Recognition Of Bullying Research Articles

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.

Impact of the Physical Activity on Bullying.

Relationship problems among school children can lead to bullying situations. In this regard, it should be noted that, among healthy lifestyle habits, sports practice (non-competitive) promotes responsibility and improves coexistence. The objective of the present study was to analyze the incidence of the frequency of practice of healthy physical activity on the risks of students directly involved in school bullying (harasser and victim) by gender. The participants of the study were 1,248 students of Compulsory Secondary Education with ages between 11 and 18 (M = 14.42, SD = 1.43), being 50.8% males. The results of the study indicated that students who practiced physical activity in the recommended frequency rated as healthy, at least four or more times per week, had higher values in the indicators of aggressiveness than students who practiced with a lower frequency, appreciating a greater relationship between both variables in male rather than in female students. The study will make progress in preventive and intervention programs whose central axis is the promotion of physical activity and healthy sport (non-competitive) among students involved in situations of bullying. Likewise, teacher training in the recognition of bullying is considered a priority, providing them with guidelines for action.

Teachers’ and parents’ understanding of traditional and cyberbullying

ABSTRACTBullying has serious consequences for students, parents, teachers, and the wider community. This study assessed teachers’ and parents’ ability to accurately identify traditional bullying and cyberbullying scenarios. Perceived seriousness of scenarios was explored and gender differences were examined. Analyses revealed teachers were more accurate in identifying traditional bullying scenarios than parents, with no differences found for cyberbullying scenarios or perceptions of severity. Males were more accurate in identifying noncyberbullying scenarios. Females perceived the majority of traditional and cyberbullying scenarios as more serious. Results suggest understanding teachers’ and parents’ knowledge of traditional and cyberbullying is crucial to bullying research and intervention efforts, as their recognition of bullying and perceived severity impacts the likelihood they would intervene. Implications for the prevention and intervention of bullying are discussed.

Developmental and gender differences in elementary school children’s recognition of bullying

Previous research has indicated that boys and girls differ in the ways they display aggression and experience victimization. This study examined the ability of American children to correctly differentiate between various forms of aggressive acts and pro-social behavior. The results indicate that though there appear to be developmental differences in the identification of aggression, there was no evidence to support gender differences.

Educators' Perceptions on Bullying Prevention Strategies.

I rep ort on an inve stigatio n into a group of Free State educators’ recognition of bullying, their reaction s to incidences of b ullying, and the ir perceptions of the effectiveness of a number o f bul lying prevention s trategies. The research instrument was a synthesis of the Delaware Research Questionnaire and questions based on findings from previous research on bul lying in the Free State. The first important result was that Free State educators had freque ntly witnessed learners being physically and verbally abused by fellow learners. The second was that more than 80% of the respondents were wil ling to intervene in such cases. Thirdly, the results indicated that the respondents saw parental involvement as critical in preventing bullying. Finally, some comments and recommendations are made regarding the role of parents, educators, the police, and learners in the prevention of b ully ing.