Effects Of Bullying Research Articles

Workplace Bullying Among Nurses: Developing a Model for Intervention.

Workplace bullying is endemic to the nursing profession and it threatens nurses' health and ability to work safely. However, effective interventions to prevent workplace bullying are lacking. A sample of hospital nurses (n = 15) explored experiences of bullying and ideas for intervention via four focus groups in 2016. Four main themes emerged from the qualitative content analysis: (a) characteristics that define bullying behavior; (b) facilitators of bullying; (c) consequences of bullying; and (d) possible interventions. Although personal characteristics played a role, bullying was primarily facilitated by workplace and organizational factors that hindered the establishment of collegiality and team trust among nurses. Findings have informed a conceptual model for prevention of nurse-to-nurse bullying with ethical leadership and communication, trust, and social cohesion in work teams as key elements.

GLOOMY FACES BEHIND THE WHITE COATS: DEPRESSION IN MEDICAL STUDENTS CALLS FOR ACTION

GLOOMY FACES BEHIND THE WHITE COATS: DEPRESSION IN MEDICAL STUDENTS CALLS FOR ACTION

Promoting Upstanding Behavior in Youth: A Proposed Model

Despite what we have learned about the causes and consequences of bullying, efforts to reduce bullying through interventions to date have yielded modest results. Most bullying prevention efforts have targeted perpetrators and victims, ignoring the powerful role that observers play in maintaining cycles of bullying. This article presents literature from the fields of bystander behavior, empathy training, multicultural education, and ally/social justice orientation development; integrates relevant findings; and proposes a comprehensive model of upstanding behavior to inform prevention efforts. Through helping youth understand the value of being upstanders, there is a greater propensity for our schools and communities to become safer, more compassionate places that value the contributions of all members.

Experiences Versus Perceptions: Do Students Agree That They Have Been Bullied?

Each year, an estimated 30% of school children experience bullying by their classmates. While research has explored the prevalence of bullying, the causes of bullying, and the consequences of bullying, less attention has been focused on understanding how students define bullying experiences. Utilizing a school-based sample of students ranging from fifth to eighth grade, we examine the concordance between the experience of situations defined as “bullying” to the opinions of students as to whether they felt “bullied.” On average, one third of students report a mismatch between their victimization experiences and their perceptions of being bullied. Logistic regression analyses suggest that the characteristics of students who do not label victimization experiences as bullying differ based on the bullying behavior specified. We examine the students most likely to label bullying and victimization differently and suggest how these findings can be incorporated by school administrators and researchers to better understand how students experience bullying.

Perception of the consequences of bullying beyond the classroom: A quasi-quantitative approach

The perception of the consequences of bullying goes beyond those involved and may vary depending on the role played in this situation. The objectives of the present study involve the analysis of the perception of the consequences of school harassment using a quasi-quantitative methodology. To this end, a questionnaire developed ad hoc was administered to 348 students during school hours, and parent-teacher discussion groups were held. The results show that teachers, students and families perceive differently the consequences of bullying. The main perceived consequences are to fear the aggressor and the bad reputation of the school. Harassing students tend to perceive that the consequences are linked to the psychological damage of the victim and do not perceive repercussions beyond the classroom. Students who do not harass perceive that the consequences of harassment extend to families and society. It is concluded that the perception of the consequences of harassment must be taken into account, since it is crucial to increase awareness of bullying in other contexts.

Teachers’ Perceived Likelihood of Intervening in Bullying Situations: Individual Characteristics and Institutional Environments

ABSTRACTComplex issues such as bullying have brought to light the importance of expanding school prevention efforts to include interventions focused on multiple levels of practice. Utilizing data gathered from middle-school teachers across the state of Michigan, this study examines how both individual and organizational characteristics influence teacher interventions in bullying situations. The study found that teachers’ beliefs about the perceived seriousness of the bullying situation, teachers’ level of sympathy/empathy toward the students being bullied, and teachers’ ages consistently contributed to their reported likelihood of interventions in bullying situations. Surprisingly, the majority of organizational-level characteristics were not significant predictors of teachers’ reported likelihood of intervention. The findings align with many of the seminal theories of bystander intervention and suggest that school professionals should focus on programs and policies that educate teachers on both the serious consequences of bullying and on factors that promote empathy toward bullied students.

Prevalence and consequences of bullying: What could healthcare services do for intervention?

Bullying is the systematic abuse of power and defined as aggressive behavior or intentional harm doing by peers that is carried out repeatedly, and involves an imbalance of power between the victim and the bully. One in 3 children report having been bullied at some point in their lives, and 10 - 14% experience chronic bullying lasting for more than six months.Longitudinal research indicates that children who were victims of bullying are at higher risk for common somatic problems, internalizing problems and anxiety or depression disorder, psychotic symptoms and are at highly increased risk to self-harm or think about suicide in adolescence [1]. The mental health problems of victims and bully/victims remain in adulthood. Indeed, we showed that peer bullying in childhood has more adverse effects on diagnosed anxiety and depression disorders than being physically or sexually abused or neglected by parents. Victims also report to have more trouble with making or keeping friends in adulthood and were less likely to live with a partner and have social support. In contrast, bullies had no increased risk for any mental or general health problems, were healthier than their peers, emotionally and physically.Sadly, many bullied children suffer in silence. To prevent dropping out of school, violence against oneself (e.g. self-harm) and reduce mental and somatic health problems, it is imperative for health practitioners, families and schools to address bullying.Disclosure of interestThe author has not supplied his declaration of competing interest.

Self-esteem level of Brazilian teenagers victims of bullying and its relation with the need of orthodontic treatment

ABSTRACT Objective: The aim of this study was to analyze self-esteem among Brazilian adolescents and also verify possible associations between the variables: the need for orthodontic treatment and bullying. Methods: The cross-sectional, population-based epidemiological study consisted of a sample composed of adolescents from 11 to 16 years of age, enrolled in the public school system of a medium-sized municipality in the northwest of the State of São Paulo, Brazil. A dental examination was performed using the Dental Aesthetic Index (DAI) in order to verify the need for orthodontic treatment and a self-administered questionnaire containing the Global Self-Evaluation (GSE) indices to identify the level of self-esteem and Kidscape in order to detect bullying. Data analysis was performed using descriptive statistics, association analysis and multivariate logistic regression. Results: A total of 815 adolescents participated in the study. There was a statistically significant association between self-esteem and the variables: sex (p <.0001), willingness to straighten teeth to improve appearance (p = 0.0006), bullying victim (p <.0001), frequency of bullying = 0.0111) and consequences of bullying (p <.0001). A significant risk factor for non-white adolescents' very negative self-esteem (OR = 1.914) was present together with bullying victims who had had negative consequences after the episode (OR = 3.343). Conclusion: There was an association between the self-esteem and bullying variables. Those who reported negative consequences on bullying were three times more likely to present very negative self-esteem, and the chances of non-white adolescents to show negative self-esteem were almost twice as high. There was no statistically significant association between self-esteem and the need for orthodontic treatment.

LGBTQ Part 2.

In addition to dealing with the normal challenges of being a teenager, many times LGBTQ youth have to deal with harassment, intimidation, and bullying on a daily basis as they disproportionately experience verbal and physical harassment while in school as a result of their sexual orientation and/or gender identity. This violence adversely affects these students' health and well-being as reflected in the depression and suicide rate among LGBTQ youth. As Part 2 of a series in articles on caring for LGBTQ youth in a school setting, this article reviews specific health risks in this group of students. School nurses can help reduce disparities in health for LGBTQ youth by understanding risk for psychological consequences of bullying and advocating for a just and responsive social school culture. Implications for school nurses include educating school staff and families as well as providing prompt and appropriate referrals for necessary psychological care.

Bullying Prevention: a Summary of the Report of the National Academies of Sciences, Engineering, and Medicine : Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention.

Long tolerated as a rite of passage into adulthood, bullying is now recognized as a major and preventable public health problem. The consequences of bullying-for those who are bullied, the perpetrators of bullying, and the witnesses-include poor physical health, anxiety, depression, increased risk for suicide, poor school performance, and future delinquent and aggressive behavior. Despite ongoing efforts to address bullying at the law, policy, and programmatic levels, there is still much to learn about the consequences of bullying and the effectiveness of various responses. In 2016, the National Academies of Sciences, Engineering, and Medicine published a report entitled Preventing Bullying Through Science, Policy and Practice, which examined the evidence on bullying, its impact, and responses to date. This article summarizes the report's key findings and recommendations related to bullying prevention.

Longitudinal Analysis of Links Between Bullying Victimization and Psychosomatic Maladjustment in Swedish Schoolchildren

ABSTRACTCross-sectional studies of bullying mask variability in categories of and persistence of bullying victimization. Longitudinal, individual-level data offers a greater insight into schoolchildren’s psychosomatic maladjustment as a consequence of bullying. Swedish schoolchildren (n = 3,349), with unique identifiers, in 44 schools (4th–9th grade), answered a questionnaire at baseline and 1-year follow-up. Longitudinal trends for nonvictims (88%), ceased victims (4.7%), new victims (5.7%), and continuing victims (1.6%) revealed that new victims had the largest decrease in well-being; continuing victims had a smaller though not significant decrease; while ceased victims showed a small, (nonsignificant) increase in well-being over the measurement period. It was also discovered that children not bullied at baseline but bullied subsequently, differed, at baseline, from their never-bullied peers through lower levels of overall well-being. It is argued that this finding has implications for prevention strategies.

“Harden Up and Face Reality:” Exploring Underlying Bullying Beliefs in New Zealand

ABSTRACTA growing body of research illustrating the detrimental consequences of bullying has led to many antibullying interventions being developed. Despite good intentions, evidence suggests that such programs vary considerably in their efficacy. The current study examines the social discourse around bullying in the New Zealand environment in order to see whether underlying beliefs may undermine or influence approaches to mitigate bullying. The study employed an exploratory, qualitative approach of social discourses in the media. Using 31 online media articles, and 501 related online comments, methods of applied thematic analysis revealed three main themes which captured the beliefs that (a) victims of bullying are weak, (b) perpetrators of bullying are evil, and (c) bullying is a normal and, in some ways, acceptable behavior. Such findings illustrate the role that societal beliefs play in shaping the environment in which bullying occurs, and have important implications for future bullying research and interventions.

Students who bully and their perceptions of teacher support and monitoring

The aim of this study was to assess students who bully and their perception of the emotional support, monitoring and instructional support offered by their teachers. Although research on bullying has increased over the past few decades, research on students who bully and their perceptions of their teachers’ support and monitoring is scarce. Moreover, few if any studies of these associations consider the nested structure (students nested within classrooms) of the data. Teachers are assumed to have a key role in combating bullying; therefore, the quality of the relationship between teachers and students who bully is highly relevant. Data were collected from students in 85 classrooms in ten schools in Norway using a web‐based questionnaire. A total of 1,571 students in grades 5 to 10 (ages 10–15) participated. Multilevel modelling revealed a negative association between reports of bullying other students and the emotional and instructional support the students who bullied received from their teachers when controlling for grade level, gender and individual‐ and classroom‐level off‐task behaviour. No differences were found among students with regard to their perception of teacher monitoring. The weak emotional relationship may affect teachers’ authority in the eyes of students who bully and may affect teachers’ ability to stop bullying. In light of the serious long‐term consequences of bullying, the negative association between bullying behaviour and the perception of teachers’ instructional support is of concern. The practical implications of the findings are discussed.

Bullying or peer abuse prevention in primary school action research model

Bullying or peer abuse is a phenomenon that has always been present in society, but it has long been neglected. Rapid and radical community changes have been reflected in the increase of the bullying rate, prompting researchers to be more actively engaged in this issue. There is a need to introduce changes in many spheres of life of young people in order to have an effect on the cause, and not just the consequence of bullying. School is one of the primary factors that can influence not only the decrease but also the increase of the rate of peer violence. It is therefore very important to bring about changes in educational practice, and thus help prevent bullying. Since action research aims to introduce changes to improve practice, we have explored the problem of bullying in the context of action research. By introducing changes in educational practice, we have tried to trigger changes in the form of preventive action and the violence rate decrease. In addition, we wanted to raise awareness of both students and teachers through various activities about their role in the prevention of peer abuse.

Escala de Comportamentos de Bullying (ECB): Elaboração e Evidências Psicométricas

Resumo Este estudo objetivou elaborar a Escala de Comportamentos de Bullying (ECB), checando evidências de validade e precisão. Participaram 455 estudantes do ensino fundamental de escolas públicas e particulares de Parnaíba (PI), com idade média de 11,3 anos, em maioria do sexo feminino (53,5%). Todos responderam à versão preliminar da medida, de 30 itens, e perguntas demográficas. Realizou-se a análise dos eixos principais (AEP) (rotação Varimax), o Scree Test, e a análise paralela indicou a existência de uma estrutura tetrafatorial. Logo, realizou-se uma nova AEP, fixando a extração de quatro fatores, estes explicaram conjuntamente 47,7% da variância total, cujos alfas de Cronbach variaram de 0,60 a 0,79. Esses achados revelam que a ECB reúne evidências favoráveis de validade e consistência interna, podendo ser adequadamente utilizada em estudos futuros para conhecer os antecedentes e consequências do bullying.

Bidirectional longitudinal associations of perpetration and victimization of peer bullying with psychosocial problems in adolescents: A cross-lagged panel study

Research on school bullying often focuses on the directional path of bullying and/or victimization leading to psychosocial problems, while such one-dimensional views have been shown to be too simplistic. Furthermore, recent research has shown that patterns of bullying at school differ for boys and girls, which makes gender a particularly relevant factor in exploring the causes and consequences of bullying. Therefore, the present study explored the bidirectional, longitudinal associations of bullying and bullying victimization on several psychosocial problems via a longitudinal cross-lagged panel study in 1243 adolescents in the Netherlands, while taking into account potential gender differences. Data were collected in September 2011 and 2012. Results showed that both bullied boys as well as girls reported more conduct problems at follow-up. Both boy and girl bullies reported less pro-social behavior and more peer problems at follow-up, but boys also reported more conduct problems at follow-up, while girls did not. Furthermore, in girls, emotional problems were associated with more victimization at follow-up, while inattention-hyperactivity problems and less pro-social behavior were related to increased chances of being a perpetrator of bully at follow-up. Conversely, in boys, baseline inattention-hyperactivity problems were not associated with being a bully later on, but rather with increased chances of being a bullying victim at later times. These results can help to tailor future anti-bullying interventions at schools.

Bullying and exclusion from dominant peer group in Polish middle schools.

Abstract School bullying also referred to as peer victimization is considered extremely harmful for all parties involved. It has been recognised as an important issue in Polish schools. This article presents the first stage of a project financed by the National Centre of Research and Development and includes the results of qualitative research conducted in groups of middle-school students, middle-school teachers and psychologists. The results highlight several factors leading to the exclusion from the dominant peer group. The results also indicate that although students are aware of the consequences of bullying and excluding behaviours, they do not implement this knowledge when explaining their own excluding actions. All results are discussed in terms of designing and implementing a data-based programme which would effectively mitigate excluding behaviours during middle-school transition.

Bullying and Victimization in Cyprus: The Role of Social Pedagogy

Bullying is a worldwide concern that affects negatively a significant minority of children. Over the past thirty years, a growing amount of empirical and theoretical work has been accumulated in the relevant literature. Researchers in Cyprus have focused on the causes and the prevalence of bullying, and have investigated numerous related factors (i.e. temperamental, relational, and contextual factors). In this paper, we will bring together recent empirical studies and theoretical work in order to draw a comprehensive picture of bullying in Cypriot schools. Our main objectives are to discuss local and international data on bullying; to analyze cross-cultural similarities and differences; to reflect on major issues related to bullying such as the psychosocial profiles of bullies, victims, and bully/victims, the causal factors and the consequences of bullying and victimization. Finally, we will discuss the role of the school, and particularly what is known as social pedagogy in preventing phenomena such as these from happening in our schools and our communities.

Antecedents, consequences and interventions for workplace bullying

The issue of workplace bullying has become an area of research interest in the last 3 decades. Much of the extant literature is published in the business management journals. This is problematic as the targets of workplace bullying may need psychiatric treatment; as a discipline, therefore psychiatrists may benefit from a deeper understanding of the nature of workplace bullying and its sequelae. There is still no agreed upon definition, although most definitions include similar criteria. Managers and human resources personnel frequently have difficulty identifying and effectively managing workplace bullying. The consequences for the targets of bullying can be severe; they may need psychiatric treatment and it can have a lifelong impact. There is a paucity of research into effective prevention and intervention programs. Preventive measures that focus on the whole workplace culture or on targets alone have mixed results. Workplace policies and procedures may lessen the prevalence and incidence of bullying, but often competing interests of senior management, human resources personnel, supervisors and workers may mitigate any antibullying interventions. Although psychiatrists are likely to treat the targets of bullying, bullying has yet to attract much attention as a research topic in psychiatry. Although the consequences of bullying can be severe for both targets and workplaces, prevention strategies are hampered by competing interests.

The Ethical Summons Extended by Le Clézio’s “Martin” and Other Casualties of Peer-Victimization

This interdisciplinary essay investigates J.M.G. Le Clézio’s short story “Martin” from the collection entitled La Fièvre (Fever) from the lens of recent empirical studies related to bullying. The 2008 Nobel Laureate in Literature creates a rending portrait of the physical and cerebral anguish suffered by casualties of peer-victimization. The profound inner turmoil experienced by the protagonist Martin mirrors the searing pain felt by millions of innocent victims around the world on a daily basis. Although the nefarious, long-term effects of bullying are often dismissed by misinformed individuals as a reflection of “boys being boys,” research unequivocally demonstrates that bullying is a global pandemic that should be taken seriously. In this disquieting narrative from the early part of his illustrious career, Le Clézio extends an ethical summons to the reader which compels us to think harder about the dire social consequences of bullying. Specifically, the tragic dénouement leaves little room for ambivalence concerning the author’s position related to the anguish experienced by casualties of peer-victimization. In “Martin,” it is the destabilizing realism that attacks the sensibilities of the reader the most. Although this text is a work of fiction, it deeply resonates with the reader given that deplorable incidents, which leave deep inner scars, like the one described in “Martin” occur far too often all across the globe. When analyzed in conjunction with the disconcerting research compiled by international scholars from around the world, “Martin” is an invaluable tool that allows us to catch a small glimpse of the unbearable torment felt by the victims of these heinous crimes.