Relational Bullying Research Articles

Study on Schools Bullying for Adolescents

This study aims to describe aspects relating to bullying as causal factors, types, impacts, and strategies to prevent and resolve. Percentages of victims and perpetrators based on gender, age, and education level. Researchers utilized qualitative methods to collect and analyze data, according to Milles and Huberman. This research was conducted at 11 junior high schools and 11 senior high schools. The participants of this research were 53 informants. The results indicated that internal factors of bullying are psychological, physiological, intelligence and skills, identity, lifestyle, and religion. External factors are families, school and social environment, peers, legal base, media and technology, social and economic class, lifestyle, lack of communication, clothing, race, and experiences of victims. The types of bullying found are verbal, physical, bullying from media, sexual and relational bullying. Of those 5 types of bullying, verbal bullying is the most common. Keywords: bullying, adolescence, student, achievement

The Influence of Extraversion Personality, Peer Conformity, and School Climate on Relational Bullying in Boarding School Students

Relational bullying is a form of indirect bullying that often occurs in schools, involving acts of exclusion, neglect, spreading negative rumors, gossip, and social manipulation. This research aims to develop a theoretical model of relational bullying and determine the influence of extraversion personality, peer conformity, and school climate on it in boarding students. This research uses a quantitative approach. The study involved 210 madrasah tsanawiyah students boarding at Makrifatul Ilmi and Al Quraniyah Islamic boarding schools in South Bengkulu Regency. The results showed that theoretical models of influence can influence relational bullying among students. The R square value was 0.68, indicating that personality variables extraversion, peer conformity, and school climate can explain relational bullying by 68%. Extraverted personality had a positive effect on relational bullying, peer conformity had a positive effect, and school climate had a positive effect. This research contributes to the development of a more specific relational bullying theory model in psychology and suggests a holistic approach that includes guidance and counseling for teachers, collaboration between parents and the school, socialization and education for interventions to overcome relational bullying behavior.

Kekerasan Mental (Bullying) sebagai Isu Kesehatan Masyarakat di Indonesia

Bullying comes from the word "bully" which means bully, and this behavior can cause physical and psychological pressure on the victim. Psychological impacts include depression, anxiety, social isolation, low self-esteem, and even suicide, while physical symptoms include stomach aches, headaches, and difficulty sleeping. Bullying cases in Indonesia have increased significantly, causing serious impacts on teenagers' mental health such as depression, stress and the risk of suicide. Factors that cause bullying include peers, use of social media, and parenting patterns in the family, as well as the child's individual personality. Library research is a method for collecting information from previous studies without having to use primary or secondary data. This study involves collecting data from books, literature, notes, and reports that are relevant to the problem under study. Literature research emphasizes philosophical and theoretical discussions rather than empirical testing in the field. The results of this research reveal that bullying is aggressive behavior that is carried out repeatedly to hurt or intimidate other people in an unequal power relationship. Types of bullying include physical, verbal, cyberbullying, non-verbal, and relational. Physical bullying involves direct violence such as hitting, while verbal bullying involves insults and threats. Cyberbullying uses digital technology to spread messages that demean victims. Non-verbal bullying includes actions such as derogatory body language, while relational bullying involves the manipulation of social relationships. Research shows that bullying has a significant impact on the mental and emotional well-being of victims, causing stress, depression, anxiety and even suicide.

A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness

Teachers play an essential role in school bullying prevention. This study investigates teachers' perceived seriousness and willingness to intervene in school bullying using a survey-experimental design. Twenty conjoint scenarios were designed based on five types of victims' reactions (crying, fighting back, seeking help, pretending nothing happened, no description) and four forms of bullying (physical, verbal, relational, and cyber). Cyberbullying is perceived as the most serious. Physical bullying elicits the highest willingness to intervene. Teachers' perceived seriousness significantly varies according to victims' reactions, except for relational bullying. However, teachers' willingness to intervene does not differ significantly based on victims’ reactions.

Fostering Safe Schools: Empowering Educators and Parents in the Fight Against Violence in Early Childhood Education Setting

Bullying was a concerning issue among pre-schoolers within kindergarten settings, though its definition remained debated. This research’s aim is to uncover the forms of bullying, its causes, and impacts on children, as well as the intervention programs implemented by early childhood education teachers. This research engaged 87 teachers in anti-violence training, collecting data via bullying worksheets and interviews with 18 preschool teachers. The results showed that in early childhood education, verbal bullying involved the use of degrading words, while physical bullying included actions that hurt the victim's body. Relational bullying impacted social exclusion, whereas emotional bullying focused on hurting the victim's feelings. Internal causes included aggressive tendencies and low social values, while external causes included negative environmental influences and upbringing. Victims experienced depression, isolation, and learning disorders. The abuser might lose empathy, have difficulty forming relationships, and show aggressive behavior in the future. Teachers communicated openly with perpetrators and victims to help understand the root causes of behavior and provide emotional support. Follow-up actions taken by early childhood education institutions included counseling, developing empathy and social skills, strengthening positive values, and creating a safe environment. Parental involvement through education and open communication was also an important factor in creating a conducive environment for positive child development and preventing bullying.

The Relationship Between Parents’ Own Responses to Childhood Bullying and What Strategies They Would Recommend to Their Children

AbstractGiven the probable influence parents have on the development and maintenance of bullying and victimization in their children, there is potential for an intergenerational transmission of coping strategies in response to bullying incidents. Cross-sectional data is presented from an online anonymous questionnaire conducted in New Zealand. Parents gave responses about their own childhood experiences of various forms of bullying, how they responded, whether the responses were effective and whether they would recommend the response to their own children. The study had 104 parent participants (72 mothers and 32 fathers) with an average age of 40 years (range 21 to 62 years), and their children were aged between 5 months and 17 years; 93% resided in New Zealand. During childhood, the majority of participants had experienced verbal bullying (90%), 55% experienced relational bullying and 43% physical bullying. The strategies tell someone else and ignore the bullying were the most frequently recommended, and about half the participants had found them effective. Talk to the bully about their behaviour was recommended by almost a third of participants and had been used by a similar number. In contrast, although retaliate was not recommended by participants, it had been used by over 50%, half of whom found it effective in response to physical bullying. Overall, there was considerable variation with regard to which strategies parents had used, how effective they were for differing forms of bullying and whether they themselves would recommend a particular strategy to their child. Implications for how parents’ own varied experiences may contribute to the conversations both at home and in school about what we should recommend to children are discussed.

Ο ρόλος των εκπαιδευτικών Β/θμιας εκπαίδευσης απέναντι σε περιστατικά σχολικού εκφοβισμού μεταξύ εφήβων μαθητών

School bullying is a frequent phenomenon that needs special attention, prevention and felicitous intervention. The present study aims to study the attitudes of secondary school teachers towards school bullying and to examine ways of handling the phenomenon. Four questionnaires were used, which were completed through Google forms, by 152 teachers of Secondary Education who serve in general education schools. The results showed that teachers attribute significant seriousness to bullying incidents, demonstrate empathy towards the victim, and are willing to intervene. The type of physical bullying garnered the highest rating levels, while relational bullying garnered the lowest. Regarding the handling of bullying, it is estimated that the preferred response is to punish the perpetrator, while ignoring the phenomenon scores the lowest. Regarding strategies for dealing with stressful situations, it is found that the highest rated strategies are positive approach and seeking social support.

Characteristics of bullying among adolescents in Ukraine after the full-scale russian invasion

This article presents the results of an all-Ukrainian study titled “Bullying and Tolerance in Educational Institutions after February 24, 2022”, conducted between November 2023 and January 2024. The study aimed to identify the prevalence of bullying among middle school students (grades 5-9) and its most common types and pretexts. Additionally, the research identified support-seeking patterns for adolescents experiencing bullying and how schools respond to these appeals. Common school responses included communication with the bully or target and involving the bully’s parents. Police intervention occurred in 3.9% of cases. Notably, some peculiarities of bullying in Ukrainian schools emerged after the full-scale russian invasion, including increased bullying levels in Kyiv and new pretexts such as refugee status. The overall prevalence of bullying since the invasion began is 24.7%. Among bullied students, 59.4% sought help from someone and 52.2% of those received help. Appearance, behaviour, and worldview were the most common pretexts for bullying. Based on language, those who live abroad and moved there from the Kharkiv, Kherson, Luhansk, Kyiv Regions and Kyiv, as well as those who live in the Lviv Region and Kyiv and moved there from the Kherson and Donetsk Regions, are more likely to be bullied because of their use of the russian language. Relational bullying, such as spreading rumours and discouraging friendships, was the most prevalent type among Ukrainian adolescents. The study results can be used for more effective anti-bullying intervention programs in educational institutions

ANALISIS DAMPAK BULLYING TERHADAP KEPERCAYAAN DIRI REMAJA

Bullying is a social phenomenon that can have a serious impact on adolescent development, one of which is the aspect of self-confidence. This research aims to analyze the impact of bullying on adolescent self-confidence. The research method used is a literature review of various studies and research that have been carried out regarding this topic. The results of the analysis show that teenagers who are victims of bullying tend to experience a decrease in self-confidence. Various forms of bullying, such as verbal, physical, relational and cyber bullying, have a significant impact on the psychological aspects of adolescents. Adolescents who are victims of bullying often experience feelings of fear, low self-esteem, difficulty interacting socially, and difficulty developing their own identity.

Confronting the Bullies, Comforting the Victim, or Reporting to University Staff? Prosocial Intentions Towards Social Exclusion in University Students

AbstractSocial exclusion as a form of in-person relational bullying in higher education (HE) leads to loneliness in students and puts their mental well-being at risk. Utilising and extending the theory of planned behaviour (TPB), we investigated prosocial intentions towards bullying in HE students. We included empathic concern and anticipated regret to potentially explain differences in three behavioural intentions towards bullying: comforting the victim, confronting the bullies, and reporting the bullying to the university. The sample comprised 419 participants in an online sample from the UK (MAge = 22.76 years, SDAge = 4.02 years; 47.0% male, 50.6% female, 2.4% other) who filled in a digital questionnaire consisting of a short vignette describing an in-person situation of relational bullying. Applying structural equation modelling, we examined the three prosocial behavioural intentions towards bullying as outcome variables in two models while controlling for age, gender, and socially desirable responding. Traditional TPB predictors were positively associated with confronting the bullies. Empathic concern and anticipated regret were positively associated with comforting the victim. These results demonstrate how cognitive and emotional predictors uniquely contribute to prosocial intentions towards bullying among students. We discuss practical implications for the design of anti-bullying strategies in HE.

Influence of School Bullying on Mental Health of Students in Delta Central Senatorial Districts in Delta State

The study examined influence of school bullying on mental health of students in Delta central senatorial districts in Delta State. Descriptive research design was adopted for the study and a sample size of 375 students were involved in the study. A questionnaire titled “School Bullying on Mental Health Rating Scale (SBMHRS)” which contains physical Bullying Rating Scale (BRS), Verbal Bullying Rating Scale (VBRS) and Relational Bullying Rating Scale (RBRS). Cronbach Alpha was used to obtain the internal consistency of the instrument. Reliability indices of 0.71 for physical bullying, 0.94 for verbal bullying, and 0.67 for relational bullying were obtained. The data obtained were analyzed with mean and standard deviation to answer the research questions and one way sample t-test was used to analyse the hypotheses. Based on the findings, it was concluded that physical bullying, verbal bullying and relational bullying influences the mental health of secondary school students. On the basis of the findings and conclusion of the study, it was recommended that the Post Primary Education Board in collaboration with the Ministry of Education should organize seminar for the students on various forms of bullying and their implications; Teachers should look keenly into the students behavior to identify bullies and victims of bullying; The principal together with the teachers can educate the students on disciplinary; measures to be taken if found wanting to discourage them from indulging in the act; Parents are advised not to use violence in the presence of their children when settling dispute.

Representasi Perundungan pada Film “Bebas”

The phenomenon of bullying is rampant, especially in the educational environment, therefore if no prevention is done, bullying in the educational environment will continue. The rampant cases of bullying have made the social phenomenon raised in a film. One of the Indonesian films that depicts bullying is Bebas. This research aims to find out how the representation of bullying is presented in the film Bebas. The method used in this research is the Roland Barthes semiotic method which divides the meaning of understanding into denotation, connotation, and myth through first level and second level analysis. The results of this study show that based on ten scenes that have been selected according to the type of bullying, the conclusion is obtained: the denotation meaning in the film shows verbal, physical and relational bullying with medium shot, medium long shot and close up image techniques. The connotation meaning is aimed at the differences in social class, power, and peer factors between the perpetrators and victims that make the perpetrators have the desire to bully. The myth in this film is that bullying often occurs to new students who change schools, often perceived as weak.

Exploring the Impact of Multiple Predictors on Teachers’ Willingness to Intervene in Relational Bullying: The Moderating Role of Victim-Blaming Tendency

ABSTRACT This study examined how normative beliefs, identification scores, perceived severity, self-efficacy in intervention, and victim-blaming tendencies impact teachers’ willingness to intervene in relational bullying. Two groups of Taiwanese teachers (145 and 541 participants) completed self-developed questionnaires. Reliability and validity were assessed using Rasch analysis for the first group, while the second group’s data were analyzed through hierarchical multiple regression. The results indicated that normative beliefs, perceived severity, victim-blaming tendencies, and self-efficacy significantly predicted teachers’ willingness to intervene. Additionally, victim-blaming tendencies moderated the relationship between intervention efficacy and willingness. Specifically, under conditions of low self-efficacy, a high victim-blaming tendency led to a significantly reduced willingness to intervene. This study underscores the importance of improving teachers’ awareness and skills in addressing relational bullying.

유아교육기관에서의 또래 집단 괴롭힘에 대한 유아교사의 인식

Objectives The purpose of this study was to examine the reality of bullying in the preschool and the attitude of preschool teachers toward young children’s bullying. And the purpose of this study was to investigate the perception for preventing bullying behaviors of young children.
 Methods The sample was comprised of 336 teachers of preschool children, ranging the in age from 3 to 5 years old, who resided in Korea. Preschool teachers were asked to complete a set of questionnaires. The collected data were analyzed using frequency and percent.
 Results The finding suggested bullying behavior in the classroom happened 1~3 times per week. The bullying behaviors the most frequently occurred during free play. The teachers perceived physical bullying more seriously than verbal and relational bullying. They responded that the roles of parents were the most important factor to prevent bullying behaviors of young children.
 Conclusions The results suggest that it needs a careful observation of teachers and the partnerships between teachers and parents to provide bullying of young children.

Online chat-support for bullying prevention and follow-up: an analysis of the characteristics of chat-users and their experiences

ABSTRACTThe purpose of this study was to examine data registered at an online bullying support chat-service over a three-year period to determine the characteristics of users and their experiences. The service was contacted 12,687 times during this period, leading to 7,641 chat-dialogues with counsellors, 57% of which (n = 4,388) were directly related to bullying. Findings indicate that 76% of chat-users were female and 89% were victims of bullying (ages 12–17). The extent of bullying experienced was extensive, typically occurring on a daily basis at school. More than 30% had not sought help prior to contacting the service. Verbal, relational, and physical bullying were all common, although verbal bullying was by far the most prevalent, occurring in 65% of cases. Consistent with survey research on bullying, boys were significantly more likely than girls to have been the victims of physical bullying, while the opposite was true for relational bullying.

Analisis Semiotika Terhadap Fenomena Bullying Dalam Animasi “A Silent Voice”

This research aimed to analyze bullying scenes in "A Silent Voice" animation from Kyoto Animation Studio directed by Naoko Yamada. In this study, the researcher used Roland Barthes Semiotics analysis research method consisted of three analysis meanings which are denotation, connotation, and myth utilized an analysis unit which are some scenes in "A Silent Voice" animation, and used information source in a form of documentation from "A Silent Voice" animation. The research result indicates that "A Silent Voice" movie has bullying scenes which can be categorized into three types namely physical bullying, verbal bullying, and relational bullying. Other than that, "A Silent Voice" animation illustrates that there are still many unjustice and bullying in school. This movie is useful so that people do not ignore bullying cases in school or other places

자해를 하는 사람들의 온라인 활동에 대한 내용 탐색

Objectives This study aims to understand the characteristics of self-harming people by analyzing the contents of comments uploaded by self-harming people to YouTube videos related to “self-harm,” and to find effective counseling intervention by confirming the characteristics of their online activities.
 Methods Comments on the top 9 videos derived by searching for the keyword “self-harm” on YouTube were collected. Among them, topic modeling was conducted with comments from users who reported that they had self-harm experience. Topic modeling is a method of deriving core topics from big data and reviewing and pre-senting optimal documents representing the derived core topics. Through this, 10 topics and 20 sub-topics were selected.
 Results Selected topics include “Psychiatry and medication started with fear of self-harm.”, “Response to the content of the video.”, “Difficulties faced in consulting with self-harm.”, “Reaction to the video you uploaded.”, “Self-harm related bullying, academic problems.”, “The will to commit suicide and the hesitation caused by family.”, “Self-harm that was attempted suicide.”, “Parents' reaction to self-harm.”, “Short-term and long-term effects of self-harm.”, “The emotions that others react to self-harm.”.
 Conclusions Measures should be prepared to increase accessibility to medical and counseling interventions to reduce self-harm behavior, and to solve ethical difficulties that may be experienced when counseling self-harm participants. Self-harming people were being comforted by the empathy they got online and were praying for ev-eryone's recovery. Based on this, a counseling intervention method that can help self-harming people was pre-sented, and opinions on the significance, limitations, and future research were presented.

A network analysis of depressive symptoms, psychosocial factors, and suicidal ideation in 8686 adolescents aged 12–20 years

Suicide has aroused global concern, and a better understanding of the complex interactions between suicide ideation and various psychopathological features is critical. We aimed to explore the complex interplays among adolescents. This study adopted a multistage stratified cluster sampling method and recruited adolescents aged 12 to 20 year-old from 8 middle and high schools between December 2020 and September 2021 in Guangzhou, China. We assessed loneliness, social support, bullying victimization, depressive symptoms, and suicidal ideation. We used network analysis to examine the network structure of the correlates of suicidal ideation and identify central symptoms and bridge symptoms. We used case-drop bootstrapping and correlation stability coefficients to examine the stability of the network. Among 8686 adolescents, 347 (4 %) adolescents reported suicidal ideation in the past two weeks. Network analyses identified ‘hopeless’, ‘psychomotor’, and ‘failure’ were the three strongest edges linked to suicidal ideation. The most central nodes were identified as ‘hopeless’ being the most central node, followed by loneliness and verbal bullying victimization, while sexual bullying victimization, sex, and relational bullying were the strongest bridging symptoms. The findings shed light on the complexity of associations of suicidal ideation and could provide insight into school-based suicide risk assessment and prevention for adolescents.

A school-based intervention to reduce bullying among adolescents – Experience from a rural setting in Sri Lanka

Introduction: Bullying is a widespread problem among school going adolescents which causes significant impact on their mental wellbeing. It is important to implement necessary action to reduce bullying and promote mental health of the students.Objectives: To develop, implement a school-based intervention with multiple approaches and assess the effectiveness of it to reduce bullying among adolescent students of Kegalle District in Sri LankaMethods: Components of the intervention were developed involving different stakeholders related to adolescent mental health promotion in school setting. A quasi-experimental study was conducted in Kegalle Educational Zone and two schools were purposively selected for the intervention and control group.Results: Developed and implemented intervention was effective in reducing overall bullying and physical, verbal and relational bullying victimization among students (p≤0.001).Conclusions & Recommendations: The intervention developed with multiple approaches effectively improved the bullying victimization among school going adolescents in the intervention group after three months of the implementation.

Longitudinal reciprocal associations between student–teacher relationship quality and verbal and relational bullying victimization

Teachers have a major impact on students’ social cognition and behaviors, and previous research has found that students who have positive relationships with their teachers tend to be less bullied by their peers. However, this line of research is limited in that it has been (a) Dominated by cross-sectional studies and (b) Treated bullying victimization as a global construct without differentiating among its different forms (i.e., verbal, physical, and relational). The links might be reciprocal but further studies are needed to investigate the directionality. Therefore, this study aimed to examine the longitudinal associations between student–teacher relationship quality and two forms of bullying victimization, namely verbal and relational victimization. Three waves of data from 1885 Swedish fourth- through sixth-grade students were analyzed with cross-lagged panel models. The findings showed that the student–teacher relationship quality predicted and was predicted by verbal and relational victimization. Our findings thus underscore the importance of striving for caring, warm, supportive, and respectful student–teacher relationships as a component of schools’ prevention efforts.