Verbal Bullying Research Articles

Prevalence of Bullying in Undergraduate Students at a Medical College of Nepal

IntroductionBullying is a common problem affecting physical and mental health as well as academic performance of students. It also results in harmful coping behaviours like indulgence in alcohol, drug abuse and college drop out. Compared to students from other streams, the proportion of bullying among medical students is very high. The objective of this study was to determine the prevalence of bullying among students in a medical college of Nepal.MethodsA cross-sectional study was carried out amongst students of Kathmandu University School of Medical Sciences, enrolled in MBBS stream during the period of September 2021 to July 2022. Ethical approval was taken from Institutional review committee of the institute (Approval number: 76/2021). A semi-structured, self-administered questionnaire was used. Descriptive statistics were performed and Chi-square Test was done.ResultsThe prevalence of bullying in this study was 78% (203) and 145 (71%) of the victims were male. Verbal bullying by classmates and others was 153 (75%) while non-verbal bullying by teacher/ instructor was 120 (59%). Only 50 (24%) had ever complained about bullying and out of 50 complains, 27 (54%) said action was taken but bullying didn't stop in 33 (66%) of the cases. Out of 156 students who didn't complain, 57 (37%) students felt that it was not a big issue.ConclusionsBullying is a very common problem among medical students however most of the students take it lightly and no action is taken after complaining. Thus, students should be made aware about bullying and serious action should be taken against it.

Tall ghosts, Chopsticks and Monitor Lizards: Name-calling and its Perpetrators in the Cultural Context of Thailand

Abstract While name-calling has been associated with several adverse effects on students’ well-being, it is often overlooked, particularly if understood as harmless teasing. Scholars have stressed that not only the intention of the name-caller but also the perception of the receiver should be considered. Such perceptions can be influenced by cultural value orientations, which remain understudied but gain importance with the increasing internationalisation of education. This study explores name-calling in the context of Thailand, a prototypical collectivist, high power distance society, which has shown a high prevalence of verbal bullying. This study conducted 95 autobiographical written narratives and 20 in-depth interviews of past and current name-calling experiences with Thai university students. Findings revealed that friends, teachers, and parents frequently called students names, which were primarily related to students’ skin colour and weight. Despite its adverse effects, name-calling was often normalised and accepted as part of Thai culture. Values including collectivism, conflict avoidance, social harmony, being considerate and shared enjoyment appeared to discourage students from defending themselves against friends, who were frequently identified as name-callers. Teachers regularly called students hurtful names, particularly when taking attendance, entertaining the class, asking questions, and addressing performance, which seemed to be reinforced by the societal norm of showing respect to people of high status.

Sanksi terhadap Praktik Bullying di Pesantren Kota Padangsidempuan

Bullying is an event that is so worrying because it occurs in educational institutions such as Islamic boarding schools. The background to the occurrence of bullying is due to the different characters of the students, their age or level of education, and the culture of their family origin. With these various differences in the background, life in Islamic boarding schools is full of diversity, but problems can also arise, one of which is bullying. The location of this research is at the Padang Sidempuan Islamic Boarding School, namely Al Ansor Padangsidempuan Islamic Boarding School and Darul Ikhlas H. Abdul Manap Siregar Padang Sidempuan Islamic Boarding School. This study aims to find out how bullying occurs in Islamic boarding schools in Padang Sidempuan City and how to deal with it. Data collection techniques used were observation, interviews, focus group discussions (FGD), and documentation. Data analysis is used with qualitative descriptive analysis. The results of this study show that the forms of bullying that occur are physical bullying, verbal bullying, psychological bullying, and social bullying. To deal with bullying that occurs in Islamic boarding schools, those schools carry out two actions: first, preventive action, which consists of Islamic boarding school religious activities; and second, repressive action, which means that if there is a complaint of bullying, the person concerned will be called to the BK room and processed. If proven guilty, sanctions will be given according to what was violated. The sanctions given are in accordance with what was agreed upon at the beginning of entering the hut. Starting from physical sanctions, summoning parents, even expulsion from the hut. So far, the two Islamic boarding schools have never reached the realm of the law (court). Most are resolved amicably or according to the rules that apply in Islamic boarding schools.

VERBAL BULLYING: COUNTERMEASURES AGAINST IN STUDENTS AT DARUL MUTTAQIEN ISLAMIC BOARDING SCHOOL

This study aims to determine the efforts of the Darul Muttaqien Parung Islamic Boarding School in Bogor in overcoming verbal bullying that occurs among students. The type of research used in this study is field research. The method used in this study uses qualitative descriptive analysis methods. Data collection techniques are carried out by observation, interviews and documentation. The results of the study found that the management of verbal bullying in students at the Darul Muttaqien Parung Islamic Boarding School in Bogor was carried out by designing parenting regulations and strategies for overcoming verbal bullying. The countermeasures are arranged through a holistic/comprehensive parenting strategy in various elements of student life in the dormitory. These strategies are realized in a nurturing regulation. In its implementation, the countermeasures of verbal bullying are realized through preventive and also repressive strategies.

Bullying and School Coexistence in the Return to Class of Primary School Students after the COVID-19 Pandemic: Evidence Collected in Peru

Bullying is a public health problem widely discussed by both academics and education professionals. It is a permanent behaviour of violence that could be physical, verbal, psychological and even sexual, which discredits the victim and places him/her in a situation of fragility in his/her environment. The objectives of this research were to determine the levels of bulling (and its dimensions); to determine the levels of school coexistence (and its dimensions); and finally to analyse the relationship between bullying and school coexistence (and its dimensions) in an educational institution located in Cajamarca, Peru in the first year back to school after the pandemic caused by COVID-19. The study presented a quantitative approach, with a descriptive and correlational level, and a non-experimental design. According to the literature explored, bullying has 4 dimensions (physical bullying, verbal bullying, sexual bullying and psychological bullying), while school coexistence has 3 dimensions (inclusive coexistence, democratic coexistence and peaceful coexistence). The population consisted of 120 students in the sixth grade of primary education, of both sexes, from a school located in Cajamarca, in northern Peru. Two instruments were used: the school bullying questionnaire (with 56 items) and the school coexistence questionnaire (with 37 items). Both instruments showed validity and reliability after being tested. Among the results, it was observed that most of the schoolchildren presented bullying at low level (57.5%), followed by medium level (22.5%) and high level (20.0%); on the other hand, regarding the school coexistence variable, the low level was 36.0%, the medium level 53.0% and the high level 11.0%. Finally, it was determined that bullying is significantly related to school coexistence (p. < 0.001); as for the intensity of the correlation, it is negative and moderate (r = -0.551), the greater the bullying in school contexts, the lower the school coexistence in this space.
 
 Received: 11 November 2022 / Accepted: 12 February 2023 / Published: 5 March 2023

Reducing Bullying through Empathy Training: The Effect of Teacher's Passive Presence.

Bullying is a serious problem in schools all around the globe, and implementing intervention strategies effective over time is still difficult, despite the consistent literature on the subject. In this study, we tested the efficiency of a 5-day intensive empathy training program in reducing bullying among third graders. The sample included three classes of third graders (N = 64, Mage = 9.45; SDage = 0.50) from a Romanian school. A 3 × 3 mixed experimental design was used where we manipulated the type of intervention (control group-no empathy training, experimental group 1-empathy training with the teacher present, and experimental group 2-empathy training without teacher present) and the time of measurement (pre-test, post-test, and 3 weeks' follow-up). The results showed that the intervention determined a significant increase in empathy and a significant decrease in verbal bullying but only for the experimental group where the teacher was physically present in the classroom during the intervention. Moreover, the pattern of results showed that the effects of the intervention increased 21 days after it was completed, meaning that the program could have long-term effects. No significant change in physical bullying behaviors was observed.

Stop bullying: Evidence from an exploratory factor analysis of dominant bullying behaviors among Malaysian adolescent

Bullying, a recurring aggressive and substantial antisocial behavior characterized by a power imbalance can be destructive, and persistent and causes harm. Bullying is a negative behavior on individuals or groups of individuals who are considered weak that occurs more frequently among adolescents between the ages of 13–16. Bullying in schools is a violence that can result in students feeling threatened and powerless. This study was conducted to identify constructs that measure physical, verbal, anti-social, and cyberbullying. A total of 677 samples from a total of 23 secondary schools in the northern peninsula of Malaysia were involved in this cross-sectional survey research design that used a questionnaire to collect the data. Exploratory factor analysis was used to analyze the data. The results showed that four factors namely, physical bully, verbal bullying, antisocial bully, and cyberbullying were prevalent among Malaysian adolescents. The reliability value for each factor was high, which ranged from .73 to .89. Out of four bullying constructs in the study, physical bullying has the highest factor loading. In conclusion, this study has proven that Malaysian adolescents also face bullying where the most dominant bullying behavior for Malaysian adolescents is physical bullying. The data imply that school leaders, the Malaysian Ministry of Education, and the community should view this matter seriously and Malaysian youths should be educated on the dangers of bullying behavior that can have a negative impact on the development of society as a whole.

사이버 언어폭력 피해 척도 개발 및 타당화 연구

The purpose of this study was to define a sub-concept of complex posttraumatic stress disorder (CPTSD) symptoms caused by cyber verbal bullying and to develop and validate the Cyber Verbal Bullying Distress Scale (CVBDS) which can measures the degree of the symptoms. For this purpose, the concept was set based on the literature review of CPTSD, PTSD, cyberbullying and interviews of 15 people who access cyber verbal bullying data and a total of 111 preliminary questions were selected. By verifying the facial and content validity, 71 questions were selected. 201 participants were collected to select the final items, and exploratory factor analysis, confirmatory factor analysis, higher-order confirmatory factor analysis was conducted in a row. As a result, a total of 30 items were extracted with the structure of 2-7 factors (PTSD: Intrusion, Arousal & Reactivity, Avoidance; DSO: Negative affect, Negative cognitions about the world and the others, Negative cognitions about the self, Disturbances in relationship). To find if cyber verbal bullying data had affected CPTSD symptoms, we conducted paired sample t-test using pre-post measurements and revealed that cyber verbal bullying data had influence on CPTSD symptoms. Through this study, it was proposed that the CVBDS can be used to measure CPTSD symptoms caused by cyber verbal bullying data as a reliable and valid measurement. This study could be provided as an important foundation for the study exploring symptoms and factor structures of CPTSD caused by cyber verbal bullying.

Keyakinan yang mendukung tindak kekerasan perundungan berdasarkan perspektif perbedaan jenis kelamin

Previous studies on bullying revealed the high frequency of bullying incidents in West Java Province. Bandung is among the highest bullying incidents rate in West Java. This study aimed to explore the contribution of beliefs supporting violence to bullying in boys and girls. Beliefs supporting violence is one of the bullying predictors, but there is still limited study exploring beliefs supporting violence in Indonesia from the perspective of gender differences. This study used a cross-sectional design. A representative sample of elementary and junior high school students in Kota Bandung (N = 1,539) was obtained from a stratified cluster random sampling technique. There were 53.2% girls and 46.8% boys. Belief supporting violence instrument and bullying perpetration instrument that have been adapted into Indonesian were used in this study. Data were analyzed using linear regression. Beliefs supporting violence contributed significantly to physical bullying in girls (β = 0.182; p = 0.000) and boys (β = 0.141; p = 0.000), verbal bullying in girls (β = 0.248; p = 0.000) and boys (β = 0.247; p = 0.000), and psychological bullying in girls (β = 0.110; p = 0.002) and boys (β = 0.085; p = 0.023). The socio-ecological theory from Bronfenbrenner was used to explain the results. Beliefs supporting violence contributed significantly to bullying perpetration in boys and girls. Boys have higher mean scores on beliefs supporting violence compared to girls. However, gender did not moderate beliefs supporting violence to bullying perpetration. Parents and teachers shall consider any violent incidents caused by beliefs supporting violence that predict school bullying incidents. This cautious hopefully will help to decrease the number of bullying perpetration cases.

Efforts School Personnel in Overcoming Student Bullying Behavior at SMAN 1 Lubuk Sikaping

Bullying is a desire to dominate others and attack psychologically or physically on weaker individuals or groups. Bullying behavior should not be allowed to go unpunished, it must be handled by both the perpetrator and the victim. To overcome bullying behavior in schools, it is necessary to have the efforts of school personnel. This study aims to determine the efforts of school personnel in overcoming student bullying behavior. The research method that is used by the researcher in this research is qualitative method with a descriptive approach. The subjects in this study were 5 school personnel consisting of school principals, student representatives, homeroom teachers, PPKN teachers and counseling teachers. The research subjects were taken using purposive sampling technique. The data collection instrument used interview guidelines for the efforts of school personnel in dealing with student bullying behavior. The data analysis technique used thematic analysis by verifying the interview transcripts. This research was assisted by a voice recorder on a smartphone. The results of this study indicated the forms of bullying behavior at SMA N 1 Lubuk Sikaping, namely verbal bullying, physical bullying and social bullying. The efforts were made by school personnel in overcoming student bullying behavior are by sticking educational posters, providing education during school activities, including bullying problems in homeroom activities, direct reprimands, handling carried out by guidance counselors and collaboration with outsiders.

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.

Konseling Interpersonal dalam Menumbuhkan Kesehatan Mental Korban Bullying

Bullying is an act of aggression committed by someone ora group of people committed against another person and committed repeatedly to harm others physically and mentally. Bullying can affect others who feel harassed, bullied, feared, and without the power to fight the perpetrator. Bullying behavior is divided into a variety of physical bullying, verbal bullying, online bullying, and even cyberbullying. Bullying may occur because of such factors as ward factors, family factors, behavior or personality factors, and the role of peers. Research methods used to write this journal are studies of literature based on case studies. Analysis reveals that the effects of bullying, affecting mental health, and this can be counseled behavior and interpersonal realities to prevent the disparity caused by bullying.

DAMPAK BULLYING VERBAL TERHADAP PERILAKU SISWA DI SMA NEGERI 3 PAYAKUMBUH

This study aims to explore the impact of bullying on student behavior at SMA Negeri 3 Payakumbuh. Verbal bullying is an aggressive act in the form of speech that is done intentionally and repeatedly with the aim of dominating, showing strength, hurting, terrorizing, or just for fun. This research is a qualitative research in the form of descriptive. Data collection techniques used are observation and interviews. The results of the study showed the impact of verbal bullying that occurred at SMA Negeri 3 Payakumbuh on student behavior, namely decreased self-confidence, became gloomy, decreased socialization levels, and decreased academic grades. Verbal bullying occurs during empty class hours, recess hours, sports hours, and school hours. The reason for the perpetrators of verbal bullying is the habit in the place where they come from as normal, they think they are the strongest, they want to be respected, and there is no resistance from the victim.

The Role of Teachers in Moderating The Impact of Bullying on Academic Achievements Amongst Gen-z Through Psychosomatic Well-being

Purpose: Indian learning system is exceedingly modest since the inception of knowledge with a prominent thrust on academic performance. This article aimed to put some light on prevalent issues in the higher learning atmosphere across the University eco-system in Indian context. This study measured the impact of various bullying types (Verbal, Cyber, Relational and Physical) on psychosomatic well-being of Gen-Z which impacted to academic achievements along with teachers' role as moderating variable. Design/Methodology: A Cross-sectional research was conducted by using self-administered questionnaires. The participants considered were from Gen-Z from Maharashtra, India. The survey piloted in between the August, 2021 to December 2021 semesters. The SPSS-Amos 24.0 version was used for inferential analysis to check for significant results of the variables undertaken in the study. The sample of (n=305) was drawn with convenience sampling from the population. Results and Findings: The completed surveys were obtained from a targeted sample of 305 Gen-Z. The males accounted for 72.8 percent, while females for 27.2 percent. The bullying categories had a significant favorable influence on psychosomatic well-being. Further, results from this study demonstrate a positive and significant impact of psychosomatic well-being on academic achievements; however, the teacher's role as moderator also reveals positive impact on it. Directions to future research and Limitations: The study's most significant limitation was its sample size. It does, however, provide important and valuable insights into student teaching-learning mechanisms. The second limitation was cross-sectional research design impedes the analysis of directionality of association among psychosomatic well-being and academic achievements. The implications of this study could be such as-developing conducive learning environment, new counseling strategies identifications. Moreover, future researchers can study more dimensions likewise gender as a moderator and Bystander Intervention Model implementation for bullied victims. Originality/Value: Present study enhances the domain of existing literature by investigating the effect of a bullying on Gen-Z with respect to psychosomatic well-being and academic aspects. These dimensions were particular as Verbal Bullying (VB), Cyber Bullying (CB), Relational Bullying (RB), and Physical Bullying (PB) and psychosomatic well-being effectively explored; hence, the emphasis is on teachers' role in as effective medium to manage the motivation of depressed or bullied students with suggested measures such as career counseling and inculcation of ragging as a syllabus in curriculum in Indian settings.

ASSESSMENT OF THE RELATIONSHIP BETWEEN BULLYING AND DROPOUT RATES AMONG PUPILS IN PUBLIC PRIMARY SCHOOLS IN SABATIA SUBCOUNTY, KENYA

Studies have shown that there is a positive correlation between bullying and school dropout rates. a number of children of school going age are not attending school in Public Primary Schools in Sabatia Sub-County. In all public primary schools, the annual average rate of dropout has been 4.1% and this is an implication that about 4.1 % of students are not able to finish their schooling. Surveys give varying causes of the dropout menace in various parts of Kenya. By the time this study was being born, little effort had been done to establishing the extent to which bullying has contributed to school dropout rates in Vihiga County, The study employed the group dynamic theory and mixed methods approach to determine this relationship. it targeted 31,703 pupils in classes 5 to 8 and a 100 public primary schools in Sabatia Sub-County together with their 87 dropouts of the previous year. To select respondents of the study, multistage sampling technique was used in three stages; simple random sampling of 30 public primary schools in the research area, saturated sampling of all the 3,201 pupils in classes 5 to 8 in the selected schools and convenience sampling of 6 drop-outs. Three instruments were used for data collection; a questionnaire a document guide and a Focus Group Discussion guide validity and reliability was ensured through piloting. Qualitative data was analyzed through frequency counts and quantitative data done using Pearson’s Correlation Coefficient. the Findings revealed that there was a strong positive, moderate positive and weak positive relationship between the observed drop-out rates and physical, verbal and emotional bullying cases respectively. It was concluded that the both physical and verbal bullying significantly contribute to high number of school dropout cases. The study recommended that stakeholders in the education sector should formulate policy that can identify and crack down on all forms of physical and verbal bullying in public primary schools in Sabatia Cub-County.

The role of parent and teacher councils in reducing the phenomenon of bullying from the principals, teachers and educational counselors’ viewpoint

Introduction. The roles of Parent and Teacher Councils in modern schools cannot be overstated. Principals, teachers, and guidance counsellors all agree that working together is crucial to addressing the chronic problem of bullying in schools. This cooperation provides a comprehensive method for making schools safer and more supportive places for students to learn. Aim. The focus of this study was on how school administrators, classroom teachers, and guidance counsellors view the role of parent and teacher councils in preventing and responding to bullying in the upper basic grades. Study participants and methods. Because schools were selected at random among those associated with the Wadi Al-Seer Education Directorate, the study population included all members of those schools' parentteacher councils. There was a total of four hundred (400) school administrators, classroom instructors, and guidance counsellors included in the sample. The first section of the closed questionnaire focused on the part played by parent and teacher councils in combating physical bullying. This section was one of three and contained ten questions per domain. Results. Physical bullying, verbal bullying, and psychological bullying were found to be the top three areas where parent-teacher councils can make a difference in avoiding bullying among children in the upper basic level, the means were (3,57, 3.67, and 3.65) respectively. The results demonstrated the efficacy of a collaborative effort including parents, teachers, the director, and a school counsellor to reduce bullying among secondary school students. Involving parents, principals, teachers, and guidance counsellors in the councils has been demonstrated to promote communication between schools and their students' families, to lower psychological barriers between kids and their peers, and to increase student achievement, teachers and parents can work together to address challenges that students confront and share their opinions on child rearing through these councils, which take place in the context of the students' culture and the community between the classroom and the home. Practical significance. Research into the effectiveness of Parent and Teacher Councils in the fight against school bullying demonstrates the need of coordinated community action. The councils do double duty by reducing bullying in schools and improving home-school communication by bringing together teachers and parents. The results offer useful information for enhancing anti-bullying initiatives and promoting the wellbeing of students. This study can be used as a guide by schools all over the world to implement their own anti-bullying policies

Impact of dental bullying on bruxism associated with poor sleep quality among adolescents.

This study aimed to investigate the impact of school bullying and oral health-related verbal bullying on the occurrence of bruxism associated with poor sleep quality among adolescents. This cross-sectional study was nested in a cohort study performed with a sample of children from southern Brazil. Possible sleep bruxism was determined by the question: "Has anyone told you that you grind your teeth in your sleep?" Sleep quality was determined by answering the following question: "How would you classify the quality of your sleep?". The outcome was created by combining occurrence of sleep bruxism and poor sleep quality. The Sense of Coherence (SOC) was assessed using the SOC-13 scale. Bullying was investigated using the victim scale of the Olweus Bullying Questionnaire and oral health-related verbal bullying using an item from the Child Perceptions Questionnaire-11-14. Demographic, socioeconomic, psychosocial, and clinical data were also collected. Poisson regression models with robust variance were used. Results were expressed as prevalence ratio (PR) and 95% confidence intervals (95% CI). A total of 429 adolescents with a mean age of 12.6 (standard deviation 1.3) years were evaluated. The prevalence of bruxism associated with poor sleep quality was 23.7%. Victims of school bullying (PR 2.06; 95%CI: 1.01-4.22) and oral health-related verbal bullying (PR 1.87; 95%CI: 1.18-2.95) presented higher prevalence of bruxism associated with poor sleep quality. Factors such as skin color and SOC were also associated with the outcome. These findings suggest an association between episodes of bullying and bruxism related to poor sleep quality.

Factors related to verbal bullying in elementary school students

Factors related to verbal bullying in elementary school students

Exploring the Causes of Verbal Bullying in Multiplayer Online Games

Exploring the Causes of Verbal Bullying in Multiplayer Online Games

Harsh parental discipline and school bullying among Chinese adolescents: The role of moral disengagement and deviant peer affiliation

School bullying is prevalent worldwide and poses a serious threat to the safety of school and students. However, few studies have explored the relationship between harsh parental discipline and adolescents’ school bullying. The current study aims to explore the internal mechanism between the two in the Chinese cultural context, and further test the mediating effect of moral disengagement and the moderating effect of deviant peer affiliation. This study recruited 1,246 students in eastern and southern China (average age = 14.48 ± 1.48) to complete the Parent-Child Conflict Tactics Scale, Moral Disengagement Scale, Deviant Peer Affiliation Scale, and the Olweus Bully Questionnaire. The results showed that: The prevalence of school bullying among adolescents accounted for 33.5 %, from most to least are verbal bullying, relational bullying and physical bullying. Harsh parental discipline positively predicted school bullying among Chinese adolescents. After controlling for gender and school type, moral disengagement partially mediated the association between harsh parental discipline and school bullying, and deviant peer affiliation moderated the first and second halves of the mediation effect. Current findings reveal that parents should adopt proper parenting styles and intervene appropriately in their children’s dating choices.