Prevalence Of School Bullying Research Articles

The Impact of State Legislation and Model Policies on Bullying in Schools

The purpose of this study was to determine the impact of the coverage of state legislation and the expansiveness ratings of state model policies on the state-level prevalence of bullying in schools. The state-level prevalence of bullying in schools was based on cross-sectional data from the 2013 High School Youth Risk Behavior Survey. Multiple regression was conducted to determine whether the coverage of state legislation and the expansiveness rating of a state model policy affected the state-level prevalence of bullying in schools. The purpose and definition category of components in state legislation and the expansiveness rating of a state model policy were statistically significant predictors of the state-level prevalence of bullying in schools. The other 3 categories of components in state legislation-District Policy Development and Review, District Policy Components, and Additional Components-were not statistically significant predictors in the model. Extensive coverage in the purpose and definition category of components in state legislation and a high expansiveness rating of a state model policy may be important in efforts to reduce bullying in schools. Improving these areas may reduce the state-level prevalence of bullying in schools.

Associations between callous-unemotional traits and various types of involvement in school bullying among adolescents in Taiwan.

This study examined associations between callous-unemotional (CU) traits and involvement in school bullying among 613 Taiwanese adolescents. CU traits were determined using the self-reported Chinese versions of the Inventory of Callous and Unemotional Traits (C-ICUT) and the School Bullying Experience Questionnaire (C-SBEQ). The study used logistic regression analysis to assess associations between CU traits and types of involvement in school bullying, with controls for the effect of age, sex, and residential background. Higher levels of the callous trait were positively associated with greater risk of being a victim of physical bullying and belongings snatch, or a perpetrator of verbal, relational and physical bullying and belongings snatch. Higher levels of the unemotional trait were positively associated with greater risk of being a victim of verbal and relational bullying. The uncaring trait had no significant associations with any type of bullying involvement. The role played by CU traits should, therefore, be examined when developing programs to detect and prevent school bullying.

Experiences and perspectives of victims and perpetrators of bullying

Bullying in schools is pervasive globally and has been considered as a public health problem. The present study aimed to find out the prevalence of bullying in schools of Punjab state and Chandigarh and perspectives of the victims as well as perpetrator about bullying. A qualitative research was conducted on 3234 students from 124 schools of Punjab state and UT Chandigarh using Open-ended Questionnaires, focus group discussion and semi-structured. Specifically, the victims were asked about the reasons which they perceive for their bullying, their reactions on/after being bullied, and its effect on them whereas the perpetrator (bullies) were asked their reasons for bullying others and what they get out of this. These findings provide a comprehensive view about what victims feel about their bullying and how bullies present their side. It indicates towards a need to instill systematic bullying prevention programme in schools which is at present is altogether missing in our schools.

Literature and Bullying: Teenage and Children Novels on School Bullying Prevention

Juvenile delinquent or deviant behavior appears in various forms in modern academic reality. It is widely known under the international term "school bullying". The systemic view of an educational organization as it studies the variety of school and social system parameters that explain and contribute to the emergence of problematic behaviors in schools positively contributes to a better understanding of that behaviors considered within the framework of interactions that generate and reproduce it. Qualitative literary works, by which this phenomenon is approached in a novel way and the "omnipotent narrator" dominates, provide the possibility of a holistic and systemic view and indirect aids in strategies for preventing, detecting and curing the offending incidents in modern schools. The purpose of this paper is to connect the phenomenon of bullying appearing in teenage and children novels with the way that texts could illuminate and enlighten youth consciousness in order to become safe guides or useful paradigms in their everyday life. The texts examined under present study are the novels (a) Thirteen Reasons Why, by Jay Asher (b) Finding Audrey, by Sophie Kinsella and (c) Together, by Eleni Priοvolou.

Preventing School Bullying: Investigation of the Link between Anti‐Bullying Strategies, Prevention Ownership, Prevention Climate, and Prevention Leadership

School bullying has been a major health and safety concern for teachers and students, which calls for effective strategies to address the issue. In this study, we explored individual and organisational factors that improve the effects of teachers’ use of anti‐bullying strategies in reducing or preventing student bullying. Specifically, we examined the moderating role of teachers’ psychological ownership of their school's anti‐bullying system in the relationship between teacher‐reported use of anti‐bullying strategies and student‐reported bullying incidents. We also investigated how principals’ bullying prevention leadership, rated by a group of directors who are the immediate subordinates of these principals, inspires teachers’ psychological ownership of their school's anti‐bullying system through building teachers’ shared perceptions of a bullying prevention climate. Results of multilevel analyses of multisource data from 2,123 teachers, 407 directors, and 15,967 students in 110 junior and senior high schools indicated that the impact of teacher‐reported use of anti‐bullying strategies on student‐reported bullying incidents was strengthened when teachers have a high level of psychological ownership of their school's anti‐bullying system. Further, principals’ bullying prevention leadership was significantly positively related to teachers’ psychological ownership of their school's anti‐bullying system through teachers’ shared perceptions of a bullying prevention climate.

Progress in the fight against bullying

I was surprised and pleased to read an article in the June 2017 issue of Pediatrics (“10‐Year Trends in Bullying and Related Attitudes Among 4th to 12th Graders”) that reported declining prevalence of bullying in schools. This impressive work by Tracy Evian Waasdorp and colleagues surveyed an average of almost 25,000 students in elementary, middle, and high schools in Maryland every year for 10 years (2005–2014) about their experiences with bullying and related concerns. Their sampling procedures, data collection, and analytic approaches were unusually rigorous, making the results commensurately persuasive.

BIỆN PHÁP PHÒNG CHỐNG BẠO LỰC HỌC ĐƯỜNG TRONG TRƯỜNG TRUNG HỌC PHỔ THÔNG

BIỆN PHÁP PHÒNG CHỐNG BẠO LỰC HỌC ĐƯỜNG TRONG TRƯỜNG TRUNG HỌC PHỔ THÔNG

PREVENTION OF BULLYING EMERGING DUE TO LEARNING DIFFERENCES, APPLYING “LEARNING FOR LIFE” SYSTEM GROUNDED ON SELF-DIRECTED LEARNING (LIHUANIAN COUNTRY CASE)

Necessity, timeliness and significance of thelearning and teaching system “Learning for Life”, grounded on self-directed learning, are actualised by the lack of systematic approach to bullying prevention in Lithuania, lack of prevention of bullying due to learning differences and experience and situation of bullying prevention in the country that has formed in this context. Currently bullying cases are increasingly often spoken of but it has to be acknowledged that interest in this problems is taken more episodically, quite often reacting to resonant bullying cases. This demonstrates that the systemic approach is still missing, that the real scope of spread of bullying, its reasons, consequences have not yet been perceived and this aggravates possibilities to manage the situation. Prevention of bulling arising at school due to learning differences should be based on the learning and teaching system “Learning for Life”, grounded on self-directed learning and acknowledgement of the learner’s learning differences, characteristic to it, and not on the perception of differences as stigmatising shortcoming. In the article by using the method of content analysis, abstraction actualised necessity, timeliness and significance of selfdirected learning framework for the prevention of school bullying of these criteria : links of the system "Learning for Life”with European and national education documents on education; the education system "Learning for Life” interface with methodological approaches; pronciples of the system "Learning for life" as fundamental approaches; the aspects of manifestation of the education system "Learning for life"concept in the educational practice.

Identificación y descripción de la intimidación escolar en instituciones educativas del municipio de Popayán

<p align="justify">Se identifica y describe el fenomeno de la intimidación escolar en una muestra de 1.300 estudiantes, 513 padres y 81 docentes de 5 instituciones educativas del municipio de Popayán, Colombia. Se utilizó metodología cuantitativa–descriptiva y análisis con SPSS en frecuencias relativas. Los resultados demuestran la existencia de intimidación física en el 44 % a través de golpes, patadas y quitar elementos escolares, e intimidación psicológica en el 70 % incluyendo gritar a un compañero, poner apodos, coaccionar, amenazar y excluir. En el 35.1 % los profesores consideran el problema como grave en su institución, y que es necesaria su reflexión en el 71.6 %, el 31.4 % de los padres consideran muy grave el problema.</p>

Effectiveness and Weakness of School Bullying Problem Solving Activities in a 3D Virtual World : Application of Activity Theory

Although teachers play an important role in preventing school bullying, there is a lack of educational programs to enhance the competencies of pre-service teachers regarding how to prevent and address school bullying. To improve the knowledge and self-efficacy of pre-service teachers about school-bullying challenges, this study developed an authentic problem solving activity in a 3D virtual world on the basis of activity theory. In this study, for four weeks, 36 pre-service teachers collaboratively solved school-bullying problems, conducted role-plays in a virtual world, and reflected on their activities. As a result, the participants significantly improved their knowledge (restorative justice) and self-efficacy to handle school bullying. This study also investigated the pre-service teachers’ perceptions of the strengths and weaknesses of the activity through analyzing quantitative and qualitative data with an activity system framework. The findings were discussed to improve the design of the problem-solving activity in the context of Korean pre-service teacher education.

The Experience of the School Bullying Prevention in the Teenage Environment: Gender Aspect

The article presents the experience of working with teenagers on the prevention of school violence manifestations. Activities for the prevention of bullying and its retention at a socially acceptable level by removing or neutralizing the causes generating it are more meaningful and effective taking into account gender-specific manifestations of school bullying. This situation requires the maintenance of a separate work with teenage boys and girls because the specifics of their behavior are quite different. The aim of the study is to develop and to test technology of the psychologist’s activity for the bullying prevention in the teenage environment based on the gender approach. At the same time, we believe that bullying prevention (efforts to prevent it or withhold at a socially acceptable level by removing or neutralizing the causes generating it) will help to lower the scale of the negative phenomenon, to reduce the amount of “aggressors” and “victims” involved in it. Comparative analysis of results of ascertaining and control phases of the experiment allows drawing conclusions on the positive dynamics in the sample, identifying the behavior peculiarities in a situation of possible bullying of boys and girls and developing a set of preventive measures based on them, allows bringing such activities to an entirely new level. DOI: 10.5901/mjss.2015.v6n6s7p269

Prevalence of School Bullying Among Youth with Autism Spectrum Disorders: A Systematic Review and Meta-Analysis.

The true extent of school bullying among youth with autism spectrum disorders (ASD) remains an underexplored area. The purpose of this meta-analysis is to: (a) assess the proportion of school-aged youth with ASD involved in school bullying as perpetrators, victims or both; (b) examine whether the observed prevalence estimates vary when different sources of heterogeneity related to the participants' characteristics and to the assessment methods are considered; and (c) compare the risk of school bullying between youth with ASD and their typically developing (TD) peers. A systematic literature search was performed and 17 studies met the inclusion criteria. The resulting pooled prevalence estimate for general school bullying perpetration, victimization and both was 10%, 44%, and 16%, respectively. Pooled prevalence was also estimated for physical, verbal, and relational school victimization and was 33%, 50%, and 31%, respectively. Moreover, subgroup analyses showed significant variations in the pooled prevalence by geographic location, school setting, information source, type of measures, assessment time frame, and bullying frequency criterion. Finally, school-aged youth with ASD were found to be at greater risk of school victimization in general, as well as verbal bullying, than their TD peers. Autism Res 2016, 9: 601-615. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Bullying prevention in schools: position statement.

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as the school nurse) is a crucial member of the team participating in the prevention of bullying in schools. School nurses are the experts in pediatric health in schools and, therefore, can have an impact on the health and safety of all students, including students who bully, students who are bullied, or students who both bully and are bullied by others (Centers for Disease Control and Prevention [CDC], 2011a, 2011b). The school nurse role includes the prevention of bullying and the identification of students who are bullied, bully others, or both. The school nurse has a significant leadership role in the implementation of bullying prevention policies and strategies.

Bullying as a risk for poor sleep quality among high school students in China.

ObjectiveTo determine whether involvement in bullying as a bully, victim, or bully-victim was associated with a higher risk of poor sleep quality among high school students in China.MethodsA cross-sectional study was conducted. A total of 23,877 high school students were surveyed in six cities in Guangdong Province. All students were asked to complete the adolescent health status questionnaire, which included the Chinese version of the Pittsburgh Sleep Quality Index (PSQI) and bullying involvement. Descriptive statistics were used to evaluate sleep quality and the prevalence of school bullying. Multi-level logistic regression analyses were conducted to examine the association between being victimized and bullying others with sleep quality.ResultsAmong the 23,877 students, 6,127 (25.66%) reported having poor sleep quality, and 10.89% reported being involved in bullying behaviors. Of the respondents, 1,410 (5.91%) were pure victims of bullying, 401 (1.68%) were bullies and 784 (3.28%) were bully-victims. Frequently being involved in bullying behaviors (being bullied or bullying others) was related to increased risks of poor sleep quality compared with adolescents who were not involved in bullying behaviors. After adjusting for age, sex, and other confounding factors, the students who were being bullied (OR=2.05, 95%CI=1.81-2.32), bullied others (OR=2.30, 95%CI=1.85-2.86) or both (OR=2.58, 95%CI=2.20-3.03) were at a higher risk for poor sleep quality.ConclusionsPoor sleep quality among high school students is highly prevalent, and school bullying is prevalent among adolescents in China. The present results suggested that being involved in school bullying might be a risk factor for poor sleep quality among adolescents.

Possibilities for teacher’s preventive actions in regard bullying behavior of students

Prevention of school bullying is an important task of modern educational process, given the seriousness of its consequences for students who behave violently and for those who are exposed to bullying, as well as for other classmates. A teacher, who in comparison with other school staff is in daily contact with students, has an extremely important role in prevention of bullying and in creating encouraging school climate. Through systematized and critical reflection on the views of numerous authors, this article aims at pointing out importance of certain aspects of teachers? role in prevention of bullying, and importance of creating a positive school climate as an important prerequisite for preventive activity of teachers, as well as at emphasizing possible obstacles to adequate preventive actions of teachers. In the last section, changes made in recent years in Serbia in regard to prevention of bullying behavior of students in the education system are considered.

Social Pedagogy and School Community Preventing Bullying in Schools and Dealing with Diversity: Two Sides of the Same Coin

This paper presents a social pedagogical research programme that has been carried out during the years of economic crisis in Greece. It focuses on preventing bullying in schools, primarily by dealing with personal beliefs about diversity as well as by expanding and strengthening emotional, communication and social skills. What may differentiate this social pedagogical programme from others on bullying in schools is that it holds that positively dealing with diversity/otherness is important in preventing bullying, and that the programme is systemic in nature; that is, it utilises multiple possibilities arising from the transdisciplinary synergy of social pedagogy and systems science and is inspired by an emerging common philosophical and epistemological perception, integration of principles, methods and practices to be derived from the combined operation, at a higher level, of the two sciences. This programme brings together: those involved directly or indirectly with the school and the wider community; all those who seek to create a powerful and consistent communications network to establish, strengthen, and eventually be inspired by what we call the ‘social pedagogical ethos’, which will shape and establish a new ‘social pedagogical culture’.

Precollege and in-college bullying experiences and health-related quality of life among college students.

Bullying is a commonly occurring problem behavior in youths that could lead to long-term health effects. However, the impact of school bullying experiences on health-related quality of life (HRQOL) among college students has been relatively underexplored. This study aimed to describe school bullying experiences and to empirically examine their associations with HRQOL among college students in Taiwan. Self-administered survey data (response rate 84.2%) were collected from 1452 college students in 2013 by using proportional stratified cluster sampling. Different types of bullying experiences (ie, physical, verbal, relational, and cyber) before and in college, for bullies and victims, were measured. HRQOL was assessed by the World Health Organization Quality of Life (WHOQOL-BREF) Taiwan version. College students with cyber bullying-victimization experiences before college (β 0.060) reported significantly higher HRQOL in physical health. Regarding social relationships, those with verbal (β -0.086) and relational (β -0.056) bullying-victimization experiences, both before and in college, reported significantly lower HRQOL, whereas those with verbal (β 0.130) and relational (β 0.072) bullying-perpetration experiences in both periods reported significantly higher HRQOL. Students with cyber bullying-victimization experiences in college (β 0.068) reported significantly higher HRQOL in the environment domain. Last, the effects of verbal and relational bullying-victimization experiences on psychological HRQOL could be mediated and manifested through depression. Various types of bullying experiences occurring before and in college were differentially associated with HRQOL in different domains. These findings underscore the importance of developing school policies and health education initiatives to prevent school bullying and ameliorate its short-term and long-term effects on HRQOL.

학교 기반 정신건강증진 및 학교폭력 예방 프로그램 단기적 실시의 효과에 대한 예비연구

Results:The social skills training program improved the 'helping' behaviors in boys (t=-2.355, p<.05) and 'sharing' (t=-3.223, p<.01), 'cooperation' (t=-2.235, p<.05), and 'comforting' (t=-2.830, p<.01) behaviors in girls, assessed using the Prosocial Be- havior Questionnaire. The mental health awareness program improved 'general health awareness' (t=2.620, p<.05), measured using the Korean General Health Questionnaire. The school bullying prevention program resulted in decreased 'self esteem' (t=3.769, p<.01), measured using the Self Esteem Scale and decreased 'anger' (t=4.198, p<.01), assessed using the Novaco Anger Scale. Conclusion:The results of our preliminary analysis suggest that school-based mental health awareness and school bullying prevention programs may be effective even when conducted for a short term. Future investigation is necessary in order to vali- date the long term effects of these programs.

Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach Over Security Measures?

A common response to school violence features the use of security measures to deter serious and violent incidents. However, a second approach, based on school climate theory, suggests that schools exhibiting authoritative school discipline (i.e., high structure and support) might more effectively reduce school disorder. We tested these approaches on less serious, but more frequent, incidents of student victimization—physical, verbal, and relational bullying—using a nationally representative sample of 12- to 18-year-olds. We found that students in schools with positive school climates, as based on authoritative discipline theory, were significantly less likely to report bullying victimization. The security measures approach had no association with physical and verbal bullying and only a marginal association on relational bullying.

To tell or not to tell: what influences children's decisions to report bullying to their teachers?

Teachers are the primary agents for creating and maintaining a positive classroom climate--and promoting healthy interpersonal relations with, and among, their students (including the prevention of school bullying) is key to achieving this goal. For this study it was posited that students' willingness to report bullying to their teachers is an indicator of the degree to which teachers have successfully created such environments. Data were gathered on 278 (135 boys; 152 girls) ethnically diverse (46.4% Hispanic; 43.5% White; 10.2% Black and Other) 8- to-10-year-old students. Results showed that classrooms in which children reported greater willingness to report bullying evidenced lower levels of victimization. Moreover, believing that teachers would take an active role in intervening, such as by separating involved students or involving parents and principals, was associated with greater willingness to report than child-level characteristics, such as grade, personal blame, and individuals' propensity toward aggression.