Bullying In Elementary School Research Articles

The Role of Parents in Responding to Bullying Actions at the Elementary School Level

This study aims to determine the role of parents in Agam Regency in preventing bullying against children in elementary schools. Juridically, the state regulates that parents are obliged to maintain, educate, and instill good ethical values to children. On that basis, each parent is obliged to carry out their respective roles to develop children's potential so that children avoid bullying in elementary schools. This research departs from field research with descriptive research type. The subjects of this study were parents of elementary school students in Agam Regency as many as 79 respondents consisting of 60 women (mothers) and 19 men (fathers). The research instrument is a valid questionnaire on the role of parents in responding to bullying. The data obtained were analyzed using the percentage technique. The results of this study reveal that fathers and mothers have played a good role in encouraging the development of children's potential positively. Likewise with the item of equipping children with self-concept strengthening. Meanwhile, the item about parents' actions to provide time with children has not produced good percentage criteria. The wrong perspective of parents in carrying out their roles has implications for the non-optimal guidance, education, and guidance to children in terms of preventing bullying in elementary schools.

THE EFFECT OF BULLYING ON CHILDREN'S PSYCHOLOGICAL DEVELOPMENT

Bullying is a widely detrimental phenomenon, not only for individual victims but also for society as a whole. This research aims to dig deeper into how bullying affects children's psychological development. Researchers will explore various forms of bullying that may occur in schools and social environments, as well as factors that effect the prevalence and intensity of bullying. The research method used in this journal is descriptive qualitative with a case study design. Researchers used observation and interview techniques to collect data. The data were analyzed by data reduction, data presentation, and conclusion. To ensure the validity of the data, researchers carried out member checks and used triangulation techniques of sources and techniques. This research was conducted at SDTQ AL Abidin Surakarta by taking a sample of several teachers and students as respondents. Research finds that bullying among students is effectd by the family environment, peers and social media, with its impact on children's psychological development. Teachers at SDTQ AL Abidin Surakarta implement effective strategies, including coaching students and involving parents, emphasizing the critical role of teachers in creating a safe learning environment. In conclusion, efforts to overcome bullying in elementary schools require strategies that involve teachers, students and parents to create an environment that supports children's development.

Perilaku Bullying Pada Anak Di Sekolah Dasar

This article discusses a case study of bullying behavior in elementary schools. Bullying can have a negative impact on victims, and this research uses a descriptive qualitative approach to describe this phenomenon. Research methods include observation, interviews, and documentation studies. Research results show that bullying can occur in various forms, including verbal, physical and nonverbal. Many students in elementary school experience or witness incidents of bullying, which can cause serious psychological impacts. Factors such as students' socio-economic background also influence the high number of bullying cases in schools. Bullying behavior can have a negative impact on the social aspects of students in elementary schools. Efforts to prevent and handle bullying in elementary schools need to involve collaboration between schools and parents. Most of the references used in research are primary literature and are up to date. r.

Analisis Peran Guru dalam Mengatasi Perundungan di Sekolah Dasar

This research is motivated by the widespread bullying that occurs in elementary schools. This does not only happen to students but also to teaching staff. Based on surveys and observation results, bullying occurs more often among students. This research was conducted to analyze the role of teachers in preventing and overcoming bullying that occurs in elementary schools from various factors that trigger bullying. The method used in this research is a qualitative method with a case study approach. Participants in this research were teachers from one of the elementary schools in Tanjungpandan, Belitung. This research concludes that the role of teachers in preventing and overcoming bullying in elementary schools is very important. Creating a safe and comfortable school environment, providing outreach regarding bullying at school, working together with parents so that they can provide the best for students while at school and at home. Recommendations for previous researchers can expand research locations where bullying is still widespread in schools so that they can provide improvements for preventing bullying in elementary schools.

Art That Transforms: Bullying Prevention Through Student Poster Works in Elementary School

Objective: Educational programs are planned to maximize the means to reach educational goals, but recently, bullying among elementary school students has become a pressing issue in education. Bullying is an unethical act that is carried out continuously. The causes vary, ranging from family environment, community, school, and social media viewing. Method: This study used the literature review method to investigate the impact of bullying prevention through art in the form of student poster works. Data was collected using the PRISMA method, with data analysis using qualitative research. This study aims to determine the effectiveness of posters in preventing bullying in elementary schools from various literatures. Results: The results show that using art as a poster in elementary schools can effectively strengthen students' awareness of bullying issues. The poster works created by students allow them to express their feelings and responsibilities regarding this issue and provide a platform for them to understand the negative impact of bullying on individuals and the school environment. Novelty: This research underscores the importance of arts integration in the primary education curriculum to combat bullying effectively.

Strengthening Religious Character to Prevent Bullying Behavior Students in Elementary Schools

Bullying is a behavior that disturbs students in schools both at the elementary and secondary levels. This behavior has many negative impacts and influences on learning outcomes and students' mental development. This study aims to determine the relationship between strategies for instilling religious character in preventing bullying or bullying behavior in elementary school students. This research method uses the method of literature review. The findings from this study are that the cultivation of religious character can prevent bullying in elementary schools by carrying out several strategies, namely exemplary, learning, empowering and acculturating, strengthening and assessing.

Analysis of Child-Friendly School Strategies to Prevent Bullying at Elementary Schools

Bullying is aggressive behavior that affects children’s social development. The number of bullying cases in Indonesia shows that schools as educational institutions have not been able to provide optimal protection for students. A child-friendly school model is expected to reduce bullying at schools in Indonesia. This research aimed to analyze child-friendly school strategies to reduce bullying at elementary schools. It used a qualitative approach with descriptive analysis whose instrument adopted a child-friendly school model developed by UNICEF. The data were collected through interviews, observation, and documentation. There are 73 participants in this research, including the headmaster, teachers, students and parents chosen by random sampling technique. The technique for data analysis included data condensation, data display, and drawing conclusions. The results showed that child-friendly school efforts to reduce bullying included several aspects that adapted to the model developed by UNICEF. The strategies applied to reduce bullying were through life skills-based learning activities (public speaking and gardening) and character-based learning activities (reciting the Qur'an and praying in congregation). In conclusion, the strategies of a child-friendly school in anticipating bullying in elementary school can be done by developing life skill education and various character based learning activities.

SOSIALISASI TERKAIT PENCEGAHAN TINDAKAN BULLYING DI SEKOLAH DASAR NEGERI 1 CIJUREY KABUPATEN SUKABUMI

Behavior improvement in children is very dependent on the family and the surrounding environment, within the family scope has an important role in teaching something to children and is followed by environmental factors that can affect children's behavior, one of which can affect children in a bad environment, namely bullying. Bullying is an attitude that wants to subdue someone verbally or violently. With the possibility that bullying will occur in children, to prevent the occurrence of bullying, the 27 Thematic Community Service Program students at the Muhammadiyah Sukabumi University conducted a socialization to prevent bullying in elementary school children, which generally prevents it from happening in all elementary schools and in particular prevents bullying in elementary schools. 1 Cijurey, Sukabumi Regency. This socialization is done because it is one of the programs that must be carried out by the 27 Thematic KKN Group to be able to provide benefits for the targets of the 27 Thematic KKN Group, namely students and students of SDN 1 Cijurey. Thus, this socialization is a way to provide knowledge about the prevention of bullying. Thus the socialization of bullying prevention can create good group cooperation without bringing down other groups, and in this case not only students who play a role but the teacher also provides solutions on how to deal with students who are bullied

Intention to intervene in weight-related bullying in elementary school: A qualitative study of the perspectives of teachers and school counselors

This qualitative study explores school personnel's intentions to intervene in weight-related bullying using the Theory of Planned Behaviors. Twenty-three elementary teachers and school counselors were individually interviewed. Key common themes were extracted and synthesized. Results show the intention to intervene was motivated by beliefs about the consequences of bullying. While teachers' motivators to intervene were focused on preventing negative impacts on academics, school counselors were preoccupied with positive psychosocial and interpersonal impacts. Providing information and training to school personnel about weight issues and the psychosocial difficulties associated with weight-related bullying could help reduce such bullying in schools.

How Does Bullying Happen in Elementary School?

Bullying is an activity that is quite disturbing and has the potential to interfere with the achievement of educational goals in elementary schools. The purpose of this study is to identify how bullying occurs at the elementary school level. This research is a qualitative study with a focus on the implementation of education in elementary schools. This study uses a phenomenological design to reveal the facts behind the phenomenon of bullying that occurs in children in elementary school. This research was conducted in an elementary school. Research informants are students, teachers and parents. Interviews are the main data collection technique that has been carried out in this study. The data of this study were analyzed using qualitative analysis. The findings of this study indicate the five main causes of bullying in elementary schools based on the results of this study. The first thing is bullying is done by children who feel more powerful in school. Second, bullying occurs because the victim is very weak, so there is a high potential for bullying from other children. Third, bullying occurs because of feelings of inferiority in children who are victims of bullying. Fourth, bullying occurs because of physical differences. Lastly, bullying occurs because the victim has a disadvantaged economic condition.

The Implementation of Jigsaw Learning Model in Prevention of Bullying in Fourth Grade Students

Background: The purpose of this study was to reveal the negative impact of bullying and also appropriate strategies to prevent bullying in an elementary school. Method: This study was a descriptive qualitative. The study was conducted at 31 Public Elementary School (31PES), OKU, Battu Winangun Village, Lubuk Raja District, Ogan Komering Ulu Regency, South Sumatra Province, Indonesia. Result: The results showed that the majority of students were active from both affective and cognitive sides in learning with the Jigsaw learning model in preventing bullying. Therefore, it can be understood that in the learning process that is managed by the teacher to students, the teacher plays an important or crucial role. So that a conducive atmosphere needs to be formed by the teacher so that a good relationship with students will be formed. So they can carry out various learning activities effectively. Implications: Jigsaw learning model was effective in bullying prevention. Students can be more active in understanding learning in groups and individually. Novelty: This study revealed the effectiveness of learning by using the Jigsaw learning model as an effort to prevent bullying in elementary school.

CIPP Evaluation Model (Context, Input, Process, Product) Program For Strengthening Character Education Through Thematic Learning In The Era Of The Covid-19 Pandemic

The background of this research is that the CIPP evaluation model (Context, Input, Process, Product) is one of the comprehensive evaluation models carried out in the world of education, and the phenomenon of bullying in elementary schools reinforces the need for strengthening character education, especially now that the covid-19 pandemic is strengthening. Character education is needed, one of which is through thematic learning. The method used in this research is a literature review study. This study uses the critical appraisal method to determine the success of the CIPP evaluation model in the PPK program through thematic learning in the covid-19 pandemic era and to determine the effectiveness of thematic learning in the PPK program in the covid-19 pandemic era.The results of the study show that 1) in maintaining the success of the CIPP evaluation model in the PPK program through thematic learning of the covid-19 pandemic era, a comprehensive evaluation is carried out consisting of; evaluation of the context covering the basis of policies, perceptions of needs and objectives of character education programs, evaluation of inputs which include planning, strategy, organizational structure design, implementation procedures and availability of character education program resources; process evaluation which includes coordination, implementation and supervision of the implementation of character education programs; and product evaluation which includes the achievement and impact of character education programs, 2) in the effectiveness of thematic learning in the covid-19 pandemic era PPK program, namely the implementation of online learning containing character education in the covid-19 season including; course design (course design); learner motivation; time management (time management); and convenience with online technologies (comfortabeness with online technologies).

Impact of Bullying and Facts on Victims in Elementary Schools

Background: Bullying is a serious problem for the mental health development of school-age children. Few studies in Indonesia have reported how the impact of bullying causes children to experience stress and difficulty in building social relationships.
 Aim: This study aimed to determine the impact and phenomenon of becoming victims of bullying in elementary schools in Indonesia. 
 Methods: This research used a mixed-method approach with a sequential explanatory design. The sampling technique used multistage random sampling. The sample population included 617 elementary school students who are in grades 4, 5, and 6. The quantitative data analysis used structural equation modeling (SEM) while the qualitative data analysis was based on the results of SEM analysis.
 Results: The impact of bullying on victims is stressful and symptomatic. The victims revealed they became depressed, had poor performance, had difficulty in socializing, did not dare to report fear of being ostracized, feared they would become the next victim, and was advised by the teacher not to reply, be patient, and just let it go. As a result, the victims complained they felt ugly, ashamed among friends, and reluctant to attend the class. Teachers consider bullying as ordinary delinquency because the victim can recover without help, think it is normal, or it was just a joke so there is no need for special rules.
 Conclusion: Bullying of elementary school students has a negative impact on their mental health and causes psychosocial problems. There is a tendency to become repeated victims, while the ambivalence of teachers makes victims more vulnerable to bullying.

Effects of Bystander's Emotional Empathy and Social Problem-Solving Skills on Defending Behaviors Against Bullying in Elementary School: Mediated Through Peer Acceptance

Objectives: Many children are exposed to their peers being bullied, which negatively impacts individuals and the society as a whole. We investigated the effects of elementary school children’s emotional empathy and social problem-solving skills on their defending behaviors. We evaluated the direct and indirect effects of these personal characteristics, mediated through their perceived peer acceptance among classmates. Gender differences were also tested.Methods: The study participants were 386 fourth- and fifth-graders (<i>M</i> = 10.4 yrs.) from six elementary schools in the metropolitan Seoul area of South Korea. Children’s perceived social acceptance, emotional empathy, and problem-solving skills were measured using self-reported questionnaires. Defending behavior was measured using peer nomination. To analyze the data, descriptive statistics and structural equation modeling were conducted using SPSS 21.0 and MPLUS 6.12.Results: Bystanders‘ emotional empathy and social problem-solving skills had significant effects on defending behaviors. Social problem-solving skills directly affected defending behaviors of boys and girls. Girls’ peer acceptance mediated both emotional empathy and social problem-solving skills for defending behaviors, while no mediation effect was found in boys.Conclusion: For children, feeling accepted by classmates is important for defending bullied peers. For girls, peer acceptance magnifies their socio-emotional and socio-cognitive skills, empowering them to defend the bullied peers. However, for boys, having competent socio-cognitive skills alone is sufficient. Based on this study’s findings, it is recommended that interventions are needed to enhance bystanders’ emotional empathy and social problem-solving skills, and thereby, empowering them to be competent defenders against school bullying.

The way bullying works: How new ties facilitate the mutual reinforcement of status and bullying in elementary schools

This study addresses the puzzle how high-status bullies in elementary school are able to maintain high status among their classmates despite bullying (some of) them. The dynamic interplay between bullying and status was studied, focusing on how relational bullying affects the creation, dissolution, and maintenance of status attributions, and vice versa. Longitudinal round-robin peer nomination data were obtained from 82 school classes in 15 Dutch elementary schools (2055 students; 50% boys) followed over three yearly measurements, starting out in grades 2–5 when students were aged 8-11. An age-dependent effect of bullying on the creation of new status attributions was found. Whereas the youngest group punished bullying by a refusal to attribute status to the bully, this turned into a reward of bullying in the oldest groups. Unexpectedly, high-status bullies seemed to avoid continual bullying of the same victims, pointing to explanations of why their status can persist.

Inteligencia emocional y bullying en escolares de primaria

Diferentes estudios señalan claras diferencias en los perfiles de inteligencia emocional asociados a los roles de víctima o agresor en el fenómeno del bullying (Casas, Ortega, Del Rey,2015). Estos estudios se centran habitualmente en población adolescente, pero existen menos estudios que analicen este fenómeno en menores de 11 años. El Estudio Cisneros (Piñuel, 2006) refleja que los índices de acoso escolar en primaria superan a los de secundaria, por esto consideramos necesario el análisis de las características emocionales de los menores de 11 años implicados en el bullying. El objetivo de este trabajo es analizar el perfil emocional de escolares de entre 8 y 11 años implicados en el bullying. Para ello se entrevistaron 291 niños de entre 8 y 11 años en los que se evaluaron las variables, Inteligencia emocional rasgo con el Inventario de Inteligencia Emocional BarOn ICE: NA (Bar-On, 2004), y Rol asociado al fenómeno de bullying con el Test Bull-S (Cerezo, 2002).Los resultados confirma que la prevalencia de bullying en esta edad es alta (18% agresores y 12% víctimas) siendo los chicos los que en la mayor parte de las ocasiones asumen el papel de agresor (90%) y víctima (67%).Tras realizar un ANOVA de un factor se confirmó con un índice de significación <0,05 que losniños agresores puntuaban más bajo en el cociente de Inteligencia Emocional Global así como en las dimensiones Habilidades Interpersonales y Manejo del Estrés. A su vez las victimas presentaron puntuaciones inferiores en dichas dimensiones en comparación con los observadores pero más elevadas que las de los agresores.Podemos concluir que el papel de la Inteligencia Emocional en los niños de primaria implicados en el fenómeno de bullying es un aspecto a tener en cuenta, a la hora de diseñar estrategias de prevención.

Parental Self-Efficacy and Bullying in Elementary School

ABSTRACTThis study investigated associations of general and specific parental self-efficacy factors with bullying and peer victimization behaviors among 142 fourth and fifth graders and their parents. Using structural equation modeling, exploratory factor analysis was used to examine one general parenting self-efficacy measure and a bullying-specific parent self-efficacy measure. The latter produced two unique factors: (a) self-efficacy to know when one’s child is bullied, and (b) self-efficacy to respond to one’s child being bullied. Child reports of bullying and peer victimization were simultaneously regressed on the three (i.e., one general and two specific) parent self-efficacy factors. Findings revealed that parental self-efficacy to know when one’s child is bullied was uniquely and negatively associated with both bullying and victimization. Additionally, and contrary to expectations, parental self-efficacy to respond when one’s child is being bullied was uniquely and positively associated with victimization.

Awareness, Prevention, and Intervention for Elementary School Bullying: The Need for Social Responsibility

Awareness, Prevention, and Intervention for Elementary School Bullying: The Need for Social Responsibility

Fourth Graders Confront an Injustice: The Anti-Bullying Campaign—A Social Action Inquiry Project

As the development of active, democratic citizens has become, arguably, the primary purpose of social studies education, the model of instruction in citizenship education varies significantly. Although current models of citizenship education typically foster a sense of societal conformity and law-obeyance to the exclusion of social change, this article illustrates how elementary school students engaged in the critical examination of a pertinent social issue and guided the direction of a social action plan devised to overcome the injustice of bullying. The focus of this article is to illustrate how one fourth-grade teacher harnessed her students’ enthusiasm and interest in activism through an inquiry-based, interdisciplinary social action unit devised to solve elementary school bullying. A detailed, step-by-step narrative of the unit is described.

Perceived severity of school bullying in elementary schools based on participants’ roles

The purpose of this study was to examine the perceived severity of school bullying among participants with different roles (victims, bullies, bullies/victims and non-involved individuals) and to determine whether interactions between type of bullying and participant roles exist. Two Olweus-like global items and a revised School Bullying Severity Scale for elementary students were used in this study. A total of 1816 valid surveys completed by students in grades 5 and 6 (mean age = 11.5, SD = .84) were collected. Data were analysed using a mixed-model two-way ANOVA. The results revealed a significant main effect of type of bullying. Physical and verbal bullying were perceived as more severe than relational and cyberbullying. A significant two-way interaction between bullying category and participant role was also identified. Bullies did not perceive the four types of victimisation behaviours differently, whereas victims and bullies/victims both rated physical victimisation as most severe and cyber-victimisation as least severe. However, effect sizes were small. Implications for bullying prevention and intervention are discussed.