School Bullying Behaviors Research Articles

Research on the Relationships between Psychological Problems and School Bullying and Non-Suicidal Self-Injury among Rural Primary and Middle School Students in Developing Areas of China.

(1) Purpose: To analyze the role of psychological problems in connection with school bullying and non-suicidal self-injury (NSSI) among rural primary and middle school students in developing areas of China. (2) Methods: A multi-stage, stratified, cluster random sampling method was used to select 2284 rural primary and middle school students in Jiangxi Province for study. Questionnaires regarding the health risk behaviors of children in developing areas were left behind at primary and middle schools, and they were later collected and analyzed by using the mental health diagnostic monitoring scale for Chinese primary and middle school students. Pearson correlation, logistic regression, and bootstrap tests were conducted to analyze the association between psychological problems, school bullying, and NSSI. (3) Results: The incidence of NSSI in rural primary and middle school students in Jiangxi Province was 14.84%. Compared with other children with behavioral problems, those who had experienced school bullying and had mild/severe psychological problems were more likely to have engaged in NSSI behaviors (p < 0.001). Psychological problems have a mediating effect between school bullying and NSSI, which accounted for 12.96% of the total effect. (4) Conclusion: Psychological problems are likely an effect modifier in the connection between school bullying and NSSI behaviors. Therefore, effectively targeting psychological problems in rural primary and middle school students in Jiangxi Province may help prevent and control NSSI behaviors in students who have experienced school bullying.

Association between different stages of precollege school bullying and murder-related psychological behaviors among college students in Anhui Province, China

Little is known about the relationship between precollege school bullying and murder-related psychological behaviors. The present study aims to examine that relationship in Chinese college students using a cross-sectional study. Self-report data were collected from 4034 college students in Anhui Province using a proportional stratified cluster sampling method. Four types of school bullying (i.e., physical, verbal, relational, and cyber) with bullies and victims and two periods (i.e., primary and secondary) were measured. The prevalence rates of murderous ideation, plans, preparation, and attempts were 6.9%, 2.5%, 1.8%, 1.4%, respectively. Different stages of precollege cyber bullying were associated with murder-related psychological behaviors for both bullies (primary: AORs = 2.78 to 15.67; secondary: AORs = 2.43 to 9.99; both periods: AORs = 2.26 to 14.04) and victims (primary: AORs = 2.87 to 16.57; secondary: AORs = 1.89 to 4.49; both periods: AORs = 3.68 to 21.48). A dose-response relationship was found, such that college students with a bullying perpetration index of two types and more were more likely to have murder-related psychological behaviors than those who were not bullied. Notably, both primary and secondary school bullying, especially cyber forms, were more likely to be associated with murder-related psychological behaviors. Therefore, it is necessary to develop school bullying preventive measures beginning in primary school.

School Climate Counts: A Longitudinal Analysis of School Climate and Middle School Bullying Behaviors

The purpose of the current study was to investigate whether student perceptions of school climate were associated with traditional and cyber bullying participant behaviors over the course of a school year. Additionally, gender was explored as a moderator in the associations between school climate perceptions and bullying participant behaviors. Data were collected from 870 6th through 8th grade middle school students using the Bullying Participant Behaviors Questionnaire (BPBQ; Demaray et al. 2014), the Cyber Victimization Survey (CVS; Brown et al. Computers in Human Behavior, 35, 12–21, 2014), and the Safe and Responsive Schools Safe Schools Survey–Secondary Form (SRS; Skiba et al. School Violence Research, 3, 149–171, 2004). Results indicated students’ perceptions of school climate were significantly related to maladaptive bullying role behaviors (traditional and cyber bullying, traditional and cyber victimization, assisting in bullying, and outsider behaviors) but not adaptive role behaviors (defending). There were significant gender interactions with school climate, particularly with perceptions of delinquency/major safety at school. Implications concerning these findings are discussed.

Authoritative classroom climate and its relations to bullying victimization and bystander behaviors

Authoritative school climates have been associated with less school bullying and other antisocial behaviors. However, studies focusing on the classroom level, as well as on bystander behaviors, are lacking. The aim of the current study was to examine whether authoritative classroom climates were associated with bullying victimization and various bystander behaviors (reinforcer, outsider, and defender behaviors) in school bullying. We included gender as a covariate at the individual and classroom levels. Participants were 1540 5th-grade students (824 girls) from 104 classrooms in Sweden who completed a questionnaire. The findings revealed that girls and students in classes with greater authoritative classroom climates were more inclined to defend. Boys reinforced more as did students in classes with more boys and more authoritative classroom climates. Boys showed more outsider behaviors as did students in classes with less authoritative classroom climates. Students in classrooms with less authoritative climates were victimized to a higher degree. Thus, the current findings suggest that a warm, caring, supportive, controlled, demanding, and cohesive classroom climate should be considered a vital protective factor against bullying victimization and negative bystander responses, and a facilitator of defending and supporting victims.

The role of empathy in preparing teachers to tackle bullying

Much research on bullying behaviour in schools among students has been carried out since the 1970’s, when Olweus started a large-scale project in Norway which is now generally regarded as the first scientific study on bullying. Yet, there has been little research on how teachers respond to reports of bullying and tackle bullying behaviour in post-primary schools. This paper reports on a preliminary study investigating teacher empathy levels and their preparedness for tackling bullying in a post-primary school in Ireland. There were two research questions central to this research. The first looked at how empathic are teachers in this school? The second examined to what extent it prepares them for tackling bullying? In answering these questions we relied on the Interpersonal Reactivity Index (IRI) to gather data on empathy levels among teachers (n=10), with findings related to existing research in the field. The results showed that teacher empathy is an important factor in creating and maintaining a positive school climate, which in turn leads to a prevention of bullying situations.

PREVALENCE OF DOMESTIC VIOLENCE AND BULLYING BEHAVIOR IN SCHOOL CHILDREN; CASE STUDY OF PAKISTAN

Ponte Academic JournalJan 2018, Volume 74, Issue 1 PREVALENCE OF DOMESTIC VIOLENCE AND BULLYING BEHAVIOR IN SCHOOL CHILDREN; CASE STUDY OF PAKISTANAuthor(s): Rabia Zonash ,Kehkashan AroujJ. Ponte - Jan 2018 - Volume 74 - Issue 1 doi: 10.21506/j.ponte.2018.1.6 Abstract:The aim of the present study was to the prevalence of domestic violence and bullying behavior in children of Rawalpindi and Islamabad by using correlation research design. For study propose the sample comprised of 240 students from schools (with 10-16 years of age) from Rawalpindi and Islamabad. To assess the features of domestic violence and bullying behavior Illinois Bully Scale by (Espelage & Holt, 2001) and Children Exposure to Domestic violence Scale by (Edleson, 2007) was used. The sample comprised of boys=120 and girls=120. Descriptive analysis showed that study instruments were reliable measure to assess the study variables. The Pearson correlation showed that there is positive correlation between domestic violence and bullying behavior (r=0.70, p>.05) among school students. Furthermore, descriptive analysis showed the prevalence rate of domestic violence and bulling behavior among students. The prevalence among girls and boys showed that boy experience more domestic violence and thus are also found to be higher on bullying behavior. The findings of the current study highlight the implication of domestic violence that can produce on social behavior of school children like endorsing bullying behavior. Download full text:Check if you have access through your login credentials or your institution Username Password

Verbal Bullying Changes Among Students Following an Educational Intervention Using the Integrated Model for Behavior Change

Bullying behavior in schools can lead to psychosocial problems. School-based interventions are important in raising student awareness, developing their skills and in planning to reduce bullying behavior. A randomized controlled trial, using a school-based educational intervention to reduce verbal bullying, was conducted among grade 10 students in 16 urban and rural schools in KwaZulu-Natal, South Africa in 2013. Baseline and postintervention questionnaires, developed using the Integrated Model for Behavior Change theoretical model, were used to assess changes in verbal bullying. Postintervention there were reduced verbal bullying experiences. Improved social norms and awareness of verbal bullying were associated with reduced verbal bullying experiences and behavior. Although less likely to bully others verbally, girls were more likely to experience verbal bullying. Students with no living father were more likely to bully others verbally. The study findings indicate that a school-based intervention can positively impact on verbal bullying experiences and behavior.

Traditional School Bullying and Cyberbullying Perpetration: Examining the Psychosocial Characteristics of Hong Kong Male and Female Adolescents

Traditional school bullying and cyberbullying are growing concerns worldwide. Research has been devoted to understanding the etiology of bullying behaviors. Using a large sample of secondary school adolescents in Hong Kong ( N = 1,893), this study explores gender differences in mean levels of traditional school bullying (i.e., physical and verbal forms of bullying, and extortion and exclusion) and cyberbullying (i.e., overt and relational aggression) behaviors, and psychosocial characteristics (i.e., self-efficacy, empathy, prosocial behavior, family bonding, perception of a harmonious school, sense of belonging in school, and positive school experiences and involvement). The differential role of psychosocial characteristics in types of bullying perpetration is also examined. Findings indicate that the perpetration of traditional school bullying and cyberbullying behaviors are positively correlated, and male adolescents reported higher levels of bullying perpetration than female adolescents. Multivariate findings reveal that, to some extent, male and female adolescents shared a similar set of psychosocial risk factors of bullying perpetration, especially in the perpetration of traditional school bullying. The findings of this study may have important implications for practice in regard to minimizing, if not entirely preventing, through the joint efforts of the family, school, and social service systems, the propensity of adolescents to engage in the perpetration of bullying behaviors.

School bullying and drug use later in life: A meta-analytic investigation.

The main aim of this article is to investigate whether there is a significant long-term association between bullying at school and drug use later in life. A meta-analysis is presented based on results from major prospective longitudinal studies with available unadjusted and adjusted effect sizes. Results are based on thorough systematic searches of the literature across 19 databases and 63 journals. The unadjusted summary effect size suggests that youth who bully are at least twice as likely compared with noninvolved students to use drugs later in life (OR = 2.22, 95% CI: 1.60-3.07). The adjusted summary effect size is markedly reduced to an OR of 1.41 (95% CI: 1.20-1.66) suggesting that a lot of variation in the final model is explained by other contributing factors, while bullying has a significant yet small effect over and above the contribution of these factors. Contributing factors include childhood risks falling within the individual, family, and school domains that are significantly associated with both the predictor and the outcome. It is concluded that school bullying, drug use, and other problem behaviors are intercorrelated; thus, highlighting the need to create a meaningful holistic framework for the prevention of drug problems and other associated mental, emotional, and behavioral maladies. Implications for policy and practice arising from these findings are discussed.

Research of School Bullying Behaviors on Junior High School Students in Southern Taiwan City

The purpose of this study is to understand the current situation of the school bullying behaviors of students in junior high schools in Tainan It also compares the differences among the varied personal, family, and school backgrounds, and explores the relationships between what influences school bullying and being-bullied behaviors and school bullying and being-bullied behaviors. Finally, it analyzes the anticipated facts that influence school bullying and being-bullied behaviors. The subjects in this research were the public and private junior high school students of seventh, eighth, and ninth grade in Tainan City, and the researcher compiled questionnaires -the investigation on the school bullying behaviors of students in junior high school in Tainan City. There were 641 questionnaires given and 639 effective questionnaires were collected. The data was analyzed by using descriptive statistics, the method of Independent t test, One-way ANOVA, Scheffe Posteriori comparison, Pearson Product-moment and multiple regression with SPSS. The findings were as follows: 1. The school bullying behaviors on students of junior high school in Tainan City still exist. 2. There are significant distinctions on the school bullying behaviors in the different personal backgrounds for the students of junior high school in Tainan City, including gender, interpersonal relationship, and academic achievement. 3. There are significant distinctions on the school bullying behaviors in the different family backgrounds for the students of junior high school in Tainan City, including family members, sibling numbers, the harmony of parents' marriage, and parents' discipline. 4. There are significant distinctions in the school bullying behaviors in the different school backgrounds for the students of junior high school in Tainan City, including homeroom teacher's discipline. 5. The whole school bullying behaviors, bullying behaviors and being bullied of students of junior high school in Tainan City are positively related to each aspect- privacy, language, body, and majority. 6. There is significant anticipation of the facts of influencing school bullying behaviors for school bullying behaviors. That means we can use the facts of junior school bullying behaviors to predict the behaviors of school bullying. The facts include interpersonal relationship, homeroom teacher's misinterpretation, gender, the harmony of parents' marriage, family members, and parents' discipline.

Using a Meta-analytic Technique to Assess the Relationship between Treatment Intensity and Program Effects in a Cluster-Randomized Trial

School bullying and delinquent behaviors are persistent and pervasive problems for schools, and have lasting effects for all individuals involved (Copeland et al., JAMA Psychiatry 70:419–426, 2013; Espelage et al., J Res Adolesc 24(2):337–349, 2013a). As a result, policymakers and practitioners have attempted to thwart these ill-effects using school-based interventions. Recent meta-analyses have found, however, that these programs produce only moderate effects (Ttofi and Farrington, J Exp Criminol 7:27–56, 2011). Consequently, it is important to investigate further the reasons for such findings. One promising analysis is to assess the relation between treatment intensity variables and program outcomes. Unfortunately, few treatment intensity variables have been utilized in the school-based prevention literature, and it is often cumbersome to model the relation between treatment intensity and outcomes. The purpose of this project, therefore, is to explicate novel measures of treatment intensity and delineate a relatively new meta-analytic technique to model the relation between the variables and program effects. The context for this project is a large-scale, multi-site, cluster-randomized trial; 36 schools and 3,616 students participated in three waves of data collection. The results indicated that, for the second wave of data collection, stronger treatment effects were found when teachers and program implementers spent a greater amount of time prepping lessons, provided additional financial resources, and received outside consultation and support.

Association between self-control and school bullying behaviors among Macanese adolescents

ObjectiveMacau is a Special Administrative Region (SAR) of China with over 95% of the population is of Chinese descent. Research on school bullying using Macanese samples is virtually nonexistent. Thus, this study is among the first to sample this population by exploring the association between bullying perpetration and victimization, and the level of self-control among a group of school-aged Macanese adolescents. MethodsA total of 365 participants, aged between 10 and 17 years, from two male-only schools (a boarding and a non-boarding schools) in Macau are surveyed. The Illinois Bully Scale (Espelage & Holt, 2001) and Self-Control Scale (Grasmick, Tittle, Bursik, & Arneklev, 1993) are used to measure the participants bullying behaviors and self-control level, respectively. ResultsOverall finding indicates that bullying perpetration is negatively associated with the participants’ level of self-control. ConclusionThese findings provide further support for the importance of self-control in bullying perpetration. Implications of the findings are offered by way to increase the youngsters’ level of self-control in order to reduce their propensity to engage in bullying perpetration at school.

The correlation between playing violent video games and bullying among adolescents in Serbia

The aim of this study was to determine the frequency of playing video games among Serbian adolescents, the video game violence and the quality of parental control. We wanted to relate the frequency of playing, the video game violence, the bullying behaviour in schools, and GPA. The study involved boys and girls (N = 578) from four age groups (12, 14, 16, 18 years). Research results have shown that most participants play video games (75.1%). There are significantly more boys than girls among them, as well as more older than younger participants. Parental control is weak; a very small percentage of the sample (4.4%) reported that their parents had forbidden them to play a game because of its content. The parents mostly never check which games their children play (50.2 %), and the majority (40.6 %) do not even talk with the children about the games they play. GPA is negatively correlated with the frequency of playing (r = -0.228, p<.01) and the frequency remains a significant predictor of GPA even when controlling for age and gender. Those who play more violent games display more bullying behaviour (r=0.403, p<.01). This effect remains significant even when controlling for gender, age, the amount of TV violence and frequency of watching TV. The amount of violence in video games as a predictor has a unique contribution to the explanation of individual differences in bullying; the factor has a small but significant contribution to the explanation of this form of aggressive behaviour.

PROGRAM PSIKOEDUKASI UNTUK MENINGKATKAN PENGETAHUAN DAN KETERAMPILAN GURU DALAM MENANGANI BULLYING

The growth of bullying behavior in schools has become a phenomena that should be taken to matters. Teacher's role in handling bullying plays an important role and their knowledge in this issue are sufficent. Therefore, there is a necessity to increase their knowledge so correct actions can be taken to place. The goal of this research is to see the effectiveness of psychoeducational program in increasing teacher's knowledge and skill to intervene bullying behavior in school. Hyphotesis of this research is psychoeducational program will increase teachers' knowledge and skill in handling bullying behavior in school. Participants are 16 teachers in experimental group and 11 teachers in the control group This research uses action research design. Psychoeducational program contains eight session, where each session's duration last for about one hour. The result of this research is that psychoeducatioanal program effective in increasing teacher's knowledge and skill in handling bullying behavior (knowiwdge: F:19,805., rf:0,442Me=14,25.Mc=-4,09;sk///: F: 6,146; rf; 0,197., Me=6,19, Mc=0,91). Keyword: Bullying, psychoeducational program, knowledge and skill

School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and Cyber

Four forms of school bullying behaviors among US adolescents and their association with sociodemographic characteristics, parental support, and friends were examined. Data were obtained from the Health Behavior in School-Aged Children (HBSC) 2005 Survey, a nationally representative sample of grades 6-10 (N = 7,182). The revised Olweus Bully/Victim Questionnaire was used to measure physical, verbal, and relational forms of bullying. Two items were added using the same format to measure cyber bullying. For each form, four categories were created: bully, victim, bully-victim, and not involved. Multinomial logistic regressions were applied, with sociodemographic variables, parental support, and number of friends as predictors. Prevalence rates of having bullied others or having been bullied at school for at least once in the last 2 months were 20.8% physically, 53.6% verbally, 51.4% socially, or 13.6% electronically. Boys were more involved in physical or verbal bullying, whereas girls were more involved in relational bullying. Boys were more likely to be cyber bullies, whereas girls were more likely to be cyber victims. African-American adolescents were involved in more bullying (physical, verbal, or cyber) but less victimization (verbal or relational). Higher parental support was associated with less involvement across all forms and classifications of bullying. Having more friends was associated with more bullying and less victimization for physical, verbal, and relational forms but was not associated with cyber bullying. Parental support may protect adolescents from all four forms of bullying. Friends associate differentially with traditional and cyber bullying. Results indicate that cyber bullying is a distinct nature from that of traditional bullying.

Being Bullied as an Environmentally Mediated Contributing Factor to Children's Internalizing Problems

To test whether the experience of being bullied has an environmentally mediated effect on internalizing symptoms in young children. A genetically informative, longitudinal 1994-1995 birth cohort. A nationally representative sample from the United Kingdom. We examined 1116 twin pairs who are participants in the Environmental Risk Longitudinal Twin Study. Main Exposure The experience of being bullied between the ages of 7 and 9 years. Mothers' and teachers' reports of children's internalizing problems at 7 and 10 years of age. Monozygotic twins who had been bullied had more internalizing symptoms (mean, 0.23; SD, 1.00) compared with their co-twin who had not been bullied (mean, -0.13; SD, 0.86), indicating that being bullied has an environmentally mediated effect on children's internalizing problems (beta, 0.36 [95% confidence interval (CI), 0.18-0.54]). This effect remained significant after controlling for preexisting internalizing problems (beta, 0.26 [95% CI, 0.09-0.44]). Being bullied at a young age is an environmentally mediated contributing factor to children's internalizing problems. Intervention programs aimed at reducing bullying behavior in schools and in the community have the potential to influence children's early symptoms of mental health problems.

The Criminal Bully-Linking Criminal Peer Bullying Behavior in Schools to a Continuum of Delinquency

In light of a recent wave of anti-bullying legislation following several high-profile incidents of school violence, this study explores the criminality that is inherent in certain acts of school bullying. These acts include physical aggression, theft of property or money, and damage to property, among others. As research continues to link school bullying and childhood aggression to later delinquency and adult criminal offending, “criminal bullies” may be an especially vulnerable population for subsequent criminal justice system complications. Consequently, early identification and intervention with these children may yield better long-term outcomes. In this study of 192 students at rural elementary and middle schools, 34 children reported committing a criminal bullying act during a three-month period. This equates to 17.7% of the total sample or 48.6% of all self-identified bullies. The authors discuss the significance of these findings as well as the proposed utility of “criminal bully” as a new typology of school bullying.

Does the Content of Anti-Bullying Policies Inform us About the Prevalence of Direct and Relational Bullying Behaviour in Primary Schools?

The current study investigated whether the quality of school anti-bullying policies allows the drawing of any conclusions about the extent of bullying problems in schools. That is, do schools with a more detailed anti-bullying policy have lower rates of bullying? A total of 2377 children in primary schools (six year olds/year two: 1072; eight year olds/year four: 1305) were individually interviewed using a standard interview about bullying experiences. A detailed content analysis scheme that closely followed the core whole-school intervention approach was carried out on a total of 34 schools: 24.5% of the children reported being directly victimised very frequently and 45.9% reported being relationally victimised frequently or very frequently. No correlation between the content and quality of anti-bullying policies and the prevalence of direct bullying behaviour was found. Conversely, an inverse relationship was found for relational bullying behaviour: schools with the most detailed and comprehensive anti-bullying policies had a higher incidence of relational bullying and victimisation behaviour. Inspection of school anti-bullying policies per se provides little guide to the actual amount of direct bullying behaviour in schools.

Bullying Behavior in Schools

Bullying has been defined as aggressive behavior that is intended to harm or disturb, that occurs repeatedly, and that involves a power imbalance

Peer perceptions of aggression and bullying behavior in primary schools in Northern Ireland.

Annals of the New York Academy of SciencesVolume 794, Issue 1 p. 336-338 Peer Perceptions of Aggression and Bullying Behavior in Primary Schools in Northern Ireland KATRINA COLLINS AND, KATRINA COLLINS AND School of Psychology, The Queen's University of Belfast, Keir Building, Malone Road Belfast, BE7 1NN, Northern Ireland Tel: 44 1232 245133 ext. 5445; fax 44 1232 664144; e-mail: psychology@qub.ac.uk.Search for more papers by this authorROB BELL, ROB BELL School of Psychology, The Queen's University of Belfast, Keir Building, Malone Road Belfast, BE7 1NN, Northern IrelandSearch for more papers by this author KATRINA COLLINS AND, KATRINA COLLINS AND School of Psychology, The Queen's University of Belfast, Keir Building, Malone Road Belfast, BE7 1NN, Northern Ireland Tel: 44 1232 245133 ext. 5445; fax 44 1232 664144; e-mail: psychology@qub.ac.uk.Search for more papers by this authorROB BELL, ROB BELL School of Psychology, The Queen's University of Belfast, Keir Building, Malone Road Belfast, BE7 1NN, Northern IrelandSearch for more papers by this author First published: September 1996 https://doi.org/10.1111/j.1749-6632.1996.tb32535.xCitations: 10 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume794, Issue1Understanding Aggressive Behavior in ChildrenSeptember 1996Pages 336-338 RelatedInformation