration among non-urban Mexican-American youth. With data from a 24-month prospective cohort study (2015-2019; baseline recruitment spanned from 2015-2017; four follow-up interviews every 6 months) of Mexican-American youth (8th grade at baseline) living in an agricultural region (Salinas, California), we utilized multivariable modified Poisson general estimating equations stratified by gender (n = 489) to assess the relationships of religiosity, non-violent problem-solving skills, school connectedness, family cohesion, and bullying victimization with dating violence perpetration. Among girls, but not boys, non-violent problem-solving skills [adjusted relative risk (ARR): 0.7; 95% confidence interval (CI): 0.56-0.99] and family cohesion (ARR: 0.7; 95% CI: 0.48-0.97) were negatively associated with dating violence perpetration, and frequency of bullying victimization was positively associated (ARR: 1.9; 95% CI: 1.37-2.59). Non-urban Mexican-American female youth may benefit from multi-level dating violence prevention that strengthens family cohesion by building upon the Mexican-American cultural value of familismo and addresses common risk factors for bullying and dating violence perpetration. Additionally, results affirm etiological differences between girls' and boys' dating violence perpetration and the need for improved measurement.

Risk factors for workplace bullying, severe psychological distress and suicidal ideation during the COVID-19 pandemic among the general working population in Japan: a large-scale cross-sectional study

ObjectivesTo investigate the risk factors for workplace bullying and mental health outcomes among workers during the COVID-19 pandemic.DesignA cross-sectional study.SettingA nationwide online survey was conducted from August to September 2020...

Prevalence and Risk Factors of Bullying and Sexual and Racial Harassment in Healthcare Workers: A Cross-Sectional Study in Italy.

Background: This cross-sectional study aims to evaluate the prevalence and socio-demographic factors associated with workplace bullying, sexual harassment and racial harassment among Italian health workers. Methods: We recruited 3129 participants using an online Italian translation of the ‘Workplace Violence in the Health Sector Country Case Studies Research Instruments Survey’ (WVHS) questionnaire. Data were analyzed with univariate (chi-square) and multivariate (multiple logistic regression) analysis. Results: Univariate analysis shows that females are significantly more affected by bullying (16.4% vs. 12.3%) and sexual harassment (2.4% vs. 1.3%). On the other hand, males are significantly more affected by racial harassment (3.1% vs. 2.0%). Multivariate analysis shows higher odds of being affected by bullying (OR = 1.30; 95% CI (1.03, 1.64)) and sexual harassment (OR = 2.08; 95% CI (1.04, 4.00)) for females, and higher odds of undergoing racial harassment (OR = 1.55; 95% CI (0.95, 2.53)) for males. Conclusion: This analysis of work situations looks to identify those risk factors, existing or potential, that increase the probability of episodes of violence. A group of work or other subjects identified by direction will have to evaluate the vulnerability of workplaces and establish more effective preventive actions to be adopted.

When do poor health increase the risk of subsequent workplace bullying? The dangers of low or absent leadership support

ABSTRACT Studies have shown that mental health problems may lead to workplace bullying, a so-called reversed effect. The current study investigated if this effect can be found also for poor health in general. When the reverse effect occurs is unclear. Supervisor support has been shown to moderate different antecedents and consequences associated with bullying. It was hypothesized that poor health would be a risk factor for bullying and that a supportive leadership style would moderate this risk. Using a two-wave design with 958 participants, logistic regression was used to test the association between health and workplace bullying. A moderation analysis tested supportive leadership style as a moderator. The study resulted in two novel findings: (a) a supportive leadership style has a strong mitigating effect on bullying behaviours, both directly and as a buffer; (b) poor health in general, including poor physical health, about doubles the risk of becoming a victim of workplace bullying. Together, these two findings make a boundary condition for the reverse effect clearer. The reversed effect only seems to be present when the level of leadership support is low or absent.

Bullying and Cyberbullying in Spain and Poland, and Their Relation to Social, Emotional and Moral Competencies

Bullying and cyberbullying have been intensively studied in many countries, and research on the topic has been fruitful. Nevertheless, it is still necessary to advance knowledge on bullying and cyberbullying in many geographical areas and to discover their risk and protective factors. The objective of this study was to describe and compare the involvement in different bullying and cyberbullying roles in Spain and Poland, identifying risk and protective factors such as moral disengagement, social and emotional competencies, moral emotions and empathy. This study was carried out with a sample of 2535 primary and secondary school students from Spain and Poland. More bullying and cyberbullying involvement were found in Poland in comparison with Spain. Different moral disengagement mechanisms were found to be risk factors for involvement in bullying and cyberbullying in both countries. Low moral emotions were a risk factor for bullying and cyberbullying perpetration in Spain and Poland. Different social and emotional competencies were protective against bullying and cyberbullying in both countries. These results suggest the need to design and implement more programs to promote social, emotional and moral competencies in Spain and Poland to protect children against bullying and cyberbullying.

Bullying and Victimization in Native and Immigrant Very-Low-Income Adolescents in Italy: Disentangling the Roles of Peer Acceptance and Friendship

BackgroundVery-low-income students are a population at a high risk of perpetrating and suffering bullying at school, and at the same time the peer group at school is often one of the few sources of support for these minors.ObjectiveThis two-wave study is aimed to disambiguate the two different roles of peer acceptance and friendship on bullying and victimization in very-low-income adolescents, exploring the possible differential role of immigrant background.MethodAn online survey was administered to 249 early to late adolescents living below the poverty threshold (Mage = 12.76; SDage = 2.34; 41.8% girls; 19.3% immigrants). A multivariate regression model with multi-group analyses was applied.ResultsOur results indicated that peer friendship was a protective factor against bullying as well as victimization, whilst peer acceptance was not protective. Only for natives (but not for immigrants), a high level of peer acceptance was a risk factor for bullying, and low school achievement was a risk factor for victimization. The persistence of victimization over time was significantly stronger for immigrants than for natives.ConclusionsThe study provides new insights for the unique protective role of classmates’ friendship in natives and immigrants, while acceptance appeared to be less relevant. Research and applied implications are discussed.

Bullying, victimization, and psychopathy in early adolescents: The moderating role of social support

ABSTRACT The purpose of this study was to explore the potential moderating role of perceived social support (school personnel, friends) and gender in the association between distinct psychopathic traits (callous-unemotional traits, narcissism, impulsivity) with bullying and victimization among 1442 Greek speaking early adolescents. Results suggested that all psychopathic traits were significant risk factors of bullying, whereas only impulsivity was a significant risk factor of victimization. Importantly, narcissism was the stronger explanatory factor of bullying. In addition, school and friend perceived social support acted as protective factors from victimization. Ιn addition, school and friend perceived social support moderated the link between narcissism and bullying. Specifically, narcissism was more strongly associated with bullying when school support was low and friend support was high. Finally, gender moderated the relationship only between narcissism and bullying, suggesting that the association between narcissism and bullying was stronger for boys compared to girls. Altogether, these findings highlight the importance of studying the influence of social context on youths with antisocial personality traits and their engagement in bullying and victimization. Findings might have implications for interventions aiming to reduce bullying and victimization.

Impact of weight and disability status on bullying victimisation and perpetration among youth.

The purpose of this analysis was to examine the influence of weight and disability status on rates of bullying victimisation and perpetration among youth. Data from the 2016 National Survey of Children's Health, which included 2716 youth (aged 10-17) with and 23 195 without disabilities in the USA were utilised. Parent-reported measures of height and weight, bullying perpetration and victimisation, and demographic covariates analysed. Descriptive statistics, and multivariable logistic regressions with outcomes of bullying perpetration and victimisation, were generated. In the multivariate analysis, overweight (adjusted odds ratio (aOR) = 1.26, 95% confidence interval (CI) 1.04-1.52), obesity (aOR = 2.25, 95% CI 1.83-2.77) and having a disability (aOR = 3.25, 95% CI 2.69-3.92) were related to greater odds of bully victimisation. Both obesity (aOR = 1.62, 95% CI 1.10-2.74) and disability (aOR = 2.74, 95% CI 2.00-3.75) were also related to greater odds of bully perpetration in the multivariate model; overweight status was not related to bully perpetration. Weight status was identified as a characteristic that may increase the risk of bullying victimisation, above and beyond disability. This analysis helps identify that youth with disabilities who are overweight or obese have greater risk factors for bullying and are in need of interventions to ameliorate bullying.

Bridging the siloed fields to address shared risk for violence: Building an integrated intervention model to prevent bullying and teen dating violence

The aim of this theoretical review is to integrate bullying and teen dating violence (TDV) prevention research to answer two questions: 1) Why is an integrated intervention approach necessary for TDV and bullying prevention? and 2) Can a common intervention approach build from the existing research to prevent bullying and TDV concurrently? We propose an integrated intervention model using common program components to target risk factors (hypothesized proximal effects) at different levels of social influence (e.g. school, parents, and individuals), leading to hypothesized distal prevention effects on TDV and bullying perpetration and victimization. Broadly, the model includes the programmatic components posited to have the following proximal effects on risk factors for bullying and TDV: 1) school-level strategies establish norms of nonviolence, increase bystander prosocial behavior, and decrease the likelihood of peer violence; 2) parent strategies minimize risk associated with family conflict and maximize protective effects of parental monitoring, healthy relationships and family cohesion; 3) individual-level skills-based strategies promote proactive strategies to manage anger and cope with previous perpetration and victimization experiences. This theoretical intervention model needs to be evaluated in practice, but has the potential to increase the dosage, scope and effectiveness of violence prevention programming. • Bullying and teen dating violence co-occur and share risk factors. • Prevention interventions tend to address bullying and teen dating violence separately. • Many interventions already use many common skills-based prevention strategies. • Programs can target shared risk factors to prevent bullying and teen dating violence.

A Systematic Review of Bullying and Victimization Among Adolescents in India

This study provides a systematic review of literature from India on traditional bullying and victimization among school-going adolescents. A search of bibliographic electronic databases PsycINFO, MEDLINE, ERIC, Web of Science, and PubMed was performed in May 2020. Thirty-seven studies were included in the review. For each study included, the following specifics were examined: (a) methodological characteristics, (b) prevalence estimates of bullying behavior, (c) forms of bullying, (d) risk factors, and (e) consequences of bullying. It was found that bullying happens in India, and some risk factors for bullying and victimization in India are typical to the Indian context. In addition, bullying in India is associated with adverse consequences for both the aggressor and the victim. Many studies on bullying from India should be interpreted cautiously because of problems with data collection processes, instrumentation, and presentation of the findings. Cross-cultural comparisons for prevalence estimates, and longitudinal studies to examine the direction of possible influence between bullying and its correlates need to be conducted, to cater to the large adolescent population of India.

Bullying and its Influence on Well-Being in Adopted Adolescents

Despite the large body of evidence on bullying, little attention has been paid to adoptees, who represent a population more vulnerable to experiencing problems in peer relationships and school adjustment. This study presents the results from the Spanish Health Behaviour in School-aged Children (HBSC) Study. We studied bullying among 251 adopted and 753 non-adopted adolescents aged between 11 and 15 years and its relationship with their well-being. We analyzed different roles (bully, victim, and bully-victim) and types of bullying (physical, verbal, relational, and cyberbullying). In addition, we explored possible differences concerning the type of adoption (domestic or intercountry). The results show that domestic adoptees usually experience more bullying, whereas intercountry adoptees showed no differences compared with non-adoptees. On the other hand, the relationship between bullying and well-being is virtually identical for both types of adoptees and non-adoptees. Thus, adoption alone does not seem to be a risk factor for bullying. It is the particular circumstances surrounding each type of adoption what can put adolescents at a greater risk. Teachers should consider paying special attention to instances of bullying involving domestic adoptees in order to improve their peer relationships.