Incidence Of Bullying Research Articles

Identifying Bullying and Its Relationship with Mental Health Problem Among Adolescents: A Scoping Review

Bullying action was still as trend and current issue, especially among adolescence. This was related to increasing incidence per year and its large impact especially on mental health problems. Where adolescence's mental health was a long-term asset because of its influence on development level and quality of life among adolescents in the future. The study aims was to identify bullying and its relationship with mental health problem among adolescence. The study design was a scoping review. The searching literature using journal database PubMed (MEDLINE), Proquest, ScienceDirect, and Google Scholar through entering keywords bullying, mental health problem, adolescence. 12 articles selected from 384 articles. It reported that increasing bullying incidents among adolescence were associated with gender, age, role in bullying, and type of bullying. Majority adolescence who experience bullying were at high risk of experiencing mental health problem especially depression, anxiety, and even suicidal idea and perpetration. There were correlation between bullying incidence with mental health problem among adolescence. The study result expecting could give an understanding to adolescence regarding to bullying and its huge negative impact on mental health, so that bullying action among adolescence could be stopped.

Post-Traumatic Stress Disorder Symptoms among Pediatric Healthcare Workers.

Post-traumatic stress disorder symptoms related to work in pediatric departments aremajor public health problems, as they directly affect health organizations, healthcare workers, and, due to the poor quality of care, the patients as well. The post-traumatic symptoms that a healthcare worker may experience are related to intrusion, avoidance, negative changes in cognition and mood, and changes in arousal and reactivity. The aim of the present investigation was to identify risk factors that contribute to the development of PTSD in pediatric healthcare workers, in order to implement necessary workplace measures. A sample of four hundred and forty-five pediatric workers at seven Greek public hospitals consented to participate in the survey. Socio-demographic data and a post-traumatic checklist (5th edition) were used to diagnose post-traumatic stress disorder. According to the results, risk factors for the development of post-traumatic symptoms include medical or nursing errors, threats to a child's life, and incidents of workplace bullying. More specifically, 25.2% of the participants had a provisional PTSD diagnosis, 72.8%of the sample experienced an incident involving a medical or nursing error in their workplace related to the treatment or care of a child, 56% experienced an incident involving a child's death or a threat to a child's life due to a serious illness or injury, and 55.5% experienced an incident of workplace bullying. In addition, it was found that having a university-level education, master's, or PhD, working in a circular shift, being assigned to a department by management rather than the worker, and dissatisfaction with salary were associated with post-traumatic stress disorder. The high rates of PTSD symptoms among participants highlight the need for prevention and management measures to protect and support the mental health of workers in pediatric departments. We propose frequent evaluations of the mental health of employees, more time for rest, incentives for professional development, utilization of their specializations and specialties, support from mental health specialists when symptoms are diagnosed, and the option for employees to change departments if they wish or if they show symptoms of mental trauma.

UPAYA PENCEGAHAN BULLYING ANAK USIA SEKOLAH DASAR MELALUI KEGIATAN SOSIALISASI

UPAYA PENCEGAHAN BULLYING ANAK USIA SEKOLAH DASAR MELALUI KEGIATAN SOSIALISASI

Diferencias de género en el acoso escolar: una mirada a las perspectivas de víctimas, acosadores y observadores

Bullying is a serious psychosocial problem with negative consequences that affect both childhood and adolescence as well as adulthood. The present study with 300 secondary school students revealed a high incidence of physical, verbal social and coercive bullying. Victims experienced anxiety, depression, and self-esteem problems. It is crucial to implement prevention and intervention programs to address bullying and create a safe and healthy school environment.

FOSTERING INCLUSIVE EXCELLENCE: STRATEGIES FOR EFFECTIVE DIVERSITY MANAGEMENT IN SCHOOLS

This article emphasizes the benefits of effective diversity management in schools, highlighting how it contributes to positive intergroup relations, reduced incidents of bullying and discrimination, and improved student engagement and achievement. By creating inclusive learning environments, schools prepare students for the diverse and globalized world they will encounter beyond the classroom. To achieve effective diversity management, the article suggests several strategies. First, it emphasizes the importance of engaging families and communities from diverse backgrounds by collaborating with parents and guardians and partnering with community organizations and resources. These collaborative efforts build strong home-school partnerships, facilitate cultural understanding, and provide valuable support to meet diverse needs. The article also emphasizes the significance of hosting diversity events and celebrations that showcase different cultures and identities. These events offer opportunities for learning, appreciation, and intercultural dialogue. Additionally, workshops and seminars on diversity-related topics promote understanding and inclusive practices among students, families, and community members.

Influence of Social and Emotional Competencies on Bullying among Grade Six Pupils: Evidence from Consuelo Elementary School

This study used a correlation research design to determine the factors affecting bullying among Grade Six pupils in Consuelo Elementary School. The respondents were 61 grade six students. A validated questionnaire and the Social Emotional Competence Questionnaire (SECQ) were employed to measure students’ social-emotional competence. The results demonstrated that social-emotional learning (SEL) is an effective and significant component in comprehensive bullying prevention interventions, aligning with findings that SEL interventions can improve student skills, reduce problem behaviors, and increase academic achievement. Notably, the relational abilities of Grade 6 pupils emerged as the strongest predictor of bullying, indicating that high levels of SEL can effectively reduce bullying incidents in educational settings. To address this issue, it is recommended that educational institutions prioritize comprehensive SEL programs tailored to students’ needs from an early age. Furthermore, educators and school administrators should receive training in SEL strategies to effectively support students, and pupils should actively develop social and emotional competencies to better cope with everyday challenges. Future research should explore the long-term effects of SEL interventions on bullying prevention and identify best practices for implementation across diverse educational settings.

Program Pelatihan Empati Sebagai Strategi Mengurangi Perilaku Bullying pada Remaja

This study aims to analyze the effectiveness of various empathy training programs, including Role-Playing, Effective Communication Training, Mindfulness-Based Interventions (MBIs), Peer Mediation Programs, Emotional Literacy Training, and Anti-Bullying Training Programs, in reducing bullying behavior among adolescents. Through a literature review approach, the study examines the impact and implementation of each program in developing empathy and social skills. The findings indicate that these programs can significantly reduce bullying incidents, although each program has its limitations, such as reliance on active student participation and resource constraints. This study emphasizes the importance of continuous training and school support for effective implementation. This research provides new insights for educators, practitioners, and policymakers in designing effective strategies to reduce bullying behavior and promote the development of empathy among adolescents

The Role of Islamic Religion Teachers in Preventing Bullying in Primary Schools

This study aims to understand how Islamic religion teachers can prevent and address bullying in primary schools. Through descriptive qualitative desk research, this study found that Islamic religion teachers should integrate Islamic values in school culture, teach moral values through Islamic religious education, and encourage empathy and compassion among students. In addition, teachers should also promote effective communication and conflict resolution, be role models for students, contribute to the creation of a safe and inclusive environment, and collaborate with other stakeholders. By doing these things, Islamic religion teachers can create a respectful and inclusive school environment and prevent incidents of bullying. The level of success in preventing and intervening in bullying will largely depend on how Islamic teachers implement effective strategies and approaches. This research provides an important foundation for Islamic teachers in their role in helping to address bullying in primary schools.

Peran Guru BK dan PAI Dalam Menyikapi Kasus Bullying di SMPN 08 Palembang

Bullying is a serious issue that can have detrimental effects on victims, both physically and psychologically. In this digital era, bullying cases are becoming increasingly complex and harmful to many students. Therefore, this research is essential to understand the causes and impacts of such behavior. The research method employed in this article is qualitative, with a descriptive approach. Data collection methods include interviews, observations, and documentation. The data analysis technique involves several stages, namely data collection, data presentation, and drawing conclusions. Based on the results and discussions related to the roles of Guidance and Counseling (BK) and Islamic Education (PAI) teachers in responding to bullying incidents at SMPN 8 Palembang, it was found that the school has established regulations and policies to prevent bullying cases. A deep understanding of the bullying phenomenon has been gained by the school, acknowledging that bullying can take various forms, including direct physical contact, direct verbal contact, direct non-verbal behavior, indirect non-verbal behavior, and sexual harassment. Bullying perpetrators tend to form groups with specific roles such as the bully, assistant bully, behavior reinforcer, defender, and outsider. Several factors that can trigger bullying cases involve individual, family, peer, internal, and external factors. The impacts of bullying behavior encompass both psychological and physical consequences. In the efforts to prevent and handle bullying cases, schools play a crucial role. They have established regulations aimed at preventing bullying incidents within the school environment. Awareness of various forms of bullying and understanding the roles of individuals within bullying groups assist schools in designing more effective prevention strategies.

Workplace bullying in pharmacy – a study on prevalence, impacts and barriers to reporting

Purpose The study aims to estimate the prevalence of workplace bullying, personal and work-related impacts, reporting practices for bullying, and the reasons for not reporting bullying incidents in the New Zealand pharmacy sector.Design/methodology/approach An online survey was conducted among registered pharmacists and pharmacist interns in New Zealand from June to August 2020. The questionnaire comprises both close-ended and semi-structured free-text questions. Goldberg’s 12-item General Health Questionnaire (GHQ-12) assessed the respondents’ general psychological health status, and a 22-item Negative Acts Questionnaire-Revised (NAQ-R) was used to estimate bullying prevalence together with the self-rated/self-labeled questions. The qualitative information obtained from the free-text responses was used to support and elaborate on the quantitative results.Findings The self-labeled prevalence of workplace bullying was 36.9%, with almost 10% reporting it occurring almost daily to several times per week. The 54.7% prevalence based on the NAQ-R assessment compares well with the prevalence of witnessing the incidents (58.5%). Psychological distress symptoms were experienced by 37.1% in pre-COVID and 45.3% during COVID-year 1. Supervisors or direct managers were the commonest perpetrators (32.7%). Only 28.8% of those who experienced bullying had reported the incidents formally.Research limitations/implicationsThis study is cross-sectional, and the relationships indicated are bi-directional. The consistency of the results is reassuring, however inferring causality of effect is challenging. Future studies and analyses should focus on this. This study suggests that in the pharmacy environment bullying from the top is reasonably prevalent, is not commonly reported and requires the design and implementation of prevention and management strategies that take into account and mitigate these bullying factors. Professional pharmacy leadership organizations, National Health Authority and Pharmacy regulators could play a significant role in awareness and training to reduce bullying with the development and promotion of strategies to curb it and improve reporting.Originality/value This is the first paper to describe the prevalence and impact of workplace bullying, and the practices of reporting bullying incidents in the New Zealand pharmacy sector. Based on empirical evidence, pharmacists represent a small share of total healthcare workforce, yet the overall prevalence of bullying is consistent with professions with much larger numbers such as medicine and nursing.

Strategi Penanggulangan Bullying Pada Sekolah Menengah Pertama Dalam Perspektif Collaborative Governance

The purpose of this research is to analyze the problem of bullying because it is an alarming social phenomenon that spans various environments, from schools to cyberspace. It involves repeated aggressive and detrimental actions against individuals or groups, with the aim of harming, dictating, or intimidating. Bullying has a serious impact on the victim's physical and mental well-being, including anxiety, depression, and social isolation. To overcome this problem, education and awareness about bullying are important, while involving commitment and cooperation from all parties, including schools, parents, students and the community. With collective efforts, we can create a safer and more supportive environment, and reduce incidents of bullying in society. Combating bullying is also an important effort in creating a safe and supportive environment for all individuals. Bullying prevention strategies involve a comprehensive approach, including aspects of education, awareness and involvement of all stakeholders. In this case, it is important to define bullying, identify the signs, and involve schools, parents, students and the community in overcoming this problem.

The Role of Schools, Parental Responsibilities, and Legal Implications for Bullying in Indonesia

Bullying is still a major problem that affects students' academic achievement and general well-being throughout the world. This study explores the functions of schools, parental responsibility, and legislative frameworks in addressing and preventing bullying within the particular setting of junior high schools in Indonesia. The study evaluates the frequency and forms of bullying, the efficacy of school-based interventions, the influence of parental engagement, and the advantages and disadvantages of the legal framework using a mixed-methods approach that includes surveys and interviews. According to quantitative research, bullying is occurring at alarming rates, with verbal bullying being the most common type. Although schools have anti-bullying policies in place, their execution might use some work. The important role that parents play is highlighted by positive correlations between lower incidence of bullying and parental involvement. Parents, teachers, and school administrators' qualitative observations offer a comprehensive perspective of the potential and obstacles in combating bullying. Evidence-based recommendations, such as strengthening school-based treatments, raising parental involvement, and improving the legislative framework, are informed by the integration of quantitative and qualitative findings. This study adds to the current conversation about bullying by offering perspectives specific to the Indonesian setting.

Exploring the Cultural and Social Dimensions of School Uniform Policies and Their Effects on Student Conduct in Secondary Schools in the United Kingdom

The study investigated the cultural and social dimensions of school uniform policies and their effects on student conduct in secondary schools in the United Kingdom. Motivated by the growing debate around the necessity and impact of school uniforms, the study sought to provide empirical evidence to inform policy decisions. A mixed-methods approach was used, combining qualitative interviews with educational professionals and parents, along with a quantitative survey administered to 500 students from five different secondary schools. Interviews focused on the perceptions of school uniforms within the context of culture and social norms, while the survey aimed to quantify the impact of uniforms on student behavior, such as attendance rates, incidences of bullying, and academic performance. The results revealed that 60% of students believed that wearing a uniform reduced instances of bullying, while 55% reported increased focus on academics. Attendance rates improved by 8% in schools with a uniform policy compared to those without. However, 40% of students indicated feeling a loss of personal expression and 25% of parents expressed concerns about the financial burden of purchasing uniforms. In conclusion, the study found that school uniform policies have a largely positive impact on student conduct, reducing bullying and improving attendance. However, issues around personal expression and financial burden cannot be overlooked. The study recommends that the schools should implement a subsidized program for low-income families to alleviate financial stress, and introducing free dress days to allow for personal expression. Furthermore, schools should involve parents, teachers, and students in discussions about any changes to uniform policies to ensure that multiple perspectives are considered. Keywords: School uniform policies, student conduct, secondary schools, cultural dimensions, social dimensions

SOSIALISASI PERLINDUNGAN TERHADAP KORBAN BULLYING SEBAGAI WUJUD SEKOLAH ANTI BULLYING DI SMA NEGERI 1 WABULA

Bullying is a social phenomenon that continues and never ends in society. This situation can be seen in many social situations such as in education, employment, and even in everyday life. The individuals who took action and those affected also came from different age groups. Children and teenagers are the age group that easily become victims of bullying. As educational institutions, schools have a very important role in protecting and ensuring student safety. However, there are still many cases of violence reported in schools. Therefore, it is necessary to take effective steps to overcome and prevent these cases so that all students can learn safely and comfortably in the school environment. Bullying which has become a habit means that students sometimes do not realize that they are carrying out these actions. Therefore, every educational institution needs training and outreach that can increase students' understanding of bullying. Several methods applied in this socialization activity include: presentation of material, interaction in the form of discussion, evaluation in the form of questions and answers as feedback, complemented by video recording playback. The results of the education show that students at SMA Negeri 1 Wabula are increasingly aware that bullying can appear in various forms. Students also realize the importance of their role in reducing bullying incidents that occur in the school environment.

Peer Bullying Experiences and Management Strategies of Preschool Teachers

The objective of this study was to explore preschool teachers’ experiences with bullying behaviors in the classroom, their strategies for managing such behaviors, and to provide recommendations for addressing peer bullying in the classroom. Key findings from the research include: A high percentage (90.3%) of teachers reported encountering peer bullying in their classrooms. The most frequently observed types of bullying were verbal (65.6%), followed by physical (16.9%), and psychological (17.4%) bullying. Female students tended to engage more in psychological peer bullying, whereas male students were more inclined toward physical bullying.The incidence of physical and verbal bullying increased as children grew older.One of the primary approaches employed by teachers in dealing with bullying was changing classroom management practices and promoting empathy among students.Implementing a values education program within classroom activities was suggested as a way to enhance the effectiveness of anti-bullying efforts. These findings highlight the importance of addressing peer bullying in early childhood education and fostering positive classroom environments that promote empathy and values education. The study also emphasizes the need for teacher training and support to effectively manage and prevent bullying behaviors among young children.

Supporting teachers to actively respond to bullying and to build positive relationships with their students: effects of the T-SUPPORT training.

Despite the central role that teachers can have in preventing and reducing bullying, they often feel insecure about how to deal with bullying. This study evaluated a short teacher training - called the Teachers SUPporting POsitive RelaTionships (T-SUPPORT) training - that aims to reduce bullying by supporting teachers in building positive teacher-student relationships and in actively dealing with bullying. The aim of the current study was to investigate whether the T-SUPPORT training resulted in higher quality teacher-student relationships, and more active and less passive responses to bullying incidents, and whether these improvements in turn resulted in lower levels of bullying victimization. In a Randomized Controlled Trial 10 Belgian primary schools were randomly assigned to an intervention or control condition. The Grades 4-6 teachers of the five schools in the intervention condition received the three-session school-based training; control teachers received no intervention. Grade 4-6 students (N = 964; 55 classrooms) in these schools completed questionnaires at pre- and post-test. In contrast to the hypotheses, results of the two-level linear mixed model analyses revealed no significant effect of the training on teacher-student relationship quality, teachers' responses to bullying and bullying victimization. Yet, higher quality teacher-student relationships and more active teacher responses to bullying were significantly associated with less bullying victimization, whereas more passive responses were linked with more victimization. The latter findings are in line with theorizing and research on the role that teachers can play in reducing bullying.

Description of Bullying Incidents in Students at Public School 02 Mereng

The incidence of bullying in elementary school students has become a trend today. The Indonesian Child Protection Commission (KPAI) provided data related to bullying incidents from January to April 2019, there were 25 reported cases of bullying, covering about 67% of all cases reported at the primary/equivalent education level. The purpose of this study was to determine the picture of bullying incidents that often occur at SDN 02 Mereng. This study used quantitative descriptive analysis methodology, with a cross-sectional design through the form of a survey, the instrument in this study used a questionnaire that had been tested for validity with a calculated r-value of >0.325 and a reliability test with a Cronbach's Alpha value of 0.786. Data were tested by univariate analysis. It was found that the majority of respondents were female (64%/), the majority aged 12 years (40.5%), and the incidence of bullying in the High category (58.8%). This shows that bullying incidents at SDN 02 Mereng still occur a lot. The form of bullying that often occurs is physical bullying, although there is also verbal bullying.

A Study on the Basic Characteristics and Coping Strategies of Bullying in Japanese School

Globally, school bullying has become a serious educational and social problem in different countries. Japan has developed a response system with its own characteristics in dealing with bullying in schools. Based on a review of the definitions of bullying and school bullying response measures in Japan at different times, the study is centered on the results of the 2022 survey on bullying in schools conducted by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan and based on the data published by MEXT and the Ministry of Internal Affairs and Communications (MIC) in 2022, the study focuses on "early prevention, early detection, early response and response to major incidents", and describes responses in these four aspects at both the national and school levels. The results of the study show that bullying in Japanese schools is becoming more prevalent and serious, the group of school bullying tends to be younger, non-violent psychological harm is the main type of school bullying, and methods of school bullying tend to be more covert, and cyber bullying tends to be more serious. The current response to bullying in schools in Japan emphasizes the strengthening of bullying prevention education from primary school onwards, with a tendency to strengthen education on interpersonal relationships and awareness of collective norms within the school (or classroom) . The specific response to school bullying consists of four components: early prevention, early detection, early response, and response to major incidents. Utilizing the role of the state, regional public bodies, schools, and other institutions is an important way to respond properly to incidents of bullying in schools. Among them, particular emphasis is placed on early detection and early response, and a special response to major incidents of school bullying.

Exploring Primary School Staff Responses to Student Reports of Bullying in Australia: A Qualitative Study

AbstractBullying behaviour often increases in late childhood and peaks in early adolescence. While interventions to address bullying behaviour typically encourage students to report bullying incidents to school staff, students are often reluctant to report incidents for fear it will worsen their situation or because they lack confidence in a staff members’ ability to intervene effectively. This study explores school staff responses to student reports of bullying behaviour. School staff were recruited from Catholic and Independent schools in Perth, Western Australia. Semi-structured interviews were conducted with school staff (n = 19) working with students in grades four to six (approximately 8–12 years). A thematic analysis of the data was undertaken with the assistance of qualitative data analysis software NVivo. Staff reported a variety of responses to student reports of bullying incidents. Responses involved bullying targets, bullying perpetrators and the school community. School and individual factors found to influence staff responses included life experiences, adequate time to deal with bullying and the influence of colleagues. Suggested strategies to improve staff responses were clear school policies and procedures, scheduled times to deal with student reports, databases to record bullying incidents and professional development for school staff.

CHILD PROTECTION MEASURES ON BULLYING IN SPECIAL EDUCATION SCHOOLS

Bullying is a destructive social problem in schools that needs attention. Schools have the responsibility to create a safe place where students can learn without fear of being bullied. The purpose of the study was to explore child protection measures against bullying in selected special education schools in Luapula province. This study was guided by a Constructivist Paradigm, in keeping with the research paradigm, a qualitative intrinsic case study design was employed because the case study outcomes were intended to tell the researcher something that is solely about the case itself. In this case, the child with disability and special education school was of primary interest in the study. The sample size comprised of 38 participants consisting of 2 head teachers, 12 teachers, 12 parents and 12 learners from the two selected special education schools. Purposive critical case sampling was used to select head teachers, expert sampling was used on teachers and criterion sampling was used to select learners and parents. Data from head teachers and teachers were collected using a semi-structured interview guide and focus group discussions guide (FGD) were used on learners and parents. Data were analysed by thematic analysis. The study revealed that children with disabilities were protected from bullying in special education schools using the 3R’s (Recognizing, Responding and Reporting) bullying prevention strategies for learners with special educational needs. The findings established that Recognizing bullying prevention strategies included recognizing the statistics or acts of bullying in the school, recognizing the warning signs of victims and stereotypes of bullies and routine checking to stop harassment and bullying acts. The study also revealed that Responding bullying prevention strategies included holding meetings that reinforce positive behaviour expectations, providing guidance and counselling on how to respond to bullying, punishing learners using discriminatory language or derogatory remarks, formulation of anti-bullying programs, formation of support groups to sensitize learners, training staff members on how to recognizing incidents of bullying and teach anti-bullying social skills. Other strategies identified include the Reporting bullying prevention strategies which included reporting all forms of ill-treatment, reporting bullying incidence in school settings, reporting any form of harassment, and bullying acts. These bullying prevention strategies enabled the teachers in the school to protect learners with disabilities in schools. Based on these findings, the study recommends that the school should be on the lookout for incidences of bullying, respond to bullying quickly and effectively and document and report all actions taken when recognizing and responding to bullying.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>