Prevalence Of School Bullying Research Articles

Co-Existence Patterns of Social Norms and Positive Defending Intention Among Adolescents as School Bullying Bystanders.

School bullying occurs frequently in primary and secondary schools, which is a global problem and it often brings serious physical and mental harm to the victims. When school bullying occurs, there may be a large number of bystanders in addition to the bullies and victims. What actions bystanders take affects the progress of school bullying. Relevant studies indicate that social norms including how peers around them react (descriptive norms) and how important adults such as teachers and parents demand (injunctive norms) play important roles in bystanders' action-taking, but limited studies have considered individual differences. Therefore, this study used a person-centered approach to explore the co-existence patterns of social norms and bystanders' defending intention to further understand their relations. We surveyed 1,384 junior high school students in China by self-report questionnaires, and they were asked to assess their defending intention when witnessing school bullying events under different contexts of social norms. Through latent profiles analysis, five co-existing patterns were identified: no norms-no defending group (4.8%), parent norms-no defending group (3.6%), weak norms-low defending group (24.3%), teacher-peer norms-medium defending group (40.6%), teacher-peer norms-high defending group (26.7%). In four out of the five patterns, students' levels of defending intention were highly consistent with the levels of peer and teacher norms, but largely contradicted parent norms. This suggests that descriptive norms from peers and injunctive norms from teachers, other than those from parents are crucial for promoting bystanders' defending intention, which provides important enlightenment for school bullying prevention. These findings provide important enlightenment for the prevention and control of school bullying in the future.

Strengthening the Language of Love as a Prevention Measure School Bullying Prevention

Bullying in schools is a complex problem that requires serious attention. This study aims to examine the potential for strengthening love language as one of the effective prevention efforts in bullying cases in schools. The study focuses on literature that discusses the relationship between love language, positive social bonds, and prosocial behavior. The methodological procedure of this article uses a literature review approach. The results of the study show that love language with indicators of affirmative words, acts of service, gifts, quality time, and physical touch has great potential in creating an inclusive and supportive school climate. This study also identifies several factors that can affect the success of the implementation of love language in efforts to prevent bullying in schools, namely; training for educators, parent involvement, and support from the school environment. The practical implications of this study are the importance of integrating love language in school curricula and counseling programs to prevent and overcome bullying in schools.

Antecedents of bullying victimisation in adolescents: a fresh look at Aotearoa New Zealand

ABSTRACT Research has consistently demonstrated that the prevalence of school bullying in Aotearoa New Zealand exceeds those observed in other developed countries. Despite the need to understand the risk and protective factors for bullying victimisation, there remains a paucity of research in the New Zealand context. The present study aimed to investigate the risk factors for bullying victimisation by conducting a secondary data analysis on a large and representative sample of 15-year-olds from New Zealand using data collected during the 2018 Programme for International Student Assessment (N = 4137). A multiple regression analysis identified eight risk factors which were significantly associated with at least one form of school bullying. The strongest effects indicated that increased parental support and school belonging were associated with lower victimisation, while classroom disorder and school competitiveness were associated with greater victimisation risk. The implications of these findings for future research are discussed.

Concurrent Associations Between Callous-Unemotional Traits, Moral Disengagement, and Bullying Perpetration in Adolescence

The aim of the current study was twofold. The first aim was to examine whether callous-unemotional (CU) traits are directly related to moral disengagement and bullying perpetration as well as whether CU traits are indirectly related to bullying perpetration mediated by moral disengagement among adolescents. The second aim was to examine whether the three distinct dimensions of CU—callousness, uncaringness, and unemotionality—are directly related to moral disengagement and bullying perpetration, as well as whether they are indirectly related to bullying perpetration mediated by moral disengagement among adolescents. Self-report survey data from 706 adolescents ( Mage = 14.5) from 20 schools in Sweden were gathered and analyzed using structural equation modeling. The findings suggest that CU traits were positively and directly linked to bullying perpetration, but also indirectly mediated by moral disengagement. Similarly, callousness and uncaringness showed direct and indirect associations with bullying perpetration, whereas unemotionality was found to be only indirectly associated with bullying perpetration. Unemotionality had the weakest connection to moral disengagement and was not directly related to bullying perpetration, whereas callousness, in particular, but also uncaringness, had stronger connections to moral disengagement and bullying perpetration. In sum, the findings underscore the importance of explicitly integrating moral considerations into endeavors aimed at preventing school bullying among adolescents.

Preparing future educational psychologists to prevent school bullying

Relevance. School bullying is a widespread problem that requires effective prevention strategies. However, many teachers and educational psychologists lack sufficient knowledge and skills to address bullying. There is a need to better prepare future educational psychologists to prevent and intervene in bullying situations. Purpose. The purpose of the research article is to develop and test an elective course for training future educational psychologists in bullying prevention in Kazakhstan schools. Methodology. An elective course titled �Prevention of school bullying: from theory to practice� was developed and implemented with third-year bachelor's students in Pedagogy and Psychology at L.N. Gumilyov Eurasian National University. The course included theoretical and practical components. Students' knowledge and skills were assessed before and after the course using tests and case studies. Results. Prior to the course, most students demonstrated low levels of knowledge and skills related to bullying prevention. After completing the course, students in the experimental group showed significant improvements, with 64% reaching a high level of competency compared to 0% in the control group. The course helped students acquire both theoretical knowledge and practical skills for addressing bullying. Conclusions. The elective course was effective in developing future educational psychologists' professional competencies for bullying prevention. Recommendations are provided for improving bullying prevention efforts in Kazakhstan schools, including raising awareness, providing training for teachers and psychologists, and maintaining communication with parents. The study demonstrates the importance of practice-oriented training in preparing educational psychologists to address school bullying. Keywords: bullying; bullying prevention; school violence; educational psychologist; educational environment; anti-bullying course

Factors Influencing Peer Victimization from the Perspective of Home-School Partnership: A Moderated Mediation Model

This study aims to explore the overlapping influences of the home and school on peer victimization in adolescents under the notion of home-school partnership and to investigate how the parent-child relationship, teacher-student relationship, teenage depressive symptoms are related to peer victimization by constructing a moderated mediation model. It surveyed 1,710 students in 5-8 grades, using the Inventory of Parent and Peer Attachment, Student-Teacher Relationship Scale (brief version), Multidimensional Peer Victimization Scale, and Center for Epidemiologic Studies Depression Scale (brief version). Research findings show that the parent-child relationship had a direct impact on peer victimization and indirectly affected peer victimization via the mediation of teenage depressive symptoms; and that teacher-student relationships had moderating effects on the three paths in the mediation model, playing roles in enhancing the protection effect of the parent-child relationship against peer victimization, weakening the possible impact of the parent-child relationship on teenager depression, and alleviating the predictive effect of depressive symptoms on peer victimization. The research suggests that home-school partnership is a viable avenue for the prevention of school bullying.

Exploring Aggressive Behaviors in Greek Secondary Schools: Prevalence, Sociodemographic Factors, and Comparative Analysis with Elementary School Students.

The main objectives of this study are to determine the prevalence of bullying in Greek secondary schools and detect the possible characteristics of bullies' profiles in Greek school settings. A structured questionnaire was given to one hundred ninety-two (n = 192) educators at Greek junior high schools in urban and rural areas. The educators were asked to report the frequencies and forms of aggressive behavior observed during the 2022-2023 school year, the bullies' sociodemographic characteristics, and ways of dealing with bullying episodes. The data are presented, after conducting statistical analyses, in comparison with data for elementary school students. The results revealed that higher rates of bullying were reported compared with elementary school children. Moreover, according to teachers' observations, aggressive behavior is independent of a pupil's diagnosis, but specific types are correlated significantly with a pupil's gender, nationality, low academic performance, and popularity. Factor analysis showed two main factors of aggression types, where common points and differences with elementary school students are mentioned. Implementations for the prevention of school bullying are discussed.

SOSIALISASI PENYULUHAN BAHAYA BULLYING DI SMK ADZKIYA BALIKPAPAN

Prevention of stopping bullying in schools can be done, among other things, by providing appropriate supervision and sanctions to the perpetrators. There are other ways, such as providing counseling through various methods, one way is by including bullying material into learning which will have a positive impact on students' personal development. The aim of this research is to find out the dangers of bullying and prevent an increase in bullying behavior among school children at Adzkiya Balikpapan Vocational School. Socialization is carried out by providing counseling and character education to students. Based on this counseling, the role of schools is expected to be able to apply it to students in their school environment.

Bullying prevention training for Chinese preservice teachers' efficacy and beliefs toward bullying

AbstractBullying is prevalent in many schools worldwide. Providing bullying prevention training to preservice teachers can make a significant difference in preventing school bullying. There is a lack of training in bullying prevention for preservice teachers in China, and the effectiveness of such training for bullying prevention has not yet been established. The present study examined the effectiveness of bullying prevention training on antibullying self‐efficacy and incorrect beliefs about bullying among Chinese preservice teachers. A total of 139 preservice teachers (Mage = 20.76 years, SD = 0.80 years, ranging from 19 to 23 years; 90.6% women) were randomly assigned to the bullying prevention training (n = 73) or the control group (n = 66). Preservice teachers completed pre‐ and posttraining surveys. The participants in the treatment group completed a 5‐week bullying prevention training program (1.5 h per week). Measures of antibullying self‐efficacy and incorrect beliefs about bullying were used to evaluate the effectiveness of the bullying prevention training. Results indicated that the training increased preservice teachers' antibullying self‐efficacy but did not decrease their incorrect beliefs about bullying. Practical implications, limitations, and future directions of these findings are discussed.

Traditional bullying and cyberbullying at schools in Germany: Results of the HBSC study 2022 and trends from 2009/10 to 2022.

Bullying is a form of violence that is carried out repeatedly, with the intention of causing harm and with an imbalance of power between those involved. Bullying has serious negative effects on the mental health of adolescents and thus represents a significant health risk in childhood and adolescence. Based on data from the Health Behaviour in School-aged Children (HBSC) study from the survey year 2022 in Germany (N = 6,475), the prevalence of school bullying and cyberbullying among 11-, 13- and 15-year-olds in Germany was analysed. In addition, the prevalence of school bullying and cyberbullying was analysed as a trend from 2009/10 to 2022 (bullying) and from 2017/18 to 2022 (cyberbullying). Around 14 % of the learners surveyed reported direct experience of bullying at school, and around 7 % reported cyberbullying experiences as bullied and/or bullying victims. Adolescents who identified as gender diverse were particularly likely to report bullying experiences. School bullying decreased over time, but remained stable between 2017/18 and 2022. Cyberbullying, on the other hand, increased in 2022 compared to 2017/18. Experiencing bullying at school and online is an everyday experience for many children and young people, so there is still a need for the broad implementation of effective anti-bullying measures in schools.

The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model.

School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students' exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students' sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.

The coevolution of bullying and friendship networks.

The coevolution of bullying and friendship networks and the moderating effects of classroom bullying popularity norms were examined in a sample of 965 students (52.1% boys) in 22 fourth- and fifth-grade classes. Longitudinal social network analysis showed that children were more likely to bully their friends' victims (bully influence effect) and to be bullied by their friends' bullies (victim influence effect); two children bullying the same child were likely to be friends (bully selection effect), and two victims bullied by the same child were likely to be friends (victim selection effect). Bullying popularity norms served as moderators, and the bully selection effect was significant weaker in the context of low bullying popularity norms. This study adds understanding of bullying as a group process and provides implications for preventing school bullying.

An Analysis of the Association between School Bullying Prevention and Control Measures and Secondary School Students' Bullying Behavior in Jiangsu Province.

(1) Background: China released regulations on school bullying prevention and control in 2017; however, current research on school bullying in China focuses on exploring influencing factors and lacks empirical research on the effectiveness of anti-bullying policies in schools. The objective of this study was to use an empirical model to explore the association between bullying prevention and control measures and secondary school students' bullying victimization and multiple bullying victimization in Chinese schools. (2) Methods: Data were derived from the 2019 Surveillance of Common Diseases and Health Influencing Factors among Students in Jiangsu Province. The school's bullying prevention and control measures, which was the independent variable, were obtained in the form of a self-report questionnaire and consisted of five measures: the establishment of bullying governance committees, thematic education for students, thematic training for parents, special investigations on bullying, and a bullying disposal process. Bullying victimization and multiple bullying victimization, which was the dependent variable, were obtained through a modified version of the Olweus bullying victimization questionnaire. In order to better explain the differences in the results, this study constructed multilevel logistic regression models to test the association between school bullying prevention and control measures and the rates of bullying victimization and multiple bullying victimization among secondary school students at both the school level and the student level. Meanwhile, this study constructed five models based on the null model by sequentially incorporating demographic variables, physical and mental health variables, lifestyle variables, and bullying prevention and control measures in schools to verify this association. (3) Results: A total of 25,739 students were included in the analysis. The range of bullying victimization rates for students in the different secondary schools in this study was between 6.8% and 37.3%, and the range of multiple bullying victimization rates was between 0.9% and 14.8%. The establishment of bullying disposal procedures was strongly associated with a reduction in bullying victimization (OR = 0.83, 95%CI: 0.71-0.99, p < 0.05). Establishing bullying disposal procedures was not significantly associated with multiple bullying victimization rates (OR = 0.89, 95%CI: 0.73-1.09, p > 0.05). The establishment of a bullying governance committee, thematic education for students, thematic training for parents, and special surveys on bullying were not significantly associated with bullying victimization rates or multiple bullying victimization rates (all p > 0.05). (4) Conclusions: Among the current bullying prevention and control measures for secondary school students in China, the establishment of a bullying disposal process was conducive to reducing the rate of bullying victimization, but it was ineffective in reducing the rate of multiple bullying victimization, and the other preventive and control measures did not achieve the purpose of anti-bullying in schools.

Prevention of School Bullying Among Adolescents of Individual Educational Organizations for Students with Disabilities: a Model of Antibulling Competence and Evaluation of its Efficiency

The scale of bullying among teenagers is becoming global. Students with intellectual disabilities are subjected to emotional, physical and mental pressure in educational institutions for children with disabilities, which ensures the need to develop and implement an anti-bullying competence model of prevention. The study involved 26 teenagers from Kursk Boarding School No. 3 at the age of 14-16. Data collection was carried out through observation and conversation using standardized methods for diagnosing the socio-psychological determinants of bullying. The implementation of the ascertaining and control stages of the formative experiment included diagnosing the risk of bullying, sociometric status and the prevalence of bullying in the educational environment, as well as evaluating the results using statistical methods of mathematical analysis (“Statistica 11.0”). Developed in accordance with the competency-based model of preventing school bullying among adolescents, the program is aimed at reducing the level of bullying through the optimization of their intragroup relationships. Evaluation of the results of its implementation testified to changes in the prevalence of bullying and a change in the status-role structure of the experimental group in comparison with the control group and with the results of primary diagnostics, and hence its effectiveness. The class team showed a high degree of cohesion, discipline and organization. Measures were successfully carried out to raise awareness of all participants in the educational process, to create a favorable socio-psychological climate in the school community for the comprehensive development of the personality of adolescents with intellectual disabilities. Adolescents demonstrated high activity not only during school hours, but also outside school hours.

IMPLEMENTASI MATERI NORMA DAN HUKUM UNTUK PENCEGAHAN BULLYING DI SMPN 5 MUARO JAMBI

This study aims to provide an overview of efforts to implement norm and law materials for bullying prevention at SMP N 5 Muaro Jambi and, To determine the supporting and inhibiting factors for the implementation of norm and law materials for bullying prevention at SMP N 5 Muaro Jambi. This research was carried out at SMPN 5 Muaro Jambi, located on Jl. lintas Sumatra No.RT.09, Sekernan, Kec. Sekernan, Muaro Jambi regency, when the research was carried out in the even semester of the 2022/2023 academic year. The research approach used in this study is a qualitative approach. The type of research used in this study is Case study The data collected in this study is descriptive. The results showed that in an effort to implement norms and laws for the prevention of bullying at SMP N 5 Muaro Jambi which was carried out through learning activities in the classroom and activities outside the classroom using the following methods or strategies: a) Exemplary To shape the character of students who obey norms and non-violence through the example ofteachers b) Spontaneous activities Including disciplinary activities c) Conditioning, in the nature of implementing norms and laws for the prevention of bullying in schools in order to form civic knowledge it occurs because there aresupporting factors and inhibiting factors.Supporting factors consist of awareness of school residents to apply positive norms on various occasions, inhibiting factors consist of student conditions that are still unstable.

Social bonds, Internet usage time and bullying involvement: A study of rural secondary school students in China

AbstractSchool bullying is a prevalent problem affecting adolescents globally, which has been linked to the qualities of social bonds. In addition to the conventional environments such as families, peers and schools, the Internet is notably rising as a new living space for young students. Given that rural China has witnessed outstanding phenomena of bullying and Internet use among adolescents, the present study particularly examined how parental attachment, peer attachment, school connectedness and Internet usage time were associated with their experiences of being a bully, victim or bully victim, based on a sample of 2211 students from 25 rural secondary schools across three provinces of China. Results showed that those reporting bullying, victimization and both accounted for 30.0%, 64.6% and 26.2% of the whole sample, respectively. Multiple logistic regression analyses further revealed that maternal attachment, peer attachment and school connectedness were negatively associated with the odds of bullying involvement, whereas Internet usage time was positively associated with the odds of bullying involvement. The findings suggest the significance of building a comprehensive system for preventing school bullying in rural China, with a particular emphasis on strengthening family–school collaboration and effective guidance of Internet use.

Exploring the Impact of the Video Game Monité on Exogenous Factors and Resilience against Bullying in Primary Education Students

This study focuses on the issue of school bullying and explores the potential of video games as a tool to prevent and address this problem. To accomplish this, the video game Monité, specifically designed for the prevention of school bullying, was utilized, using the paradigm of digital game-based learning as an intervention methodology that emphasizes its educational and recreational potential. This study was conducted using a quasi-experimental approach, employing a pre-test and post-test design with a non-equivalent control group. The sample consisted of 92 boys and girls from fifth and sixth grade in primary education in the province of Cáceres, Spain. Data were collected through questionnaires from the System for the Evaluation of Children and Adolescents (SENA), which allowed for the gathering of information on peer problems, school problems and family issues. The results show that there are significant differences between the intervention group and the control group regarding problems external to individuals. In conclusion, this study investigates the use of the video game Monité as a tool to prevent school bullying and analyzes its impact on students’ perception of external agents such as family, peer group, and school. Our findings support its implementation in educational environments as an effective strategy.

Exploring the role of school nurses in primary schools: a literature review

Introduction: The school nurse promotes the health of students within their sphere of responsibility, protects their safety and aims at their balanced development. They therefore have the potential to directly contribute to the assessment, early management and prevention of health problems in the school environment. Aim: The aim of this bibliographic review was to investigate contemporary research articles on the role of school nurses in prevention, health problem management and health promotion in primary schools. Methodology: Scientific literature searches were conducted in the electronic databases PubMed andScopus using the keywords: “primary school” and “school nurse”. The criteria used for the inclusion of articles in the review were that they should describe research studies related to health interventions in primary schools and the role of school nurses, published within the last decade in English or Greek. The sample of the present work consisted of 13 research articles (2012 - 2019). Results: The research studies reported on the prevention and treatment of obesity, the promotion of hand hygiene and influenza vaccination, the prevention of school bullying and sexual abuse, and the management of type 1 diabetes. Further studies investigated the management of stress and sleep problems, the prevention of nail biting and the management of seizures within the school environment. Conclusions: According to the contemporary scientific literature, the role of school nurses in primary schools is potentially multidimensional. The school nurse can contribute substantially towards promoting the health and balanced development of that particular school population.

Preventing school bullying: Examining the association between classroom management, classroom climate, and relational aggression and victimization

This research aims to examine the relationship between classroom management, classroom climate, and relational aggression and victimization in high school students. A total of 42 teachers and 2168 students from 5 high schools in Shenzhen, China participated in the study. Teachers completed a classroom management style scale, while students answered a questionnaire based on relational aggression peer-nomination and a relational victimization experience scale. Data was analyzed using correlation and multiple regression analysis. The study found no significant correlation between teachers’ management style and levels of relational aggression and victimization. However, there was a positive correlation between teachers’ sympathy for the victim of relational aggression and the levels of relational aggression in the classroom. Teachers’ attitudes towards relational aggression predicted the level of relational victimization, but not the level of relational aggression. Teachers’ handling strategies did not predict the levels of relational aggression and victimization. Support from classmates and solidarity were negatively correlated with relational aggression and victimization. The results suggest that teachers’ attitudes towards relational aggression play an important role in predicting levels of relational victimization. Teacher sympathy for the victim of relational aggression may inadvertently reinforce the behavior. The study highlights the importance of creating a supportive classroom climate and promoting solidarity among students to reduce relational aggression and victimization. Teachers can be trained to recognize and address relational aggression, and to create a positive and supportive classroom climate. Strategies promoting peer support and solidarity may help to reduce levels of relational aggression and victimization.

Identification, Witnessing and Reaction to School Bullying Behaviour in Secondary Education

This study, carried out with 10,795 Compulsory Secondary Education students (Asturias, Spain), seeks to determine what behaviours are considered school bullying, to what extent they are witnessed, and what the typical reactions to bullying are. To gather the data, a 19-item questionnaire was used, with a high degree of reliability (α = 0.85). Regarding the results, most of the students have a concept of bullying generally related to the use of physical force, although the behaviours witnessed with the greatest frequency are insults, social exclusion, or damaging belongings. As for their reaction, students tend to assume the role of a proactive witness, the tendency being to ask an adult for help. Nevertheless, there are many students whose knowledge and recognition of bullying is scarce, and who, by choice, limit themselves to observing. The results are useful for designing educational actions aimed at the intervention and prevention of school bullying.