Types Of Bullying Research Articles

Analysis of School Bullying of Middle School Students based on Regression Analysis Method

Background: In recent years, the frequent occurrence of school bullying incidents has continuously attracted widespread attention from all walks of life. The phenomenon of bullying has become a school safety issue that cannot be ignored. Research on the main factors affecting school bullying will help prevent and control school bullying, establish a long-term prevention system, provide effective suggestions and countermeasures for building a harmonious campus and provide educators with a scientific basis. Method: Through questionnaire surveys, we conducted descriptive statistics on the phenomenon of campus bullying among students of different grades, used principal component analysis to reduce dimensionality to obtain new public factors, established multiple linear regression equations, and analyzed the influence of age, gender, identity, whether to join the computer to enter school, skip class, peers on four types of bullying: verbal bullying, cyber bullying, physical bullying, and relationship bullying. Results: The bullying method is mainly verbal bullying, followed by relational bullying and physical bullying, and cyber bullying is the lowest. Boys are more likely to be bullied than girls, and the difference in bullying between boys and girls is more reflected in physical bullying and verbal bullying. Peer relationship is one of the main factors leading to campus bullying, and the proportion of students without friends being bullied is as high as 75.76%. The comparison between day students and boarding students shows that boarding students are more victims of bullying than day students. Conclusion: Students with different academic performance types have different rates of bullying victimization, and students with poor academic performance are more likely to be bullied. Students with good academic performance are more likely to be popular in the class, so grades seem to be a favorable factor to protect themselves from bullying. If school bullying is not stopped, it may become a violent incident, so educators and parents should be aware of and monitor it as soon as possible.

Using Bibliotherapy to Address Bullying in Schools

The goals of this project are to (1) create a list of children’s books that are related to bullying, (2) summarize how bibliotherapy can be used, and (3) review and critique the children’s literature involving bullying. The list includes books for students in kindergarten through eighth grade. For each book, the Accelerated Reader points and characteristics are summarized including: (a) target audience (i.e., bullies, victims, bystanders, or a combination), (b) major theme, (c) bully/victim gender, (d) race or ethnicity of the bully/victim (e) setting, (f) type of bullying, and (g) resolution. The curated list provides details regarding a total of 56 books. The findings are summarized and gaps in the children’s literature related to bullying are highlighted.

SCHOOL BULLYING IN HIGH SCHOOL STUDENTS, PREVENTION AND COPING STRATEGIES

School bullying is a significant problem affecting high school students. This article provides an overview of the causes and consequences of bullying, as well as prevention and coping strategies. The literature review includes a discussion of different types of bullying (Bradshaw, Waasdorp, & Johnson, 2015), individual, family, peer, and school-related factors that contribute to bullying (Espelage & Swearer, 2010; Olweus, 2013), and the physical and psychological harm that results from bullying (Bradshaw et al., 2015). The article concludes with a discussion of different interventions to prevent and cope with bullying, including whole-school approaches, targeted interventions, and peer support programs (Bradshaw et al., 2015; Espelage & Swearer, 2010).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0001/a.php" alt="Hit counter" /></p>

Prevalence and predictors of bullying among in-school adolescents in Nigeria

ObjectiveAs an emerging significant public health issue affecting many students globally, school bullying is a threat that should not be disregarded. While several published studies have focused on bullying in developed countries, very little is known about the prevalence and predictors of bullying in Nigeria. This study aimed to determine the prevalence and predictors of bullying in secondary schools in Edo State, Nigeria. MethodA descriptive cross-sectional study was conducted with 621 in-school adolescents using a multistage random sampling technique. The 40-item Olweus Bully/Victim Questionnaire (OBVQ) was utilized for data collection. The chi-squared test, Fisher's test, and binomial logistic regression analysis were utilized to examine associations between variables at 5% level of significance. ResultsApproximately half of the respondents (51.9%) had experienced at least one type of bullying, while 173 (27.9%) reported themselves as bullies. The most common type of bullying was physical bullying in different forms (belonging taken/stolen-68.3%; kicked, pushed or locked indoor-52.2%; threatened-47.8%), while the most common location of bullying was the classroom in the absence of a teacher (75%); the perpetrators were reported by the majority (58.3%) to be classmates. Respondents in junior classes were 1.61-fold more likely to be bullied than those in senior classes (adjusted odds ratio [AOR]: 1.60; confidence interval [CI]: 1.15–2.24), those who live in rural areas were 1.75-fold more likely to be bullied than urban cities (AOR: 0.45; CI: 0.58–1.80), and those who were frequently beaten by their parents were 2.28-fold more likely to be bullies than those who were not beaten (AOR: 2.16; CI: 1.33–3.52). Furthermore, the act of bullying others was significantly associated with family monthly income (p = 0.01). ConclusionOwing to the prevalence and predictors of bullying reported in this study, we recommend that policies should be implemented in schools to protect the most affected and vulnerable groups from being victims of school bullying.

Analysis of School Bullying of Middle School Students based on Regression Analysis Method

Background: In recent years, the frequent occurrence of school bullying incidents has continuously attracted widespread attention from all walks of life. The phenomenon of bullying has become a school safety issue that cannot be ignored. Research on the main factors affecting school bullying will help prevent and control school bullying, establish a long-term prevention system, provide effective suggestions and countermeasures for building a harmonious campus and provide educators with a scientific basis. Method: Through questionnaire surveys, we conducted descriptive statistics on the phenomenon of campus bullying among students of different grades, used principal component analysis to reduce dimensionality to obtain new public factors, established multiple linear regression equations, and analyzed the influence of age, gender, identity, whether to join the computer to enter school, skip class, peers on four types of bullying: verbal bullying, cyber bullying, physical bullying, and relationship bullying. Results: The bullying method is mainly verbal bullying, followed by relational bullying and physical bullying, and cyber bullying is the lowest. Boys are more likely to be bullied than girls, and the difference in bullying between boys and girls is more reflected in physical bullying and verbal bullying. Peer relationship is one of the main factors leading to campus bullying, and the proportion of students without friends being bullied is as high as 75.76%. The comparison between day students and boarding students shows that boarding students are more victims of bullying than day students. Conclusion: Students with different academic performance types have different rates of bullying victimization, and students with poor academic performance are more likely to be bullied. Students with good academic performance are more likely to be popular in the class, so grades seem to be a favorable factor to protect themselves from bullying. If school bullying is not stopped, it may become a violent incident, so educators and parents should be aware of and monitor it as soon as possible.

School Violence: Types, Impacts and Support

In this study, our paper focus on school violence: types, impact and support. This paper pays more attention to the relationship between school violence than the relationship between people and school violence. Our purpose is to find the following relationships. Relationship between duration and degree of impact. Relationship between duration and impact type. Relationship between the type of bullying and what kind of support was most helpful. Relationship between being bullied and receiving some kind of help. Our group sent out 110 questionnaires and collected these data to analyze.

The Mediating Effect of Job Burnout on the Relationship Between Workplace Bullying and Job Satisfaction

Workplace bullying can have severe negative consequences on individuals' physical and mental health, as well as their job satisfaction and performance. By understanding the causes and consequences of workplace bullying, organizations can develop effective prevention and intervention strategies to create a healthier and more positive work environment. This study investigated the impact of workplace bullying on job burnout and job satisfaction, as well as the mediating effect of job burnout on the relationship between workplace bullying and job satisfaction. The study was conducted using a sample of 72 employees from one organization in Mongolia. Data was collected through a self-administered survey questionnaire and analyzed using the Partial Least Squares (PLS) method. In this study, we utilized the Negative Acts Questionnaire (NAQ-R) developed by Einarsen, Hoel, and Notelaers (2009) to measure workplace stress, the Maslach Burnout Inventory-Human Services Survey (MBI-HSS) developed by Maslach and Jackson (1981) to measure burnout, and the job satisfaction questionnaire developed by MacDonald and Maclntyre (1997) to measure job satisfaction. The results revealed a positive correlation between workplace bullying and job burnout, indicating that an increase in the levels of bullying is associated with an increase in job burnout. Additionally, both types of bullying (leadership-related and colleague-related) were found to have a negative effect on job satisfaction. Job burnout was also found to have a negative correlation with job satisfaction, meaning that as job burnout increases, job satisfaction tends to decrease. Furthermore, the study found that job burnout fully mediates the relationship between workplace bullying (both leadership-related and colleague-related) and job satisfaction. This suggests that job burnout plays an important role in shaping the relationship between workplace bullying and job satisfaction.

Cyberbullying at work: an extension of traditional bullying or a new threat?

PurposeResearch comparing offline and cyberbullying is relatively sparse, with scholars suggesting the need for empirical investigations to clarify whether cyberbullying and offline bullying are similar or different constructs.Design/methodology/approachUsing an experimental vignette methodology, the current study of 163 working participants obtained via social media examines the effect of medium (offline vs cyberbullying), type (person-related vs work-related) and the interaction between medium and type on perceptions of definitional criteria (severity, frequency, power and intent) and outcomes (negative emotion, fairness, job satisfaction and turnover intention).FindingsSignificant differences between offline and cyberbullying were seen only for ratings of severity, job satisfaction and turnover intention, with cyberbullying perceived as more severe and as having a more detrimental impact on job satisfaction and turnover intention. Stronger effect sizes emerged for type of bullying, with person-related bullying having a stronger negative impact on definitional criteria and outcomes than work-related bullying. Moreover, interaction effects suggested differences between the two media were dependent on type of act – with person-related/cyberbullying acts seen more negatively than other acts.Originality/valueThis paper is the first to use a vignette approach to test the similarity or difference hypothesis between offline and cyberbullying. Overall, limited support is seen for the notion that offline bullying and cyberbullying are perceived as different constructs, with type of behaviour suggesting a more complex relationship between the two.

Involvement in bullying and sleep disorders in Chinese early adolescents.

School bullying may cause sleep disorders in early adolescents. Here, we determined the relationship between school bullying (considering all the features of bullying involvement) and sleep disorders, which are the common problems in Chinese early adolescents. We conducted a questionnaire survey among 5,724 middle school students from Xuancheng, Hefei, and Huaibei cities in Anhui province, China. The self-report questionnaires included the Olweus Bully/Victim Questionnaire and Pittsburgh Sleep Quality Index. We used latent class analysis to identify the potential subgroups of bullying behavior. Logistic regression analysis was used to investigate the association between school bullying and sleep disorders. Active participants in bullying interactions, including the bullies and victims, reported higher levels of sleep disorders compared with the non-active participants [Bully: physical (aOR = 2.62), verbal (aOR = 1.73), relational (aOR = 1.80), and cyber (aOR = 2.08); Victim: physical (aOR = 2.42), verbal (aOR = 2.59), relational (aOR = 2.61), and cyber (aOR = 2.81)]. A dose-response relationship was observed between the number of school bullying types and sleep disorders. In the context of bullying roles, bully-victims had the highest risk of reporting sleep disorders (aOR = 3.07, 95% CI: 2.55-3.69). We identified four potential categories of school bullying behaviors: low involvement in bullying, verbal and relational victims, medium bully-victims, and high bully-victims, and the highest frequency of sleep disorders was observed in the high bully-victims group (aOR = 4.12, 95% CI: 2.94-5.76). Our findings indicate a positive correlation between bullying roles and sleep disorders in early adolescents. Therefore, targeted intervention for sleep disorders should include an evaluation of bullying experiences.

What roles matter? An explorative study on bullying and cyberbullying by using the eye-tracker.

Bullying and cyberbullying are serious public health concerns that involve more roles beyond the bully and the victim (pro-bullies, defenders, bystanders). However, students often perceive the phenomena as dyadic. The purpose was to examine students' perceptions of different roles when observing bullying and cyberbullying scenes combining implicit (attention by using the eye-tracker) and explicit (verbal reports) measures. We included 50 Italian students (aged 10-11). Students watched 12 drawings of different types of bullying and cyberbullying while their gaze was tracked, and subsequently described each drawing verbally. We ran repeated measure ANOVAs to compare attentional indexes (fixation count, visit count and total fixation duration) in observing roles and Cochran's Q test to evaluate differences in the verbal identification of roles. Overall, the victim and bully were the most observed and identified roles in every type of bullying and cyberbullying scenario. Concerning the other roles, a discrepancy was observed between the implicit and explicit measures since although it was greatly identified, the pro-bully received less attention, and while the bystander received great attention, it was mentioned less. Finally, the defender was more observed and identified in physical bullying and cyberbullying. Our study points out for the first time the dyadic perception of the phenomena among adolescents using implicit and explicit measures and sheds light on differences among the roles in different forms of bullying. Further research including the eye-tracker would be worthwhile given the possibility of exploring the phenomena from different perspectives.

(Un) Critical Pedagogy: Current Priorities and Prospects of Development

The article highlights the relevance of the problems of critical pedagogy, associated with the name of the Brazilian scientist Paulo Freire (60s of the XX century), who promotes problem-oriented learning, anthropological interpretation of culture, and concepts of humanity. The main content of the concept of critical pedagogy is highlighted due to the necessity to overcome stereotypes regarding the organization of pedagogical education and teaching in an educational institution based on oppression, humiliation, and (non) recognition of differences, in particular linguistic and cultural. It has been revealed that followers of Freire’s ideas regarding critical pedagogy emphasize the principles of equality and justice, understanding/acceptance of various issues that are debatable or in need of public criticism (repression and resistance in higher education, teaching, and consumerism, issues of transsexuality and transgenderism, etc.). The author extrapolates the main principles of critical pedagogy to the subject of their use in modern conditions, when slightly different forms of bullying (violence) take place in educational institutions (or outside them) or the virtual world – a negative attitude towards persons with special needs, various types of bullying (physical, social, verbal), cyberbullying, cyber grooming, flaming, harassment, denigration, etc. It is substantiated that various forms of discrimination often arise in the educational setting due to the social or material status of the child's parents, and his/her racial or religious affiliation, that is, they are associated with the rejection of diversity and have an impact on the educational process and personal self-expression in society. The issue of criticality in education must be considered in the modern dimension: in school and student society, teaching and scientific activities, educational management, pedagogical imageology, intercultural education, etc. The theoretical analysis of the content and structure of the concept of “critical pedagogy” was carried out, the necessity to develop students' critical perception of the world, critical thinking, and info media literacy. To motivate young people to search for and acquire new knowledge independently, to be active in applying it in practice, to teach them to criticize and respond adequately to constructive criticism, to draw conclusions and check them, etc. In a practical context, it is recommended to use the improvisation method to develop students’ critical thinking, as well as Problem Based Learning, Project Based Learning, Inquiry Based Learning, Flipped Learning, Interactive or Dialogic Learning, etc.

Bias-Based Bullying in California Schools: The Impact of the 2016 Election Cycle.

The purpose of this study is to examine the trends in bias-based bullying between 2013 and 2019 among California youth overall and by type of bias-based bullying and explore the extent to which Trump's announcement of his candidacy for U.S. President in June 2015 impacted these bullying outcomes. We pooled the student-level survey data from multiple waves of the California Healthy Kids Survey. The final study sample included 2,817,487 middle- and high-school students (48.3% female, 47.9% male, and 3.7% not reported). We examined five specific types of bias-based bullying and any bias-based bullying overall. We employed logistic regression and calculated odds ratios to compare differences in the odds of bias-based bullying before and after Trump announced his candidacy for U.S. President. Between 2013 and 2019, approximately one in four students reported experiencing at least one type of bias-based bullying, based on race, ethnicity, or national origin being the most commonly reported. Trump's announcement for candidacy was inconsistently associated with differences in the odds of bias-based bullying. Counties in which a higher proportion of the electorate voted for Trump had slightly higher odds of bullying for any bias-based bullying and for all specific types of bias-based bullying. Findings highlight the need for a commitment to protecting students from bullying regardless of their identity. Public health and education researchers and practitioners should draw on our growing understanding of the different dimensions of bullying in designing, implementing, and evaluating intervention approaches that address bias-based bullying, a particularly important cause given the growing polarization in the United States and the increasing salience of identity in the lead-up to and since the 2016 and 2020 elections.

Impact of dark triad personality traits on turnover intention and mental health of employees through cyberbullying

The increased usage of technology has engendered different forms of bullying. While scholars affirm that cyberbullying is considered to exhibit the most harmful impacts on individuals among the different types of bullying. It needs to be underscored that the multifaceted and recurring nature of cyberbullying, particularly in the workplace, has a more hazardous effect on employees. It is urged that the highly competitive working environment has exacerbated the problems of rivalry among employees, which subsequently pushes them towards cyberbullying. Despite an extensive body of knowledge on traditional bullying, research still lacks the effect of cyberbullying in the workplace context. This research addresses the gaps by explaining the impact of the dark triad of personality traits (DTPT) on turnover intention and employees’ mental health through cyberbullying. It incorporated a unique multistage sampling approach in which data were gathered through self-administered questionnaires from the banking sector. The analyses showed a direct relationship between the DTPT and turnover intention. Cyberbullying partially mediates the relationship between DTPT and turnover intention. Findings also indicate that the DTPT negatively affects employees’ mental health. A vital facet of this research is testing the mediating role of cyberbullying between DTPT and employees’ mental health and turnover intention. The findings are of great value to organizational stakeholders, where management can adopt various strategies and training programs to reduce the detrimental effects of cyberbullying. Such initiatives enable employees to cope with mental health issues, mitigating negative workplace behaviour and minimizing turnover intention.

Policies Implementation to Address Harassment in Workplace


 Workplace harassment exists throughout all types of workplaces. This is also experienced in developed countries, developing countries and undeveloped countries all over the world. Harassment is a type of bullying and discrimination and considered as a social problem. It is important for all workers to understand workplace harassment so you can avoid a hostile work environment. A good workplace harassment policy must be implemented and regulated so that the necessary steps can be taken so ensure a safe working environment for all employees. Most basic types of harassment are verbal and psychological; there are also more serious forms, such as abuse, physical and sexual. All types of workplace harassment are considered illegal. They will not only affect an employee’s productivity, comfort and safety at work, but they can also expose an organization to legal liability if it does not handle the harassment properly. Sexual harassment is a widespread and global problem that affects both women and men. Women and girls however, more commonly experience it, across all levels of society around the world. The global movement that went viral in October 2017 started out as a social media hash tag, the movement has since massively grown, encouraging millions of women across the world to speak out about sexual harassment. The Malaysian pledge to uphold the success of Sustainable Development Goals (SDG) on Gender Equality and Health and Well Being is also interconnected with the topic above, so implementing related laws/policies on work place and sexual Harassment with intervention from the Government is crucial to reduce and mitigate the social problem. This assignment will focus on government intervention to address such problems by implementing / establishing laws, policies, code of conduct practices and guidelines to protect women in the workplace. I will use case studies from South Korea, Malaysia and Cambodia to try to find similar programs that have been implemented to protect the rights of women in the workforce as equal humans. By then, researcher will be able to prove that through workplace harassment law/policies will make it way to reduce the harassment problem.

Bullying victimization and suicide attempts among adolescents in 41 low- and middle-income countries: Roles of sleep deprivation and body mass.

Suicide is the fourth leading cause of death for adolescents, and globally, over 75% of completed suicides occur in low- and middle-income countries (LMICs). Bullying has been proven to be closely related to suicide attempts. However, further understanding of the mechanisms underlying the relationship between bullying and adolescents' suicide attempts is urgently needed. We used data from the Global School-based Student Health Survey (GSHS) (2010-2017) from 41 LMICs or regions. This study was based on questions assessing bullying victimization, suicide attempts, sleep deprivation, and body mass. Chi-square tests were used to explore the correlations among the main variables. The mediating role of sleep deprivation and the moderating role of body mass index (BMI) were analyzed using PROCESS. The results showed a positive association between bullying victimization and suicide attempts. Sleep deprivation partially mediated the relationship between the frequency of being bullied and suicide attempts. In addition, sleep deprivation played a full or partial mediating role in the relationship between different types of bullying and suicide attempts. BMI moderated the relationships between the frequency of being bullied and suicide attempts, between being made fun of about one's body and sleep deprivation, and between sleep deprivation and suicide attempts. Being bullied has a positive effect on suicide attempts, which is mediated by sleep deprivation and moderated by body mass. The results of this study are consistent with the stress-diathesis model of suicide, suggesting that being bullied is one of the stressors of suicide in adolescents, while sleep deprivation and body mass are susceptibility diatheses of suicide. The results are conducive to identifying adolescents at a high risk of suicide, suggesting that there is a need to pay more attention to bullied adolescents, especially their sleep quality and body mass, and design effective intervention measures to improve the current situation of adolescent suicide in LMICs.

Sadness, hopelessness and suicide attempts in bullying: Data from the 2018 Iowa youth survey.

Bullying in schools is a common problem that can have significant consequences on the mental health of both bullies and victims of bullying. Some estimates suggest that 30% of American youth are bullied. Self-reported incidence of depression, anxiety, and suicide attempts has been correlated with bullying. Victims may also suffer from a variety of somatic complaints such as headache, sleep disorders, and others. Youth surveys undertaken by Education or Public Health Departments in most US states are an underutilized resource in evaluating the problem and any consequences. The objective of this study was to explore the association of being involved in bullying either as a victim and/or a bully on mental health and suicide ideation by analyzing data from the 2018 Iowa Youth Survey. The results will then be applied to the published anti-bullying literature to make suggestions for how anti-bullying programs may be designed. Data were obtained from the 2018 Iowa Youth Survey (IYS), which is a cross-sectional survey of 6th, 8th and 11th grade students. We chose two mental health questions as dependent variables and used a multivariable logistic regression analysis to evaluate the correlation between the two dependent variables and ten types of bullying included in the IYS. Since some respondents in the IYS were prescribed psychotropic medications to help with feeling angry, anxious, nervous, or sad, we adjusted for the use of psychotropic medication in our analysis. Similarly, the literature suggests that some students are both bullies and victims (bully-victims). Accordingly, we also adjusted for bully-victims. Unadjusted Odds Ratios (ORs) showed that not all forms of bullying were correlated with a significant risk of mental distress. Physical bullying had comparatively little association (ORs < 1 or overlapped 1), while identity bullying on sexual orientation or gender identity or sexual joking was consistently correlated with significant ORs for feeling sad or hopeless and attempting suicide (ORs 1.40-2.84). Cyberbullying (ORs 1.32-1.70) and social bullying (ORs < 1-2.21) were correlated with mental distress with ORs generally between physical and identity bullying. When adjusting for medication use or bully-victim status, adjusted ORs (aORs) were generally lower than unadjusted ORs. Not all types of bullying were significantly correlated with feeling sad or hopeless or attempting suicide. Being able to evaluate the specific associations of different types of bullying may have implications for teachers or policy makers hoping to implement bullying mitigation strategies in their schools.

Childhood Bullying Experience and Its Potential Effects on Criminal Behavior

The general purpose of this article is to examine the pathway from bullying behaviors in children and adolescents to later criminal behaviors as they grow up by examining previous literature works, thus drawing some reasonable conclusions and suggestions to prevent the events. The first part of this paper focused on explaining the definition of different types of bullying, including bullying in general and cyberbullying, and criminal behaviors. Subsequently, this essay exerted effort in examining previous kinds of literature in an attempt to find some main reasons regarding the reason why children and teenagers tend to bully their counterparts based on careful rationale processes. Finally, this article examined the pathway from bullying to criminal behaviors as children and teenagers grow up in detail and finally provided some possible suggestions for easing the current bullying situation and obtaining a purpose to prevent criminal behaviors in the future.

Bullying: Students' Soul Shakes, Destroyed, and Lost Learning Motivation, How to Bring it All Back?

The aim of the research is to find out the actions, causes, and efforts to overcome bullying at SDN Sarimulya . Data collection techniques are observation, interviews, and document studies. The results of the study (1) forms of bullying are categorized into three types of bullying, namely physical, verbal and relational bullying, (2) the causes of bullying are negative influences from the home environment, students feel powerful and feared in class, students feel jealous of other students, and lack of empathy for students with special needs, (3) efforts: the teacher approaches students who are involved in bullying, puts up pictures or posters about prohibitions on acts of bullying, and provides counseling about the dangers of bullying and collaborates with homeroom teachers and parents of students to overcome acts of bullying that are happen.

A Cross-Sectional Survey of Different Types of School Bullying before and during COVID-19 in Shantou City, China.

Since the end of 2019, the COVID-19 pandemic has had serious wide-ranging effects on academic, occupational and other daily activities. Like other types of institutions, schools are facing unprecedented challenges. Students may face a variety of adverse consequences, including sleep disturbances and school bullying, if they are unable to adjust to the current learning and living environment. This study explored the effects of the COVID-19 pandemic on school bullying. A total of 5782 middle school students were enrolled in this multi-stage, cross-sectional study (3071 before and 2711 during the pandemic). The pre-pandemic group had a mean age of 14.9 ± 1.73, the pandemic group of 14.75 ± 1.47. Three models were set up using binary logistic regression to adjust for confounding variables (gender, school type, alcohol consumption, smoking, playing violent video games). All types of bullying victimization and perpetration (physical, verbal, social and property bullying) were more common during the pandemic than before the pandemic. In terms of bullying victimization, property bullying victimization (crude odds ratio [OR]: 2.398, 95% CI: 2.014-2.854, p < 0.001; model 2 adjusted OR: 2.344, 95% CI: 1.966-2.795, p < 0.001; model 3 adjusted OR: 2.818, 95% CI: 2.292-3.464, p < 0.001) increased the most. In terms of bullying perpetration, verbal bullying perpetration (crude OR: 3.007, 95% CI: 2.448-3.693, p <0.001; model 2 adjusted OR: 2.954, 95% CI: 2.399-3.637, p < 0.001; model 3 adjusted OR:3.345, 95% CI: 2.703-4.139, p < 0.001) increased the most. This study corroborate the significance of the pandemic on traditional school bullying and suggests that we should further consider other types of bullying and establish and improve the response and prevention mechanisms during public health emergencies such as the COVID-19 pandemic.

Gender differences in bullying among internal medicine residents.

To describe gender differences in experienced types of bullying, and resulting personal consequences, among internal medicine (IM) residents. Participants in this cross-sectional study included 21 212 IM trainees who completed a voluntary survey with their 2016 in-training exam that assessed bullying during residency training. The 2875 (13.6% of) trainees who reported experiencing bullying on a screening question were asked for additional details about types of bullying experienced and resulting personal consequences. Female and male trainees experienced bullying at similar rates (47% versus 53%, P = .08). Gender differences were seen in both the type of bullying experienced and the resulting personal consequences. Female trainees were more likely than their male counterparts to report bullying characterized as verbal (83% versus 77%, P<.001) and sexual (5% versus 2%, P<.001), whereas male trainees were more likely to experience physical (6% versus 4%, P = .03) and "other" bullying types (27% versus 22%, P < .001). Female trainees were more likely to report negative personal consequences than male trainees, and the most common resultant sequela reported was feeling burned out (63% versus 51%, P < .001). Gender differences exist in both the types and consequences of bullying experienced among this national sample of IM residents. These results should be considered by programs and institutions that are hoping to optimize the culture of their workplace and enhance safety in the learning environment.