Peer Bullying Scale Research Articles

Developing A Cognitive Behavioral Intervention Program to Reduce Bully Tendencies in Primary School Children and The Program Effectiveness

The goal of this study was to develop a group therapy program involving Cognitive Behavioral techniques aiming to reduce the bullying among elementary school children and evaluate its efficacy. Fifty-four students from the 5 th and 6 th grades were assigned to experimental group which take cognitive behavioral therapy - CBEG (20 students), placebo control group-PCG (16 students) and non-intervention control group NICG (18 students) according to their scores based on Peer Bullying Scale child form -bully test. The group intervention was run for 13 weeks. The students filled at the Peer Bullying Scale child form -bully subscale (PBS-CF), Coopersmith Self Esteem Inventory short form (CSEI-sf) and Inventory of Cognitions Related to Bullying for Children (ICBC), and before and after the intervention and during 4 months follow up. All the scores were analyzed using repeated measures Anova. Results showed that, although there was no significant difference between group x-time interaction, the scores related to bullying had a significant relation with time. This significance was related to the difference between experimental and placebo group’s scores in pre-test and post-tests. In both groups the bullying scores decreased significantly. The other findings suggested that the cognitions related to bullying had a significant relation with time. This significance was thought to be related with the difference between pre- and post-tests in experimental group. The decrease in the bullying scores was significant after the group intervention.

Exploring revenge as a mediator between bullying and victimisation in gifted and talented students

BackgroundGifted children are marked by their unique personal, emotional, and social needs and characteristics as well as their superior abilities. In this context, the aim of study was to explore the relationship between bullying, victimisation, and revenge in gifted students and explain whether or how they are effected by intellectual functioning and gender.Participants and procedureData was obtained from 318 (159 gifted, 159 non-gifted) volunteer secondary school students in Turkey. <i>The Peer Bullying Scale Child Form</i> and <i>Vengeance Scale</i> (VS) were used for data collection. While the data was being analysed, Pearson product moment correlation analysis, stepwise regression analysis, and Multivariate Analysis of Variance (MANOVA) were used because the data provided the criteria for parametric tests.ResultsResearch findings point out that there is a difference statistically between gifted and non-gifted students’ peer bullying, victimisation, and revenge levels. Moreover, revenge was related positively to bullying victims in all students. Mediator revenge partially explains the relationship between victimisation and bullying. On the other hand, findings have shown that victim gifted children have higher revenge levels than do normal peers.ConclusionsBullying is highly connected with retaliation in the study of which children’s opinions on effective strategies to cope with bullying are investigated; taking revenge is accepted as the best way to deal with bullying. Students who bully, their victims, and bystanders are all affected. Bullies can stress all of the people around them, creating a climate of fear and intimidation not only in their victims but also in their fellow students.

Effect of the Tolerance Tendency Enhancement Program to 5th Grade Students Tolerance and Bullying Level

The aim of this study is to evaluate the effectiveness of the Tolerance Tendency Enhancement Program (TTEP) which was prepared to enhance tolerance tendency and reduce bullying level of the fifth grade students. Pretest, posttest, follow up test, control and placebo group experimental design has been used in this research. This study was carried out with a sample of 42 fifth grade students (14 for experimental group, 14 for placebo group, and 14 for control group). The data used in this study was obtained through the Tolerance Tendency Scale (TTS) and Peer Bullying Scale (PBS). Wilcoxon Signed Ranks, Kruskal-Wallis H Tests were used to analyze the data. The results of the study showed that there was a significant change between post-tests of the placebo, control and experimental groups in favor of the experimental group. It can be said that the TTEP enhance tolerance tendency and reduce bullying level of the experimental group. Besides, the TTEP applied on the experimental group was understood to have permanent effects on tolerance tendency. Conclusion part of the study, some suggestions and recommendations were provided for the counseling practices and researchers in the light of findings.

İlköğretim II. Kademe Öğrencilerinin Zorba-Kurban Olma Düzeylerinin Bazı Değişkenler Açısından İncelenmesi

In this study, middle school students' tendencies of bullying and victimisation in terms of their gender, grade and the violent events taking place at and around the school were examined. The study group consists of 429 students, 210 (49%) of whom are female and 219 (51%) are male. Students with different socio-economic status were attending to 6th, 7th and 8th grades. Data were collected through the latest form of Traditional Peer Bullying Scale and Personal Information Form developed by the researchers. The data were analyzed through t-test, one-way analysis of variance and Tukey’s Test. The levels of bullying with respect to the grade level showed no significant difference. On the other hand, significant differences were observed with regard to gender and violence in and around the school. In addition, the varience of being a victim of violence in and around the schools makes a significant difference in their level of being victims. Whereas, it has been found out that the variences of grade level and gender didn’t make any differences.

Development of the Multidimensional Peer Victimization Scale–Revised (MPVS-R) and the Multidimensional Peer Bullying Scale (MPVS-RB)

ABSTRACTPeer victimization is a frequent occurrence for many adolescents; however, some of the psychometric properties of self-report scales assessing these experiences remain unclear. Furthermore, with an increase in access to technology, electronic aggression should also be considered. The authors examined the psychometric properties of the Multidimensional Peer Victimization Scale (MPVS; Mynard & Joseph, 2000), and developed versions to include the assessment of electronic aggression according to whether the adolescent was the target or perpetrator of peer victimization. A total of 371 (191 girls and 180 boys; Mage = 13 years 4 months, SDage = 1 year 2 months) adolescents in the United Kingdom completed the MPVS including five newly developed items assessing electronic aggression, a version of the MPVS designed to assess victimization perpetration, and a measure of self-esteem. Confirmatory factor analyses yielded a five-factor structure comprising: Physical, social manipulation, verbal, attacks on property, and electronic for both scales. Convergent validity was established through negative associations between the victimization scales and self-esteem. Sex differences also emerged. One revised scale and one new scale are subsequently proposed: The MPVS–Revised and the Multidimensional Peer Bullying Scale.

PO-0876 Peer Bullying: Kapadokya In Turkey

Introduction and aim Violence is a widespreading social problem including school aged children and adolescents in Turkey as everywhere in the world. The present study was conducted descriptively to determine the prevalence of bullying among 6th, 7th and 8th graders in secondary schools of a city province in Turkey. Method Universe of the study consists of 3059 students attending secondary schools in Nevsehir province in Turkey. Randomly selected 1287 students were recruited in this cross-sectional study. Ethical approval and institutional permission were obtained while consents were taken from students and their families. Data were collected with Individual Information Form, Traditional Peer Bullying Scale with a face-to-face interview and analysed with descriptive statistics and chi-square test on computer. Findings It was determined that mean age of the students was 12.81 ± 0.93 years, of them 51.7% were girls, 12.0% did bullying and 15.9% were exposed to bullying (victim) while 15.1% were both bully/victim. Boys and 8th graders were found to bully more than girls (p th and 7th graders, respectively (p th grade and with a moderate level of economic status were found to be exposed to bullying more than 7th and 8th graders (p0.05). Conclusion and recommendations Consequently, bullying at schools is a serious problem and programs including students, teachers and parents about preventing bullying should be developed and generalised.

The Effect of Parental Attitudes on Bullying And Victimizing Levels of Secondary School Students

The aim of this research is to examine the effect of parental attitudes on bullying and victimizing levels of secondary school students. In order to determine the victim and bully levels of the students in this research, “Determination of Peer Bullying Scale – Adolescent Form” developed by Ayas and Pişkin (2007) was used. In order to determine the attitudes of parents, “Parental Attitude Scale” adapted into Turkish by Yılmaz (2000) was used. The study group of the research consists of 300 students studying in three different secondary education schools which are a Science high school (n=107), a general high school (n=97) and a teacher high school (n=96) in province of Bilecik in second term of 2010-2011 education year. 157 of these students are female and 143 are male students. The schools and the students in these schools were selected with the random method. When the research results are examined, the level of being subject bullied does not significantly change according to parental attitudes. It was found that the children of families with negligent parental attitudes are bullied more than those of families with Permissive and democratic parental attitudes. Similarly, the mean score of exhibiting bullying behaviors does not show a significant difference according to parental attitudes. It was found that the children of families with negligent parental attitudes exhibit more bullying behaviors than those of families with Permissive and democratic parental attitudes.

청소년용 정신화 프로그램의 학생정신건강 증진효과 평가

Objectives : Understanding the emotions, thoughts, feelings and behaviors of others, as well as oneself, is part of the mentalizing function. We developed a new school-based community model for mental health, called the Mentalization Improvement Program for Adolescent-Community Model (MIPAdo-CM), based on the concept of mentalization. Methods : The MIPAdo-CM was composed of 12 sessions and was applied to 403 students in the 2nd grade of a middle school. Every session was conducted after the regular school hours for 6 weeks. After 6 weeks, we compared the endpoint changes of Adolescent Mental Problem Questionnaire-Revised (AMPQ-R), Emotional Empathy Test (EET), Peer Aggression Scale (PAS), Peer Bullying Scale (PBS), School Adjustment Scale (SAS), Test Anxiety Inventory (TAI) and Visual Analogue Scale between the subject and the control group. Results : There was no significant difference between two groups in AMPQ-R, EET, PAS, PBS, SAS, and TAI. On the Visual Analoge Scale, however, students in the trial classes reported more increase in understanding and respect for both others and themselves. Conclusion : The efficacy of MIPAdo-CM was subjective improvement of understanding and respect for both others and themselves, erence between two groups in AMPQ-R, Empathy test, To prove objective usefulness of this program, further studies with more structured design will be needed.

단축형 청소년용 정신화 프로그램의 학생정신건강 증진효과 평가

Objectives:We developed the short form of the Mentalization Improvement Program for Adolescent-Community Model (MIPAdo-CM-S), based on the concept of the mentalization. Methods:The MIPAdo-CM was composed of 6 sessions and was applied to 133 students in the 1st grade of a middle school for six weeks during their regular school hours. After 6 weeks, we compared the endpoint changes of Adolescent Mental Problem Ques- tionnaire-Revised (AMPQ-R), Emotional Empathy Test, Peer Aggression Scale, Peer Bullying Scale, School Adjustment Scale, Test Anxiety Inventory and Visual Analogue Scale between the subject and the control group. Results:On the Visual Analoge Scale, students in the trial classes reported an increased understanding and respect for others, as well as themselves. Conclusion:The efficacy of MIPAdo-CM was subjective improvement of understanding and respect for both others and them - selves. To prove objective usefulness of this program, further studies should be administered in the form of long-term, regular and structured courses.

Relationship Between Bullying and Health Problems in Primary School Children

The aim of this study is to analyze the relationship between bullying and exposure to bullying and the health problems in the primary school children. This study was conducted on 92 parents and 92 students who were sixth grade students in two primary schools in Izmir. The data were collected using the Peer Bullying Scale Adolescent Form and the Identification of Health Problems Form. The data were analyzed through χ(2) analysis and odds ratios with a 95% confidence interval. About forty-nine percent of the students (48.9%) was male, 51.1% of them was female and the average age was 11.6 ± 0.53 years. It was found that students who had high scores for being exposed to bullying were significantly more likely to experience headache, feeling bad, crying restlessness, nervousness, sleeping problems, dizziness; whereas students who had high bullying scores were significantly more likely to experience only poor appetite. Students exposed to bullying have more health problems than the bullying students. It is recommended that programs designed to prevent the negative effects of bullying be developed.

Prevalence of Peer Bullying in High School Students in Turkey and the Roles of Socio-Cultural and Demographic Factors in the Bullying Cycle

This research was conducted as a descriptive and relational study to determine the frequency of bullying among high school students and the relationships between some of their characteristics and their roles in the bullying cycle. The research data were obtained from 1670 students in the 9th and 10th grades of six high schools in Istanbul province. The data were analyzed with percentage distribution, Chi square, t test, correlation and Tukey test.The Determination of Peer Bullying Scale and a Personal Information Form were used for data collection in the research. According to the Determination of Peer Bullying Scale 17% of the students were in a bullying cycle (5.3% as bully, 5.9% as victim, and 5.8% as both bully and victim). The boys used more direct methods of bullying and girls more indirect methods of bullying. The rate of bullying behavior was also higher in boys and being a victim was higher in girls; the majority of the girls were bullied by girls and the majority of the boys were bullied by boys. More of those involved in bullying incidents had unexcused absenteeism from school and stated that they did not like school. The results obtained from this research show that the prevalence of bullying in high schools in Turkey is similar to the results in other countries. Determination of the causative factors that support and maintain bullying behavior for implementation of prevention programs is required.