Student Bullying Behavior Research Articles

The Tendency of Bullying Behavior in SMP N 12 Padang and Implications for Guidance and Counseling Services

Based on the phenomenon that researchers can be in the field when conducting interviews with several guidance and counseling teachers and students find that there are students who are perpetrators of bullying, students take acts of hazing, students take the act of "happy slapping", calling friends by name calls, take violent actions such as pinching, blackmailing and threatening. The purpose of this study is to describe (1) the tendency of bullying from the type of verbal bullying, (2) the tendency of bullying from the type of physical bullying, (3) the tendency of bullying from the type of relational bullying, and (4) the tendency of bullying from the type of cyberbullying behavior. This type of research is descriptive. The research subjects were 45 students of class VIII and IX of SMP N 12 Padang who were registered in the 2018/2019 school year. The instrument used in this study was a student bullying behavior questionnaire with a likert scale model. The data analysis technique used is the percentage technique. The research findings revealed that (1) the tendency of bullying behavior of students of SMP N 12 Padang seen from the type of verbal bullying was classified as high (2) the tendency of bullying behavior of students of SMP N 12 Padang viewed from its type. physical bullying is classified as moderate, (3) the tendency of bullying behavior of students of SMP N 12 Padang seen from the type of relational bullying is classified as high and (4) the tendency of bullying from the type of cyberbullying behavior is classified as moderate. . Based on these findings, it is expected that the guidance and counseling teacher helps students in minimizing the tendency of student bullying behavior by providing information services, content mastery services, group guidance services, group counseling services and individual counseling services with material related to student bullying behavior.

The Effectiveness of the Cognitive Behavior Modification Approach with Group Settings to Reduce Bullying Behavior

Facts in the field indicate that there are students who experience very high bullying behavior. Bullying behavior is an aggressive action that is intentionally done to hurt other people both physically, verbally and psychologically and is done repeatedly. The main objective in this study was to reveal the effectiveness of the cognitive behavior modification approach with group settings to reduce student bullying behavior. This type of research is experimental research. The experimental design of the Pre Experiment model uses the design of The One Group Pretest Posttest Design. The subjects of this study were high school students Development of the Padang UNP Laboratory who had very high bullying behavior as many as 10 students. The method of data collection uses the scale of bullying behavior. Data analysis using the Wilcoxon test and descriptive data analysis.From the results of the pretest scale of bullying behavior there are 1 student in the high category and 9 students in the very high category. Posttests results from 10 students after being given the treatment of cognitive behavioral modification changed the average bullying behavior of students and were in the low category. The Wilcoxon test results show the average T_count = 0, 005 <T table = 0.005. The results showed that there were differences in bullying behavior of students before and after participating in the activity. So cognitive behavior modification is effective in reducing student bullying behavior.

BIMBINGAN KELOMPOK MELALUI TEKNIK ROLE PLAYING TERHADAP PERILAKU BULLYING SISWA SMA

The purpose of this research was to determine the use of group guidance services with role playing techniques to overcome the bullying behavior of high school students. Bullying behavior is a problem that is often faced by adolescent peer refusal to lead to the emergence of bullying behavior in students. Increased cognitive abilities and awareness of adolescents can prepare teens to deal with stress and emotional fluctuations effectively, many adolescents cannot manage their emotions effectively. As a result, adolescents are prone to anger, less able to control emotions, which can then lead to the emergence of various problems with negative emotions, one of which is bullying. The method used in this research is a literature review that refers to previous studies and based on data from related sources. Based on the results of several previous studies indicate that the implementation of group guidance with effective role playing techniques and helps in overcoming the bullying behavior of high school students.Keywords: Bullying, Group Guidance, Role Playing

Peranan Guru dalam Menangani Perilaku Bullying Siswa di SMPN 2 Tinambung Kecamatan Balanipa Kabupaten Polewali Mandar

The main problem in this research is how the role of PPKn teachers in dealing with students' bullying behavior at Tinambung 2 Public High School in Pambusuang District, Polewali Mandar District, West Sulawesi Province. This study aims to determine the role of PPKn teachers in dealing with students' bullying behavior at Tinambung 2 Public High School in Pambusuang District, Polewali Mandar District, West Sulawesi Province. This type of research is an experiment consisting of two variables where there is a test given to the control class (before treatment) and the experimental class (after treatment). The method of data collection consists of three ways, namely: questionnaire, interview and documentation. The sample in this study was class VIII students. C and class VIII.D as many as 25 people each class. The results of the study show that, from the results of the independent test T-test samples (t test) it is known that the significance value of 0.123 ≥ 0.05, there is a significant value between the control class (before treatment) and the experimental class (after treatment). So to test the hypothesis it can be seen from the significance of two tailled, namely Ho is accepted if sig. 2 tailled ≥ 0.05 and Ho is rejected if sig. 2 tailled ≤ 0.05. So the hypothesis of this study was accepted because the value of sig 2 tailled ≥ 0.05 is (0.123 ≥ 0.05). So in this study the role of PPKn teachers in handling bullying behaviors of students at Tinambung 2 Public High School was done. Keywords : Role, teacher, Bullying behavior

The Analysis on the Mediating/Moderating Effects of Self-Regulation on the Relation between Smartphone Overdependence and Cyber Bullying Behavior of Middle School Students

The Analysis on the Mediating/Moderating Effects of Self-Regulation on the Relation between Smartphone Overdependence and Cyber Bullying Behavior of Middle School Students

Peer Counselor Training Untuk Mencengah Perilaku Bullying

The study examines the application of peer counselor training to prevent bullying behavior. This study uses the Tru-experimental design experimental research approach. The research design used was pretest-posttest control group design with research subjects as many as 60 students, 30 students for the control group and 30 students for the experimental group. There are two instruments used: bullying questionnaire and peer counselor training questionnaire. The results obtained through questionnaire behavior on bullying behavior were analyzed using descriptive statistical analysis showing differences in student bullying behavior between before and after the implementation of peer counselor training, namely from high categories to moderate categories. While the results of inferential statistical analysis using the t-test showed a real or positive influence on the application of peer counselor training to prevent student bullying behavior.

Pengembangan Model Bimbingan Kelompok dengan Teknik Sosiodrama untuk Mengatasi Perilaku Bullying

The purpose of this research is to know the effectiveness of group guidance with sociodrama technique to overcome bullying behavior and develop group guiding model with sociodrama technique to overcome bullying behavior. In the research development of group guidance model with sociodrama technique to overcome bullying behavior using procedure used refers to research development. The results of research conducted, referring to the test criteria then 0.000 <0.05 then Ha accepted and Ho rejected so that it can be said that there are differences in the level of bullying behavior in students between before and after treatment. From the average score can be seen that the average score of bullying behavior after the students treated is lower than the average student bullying behavior score before being given treatment. Keywords: group guidance, sociodrama, bullying

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.

Analyzing the effectiveness of the Korean National anti-bullying program – WEE project

Bullying is a growing public health concern for South Korean adolescents. This study examines the effectiveness of a Korean national counseling service program (i.e., WEE project) on reducing student bullying behavior by employing a quasi-experimental design with before-and-after measures of peer victimization and perpetration. Using a representative longitudinal sample of 2972 students from 63 middle schools in Seoul, multivariate regression, fixed-effect regression, and propensity score matching techniques were employed to examine the change in student bullying behavior following random assignment into intervention versus control group schools. Results indicate, however, that the WEE project was not associated with any change in students’ likelihood of peer victimization and perpetration in terms of verbal, physical, and relational bullying. Possible reasons for the null findings as well as policy implications are further discussed.

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

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

The nature and extent of bullying at school.

In elementary schools, the prevalence of bullying ranges from 11.3% in Finland to 49.8% in Ireland. The only United States study of elementary students found that 19% were bullied. Bullying behavior declines as students progress through the grades. School bullying is associated with numerous physical, mental, and social detriments. A relationship also exists between student bullying behavior and school issues such as academic achievement, school bonding, and absenteeism. Prevention of school bullying should become a priority issue for schools. The most effective methods of bullying reduction involve a whole school approach. This method includes assessing the problem, planning school conference days, providing better supervision at recess, forming a bullying prevention coordinating group, encouraging parent-teacher meetings, establishing classroom rules against bullying, holding classroom meetings about bullying, requiring talks with the bullies and victims, and scheduling talks with the parents of involved students. Finally, this review suggests further studies needed to help ameliorate the bullying problem in US schools.