Characteristics Of Bullies Research Articles

Bullying in Nursing Students: A Cross-Sectional Study

The presence of violence between coworkers in nursing settings is a common fact that has been documented over time by using different terms to define the violence suffered by nurses and nursing students, although in recent years it has been agreed that the term “bullying” covers them all. This study aims to determine the prevalence and characteristics of bullying in nursing students, and to describe the association between the prevalence of bullying and socio-demographic attributes. A descriptive, observational, quantitative, and cross-sectional study was carried out of nursing students between 2017 and 2020. Socio-demographic variables were collected. Bullying was assessed through the NAQ-R questionnaire. Data were analyzed using the R statistical program. A total of 411 nursing students were included. A prevalence of perceived bullying of 92% was detected. The main negative attitudes identified were mandated tasks that are below the level of competence (66.3%), changes in tasks for other more trivial or unpleasant ones (60%), having opinions that are ignored (52%), and being excessively supervised (49%). The prevalence of bullying in nursing students at the University of Oviedo exceeds 90%, which suggests that interventions to solve the problem of bullying are urgent at the institutional, political, and organizational levels.

Exploring Aggressive Behaviors in Greek Secondary Schools: Prevalence, Sociodemographic Factors, and Comparative Analysis with Elementary School Students.

The main objectives of this study are to determine the prevalence of bullying in Greek secondary schools and detect the possible characteristics of bullies' profiles in Greek school settings. A structured questionnaire was given to one hundred ninety-two (n = 192) educators at Greek junior high schools in urban and rural areas. The educators were asked to report the frequencies and forms of aggressive behavior observed during the 2022-2023 school year, the bullies' sociodemographic characteristics, and ways of dealing with bullying episodes. The data are presented, after conducting statistical analyses, in comparison with data for elementary school students. The results revealed that higher rates of bullying were reported compared with elementary school children. Moreover, according to teachers' observations, aggressive behavior is independent of a pupil's diagnosis, but specific types are correlated significantly with a pupil's gender, nationality, low academic performance, and popularity. Factor analysis showed two main factors of aggression types, where common points and differences with elementary school students are mentioned. Implementations for the prevention of school bullying are discussed.

Вплив булінгу на стан здоров’я дітей та подолання його наслідків в умовах воєнного стану (огляд літератури)

Purpose - to analyze data from the literature on the characteristics of bullying, its impact on the mental and physical health of children, and ways to overcome and prevent the consequences of this condition during the military invasion of Ukraine. For this, a search in scientometric databases was carried out, and a review of modern domestic and foreign medical literature, periodical publications, and official electronic resources was made. A review of the literature was conducted, which showed that the problems of school bullying and the consequences associated with it worsen not only mental and physical health but also have a negative impact on the quality of education of the younger generation. Bullying statistics regarding the number of completed administrative protocols in Ukrainian schools from 2019 to 2023 are given and analyzed. At the same time, human rights organizations noted that bullying was modified and became latent under martial law. It is emphasized that cases of bullying have a causal relationship with mental and physical health in adulthood. It is noted that starting in 2020, our country and the whole world will be celebrating the International Day of Combating Violence and Bullying at School. Forms of bulling, types of aggression and styles of behavior are described. It was noted that one of the important reasons for the spread of bullying is, unfortunately, its ignoring by adults. It is emphasized that children who differ in some way from others suffer most often from bullying.It is noted that under martial law, school bullying occurs more often in relation to temporarily displaced persons. It is emphasized that solving the problem of school bullying is possible through compliance with the principle of comprehensiveness between the administration of the institution, its employees, and parents. The main actors in the field of violence prevention and countermeasures who provide assistance outside educational institutions are listed. It is noted that the help and prevention of bullying consists of teaching the child to resist victimization. The role of the school nurse in the multidisciplinary medical team in overcoming the problems of school bullying and its consequences is noted. Recommendations for searching for information on organizations dealing with bullying issues on the website of the Ministry of Education and Culture of Ukraine are highlighted. It is emphasized that the most effective actions that contribute to reducing the number of cases of violence in the educational environment are systematic educational activities on non-violent behavior, implementation of high-quality preventive programs, and the promotion of anti-bullying policies. No conflict of interests was declared by the authors.

Awareness and Compliance of Secondary School Teachersto Anti-Bullying Act

The current study assessed the level of awareness and level of compliance of secondary school teachers to the Anti-Bullying Act of 2013. The study was conducted in an ISO-Certified school in Quezon Province, Philippines, during the school year 2021-2022. This study utilized the sequential explanatory mixed design of completing an adopted foreign-based bullying questionnaire and participating in a focus group discussion. Descriptive statistics (frequency count, mean, and t-test) were used to interpret the data. The teachers are aware of and compliant with the Anti-Bullying Act of 2013. The respondents can adequately observe and implement the policy. The respondents can handle bullying issues using strategies set by the Anti-Bullying Act of 2013. However, there is no significant difference between teachers’ level of awareness and level of compliance at the junior high school and senior high school levels. More so, there is no significant relationship between the level of awareness and compliance of secondary school teachers. It was recommended that the school create a home-life check to monitor students who were observed or identified as having bullying characteristics. And for the school to create a compliance committee to evaluate the efficacy of the school’s anti-bullying policy and intervention.

Teachers and bully teenagers in the Saudi society

The aim of this work was studying the problem of bullying among adolescent pupils from the teachers' perspective in Ha’il, Kingdom of Saudi Arabia (KSA). It also attempted to describe the characteristics of bullies and their victims. The objective of the study was to identify how Saudi teachers diagnose the problem of school bullying and deal with it. The study used both diagnostic and descriptive methods. A survey was conducted in public education schools. The sample of this study consisted of 346 male teachers. The researchers used the Richard Geiger equation to determine the size of the study sample individuals and determine the targeted sample size. The results of the study show that from the teacher's point of view, bullying follows a pattern that reaches its peak at the middle school stage, when the students are in their teens, and then it tends to decrease by the end of high school years. The effects of bullying deeply influence the future of the victims. Further, the sample of the study considered the factors outside the school environment, associated with the social environment in general, to be the main motivations and causes of school bullying. The results of the study are consistent with the studies that identify the serious effects that bullying has on its victims including shame, introversion, fear, and learning difficulties, and show that bullies deliberately challenge moral obligation and transgress social norms and consider them as motivation and justification for bullying. The results of the current study are also in line with what other studies have confirmed that teachers are essential actors in the educational process who can play a crucial role in diagnosing and addressing the problem of bullying. The advantages of controlling peer-to-peer conflict are limited as compared to understanding and directing the very nature of adolescence and the peer culture. The study recommends training programs for the teachers and supervisors. Sports, cultural and recreational activities must be given prime importance. Further, scientific research and monitoring centers should be funded so that this problem can be handled effectively.

Australian Early Childhood Teachers' Understanding of Bullying.

School bullying is a global phenomenon with teachers often at the forefront of responding to this behavior. It is, therefore, important that teachers are able both to understand and articulate what bullying is and to recognize bullying behavior. Ninety-five Australian early childhood teachers participated in an online survey to define bullying, fighting and identify the differences between the two behaviors. They were also asked to identify from 20 scenarios whether the behaviors depicted traditional bullying behaviors, cyberbullying behaviors, non-bullying face-to-face behaviors or non-cyberbullying behaviors. Results found that teachers described some of the three characteristics of bullying, that is, the intention to harm, power difference, and repetition; however, many teachers had difficulty clearly explaining the distinguishing differences between bullying and fighting. The majority of teachers identified the bullying behaviors in the scenarios; however, some teachers misinterpreted some non-bullying behaviors as bullying. The need to increase teacher's knowledge of bullying to support the prevention and intervention of bullying are discussed.

CONTRIBUIÇÕES DO ENSINO DE ARTE PARA PREVENÇÃO DA VIOLÊNCIA BULLYING

Violence is an issue that has been discussed in our society due to the degree that it has reached that has brought a series of negative consequences for the entire population. The school as part of this societycould not escape this situation and, although the Ministries of Education and Health advocate preventive educational activities on violence, these are still incipient in the classroom environment. In this perspective, starting from a behavioral approach, the objective of this work is to elaborate, apply and evaluate a set of activities in the discipline of Art, Elementary School I, focused on the prevention of school violence and bullying. The research site was a Municipal School of Elementary Education ina small city in the interior of São Paulo. The research is a quasi-experimental, descriptive and interventional study. The participants were students in the 5th year of elementary school I. The procedures involved the collection of information about the behavior of the students, using the records of the school's occurrence book and elaborating the activities of a teaching program. These activities were designed following the procedures of behavioral theory and trying to meet the characteristics of the behaviors raised in the book of occurrences. The results show that the applied procedure was effective, since the students presented high percentages of correct answers about the knowledge worked and began to recognize the violence with characteristics of bullying. It is considered that this study has brought subsidies for the work of prevention of violence, especially bullying among elementary school children.

Bullying y cyberbullying escolar en niños y jóvenes adolescentes: un estudio de caso

The objective of the research was to identify the incidence of bullying and cyberbullying in 983 students at age 10 to 15, from the sixth to the tenth grade of EGB, belonging to five educational institutions in the city of Cuenca, for which the variables of bullying and cyberbullying were crossed with age, sex and educational level of the surveyed students, visualizing the involvement of the protagonists, the typology and its manifestations. The methodology used was quantitative, with relational descriptive scope, making use of two measurement instruments: The European Bullying Intervention Project Questionnaire (EBIPQ) and the European Cyberbullying Intervention Project Questionnaire (ECIPQ), which allowed to identify the incidence and characteristics of bullying and cyberbullying. There was evidence of 28.3% of students’ victim of bullying, of them 20.7% were victim of bullying, 4.3% cyber victim and 3.4% victim of both bullying and cyberbullying. In bullying the main typology was direct verbal, while in cyberbullying its main manifestation were electronic insults and exclusion. A higher level of involvement of males was seen as victims and victimized aggressors. In terms of age, the 12- to 15-year-old students belonging respectively to the eighth, ninth and tenth grade presented a higher level of involvement as victimized cyber attackers. In conclusion, there is a greater presence of traditional school bullying and a lower incidence of cyberbullying, however, a direct relationship between the two forms of bullying seems to be present.

Intention to leave among bullied university personnel

PurposeThe purpose of this paper is to reveal the degree of intention to leave and the relation between bullying and intention to leave, as well as the relation between features of the working environment and intention to leave among Estonian university personnel.Design/methodology/approachA total of 864 faculty members from nine Estonian universities answered the e-mail questionnaire in the Spring of 2014. The nature of bullying was measured with the help of the Negative Acts Questionnaire. The Copenhagen Psychosocial Questionnaire was applied in a survey of characteristics of the work environment. The relations were analysed with the help of structural equation modelling.FindingsMore than one third of the respondents had considered quitting sometimes, quite often, or very often. The results show that perceived bullying is a predictor of intention to leave, whereas a favourable working environment prevents quitting.Research limitations/implicationsThe present results can be utilised from at least three perspectives: cultural and institutional studies, leadership practices and personal work control.Practical implicationsKnowing the characteristics of bullying helps in recognising and preventing bullying and aids in improving the working atmosphere at universities.Originality/valueThis study revealed that besides directly, bullying is related to explained intention to leave indirectly, mediated by (negative) work environment perceptions. This indicates that bullying gives rise to an unfavourable working atmosphere and further to intention to leave.

Causes and Ways to Overcome Bully among Students from National Primary Schools, National Type Chinese Primary Schools and National Type Tamil Primary Schools

The study aims to analyze the causes and ways to overcome bully among students from National Primary Schools, National Type Chinese Primary Schools and National Type Tamil Primary Schools. In addition, this study is also carried out with the aim of producing a guidebook to handle the symptoms of bullying that can help teachers in the management of pupils in the classroom. Qualitative approach with the Hermeneutics method has been used in this study. A total of 59 respondents were involved in this study. Respondents were selected among the primary school teachers in the district of Kinta Utara, Perak, which consisted of 20 teachers from National Primary Schools, 20 teachers from National Type Chinese Primary Schools and 19 teachers from National Type Tamil Primary Schools. The instrument used in this study is a questionnaire with four parts. Then, the collected data were analyzed using the Hermeneutical method. The results show that the main cause of the bullying phenomenon among primary school children was due to the student's own attitude and mass media influence. The best way to overcome bully is to provide counseling to students, appropriate punishment to bully offenders and to apply religious education as well as moral values. In addition, the main content to fit in the guidebook on handling bully is the ways to overcome bully, the punishment that should be given to bullies and the characteristics of bullies and bully victims. The implications of the study indicate that the use of guidebook on handling bully can help teachers in the management of students in the classroom and to overcome bully.

Profiles of internalizing and externalizing symptoms associated with bullying victimization

This study identified profiles of internalizing (anxiety and depression) and externalizing (delinquency and violence against peers) symptoms among bullying victims and examined associations between bullying victimization characteristics and profile membership. The sample consisted of 1196 bullying victims in grades 8–10 (Mage = 14.4, SD = 1.01) who participated in The Context Study in three North Carolina counties in Fall 2003. Five profiles were identified using latent profile analysis: an asymptomatic profile and four profiles capturing combinations of internalizing and externalizing symptoms. Associations between bullying characteristics and membership in symptom profiles were tested using multinomial logistic regression. More frequent victimization increased odds of membership in the two high internalizing profiles compared to the asymptomatic profile. Across all multinomial logistic regression models, when the high internalizing, high externalizing profile was the reference category, adolescents who received any type of bullying (direct, indirect, or dual) were more likely to be in this category than any others.

CYBERBULLING AND REAL REALITY

There are various risks tied to cyberspace. Some of them are social risks because they are cultural risks, being related to new forms of relationships and interactions among people. In the last decade, toxic evils like cyberbullying and other malicious cyber violence are growing, and the search of antidotes is becoming a common concern for governments, educational authorities, teachers, parents and children alike. The available data shows clear evidence that the number of persons affected by cyber violence is increasing (Shariff e Churchill, 2009; U.S. Department of Education, 2011; Dilmac, 2012; Catalano, 2012): a Google search of the word “cyberbullying” finds more the 11 million of items. Despite the popularity of the word, there is a limited knowledge of this issue and many of the first conceptual formulations about it continue to be spread in literature, such as that the characteristics of bullies who act face-to-face and those who do so in cyberspace are very different. The paper analyzes the classic model of cyberbullying behavior, as described in literature, introducing a new element to be considered. It is that, especially for young people, Web and physical world are more and more becoming a whole: virtual-web and real reality are a continuum that we could define as an e-real-reality. Analyzing two of the most known cases of cyberbullying and considering some other evidences emerged by recent researches, we are theoretically convinced that a better understanding of this element could lead to the development of more effective strategies for combating cyberbullying.

The Nature and Prevalence of Bullying in Primary Schools of Nkayi South Circuit in Zimbabwe

The aim of the present study was to investigate the nature and prevalence of bullying among primary school pupils in Nkayi South Circuit in Matabeleland North Province in Western Zimbabwe. The population comprised of all the 300 teachers in Nkayi South Circuit. Random sampling was used to arrive at a sample of 30 teachers from ten schools. The study adopted the descriptive survey design and the questionnaire was used for collecting data. The main findings of the study revealed that the most common forms of bullying were physical (that is, fighting, punching, hitting), verbal (that is, threatening, swearing, teasing) social (that is, deliberately leaving out of a game or group, ignoring). The study also revealed that boys were the main contributors of bullying. The findings also revealed that the bullying behaviours were influenced by home based factors, peers and school based factors. The study recommends that schools should encourage teachers to engage all children in productive work all the time and also liaise with parents on best ways ofguiding the behaviour of pupils who exhibit characteristics of bullies.

Those Mean Girls and Their Friends

This article highlights the stories and experiences of three White women who were victims of bullying and mobbing in academic settings. Related literature grounds their experiences and offers insights related to the phenomena including definitions of mobbing and bullying, characteristics of bullies, the prevalence of bullying and mobbing, and the effects of such behaviors on the victims.

“I don’t think I get bullied because I am different or because I have autism”: Bullying Experiences Among Middle Years Children with Disabilities and Other Differences

This study explores conceptualizations and experiences of bullying and victimization from the perspectives of 6 Canadian children (ages 10-13) with intersecting differences of race, ethnicity, language, and disability. Utilizing narrative and critical discourse analysis designs, alongside multi-method data collection approaches with creative participatory techniques, participants shared bullying experiences and the ir re influence on school belonging. Participants highlighted (a) characteristics of bullies; (b) physical, verbal, social/relational aggressive experiences; (c) various strategies for managing bullying occurrences; and (d) notions of difference and victimization. This paper speaks to the importance of listening to the voices of children from traditionally oppressed groups, particularly those with autism and other disabilities, as their insights expand traditional understandings of categories of normalcy and difference within school spaces.

Características do bullying na percepção de alunos e professores de uma escola de ensino fundamental

This study aims to analyze the perception of students and school teachers about the characteristics of bullying in schools. The sample was composed of 83 students and six teachers of a public school education in the region of Florianopolis. Two instruments have been used for data collection: a questionnaire and a semi-structured interview guide. The data obtained in the study were subjected to content analysis and descriptive statistical analysis. Among the fi ndings it could be stated that: 94% of all students and teachers interviewed had witnessed some situations of bullying in school. Both students and teachers have a narrow defi nition of the concept of bullying and direct practices are more easily identifi ed by students

Rewriting tragedy: Understanding the cast of characters in the bullying drama

Bullying presents a significant social distress for students, families and schools. Concerned practitioners and researchers are invested in developing interventions to decrease the frequency and negative impact of bullying. To do so, however, understanding the cast of characters in the bullying drama is critical. This paper reviews selected research on characteristics of bullies, victims and bystanders from a variety of theoretical and methodological approaches. The implications of these characteristics for effective interventions is considered. The role of socio-economic factors is presented, and their relevance for communities and policy makers discussed.

What Makes a Bully a Cyberbully? Unravelling the Characteristics of Cyberbullies across Twenty-Five European Countries

The characteristics of bullies who act face-to-face and those who do so in cyberspace were compared directly in one sample across twenty-five countries. The role of cross-country differences in technological infrastructure was also explored. Cyberbullies compared to face-to-face bullies were more likely to engage in risky online activities, spend more time online, and found it easier to be themselves online. Private access to the internet did not make a difference. Gender differences showed girls more likely to be cyber- than face-to-face bullies if they have a profile on a social networking site. Age and internet ability beliefs were also positively but not independently associated with cyberbullying. Cross-country differences were small and patterns remained mostly stable across countries, suggesting that individual and not country-level characteristics are pivotal in explaining cyberbullying.

“He just didn’t seem to understand the banter”: Bullying or simply establishing social cohesion?

Within the professional kitchen bullying is reported as widespread, aggressive and related to a significant retention problem. This research explores negative behaviour in professional kitchens and its impact on organisational commitment. A mixed methods approach is used employing a survey among chefs followed by semi-structured interviews. An exploratory factor analysis examines the underlying constructs of bullying and job satisfaction and data are analysed through Partial Least Squares. Our research highlights that bullying behaviour is experienced most by younger, more junior chefs. However verbal bullying, the form most strongly reported, has no effect on either satisfaction or commitment. Emergent themes of communication and inclusion illustrate bullying behaviour to be a cohesive aspect of kitchen culture. Our findings suggest behavioural impacts, rather than bullying characteristics, must be considered within their context in order to establish whether or not they are actually damaging to an industry.

Bullying Among Pediatric Patients With Food Allergy

JA Lieberman, C Weiss, TJ Furlong, M Sicherer, SH Sicherer. Ann Allergy Asthma Immunol. 2010;105(4):282–286 To determine the scope and characteristics of bullying, teasing, or harassment of food-allergic patients because of their food allergies. A specialized questionnaire developed by experts in food allergy and bullying was administered to teenagers and adults with food allergies and parents/caregivers of children with food allergies at conferences …