Improving anti-bullying laws and policies to protect youth from weight-based victimization: parental support for action.

PubMed

Puhl, R M; Suh, Y; Li, X

2017-04-01

Weight-based bullying is a prevalent problem among youth with overweight and obesity, but remains neglected in existing policy-level strategies to address youth bullying. Parental support is an influential catalyst motivating political will for policy decisions affecting youth, but has received limited research attention. To assess levels of, and predictors of, parental support for school-based policies and state/federal legal measures to address weight-based bullying in 2014 and 2015. Identical online questionnaires were completed by two independent national samples of parents in 2014 and 2015 (N = 1804). Parental support for all policy actions was high (at least 81%) and significantly increased from 2014 to 2015 for legal measures that would a) require state anti-bullying laws to add protections against weight-based bullying, and b) enact a federal anti-bullying law that includes weight-based bullying. These findings can inform policy discourse about remedies for youth bullying, and suggest that parental support for improved legal protections against weight-based bullying is present, consistent, and strong. © 2016 World Obesity Federation.

Examining school-based bullying interventions using multilevel discrete time hazard modeling.

PubMed

Ayers, Stephanie L; Wagaman, M Alex; Geiger, Jennifer Mullins; Bermudez-Parsai, Monica; Hedberg, E C

2012-10-01

Although schools have been trying to address bullying by utilizing different approaches that stop or reduce the incidence of bullying, little remains known about what specific intervention strategies are most successful in reducing bullying in the school setting. Using the social-ecological framework, this paper examines school-based disciplinary interventions often used to deliver consequences to deter the reoccurrence of bullying and aggressive behaviors among school-aged children. Data for this study are drawn from the School-Wide Information System (SWIS) with the final analytic sample consisting of 1,221 students in grades K - 12 who received an office disciplinary referral for bullying during the first semester. Using Kaplan-Meier Failure Functions and Multi-level discrete time hazard models, determinants of the probability of a student receiving a second referral over time were examined. Of the seven interventions tested, only Parent-Teacher Conference (AOR = 0.65, p < .01) and Loss of Privileges (AOR = 0.71, p < .10) were significant in reducing the rate of the reoccurrence of bullying and aggressive behaviors. By using a social-ecological framework, schools can develop strategies that deter the reoccurrence of bullying by identifying key factors that enhance a sense of connection between the students' mesosystems as well as utilizing disciplinary strategies that take into consideration student's microsystem roles.

Examining School-Based Bullying Interventions Using Multilevel Discrete Time Hazard Modeling

PubMed Central

Wagaman, M. Alex; Geiger, Jennifer Mullins; Bermudez-Parsai, Monica; Hedberg, E. C.

2014-01-01

Although schools have been trying to address bulling by utilizing different approaches that stop or reduce the incidence of bullying, little remains known about what specific intervention strategies are most successful in reducing bullying in the school setting. Using the social-ecological framework, this paper examines school-based disciplinary interventions often used to deliver consequences to deter the reoccurrence of bullying and aggressive behaviors among school-aged children. Data for this study are drawn from the School-Wide Information System (SWIS) with the final analytic sample consisting of 1,221 students in grades K – 12 who received an office disciplinary referral for bullying during the first semester. Using Kaplan-Meier Failure Functions and Multi-level discrete time hazard models, determinants of the probability of a student receiving a second referral over time were examined. Of the seven interventions tested, only Parent-Teacher Conference (AOR=0.65, p<.01) and Loss of Privileges (AOR=0.71, p<.10) were significant in reducing the rate of the reoccurrence of bullying and aggressive behaviors. By using a social-ecological framework, schools can develop strategies that deter the reoccurrence of bullying by identifying key factors that enhance a sense of connection between the students’ mesosystems as well as utilizing disciplinary strategies that take into consideration student’s microsystem roles. PMID:22878779

Reading Partridge's "The Goblet Club" as an Integral Part of a Secondary School's Anti-Bullying Programme

ERIC Educational Resources Information Center

De Wet, Corene

2017-01-01

Notwithstanding legislation and individual schools' codes of conduct prohibiting bullying, bullying is an escalating problem in South African schools. It seems as if existing anti-bullying policies, programmes and intervention strategies are failing to address the scourge. Bibliotherapy has been identified as a way to strengthen schools' existing…

A Child's Right to Human Dignity: Reforming Anti-Bullying Laws in the United States

ERIC Educational Resources Information Center

Dayton, John; Dupre, Anne Proffitt

2009-01-01

This article presents the findings of research into the bullying laws in the United States. Against the backdrop of international law, it addresses children's rights to protection from bullying in US schools. It includes recommendations for improving anti-bullying legislation based on state anti-bullying legislation in the United States, and…

A Multilevel, Statewide Investigation of School District Anti-Bullying Policy Quality and Student Bullying Involvement

ERIC Educational Resources Information Center

Gower, Amy L.; Cousin, Molly; Borowsky, Iris W.

2017-01-01

Background: Although nearly all states in the United States require school districts to adopt anti-bullying policies, little research examines the effect of these policies on student bullying and health. Using a statewide sample, we investigated associations between the quality of school district anti-bullying policies and student bullying…

Teachers' Perspectives about an Anti-Bullying Program

ERIC Educational Resources Information Center

Lester, Robin Rawlings; Maldonado, Nancy

2013-01-01

Bullying has become a nationwide concern at the K-12 level. Guided by the theoretical framework of social learning theory, this study explored the perceptions of secondary education teachers about the bully-proofing program in place at one target middle school. Despite the target middle school's anti-bullying program, the incidence of bullying had…

Insights into workplace bullying: psychosocial drivers and effective interventions

PubMed Central

Escartín, Jordi

2016-01-01

Research on effectiveness of workplace bullying interventions has lagged behind descriptive studies on this topic. The literature on bullying intervention research has only recently expanded to a point that allows for synthesis of findings across empirical studies. This study addresses the question of whether workplace bullying can be reduced in prevalence and consequences, if so to what extent and by which strategies and interventions. It opens with a brief overview of the nature of bullying at work and discussion of some precursors and existing interventions. However, its principal focus is on the findings obtained from selected (quasi-) experimental longitudinal studies on antibullying interventions, drawing together the results of studies conducted in Europe, USA, and Australia, including several economic sectors, and concerned about primary, secondary, and tertiary prevention programs and strategies. Additional emphasis is considered from the psychosocial drivers highlighted both from prescriptive and cross-sectional studies and factual empirical studies. One randomized control study and seven quasiexperimental longitudinal studies were identified by searching electronic databases and bibliographies and via contact with experts. The majority of outcomes evidenced some level of change, mostly positive, suggesting that workplace bullying interventions are more likely to affect knowledge, attitudes, and self-perceptions, but actual bullying behaviors showed much more mixed results. In general, growing effectiveness was stated as the level of intervention increased from primary to tertiary prevention. However, methodological problems relating to the evaluation designs in most studies do not allow direct attribution of these findings to the interventions. Overall, the evaluation of antibullying interventions must flourish and be improved, requiring close cooperation between practitioners and academics to design, implement, and evaluate effective interventions based

The Support Group Approach in the Dutch Kiva Anti-Bullying Programme: Effects on Victimisation, Defending and Well-Being at School

ERIC Educational Resources Information Center

van der Ploeg, Rozemarijn; Steglich, Christian; Veenstra, René

2016-01-01

Background: School bullying is a wide-spread problem with severe consequences for victims, bullies and bystanders. Schools are strongly encouraged to implement both schoolwide, preventive interventions and reactive measures to handle existing bullying situations. In the Dutch implementation of the KiVa anti-bullying programme, pervasive-bullying…

Anti-Bullying Practices in American Schools: Perspectives of School Psychologists

ERIC Educational Resources Information Center

Sherer, Yiping C.; Nickerson, Amanda B.

2010-01-01

A random sample of 213 school psychologists working in a school setting completed a survey on their schools' current anti-bullying practices. Talking with bullies following bullying incidents, disciplinary consequences for bullies, and increasing adult supervision were the three most frequently used strategies. Peer juries/court, an anti-bullying…

Bullies and power: a look at the research.

PubMed

Carter, Susan

2011-01-01

Research indicates that bullying continues to plague schools, and school-based anti-bullying programs do little to take away the opportunities and power of the child who bullies. Research indicates methods to identify the child who bullies, and provides guidelines to change the bullying behaviors. Unfortunately, this information fails to result in changes in practice. Nomination of children who bully by their peers and the utilization of methods that remove the bully's power are promising interventions. Administrators, teachers, parents, nurses, and mental health providers need to be proactive in utilizing these interventions, and provide training for school staff.

From Invisibility to Visibility: A Policy Archaeology of the Introduction of Anti-Transphobic and Anti-Homophobic Bullying Guidelines into the Irish Primary Education System

ERIC Educational Resources Information Center

Bailey, Susan

2017-01-01

In September 2013, the Department of Education and Skills introduced revised anti-bullying guidelines which made it compulsory for all schools to ensure that their individual anti-bullying policies include a clause on identity-based bullying, specifically referencing transphobic and homophobic bullying. The introduction of these guidelines would…

A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior

ERIC Educational Resources Information Center

Polanin, Joshua R.; Espelage, Dorothy L.; Pigott, Therese D.

2012-01-01

This meta-analysis synthesized bullying prevention programs' effectiveness at increasing bystander intervention in bullying situations. Evidence from 12 school-based programs, involving 12,874 students, indicated that overall the programs were successful (Hedges's g = 0.20, 95% confidence interval [CI] = 0.11 to 0.29, p = 0.001), with larger…

What Are the Perceptions of Administrators and Clinicians on an Effective Anti-Bully Prevention Program?

ERIC Educational Resources Information Center

Bringas, Mary Elizabeth

2017-01-01

This qualitative case study examined the effective elements of a successful anti-bullying program through clinician and administrator perceptions. Previous studies have examined resources and interventions as curricular strategies, with some studies reflecting interventions as comprehensive programs; however, most studies do not provide…

Creating an Anti-Bullying Culture in Secondary Schools: Characteristics to Consider When Constructing Appropriate Anti-Bullying Programs

ERIC Educational Resources Information Center

Jones, Joseph R.; Augustine, Sharon Murphy

2015-01-01

Bullying in schools is a tremendous challenge that many secondary educators are attempting to address within their school environments. However, educators are often unsure of the attributes of an effective anti-bullying program; thus, they tend to create programs on a "trial and error" basis. This article provides an overview of the…

Cross-national perspectives about weight-based bullying in youth: nature, extent and remedies.

PubMed

Puhl, R M; Latner, J D; O'Brien, K; Luedicke, J; Forhan, M; Danielsdottir, S

2016-08-01

No cross-national studies have examined public perceptions about weight-based bullying in youth. To conduct a multinational examination of public views about (i) the prevalence/seriousness of weight-based bullying in youth; (ii) the role of parents, educators, health providers and government in addressing this problem and (iii) implementing policy actions to reduce weight-based bullying. A cross-sectional survey of adults in the United States, Canada, Iceland and Australia (N = 2866). Across all countries, weight-based bullying was identified as the most prevalent reason for youth bullying, by a substantial margin over other forms of bullying (race/ethnicity, sexual orientation and religion). Participants viewed parents and teachers as playing major roles in efforts to reduce weight-based bullying. Most participants across countries (77-94%) viewed healthcare providers to be important intervention agents. Participants (65-87%) supported government augmentation of anti-bullying laws to include prohibiting weight-based bullying. Women expressed higher agreement for policy actions than men, with no associations found for participants' race/ethnicity or weight. Causal beliefs about obesity were associated with policy support across countries. Across countries, strong recognition exists of weight-based bullying and the need to address it. These findings may inform policy-level actions and clinical practices concerning youth vulnerable to weight-based bullying. © 2015 World Obesity.

Bullying Behaviour, Intentions and Classroom Ecology

ERIC Educational Resources Information Center

Pryce, Sarah; Frederickson, Norah

2013-01-01

Anti-bullying commitment across school communities is seen as crucial to the effectiveness of interventions. This exploratory study used a mixed-methods design to investigate bullying behaviour, intentions and aspects of the classroom ecology within the context of an anti-bullying initiative that was launched with a declaration of commitment.…

Public attitudes about different types of anti-bullying laws: results from a national survey.

PubMed

Puhl, Rebecca M; Luedicke, Joerg; King, Kelly M

2015-02-01

State anti-bullying laws have been enacted across the United States to address bullying both by and of youths. Although these statutes can provide critical protection to youth, there is debate about whether such laws should enumerate protected classes of youth. Weight-based bullying is an increasingly prevalent form of harassment and it has been overlooked in policy initiatives. Enumeration in existing laws might help protect overweight victims. As no research has examined this issue, we conducted a national survey of American adults (N=1155) to assess public opinion about enactment of anti-bullying laws that vary according to whether or not they enumerate distinguishing characteristics. Our results demonstrated substantial public agreement (ranging from 2/3 to 3/4 of participants) with enactment of state and federal anti-bullying laws that enumerate distinguishing characteristics, including physical appearance and weight, which are currently absent in most statutes. Our evidence can inform policy and legal approaches to protect youth effectively from bullying.

Effectiveness of a multicomponent school based intervention to reduce bullying among adolescents in Chandigarh, North India: A quasi-experimental study protocol.

PubMed

Rana, Monica; Gupta, Madhu; Malhi, Prahbhjot; Grover, Sandeep; Kaur, Manmeet

2018-02-05

Bullying perpetration and victimization is associated with significant academic, psychosocial and health related problems among adolescents. There is a need to develop effective interventions to prevent bullying among adolescents, especially in low and middle income countries. This paper presents the study protocol to develop, and evaluate the effect of multi-component school based prevention program for bullying in India. Quasi-experimental study. The study will be conducted among 846 students of grade 7 th and 8 th in the intervention and control schools in Chandigarh, Union Territory, North India. A government and a private school will be selected purposively in each of the intervention and control arm. The intervention is based on socio-ecological model, and will be administered at individual, relationship (parents and teachers) and school level. The primary study outcome will be the proportion of students experiencing any kind of bullying (bullying, victimization, or both), in each study arm. The effectiveness of the intervention will be measured by performing difference in difference analysis and generalized estimating equations. Bullying is an aggressive behaviour with significant morbidities, including psychological or physical trauma, affecting individuals not only in their adolescence, but also later in their adulthood. This quasi-experimental study is expected to provide evidence on whether multi-component bullying prevention intervention program, can reduce the burden of bullying perpetration and victimization among school adolescents in India. The results of the study will add in the exiting literature on bullying intervention program, especially, from the low middle-income countries, as there are limited studies available on this topic in these countries.

Measurement of the bystander intervention model for bullying and sexual harassment.

PubMed

Nickerson, Amanda B; Aloe, Ariel M; Livingston, Jennifer A; Feeley, Thomas Hugh

2014-06-01

Although peer bystanders can exacerbate or prevent bullying and sexual harassment, research has been hindered by the absence of a validated assessment tool to measure the process and sequential steps of the bystander intervention model. A measure was developed based on the five steps of Latané and Darley's (1970) bystander intervention model applied to bullying and sexual harassment. Confirmatory factor analysis with a sample of 562 secondary school students confirmed the five-factor structure of the measure. Structural equation modeling revealed that all the steps were influenced by the previous step in the model, as the theory proposed. In addition, the bystander intervention measure was positively correlated with empathy, attitudes toward bullying and sexual harassment, and awareness of bullying and sexual harassment facts. This measure can be used for future research and to inform intervention efforts related to the process of bystander intervention for bullying and sexual harassment. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Bullying in children who stutter: speech-language pathologists' perceptions and intervention strategies.

PubMed

Blood, Gordon W; Boyle, Michael P; Blood, Ingrid M; Nalesnik, Gina R

2010-06-01

Bullying in school-age children is a global epidemic. School personnel play a critical role in eliminating this problem. The goals of this study were to examine speech-language pathologists' (SLPs) perceptions of bullying, endorsement of potential strategies for dealing with bullying, and associations among SLPs' responses and specific demographic and practice-oriented variables. A survey was developed and mailed to 1000 school-based SLPs. Six vignettes describing episodes of physical, verbal, and relational bullying of hypothetical 10-year students who stutter were developed. Three vignettes described bullying specifically mentioning stuttering behaviors, while three described bullying without mentioning stuttering behavior. The data from 475 SLPs were analyzed. SLPs rated physical bullying as most serious and in need of intervention, followed by verbal bullying. Relational bullying was rated as not serious or in need of intervention. SLPs also responded to the likelihood of using strategies for dealing with bullying. Physical and verbal bullying elicited the use of "talking with the teacher", "working with school personnel", and "reassuring the child of his safety" strategies. Relational bullying elicited "ignore the problem" and "be more assertive" strategies. Correlations among variables are reported. The seriousness of physical and verbal bullying, likelihood of intervention, and the lack of knowledge about relational bullying is discussed. Readers should be able to: (1) summarize the research describing the negative effects of three major types of bullying, (2) summarize the research describing bullying and children with communication disorders, especially stuttering, (3) report results of a survey of speech-language pathologists' (SLPs) perceptions of bullying in school-age children, (4) explain the perceived seriousness of the problem by SLPs and likelihood of intervention, and (5) describe the need for continued prevention and intervention activities for

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

PubMed

Naidoo, Saloshni; Satorius, Benn K; de Vries, Hein; Taylor, Myra

2016-11-01

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. © 2016, American School Health Association.

Intervention Research on School Bullying in Primary Schools

ERIC Educational Resources Information Center

Ju, Yucui; Wang, Shuqiong; Zhang, Wenxin

2009-01-01

Intervention research on school bullying was conducted in a primary school with an action research method. After conducting a five-week intervention program, the occurrence ratio of being bullied on the way to school and back home and the degree to which children were bullied dropped significantly, but the rate of reduction in grade three was…

A Computer Game-Based Method for Studying Bullying and Cyberbullying

ERIC Educational Resources Information Center

Mancilla-Caceres, Juan F.; Espelage, Dorothy; Amir, Eyal

2015-01-01

Even though previous studies have addressed the relation between face-to-face bullying and cyberbullying, none have studied both phenomena simultaneously. In this article, we present a computer game-based method to study both types of peer aggression among youth. Study participants included fifth graders (N = 93) in two U.S. Midwestern middle…

Bullying and Victimization Among Children

PubMed Central

Shetgiri, Rashmi

2013-01-01

Bullying among children is a significant public health problem world-wide. Bullying is most commonly defined as repeated, intentional aggression, perpetrated by a more powerful individual or group against a less powerful victim. Trends in victimization and moderate to frequent bullying may be decreasing slightly in the United States, but over 20% of children continue to be involved in bullying. Direct bullying consists of physical and verbal aggression, whereas indirect bullying involves relational aggression. Cyber bullying is an emerging problem which may be more difficult to identify and intervene with than traditional bullying. Bullies, victims, and bully-victims are at risk for negative short and long-term consequences such as depression, anxiety, low self-esteem, and delinquency. Various individual, parental, and peer factors increase the risk for involvement in bullying. Anti-bullying interventions are predominantly school-based and demonstrate variable results. Healthcare providers can intervene in bullying by identifying potential bullies or victims, screening them for co-morbidities, providing counseling and resources, and advocating for bullying prevention. PMID:24007839

Antecedents, consequences and interventions for workplace bullying.

PubMed

Kemp, Vivien

2014-09-01

The issue of workplace bullying has become an area of research interest in the last 3 decades. Much of the extant literature is published in the business management journals. This is problematic as the targets of workplace bullying may need psychiatric treatment; as a discipline, therefore psychiatrists may benefit from a deeper understanding of the nature of workplace bullying and its sequelae. There is still no agreed upon definition, although most definitions include similar criteria. Managers and human resources personnel frequently have difficulty identifying and effectively managing workplace bullying. The consequences for the targets of bullying can be severe; they may need psychiatric treatment and it can have a lifelong impact. There is a paucity of research into effective prevention and intervention programs. Preventive measures that focus on the whole workplace culture or on targets alone have mixed results. Workplace policies and procedures may lessen the prevalence and incidence of bullying, but often competing interests of senior management, human resources personnel, supervisors and workers may mitigate any antibullying interventions. Although psychiatrists are likely to treat the targets of bullying, bullying has yet to attract much attention as a research topic in psychiatry. Although the consequences of bullying can be severe for both targets and workplaces, prevention strategies are hampered by competing interests.

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

ERIC Educational Resources Information Center

Naidoo, Saloshni; Satorius, Benn K.; de Vries, Hein; Taylor, Myra

2016-01-01

Background: 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. Methods: A randomized controlled trial, using a school-based educational intervention to reduce verbal bullying, was conducted among…

Effective Bullying-Trauma Intervention Technique

ERIC Educational Resources Information Center

Pierce, Kenneth L.

2010-01-01

There is considerable interest in many sectors of society in trauma intervention. School yard bullying has been getting a lot of attention as of late. It is widely reported and analyzed repeatedly in the media. As a clinical psychologist and adjunct psychology professor for over 30 years, the author has had occasion to see bullying in many forms…

The role of community, family, peer, and school factors in group bullying: implications for school-based intervention.

PubMed

Mann, Michael J; Kristjansson, Alfgeir L; Sigfusdottir, Inga Dora; Smith, Megan L

2015-07-01

Although an ecological perspective suggests the importance of multiple levels of intervention, most bullying research has emphasized individual- and school-focused strategies. This study investigated community and family factors that influence school efforts to reduce odds of group bullying behavior and victimization. We used multilevel logistic regression to analyze data from the 2009 Youth in Iceland population school survey (N = 7084, response rate: 83.5%, 50.8% girls). Parental support and time spent with parents were protective against group bullying behavior while worsening relationships with teachers and disliking school increased the likelihood of such behavior. Knowing kids in the area increased the likelihood of group bullying while intergenerational closure was a protective factor. Normlessness was consistently positively related to group bullying. We found no indication of higher-level relationships across the bullying models. Parental support was protective against victimization. Disliking school, intergenerational closure, and anomie/normlessness were strongly and negatively related to victimization. We found some indication of multilevel relationships for victimization. Findings support efforts to increase family and community connection, closure, and support as a part of school-based intervention. These factors become more important as young people participate in or experience greater odds of group bullying behavior and victimization. © 2015, American School Health Association.

Outcomes of Anti-Bullying Intervention for Adults with Intellectual Disabilities

ERIC Educational Resources Information Center

McGrath, Linda; Jones, Robert S. P.; Hastings, Richard P.

2010-01-01

Although existing research is scarce, evidence suggests that children and adults with intellectual disabilities may be at increased risk of being bullied (as they are for maltreatment generally) and possibly more likely than those without disabilities to also engage in bullying behavior. Despite significant clinical interest in bullying, we could…

Interventions for prevention of bullying in the workplace.

PubMed

Gillen, Patricia A; Sinclair, Marlene; Kernohan, W George; Begley, Cecily M; Luyben, Ans G

2017-01-30

Bullying has been identified as one of the leading workplace stressors, with adverse consequences for the individual employee, groups of employees, and whole organisations. Employees who have been bullied have lower levels of job satisfaction, higher levels of anxiety and depression, and are more likely to leave their place of work. Organisations face increased risk of skill depletion and absenteeism, leading to loss of profit, potential legal fees, and tribunal cases. It is unclear to what extent these risks can be addressed through interventions to prevent bullying. To explore the effectiveness of workplace interventions to prevent bullying in the workplace. We searched: the Cochrane Work Group Trials Register (August 2014); Cochrane Central Register of Controlled Trials (CENTRAL; The Cochrane Library 2016, issue 1); PUBMED (1946 to January 2016); EMBASE (1980 to January 2016); PsycINFO (1967 to January 2016); Cumulative Index to Nursing and Allied Health Literature (CINAHL Plus; 1937 to January 2016); International Bibliography of the Social Sciences (IBSS; 1951 to January 2016); Applied Social Sciences Index and Abstracts (ASSIA; 1987 to January 2016); ABI Global (earliest record to January 2016); Business Source Premier (BSP; earliest record to January 2016); OpenGrey (previously known as OpenSIGLE-System for Information on Grey Literature in Europe; 1980 to December 2014); and reference lists of articles. Randomised and cluster-randomised controlled trials of employee-directed interventions, controlled before and after studies, and interrupted time-series studies of interventions of any type, aimed at preventing bullying in the workplace, targeted at an individual employee, a group of employees, or an organisation. Three authors independently screened and selected studies. We extracted data from included studies on victimisation, perpetration, and absenteeism associated with workplace bullying. We contacted study authors to gather additional data. We used the

Evaluation of Bully-Proofing Your School as an Elementary School Antibullying Intervention

ERIC Educational Resources Information Center

Menard, Scott; Grotpeter, Jennifer K.

2014-01-01

Bully-Proofing Your School (BPYS), a school-based intervention program designed to reduce bullying and school violence, is evaluated for its impact on bullying and related aggressive behaviors in a multiple nonequivalent control group, pretest-posttest design with ex ante selection of treatment and comparison groups. Outcome measures included…

Bullying among Young Children: Strategies for Prevention

ERIC Educational Resources Information Center

Levine, Emily; Tamburrino, Melissa

2014-01-01

Bullying is an increasing problem within childcare facilities, preschool programs, and public schools. As a result, many districts are instituting anti-bullying intervention programs. This article defines bullying and explains the direct and indirect forms it can take. First, it examines research on bullying during the beginning years of school.…

Using Problem-Based Learning with Victims of Bullying Behavior

ERIC Educational Resources Information Center

Hall, Kimberly R.

2006-01-01

Victims of bullying need assistance in developing better strategies for effectively responding to bullies. Utilizing a new intervention strategy, problem-based learning (PBL), school counselors can incorporate problem-solving and literature-based lessons. This strategy provides the possibility of increasing awareness and knowledge of bullying,…

School Counselors' and School Psychologists' Bullying Prevention and Intervention Strategies: A Look into Real-World Practices

ERIC Educational Resources Information Center

Lund, Emily M.; Blake, Jamilia J.; Ewing, Heidi K.; Banks, Courtney S.

2012-01-01

A sample of 560 school psychologists and school counselors completed a Web-based survey regarding bullying in their schools, related training, and interventions used. Few school-based mental health professionals used evidence-based bullying interventions or were involved in the selection of interventions for their school, and administrators were…

Interventions on Bullying and Cyberbullying in Schools: A Systematic Review

PubMed Central

Cantone, Elisa; Piras, Anna P; Vellante, Marcello; Preti, Antonello; Daníelsdóttir, Sigrun; D’Aloja, Ernesto; Lesinskiene, Sigita; Angermeyer, Mathhias C; Carta, Mauro G; Bhugra, Dinesh

2015-01-01

Background : bullying (and cyberbullying) is a widespread phenomenon among young people and it is used to describe interpersonal relationships characterized by an imbalance of power. In this relationships often show aggressive behavior and intentional "harm doing" repeated over time. The prevalence of bullying among youth has been reported to vary widely among countries (5.1%-41.4%) and this behavior seems generally higher among student boys than girls. Several school interventions have been developed to reduce bullying, but reported inconsistent results possibly related to limitations in the study design or to other methodological shortcomings. Aims : evaluating randomized-controlled trials (RTCs) conducted between 2000 and 2013 to assess the effectiveness of school interventions on bullying and cyberbullying. Methods : a systematic search of the scientific literature was conducted on Pubmed/Medline and Ebsco online databases. We also contacted experts in the field of preventive bullying research. Results : 17 studies met the inclusion criteria. The majority of studies did not show positive effects in the long term; the interventions focused on the whole school were more effective in reducing bullying than interventions delivered through classroom curricula or social skills training alone. Conclusion : while there is evidence that programs aimed at reducing bullying can be effective in the short term, their long-term effectiveness has not been established, and there are important differences in the results based on gender, age and socio-economic status of participants. Internal inconsistency in the findings of some studies, together with the wide variability of experimental designs and lack of common standardized measures in outcome evaluation, are important limitations in this field of research. PMID:25834628

Interventions on bullying and cyberbullying in schools: a systematic review.

PubMed

Cantone, Elisa; Piras, Anna P; Vellante, Marcello; Preti, Antonello; Daníelsdóttir, Sigrun; D'Aloja, Ernesto; Lesinskiene, Sigita; Angermeyer, Mathhias C; Carta, Mauro G; Bhugra, Dinesh

2015-01-01

Background : bullying (and cyberbullying) is a widespread phenomenon among young people and it is used to describe interpersonal relationships characterized by an imbalance of power. In this relationships often show aggressive behavior and intentional "harm doing" repeated over time. The prevalence of bullying among youth has been reported to vary widely among countries (5.1%-41.4%) and this behavior seems generally higher among student boys than girls. Several school interventions have been developed to reduce bullying, but reported inconsistent results possibly related to limitations in the study design or to other methodological shortcomings. Aims : evaluating randomized-controlled trials (RTCs) conducted between 2000 and 2013 to assess the effectiveness of school interventions on bullying and cyberbullying. Methods : a systematic search of the scientific literature was conducted on Pubmed/Medline and Ebsco online databases. We also contacted experts in the field of preventive bullying research. Results : 17 studies met the inclusion criteria. The majority of studies did not show positive effects in the long term; the interventions focused on the whole school were more effective in reducing bullying than interventions delivered through classroom curricula or social skills training alone. Conclusion : while there is evidence that programs aimed at reducing bullying can be effective in the short term, their long-term effectiveness has not been established, and there are important differences in the results based on gender, age and socio-economic status of participants. Internal inconsistency in the findings of some studies, together with the wide variability of experimental designs and lack of common standardized measures in outcome evaluation, are important limitations in this field of research.

Cyber bullying prevention: intervention in Taiwan.

PubMed

Lee, Ming-Shinn; Zi-Pei, Wu; Svanström, Leif; Dalal, Koustuv

2013-01-01

This study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation. The study adopted the quasi-experimental design with two classes made up of a total of 61 junior high school students of seventh grade. The study subjects comprised of 30 students from the experimental group and 31 students from the control group. The experimental group received eight sessions (total 360 minutes) of the teaching intervention for four consecutive weeks, while the control group did not engage in any related courses. The self-compiled questionnaire for the student's knowledge, attitudes, and intentions toward cyber bullying prevention was adopted. Data were analysed through generalized estimating equations to understand the immediate results on the student's knowledge, attitudes, and intentions after the intervention. The results show that the WebQuest course immediately and effectively enhanced the knowledge of cyber bullying, reduced the intentions, and retained the effects after the learning. But it produced no significant impact on the attitude toward cyber bullying. The intervention through this pilot study was effective and positive for cyber bulling prevention. It was with small number of students. Therefore, studies with large number of students and long experimental times, in different areas and countries are warranted.

Cyber Bullying Prevention: Intervention in Taiwan

PubMed Central

Lee, Ming-Shinn; Zi-Pei, Wu; Svanström, Leif; Dalal, Koustuv

2013-01-01

Background This study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation. Methodology/Findings The study adopted the quasi-experimental design with two classes made up of a total of 61 junior high school students of seventh grade. The study subjects comprised of 30 students from the experimental group and 31 students from the control group. The experimental group received eight sessions (total 360 minutes) of the teaching intervention for four consecutive weeks, while the control group did not engage in any related courses. The self-compiled questionnaire for the student’s knowledge, attitudes, and intentions toward cyber bullying prevention was adopted. Data were analysed through generalized estimating equations to understand the immediate results on the student’s knowledge, attitudes, and intentions after the intervention. The results show that the WebQuest course immediately and effectively enhanced the knowledge of cyber bullying, reduced the intentions, and retained the effects after the learning. But it produced no significant impact on the attitude toward cyber bullying. Conclusions/Significance The intervention through this pilot study was effective and positive for cyber bulling prevention. It was with small number of students. Therefore, studies with large number of students and long experimental times, in different areas and countries are warranted. PMID:23724018

From Statehouse to Schoolhouse: Anti-Bullying Policy Efforts in U.S. States and School Districts

ERIC Educational Resources Information Center

Kull, Ryan M.; Kosciw, Joseph G.; Greytak, Emily A.

2015-01-01

"From Statehouse to Schoolhouse: Anti-Bullying Policy Efforts in U.S. States and School Districts," examines the anti-bullying policies of all 13,181 school districts across the country. It provides the prevalence of anti-bullying policies in all U.S. school districts and whether state laws and guidance are being implemented at the…

Young Adult Literature as the Centerpiece of an Anti-Bullying Program in Middle School

ERIC Educational Resources Information Center

Hillsberg, Carol; Spak, Helene

2006-01-01

This article describes an anti-bullying program with young adult literature as its centerpiece that the authors created. It explores the nature of bullying and its emotional impact on the victims, focusing on its prevalence in schools, and then describes the comprehensive anti-bullying program instituted in grades 6 to 8 at Wood Oaks Junior High…

Bullying: An Ecological Approach to Intervention in Schools

ERIC Educational Resources Information Center

Hornby, Garry

2016-01-01

Bullying is a major concern in education worldwide, particularly in countries such as New Zealand that are reported to have high rates of bullying in schools. In this article it is proposed that, in order to effectively prevent or substantially reduce bullying in schools, a systemic approach needs to be adopted, with interventions organized at…

Structural Liberalism and Anti-Bullying Legislation

ERIC Educational Resources Information Center

Vaught, Sabina E.

2014-01-01

This article investigates the legal, semantic, and material implications of Massachusetts' anti-bullying law through an analytic framework of structural liberalism. Specifically, this article asks how the law produces categories of fit and unfit subjects of the state through raced and gendered practices of individualism, paternalism, meliorism,…

Evidence-based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials.

PubMed

Palladino, Benedetta E; Nocentini, Annalaura; Menesini, Ersilia

2016-01-01

The NoTrap! (Noncadiamointrappola!) program is a school-based intervention, which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying. The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence-based interventions. Towards this aim, two quasi-experimental trials involving adolescents (age M = 14.91, SD = .98) attending their first year at different high schools were conducted. In Trial 1 (control group, n = 171; experimental group, n = 451), latent growth curve models for data from pre-, middle- and post-tests showed that intervention significantly predicted change over time in all the target variables (victimization, bullying, cybervictimization, and cyberbullying). Specifically, target variables were stable for the control group but decreased significantly over time for the experimental group. Long-term effects at the follow up 6 months later were also found. In Trial 2 (control group, n = 227; experimental group, n = 234), the moderating effect of gender was examined and there was a reported decrease in bullying and cyberbullying over time (pre- and post-test) in the experimental group but not the control group, and this decrease was similar for boys and girls. © 2016 Wiley Periodicals, Inc.

Presentation and management of school bullying and the impact of anti-bullying strategies for pupils: a self-report survey in London schools.

PubMed

Raynor, S; Wylie, A

2012-09-01

To investigate differences in the presentation and management of bullying in two London boroughs, one with high levels of deprivation and the other with low levels of deprivation; and to explore pupils' views on successful approaches to tackle bullying. Problems associated with bullying in childhood can manifest with mental disorders, depression and poorer perceived health in adulthood. However, despite the recent development of anti-bullying policies within schools, bullying remains a significant issue for many pupils. An original self-report survey was undertaken to investigate this important area. A web-based questionnaire was undertaken with pupils from year 8 (aged 12-13 years) at four secondary schools in London. The study was approved by King's College London Research Ethics Committee. In total, 304 pupils completed the questionnaire, 55% of whom were affected by bullying at their school. Deprivation had no impact on the prevalence of pupils involved in a bullying culture. School membership is the most important independent factor for determining bullying. Policy could be aimed at changing pupils' views on dealing with bullying, and it is vital that policies and practices around bullying are active and alive and do not become 'file fodder'. Copyright © 2012 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Effectiveness of the KiVa Antibullying Programme on Bully-Victims, Bullies and Victims

ERIC Educational Resources Information Center

Yang, An; Salmivalli, Christina

2015-01-01

Background: Bullying is a widespread problem in schools. Although several effective school-based bullying intervention programmes have been developed to reduce bullying and victimisation, it has rarely been investigated whether intervention programmes are also effective in helping bully-victims. Purpose: This study investigates the effectiveness…

Stop Bullying Now! A Federal Campaign for Bullying Prevention and Intervention

ERIC Educational Resources Information Center

Bryn, Stephanie

2011-01-01

This commentary describes a national bullying prevention effort, called Stop Bullying Now!, which aims to increase awareness of the problem of bullying and related research findings, and disseminate evidence-based approaches to prevention. Drawing on the special issue's main theme of the social context of bullying, the author describes the process…

An Analysis of School Anti-Bullying Laws in the United States

ERIC Educational Resources Information Center

Kueny, Maryellen T.; Zirkel, Perry A.

2012-01-01

Bullying, a pattern of physical or emotional abuse that students intentionally inflict on their peers, exists throughout secondary education, but is most prevalent during the middle grades. To inform the practice of middle level educators, this study canvassed school anti-bullying laws in each state and compared them with relevant research…

Artful Interventions for Workplace Bullying: Exploring Forum Theatre

ERIC Educational Resources Information Center

Edwards, Margot; Blackwood, Kate Marie

2017-01-01

Purpose: This paper aims to explore the phenomenon of workplace bullying in response to recent calls for the development of different approaches and provide an exploration of artful approaches to intervention. Design/methodology/approach: The paper offers a unique conceptualisation of workplace bullying and applies a phenomenological lens to the…

Inclusive Anti-Bullying Policies and Reduced Risk of Suicide Attempts in Lesbian and Gay Youth

PubMed Central

Hatzenbuehler, Mark L.; Keyes, Katherine M.

2012-01-01

Purpose To evaluate whether anti-bullying policies that are inclusive of sexual orientation are associated with a reduced prevalence of suicide attempts among lesbian, gay, and bisexual (LGB) youths. Methods 31,852 11th grade public school students (1,413 LGB individuals; 4.4%) in Oregon completed the Oregon Healthy Teens (OHT) survey in 2006–2008. The independent variable was the proportion of school districts in the 34 counties participating in the OHT survey that adopted anti-bullying policies inclusive of sexual orientation. The outcome measure was any self-reported suicide attempt in the past 12 months. Results were stratified by sexual orientation. Results Lesbian and gay youths living in counties with fewer school districts with inclusive anti-bullying policies were 2.25 times (95% C.I.: 1.13, 4.49) more likely to have attempted suicide in the past year compared to those living in counties where more districts had these policies. Inclusive anti-bullying policies were significantly associated with a reduced risk for suicide attempts among lesbian and gay youths even after controlling for sociodemographic characteristics (sex, race/ethnicity) and exposure to peer victimization (OR=0.18, 95% CI: 0.03–0.92). In contrast, anti-bullying policies that did not include sexual orientation were not associated with lower suicide attempts among lesbian and gay youths (OR=0.38, 95% CI: 0.02–7.33). Conclusions Inclusive anti-bullying policies may exert protective effects for the mental health of lesbian and gay youths, including reducing their risk for suicide attempts. PMID:23790196

Weight- and race-based bullying: health associations among urban adolescents.

PubMed

Rosenthal, Lisa; Earnshaw, Valerie A; Carroll-Scott, Amy; Henderson, Kathryn E; Peters, Susan M; McCaslin, Catherine; Ickovics, Jeannette R

2015-04-01

Stigma-based bullying is associated with negative mental and physical health outcomes. In a longitudinal study, surveys and physical assessments were conducted with mostly Black and Latino, socioeconomically disadvantaged, urban students. As hypothesized, greater weight- and race-based bullying each was significantly indirectly associated with increased blood pressure and body mass index, as well as decreased overall self-rated health across 2 years, through the mechanism of more negative emotional symptoms. Results support important avenues for future research on mechanisms and longitudinal associations of stigma-based bullying with health. Interventions are needed to reduce stigma-based bullying and buffer adolescents from adverse health effects. © The Author(s) 2013.

Weight- and race-based bullying: Health associations among urban adolescents

PubMed Central

Rosenthal, Lisa; Earnshaw, Valerie A; Carroll-Scott, Amy; Henderson, Kathryn E; Peters, Susan M; McCaslin, Catherine; Ickovics, Jeannette R

2014-01-01

Stigma-based bullying is associated with negative mental and physical health outcomes. In a longitudinal study, surveys and physical assessments were conducted with mostly Black and Latino, socioeconomically disadvantaged, urban students. As hypothesized, greater weight- and race-based bullying each was significantly indirectly associated with increased blood pressure and body mass index, as well as decreased overall self-rated health across 2 years, through the mechanism of more negative emotional symptoms. Results support important avenues for future research on mechanisms and longitudinal associations of stigma-based bullying with health. Interventions are needed to reduce stigma-based bullying and buffer adolescents from adverse health effects. PMID:24155192

KiVa Anti-Bullying Program in Italy: Evidence of Effectiveness in a Randomized Control Trial.

PubMed

Nocentini, Annalaura; Menesini, Ersilia

2016-11-01

The present study aims to evaluate the effectiveness of the KiVa anti-bullying program in Italy through a randomized control trial of students in grades 4 and 6. The sample involved 2042 students (51 % female; grade 4, mean age = 8.85; ds = 0.43; grade 6, mean age = 10.93; ds = 0.50); 13 comprehensive schools were randomly assigned into intervention (KiVa) or control (usual school provision) conditions. Different outcomes (bullying, victimization, pro-bullying attitudes, pro-victim attitudes, empathy toward victims), analyses (longitudinal mixed model with multiple-item scales; longitudinal prevalence of bullies and victims using Olweus' single question), and estimates of effectiveness (Cohen's d; odds ratios) were considered in order to compare the Italian results with those from other countries. Multilevel models showed that KiVa reduced bullying and victimization and increased pro-victim attitudes and empathy toward the victim in grade 4, with effect sizes from 0.24 to 0.40. In grade 6, KiVa reduced bullying, victimization, and pro-bullying attitudes; the effects were smaller as compared to grade 4, yet significant (d ≥ 0.20). Finally, using Olweus dichotomous definition of bullies and victims, results showed that the odds of being a victim were 1.93 times higher for a control student than for a KiVa student in grade 4. Overall, the findings provide evidence of the effectiveness of the program in Italy; the discussion will focus on factors that influenced successfully the transportability of the KiVa program in Italy.

Inclusive anti-bullying policies and reduced risk of suicide attempts in lesbian and gay youth.

PubMed

Hatzenbuehler, Mark L; Keyes, Katherine M

2013-07-01

To evaluate whether anti-bullying policies that are inclusive of sexual orientation are associated with a reduced prevalence of suicide attempts among lesbian, gay, and bisexual youths. A total of 31,852 11th-grade public school students (1,413 lesbian, gay, and bisexual individuals; 4.4%) in Oregon completed the Oregon Healthy Teens survey in 2006-2008. The independent variable was the proportion of school districts in the 34 counties participating in the Oregon Healthy Teens survey that adopted anti-bullying policies inclusive of sexual orientation. The outcome measure was any self-reported suicide attempt in the past 12 months. We stratified results by sexual orientation. Lesbian and gay youths living in counties with fewer school districts with inclusive anti-bullying policies were 2.25 times (95% confidence interval [CI], 1.13-4.49) more likely to have attempted suicide in the past year compared with those living in counties where more districts had these policies. Inclusive anti-bullying policies were significantly associated with a reduced risk for suicide attempts among lesbian and gay youths, even after controlling for sociodemographic characteristics (sex, race/ethnicity) and exposure to peer victimization (odds ratio, .18; 95% CI, .03-.92). In contrast, anti-bullying policies that did not include sexual orientation were not associated with lower suicide attempts among lesbian and gay youths (odds ratio, .38; 95% CI, .02-7.33). Inclusive anti-bullying policies may exert protective effects for the mental health of lesbian and gay youths, including reducing their risk for suicide attempts. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Addressing Social Aggression in State Anti-Bullying Policies

ERIC Educational Resources Information Center

Temkin, Deborah

2008-01-01

Social aggression, or victimization using social exclusion, rumors, and body language, has been overlooked in state anti-bullying policies since the policy surge following the 1999 Columbine Massacres. Social aggression has been associated with social anxiety disorder, depression and suicide, and lowered academic achievement and involvement. An…

Monitoring Bullying Behaviours May Not Enhance Principal's Awareness of the Prevalence

ERIC Educational Resources Information Center

Fröjd, Sari; Saaristo, Vesa; Ståhl, Timo

2014-01-01

Monitoring bullying behaviours is the key aspect of a successful anti-bullying intervention. Questionnaires among pupils and principals of the same schools were utilised to measure the agreement between pupil-reported frequency and principals' estimations of the prevalence of frequent bullying in the same schools and to identify monitoring methods…

The Role of Community, Family, Peer, and School Factors in Group Bullying: Implications for School-Based Intervention

ERIC Educational Resources Information Center

Mann, Michael J.; Kristjansson, Alfgeir L.; Sigfusdottir, Inga Dora; Smith, Megan L.

2015-01-01

Background: Although an ecological perspective suggests the importance of multiple levels of intervention, most bullying research has emphasized individual- and school-focused strategies. This study investigated community and family factors that influence school efforts to reduce odds of group bullying behavior and victimization. Methods: We used…

The efficacy of teachers' responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying.

PubMed

Campaert, Kristel; Nocentini, Annalaura; Menesini, Ersilia

2017-09-01

Teachers respond differently to bullying and victimization. Socio-cognitive and moral domain theory suggest that students process teachers' behavior cognitively and that teachers' responses to incidents of bullying and victimization could affect students' level of moral disengagement. We examined the mediating effect of students' moral disengagement between types of teachers' responses to situations of bullying and victimization and individual bullying using multilevel mediation modelling. Participants were 609 students (50% boys, age M = 11.47, SD = 1.14) of central Italy, nested in 34 classes. Students rated the frequency of self-reported bullying and of teachers' responses to incidents of bullying and victimization on a 5-point Likert scale. Teachers' responses to bullying included non-intervention, mediation, group discussion, and sanctions. Teachers' responses to victimization included non-intervention, mediation, group discussion, and victim support. Results indicated that in the teachers' responses to incidents of bullying model, a significant indirect effect of non-intervention (β = .03; 95%CI [.01, .05]) and of sanctions (β = -.02; 95%CI [-.04, -.01]) on bullying through moral disengagement was found at the individual level. Similarly, in the model on teachers' responses toward victims there was a significant indirect effect through moral disengagement of non-intervention (β = .03; 95%CI [.02, .04]) and victim support (β = -.01; 95%CI [-.02, -.001]). At the class level there were no significant indirect effects. In sum, results indicated that moral disengagement is an important mediator at the individual level and suggest including teachers in anti-bullying interventions with a specific focus on their role for moral development. © 2017 Wiley Periodicals, Inc.

Workplace Bullying in Surgery.

PubMed

Ling, Mary; Young, Christopher J; Shepherd, Heather L; Mak, Cindy; Saw, Robyn P M

2016-11-01

The aim of this study was to determine the extent and nature of workplace bullying among General Surgery trainees and consultants in Australia. An online questionnaire survey of General Surgery trainees and consultant surgeons in Australia was conducted between March and May 2012. Prevalence of bullying was measured using both a definition of workplace bullying and the revised Negative Acts Questionnaire (NAQ-R). Sources of bullying were also examined, as well as the barriers and outcomes of formal reporting of bullying. The response rate was 34 % (370/1084) with 41 % (n = 152) of respondents being trainees. Overall, 47 % (n = 173) of respondents reported having been bullied to some degree and 68 % (n = 250) reported having witnessed bullying of surgical colleagues in the last 12 months. The prevalence of bullying was significantly higher in trainees and females, with 64 % of trainees and 57 % of females experiencing some degree of bullying. The majority of respondents (83 %) had experienced at least one negative behavior in the last 12 months, but 38 % experienced at least one negative behavior on a weekly or daily basis. The persistent negative behaviors that represent work-related bullying most commonly experienced were 'having opinions ignored' and 'being exposed to an unmanageable workload.' Consultant surgeons were the most common source of bullying for both trainees and consultants, with administration the next common source. Of those who reported being bullied, only 18 % (n = 32) made a formal complaint. Despite increased awareness and interventions, workplace bullying remains a significant problem within General Surgery in Australia. The findings in this study serve as a baseline for future questionnaires to monitor the effectiveness of implemented anti-bullying interventions.

The Meaningful Roles Intervention: An Evolutionary Approach to Reducing Bullying and Increasing Prosocial Behavior.

PubMed

Ellis, Bruce J; Volk, Anthony A; Gonzalez, Jose-Michael; Embry, Dennis D

2016-12-01

Bullying is a problem that affects adolescents worldwide. Efforts to prevent bullying have been moderately successful at best, or iatrogenic at worst. We offer an explanation for this limited success by employing an evolutionary-psychological perspective to analyze antibullying interventions. We argue that bullying is a goal-directed behavior that is sensitive to benefits as well as costs, and that interventions must address these benefits. This perspective led us to develop a novel antibullying intervention, Meaningful Roles, which offers bullies prosocial alternatives-meaningful roles and responsibilities implemented through a school jobs program and reinforced through peer-to-peer praise notes-that effectively meet the same status goals as bullying behavior. We describe this new intervention and how its theoretical evolutionary roots may be applicable to other intervention programs. © 2015 The Authors. Journal of Research on Adolescence © 2015 Society for Research on Adolescence.

Bullying, cyberbullying, and mental health in young people.

PubMed

Landstedt, Evelina; Persson, Susanne

2014-06-01

To investigate the factors associated with exposure to in-real-life (IRL) bullying, cyberbullying, and both IRL and cyberbullying and to explore the relationship between these types of bullying and mental health among 13-16-year-old Swedish boys and girls. Data was derived from a cross-sectional web-based study of 13-16-year-old students in northern Sweden (n=1214, response rate 81.9%). The combination of IRL- and cyberbullying was the most common type of bullying. A non-supportive school environment and poor body image were related to exposure to bullying for both genders but the relationship was more distinct in girls. All types of bullying were associated with depressive symptoms in both boys and girls and all forms of bullying increased the likelihood of psychosomatic problems in girls. Cyberbullying can be seen as an extension of IRL bullying. A combination of IRL- and cyberbullying seems to be particularly negative for mental health. Interventions should focus on improved school environment and body image as well as anti-violence programmes. Gender aspects of bullying need to be acknowledged. © 2014 the Nordic Societies of Public Health.

No Vacation from Bullying: A Summer Camp Intervention Pilot Study

ERIC Educational Resources Information Center

Carney, Amy G.; Nottis, Kathryn E. K.

2008-01-01

Within school environments, where bullying interventions are usually studied, the preponderance of bullying incidents generally occur in less structured settings (Hazler, 1996; Leff, Power, Costigan, & Manz, 2003; Olweus, 1997). Outside of school, children spend time in relatively unstructured community environments, with minimally trained staff.…

Effects of an Emotional Literacy Intervention for Students Identified with Bullying Behaviour

ERIC Educational Resources Information Center

Knowler, Claire; Frederickson, Norah

2013-01-01

The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional…

Considering Mindfulness Techniques in School-Based Anti-Bullying Programmes

ERIC Educational Resources Information Center

Foody, Mairéad; Samara, Muthanna

2018-01-01

Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health…

Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior.

PubMed

Fekkes, M; Pijpers, F I M; Verloove-Vanhorick, S P

2005-02-01

Bullying victimization is associated with several health issues. Prevention of bullying is therefore an important goal for health and education professionals. In the present study, 2766 children from 32 Dutch elementary schools participated by completing a questionnaire on bullying behavior, and the involvement of teachers, parents and classmates in bullying incidents. The results of this study show that bullying is still prevalent in Dutch schools. More than 16% of the children aged 9-11 years reported being bullied on a regular basis and 5.5% reported regular active bullying during the current school term. Almost half of the bullied children did not tell their teacher that they were being bullied. When teachers knew about the bullying, they often tried to stop it, but in many cases the bullying stayed the same or even got worse. With regard to active bullying, neither the majority of the teachers nor parents talked to the bullies about their behavior. Our results stress the importance of regular communication between children, parents, teachers and health care professionals with regard to bullying incidents. In addition, teachers need to learn effective ways to deal with bullying incidents. Schools need to adopt a whole-school approach with their anti-bullying interventions.

Counseling Relationship Experiences for K-12 School Counselors Who Also Fulfill the Role of Anti-Bullying Specialist

ERIC Educational Resources Information Center

Arcuri, Nicole M.

2018-01-01

This qualitative study explores school counselors' experiences of the counseling relationship with students when also fulfilling the role of anti-bullying specialist. School counselors who also serve students as the anti-bullying specialist embrace a dual role with students. Interviews with school counselors practicing multiple role to include…

A Bullying Intervention System: Reducing Risk and Creating Support for Aggressive Students

ERIC Educational Resources Information Center

Allen, Kathleen P.

2010-01-01

Involvement in bullying is a contributor to student failure. The author describes a bullying intervention system that has been developed and implemented in a high school that aimed to interrupt bullying, conflict, and aggression before it escalates. A high school tried to reduce student involvement with the school's disciplinary system and…

Attacking Bullying; an Examination of Anti-Bullying Legislation and Policies

ERIC Educational Resources Information Center

Toso, Tamara Marrella

2012-01-01

Bullying is a major threat to school safety and appears to be increasing at alarming rates. Leaders throughout the entire school community need to understand the implications and ramifications of bullying on both the student who bullies and students who are bullied. This imperative mission calls for transformational leaders, armed with strong…

Nursing Students' Experience of Bullying: Prevalence, Impact, and Interventions.

PubMed

Bowllan, Nancy Meierdierks

2015-01-01

Studies examining nursing students' unique experience of bullying are increasingly evident. This article explores national and international literature over the past decade on prevalence rates, potential impact on nursing students, and relevance to socialization to the profession of nursing. Historical considerations are provided along with policies and interventions to empower nursing leaders, academicians, clinicians, and students to prevent or minimize the destructive nature of bullying.

Bullying in the family: sibling bullying.

PubMed

Wolke, Dieter; Tippett, Neil; Dantchev, Slava

2015-10-01

Sibling relationships have a substantial and lasting effect on children's development. Many siblings experience some occasional conflict, however, up to 40% are exposed to sibling bullying every week, a repeated and harmful form of intrafamilial aggression. We review evidence on the precursors, factors relating to peer bullying, and mental health consequences of sibling bullying. Parenting quality and behaviour are the intrafamilial factors most strongly associated with bullying between siblings. Sibling bullying increases the risk of being involved in peer bullying, and is independently associated with concurrent and early adult emotional problems, including distress, depression, and self-harm. The effects appear to be cumulative, with those children bullied by both siblings and peers having highly increased emotional problems compared with those bullied by siblings or peers only, probably because they have no safe place to escape from bullying. The link between sibling and peer bullying suggests interventions need to start at home. Health professionals should ask about sibling bullying and interventions are needed for families to prevent and reduce the health burden associated with sibling bullying. Copyright © 2015 Elsevier Ltd. All rights reserved.

Exploring Change Processes in School-Based Mentoring for Bullied Children.

PubMed

Craig, James T; Gregus, Samantha J; Burton, Ally; Hernandez Rodriguez, Juventino; Blue, Mallory; Faith, Melissa A; Cavell, Timothy A

2016-02-01

We examined change processes associated with the school-based, lunchtime mentoring of bullied children. We used data from a one-semester open trial of Lunch Buddy (LB) mentoring (N = 24) to examine changes in bullied children's lunchtime peer relationships. We also tested whether these changes predicted key outcomes (i.e., peer victimization, social preference) post-mentoring. Results provided partial support that bullied children paired with LB mentors experienced improved lunchtime peer relationships and that gains in lunchtime relationships predicted post-mentoring levels of social preference and peer victimization. Neither child nor mentors' ratings of the mentoring relationship predicted post-mentoring outcomes; however, child-rated mentor support and conflict predicted improvements in lunchtime peer relationships. We discuss implications for future research on school-based mentoring as a form of selective intervention for bullied children.

Psychiatric disorders and suicide attempts among adolescents victimized by school bullying.

PubMed

Bang, Young Rong; Park, Jae Hong

2017-08-01

We conducted a cross-sectional school-based study to investigate psychiatric disorders and suicide risk among adolescents victimized by bullying. The study was designed in two stages. In the screening stage, 33,038 middle school students were screened for psychopathology. Next, in the face-to-face interview stage, 1196 participants were assessed for psychiatric disorders using a structured diagnostic instrument. We also collected information about the participants' experiences of bullying and history of suicidal ideation/attempts. The results indicate that adolescents with a history of bullying victimization were more likely to be diagnosed with depression and psychosis than those without such a history. Multivariate logistic regression models revealed that bullying victimization was significantly associated with suicide attempts even after adjusting for demographic characteristics, depression and psychosis. Bullying victimization is a risk factor for depression, psychosis, and suicide ideation and attempts. The findings warrant an early intervention and suicide prevention program for victimized students and anti-bullying policies in schools.

Online Pestkoppenstoppen: systematic and theory-based development of a web-based tailored intervention for adolescent cyberbully victims to combat and prevent cyberbullying.

PubMed

Jacobs, Niels C L; Völlink, Trijntje; Dehue, Francine; Lechner, Lilian

2014-04-24

The purpose of this article is to give an integrative insight into the theoretical and empirical-based development of the Online Pestkoppenstoppen (Stop Bullies Online/Stop Online Bullies). This intervention aims to reduce the number of cyberbully victims and their symptoms of depression and anxiety (program goal), by teaching cyberbully victims how to cope in an adequate and effective manner with cyberbully incidents (program's outcomes). In developing the program the different steps of the Intervention Mapping protocol are systematically used. In this article we describe each step of Intervention Mapping. Sources used for the development were a literature review, a Delphi study among experts, focus group interviews with the target group, and elements from a proven effective anti-bullying program. The result is a fully automated web-based tailored intervention for cyberbully victims (12-15 years) consisting of three web-based advice sessions delivered over three months. The first advice aims to teach participants how behavior is influenced by the thoughts they have, how to recognize and dispute irrational thoughts and how to form rational thoughts. In the second advice, participants will learn about the way bullying emerges, how their behavior influences bullying and how they can use effective coping strategies in order to stop (online) bullying. In the third advice, participants receive feedback and will learn how to use the Internet and mobile phones in a safe manner. Each advice is tailored to the participant's personal characteristics (e.g., personality, self-efficacy, coping strategies used and (ir)rational thoughts). To ensure implementation of the program after testing it for effectiveness, the intervention was pretested in the target-population and an implementation plan was designed. Finally, we will elaborate on the planned randomized controlled trial in which the intervention will be compared to a general information group and waiting list control group

The P.E.A.C.E. Pack: A Computerized Online Assessment of School Bullying

ERIC Educational Resources Information Center

Slee, Phillip T.; Mohyla, Jury

2014-01-01

School bullying is an international problem with harmful outcomes for those involved. This study describes the design and field testing of an innovative computer-based social learning tool for assessing student perceptions of bullying developed for an Australian intervention program called the P.E.A.C.E. Pack. Students rate their peer group…

Online Pestkoppenstoppen: systematic and theory-based development of a web-based tailored intervention for adolescent cyberbully victims to combat and prevent cyberbullying

PubMed Central

2014-01-01

Background The purpose of this article is to give an integrative insight into the theoretical and empirical-based development of the Online Pestkoppenstoppen (Stop Bullies Online/Stop Online Bullies). This intervention aims to reduce the number of cyberbully victims and their symptoms of depression and anxiety (program goal), by teaching cyberbully victims how to cope in an adequate and effective manner with cyberbully incidents (program’s outcomes). Method/Design In developing the program the different steps of the Intervention Mapping protocol are systematically used. In this article we describe each step of Intervention Mapping. Sources used for the development were a literature review, a Delphi study among experts, focus group interviews with the target group, and elements from a proven effective anti-bullying program. The result is a fully automated web-based tailored intervention for cyberbully victims (12-15 years) consisting of three web-based advice sessions delivered over three months. The first advice aims to teach participants how behavior is influenced by the thoughts they have, how to recognize and dispute irrational thoughts and how to form rational thoughts. In the second advice, participants will learn about the way bullying emerges, how their behavior influences bullying and how they can use effective coping strategies in order to stop (online) bullying. In the third advice, participants receive feedback and will learn how to use the Internet and mobile phones in a safe manner. Each advice is tailored to the participant’s personal characteristics (e.g., personality, self-efficacy, coping strategies used and (ir)rational thoughts). To ensure implementation of the program after testing it for effectiveness, the intervention was pretested in the target-population and an implementation plan was designed. Finally, we will elaborate on the planned randomized controlled trial in which the intervention will be compared to a general information group

Beyond Anti-Bullying Programs: Learn How to Foster Empathy within Your Curriculum to Increase the Emotional Intelligence of Middle Schoolers

ERIC Educational Resources Information Center

Seaman, Michael

2012-01-01

Anti-bullying is much more than pointing fingers and labeling perpetrators. Teens who are labeled as bullies are unlikely to simply change their ways just because they have been accused of bullying. Preventing bullying also goes beyond hanging rules on a classroom wall. The real goal should be to undermine bullying by fostering compassion in…

Managing Bullying in Politically Charged Climates

ERIC Educational Resources Information Center

Trump, Kenneth S.

2011-01-01

Educators, school safety experts, and anti-bullying advocates typically agree that bullying is a serious issue. They also agree that anti-bullying strategies should be an integral component of a school's safety plan. However, differences remain in how bullying should be addressed. Those differences have become magnified as bullying has become an…

Adolescent's Unambiguous Knowledge of Overcoming Bullying and Developing Resilience

ERIC Educational Resources Information Center

Garner, Ian W.; Boulton, Michael J.

2016-01-01

Antibullying interventions have been implemented in schools in an attempt to reduce bullying. However, school-based bullying is still prevalent in many schools across the United Kingdom. Therefore, antibullying interventions should aim to prevent bullying and also reduce the effects of bullying by educating victims about resilience against…

The Comparable Worlds of Calves and School Bullying

ERIC Educational Resources Information Center

Sutherland, Alison

2007-01-01

This article provides a light-hearted example of how a behavioural intervention, used in the animal world to reduce bullying, might be adapted and applied to reduce bullying among students. Based on observations of bullying among calves, effective strategies to reduce bullying are based on acknowledging that bullying is occurring, and recognising…

Bullied youth: the impact of bullying through lesbian, gay, and bisexual name calling.

PubMed

Evans, Caroline B R; Chapman, Mimi V

2014-11-01

Bullying is a common experience for many school-aged youth, but the majority of bullying research and intervention does not address the content of bullying behavior, particularly teasing. Understanding the various forms of bullying as well as the language used in bullying is important given that bullying can have persistent consequences, particularly for victims who are bullied through biased-based bullying, such as being called gay, lesbian, or queer. This study examines bullying experiences in a racially and ethnically diverse sample of 3,379 rural elementary-, middle-, and high-school youth. We use latent class analysis to establish clusters of bullying behaviors, including forms of biased-based bullying. The resulting classes are examined to ascertain if and how bullying by biased-based labeling is clustered with other forms of bullying behavior. This analysis identifies 3 classes of youth: youth who experience no bullying victimization, youth who experience social and emotional bullying, and youth who experience all forms of social and physical bullying, including being bullied by being called gay, lesbian, or queer. Youth in Classes 2 and 3 labeled their experiences as bullying. Results indicate that youth bullied by being called gay, lesbian, or queer are at a high risk of experiencing all forms of bullying behavior, highlighting the importance of increased support for this vulnerable group. (c) 2014 APA, all rights reserved.

Bullying in schools: the power of bullies and the plight of victims.

PubMed

Juvonen, Jaana; Graham, Sandra

2014-01-01

Bullying is a pervasive problem affecting school-age children. Reviewing the latest findings on bullying perpetration and victimization, we highlight the social dominance function of bullying, the inflated self-views of bullies, and the effects of their behaviors on victims. Illuminating the plight of the victim, we review evidence on the cyclical processes between the risk factors and consequences of victimization and the mechanisms that can account for elevated emotional distress and health problems. Placing bullying in context, we consider the unique features of electronic communication that give rise to cyberbullying and the specific characteristics of schools that affect the rates and consequences of victimization. We then offer a critique of the main intervention approaches designed to reduce school bullying and its harmful effects. Finally, we discuss future directions that underscore the need to consider victimization a social stigma, conduct longitudinal research on protective factors, identify school context factors that shape the experience of victimization, and take a more nuanced approach to school-based interventions.

Bullying and Students with Disabilities: A Systematic Literature Review of Intervention Studies

ERIC Educational Resources Information Center

Houchins, David E.; Oakes, Wendy Peia; Johnson, Zachary G.

2016-01-01

Bullying is a serious issue affecting the psychological, social, and physical well-being of students. Although a substantial amount of bullying research has been conducted with general education students, there is a paucity of experimental prevention or intervention studies specifically focused on students with disabilities. The aim of this…

Motivations behind "Bullies Then Offenders" versus "Pure Bullies": Further Suggestions for Anti-Bully Education and Practice

ERIC Educational Resources Information Center

Johnston, Pattie; Tankersley, Merrie; Joenson, Trevor; Hupp, Mikey; Buckley, Jennifer; Redmond-McGowan, Margaret; Zanzinger, Allison; Poirier, Alex; Walsh, Abigail

2014-01-01

Cyber-bullying has become increasingly problematic in academic settings including universities and colleges. The bullying literature has been expanding investigation of the bully behaviors and has identified four bully types to include pure offender, pure victim, offender and victim, neither-offender-nor-victim. The majority of research has…

[Reduction and control of school bullying is urgently needed].

PubMed

Zhao, Y J; Wang, S Y

2017-03-10

School bullying and campus violence is a widespread social problem in the world. School bullying is characterized by its repeatability and suddenness, which could make the victims suffering from both psychological and health damage, and even affect their personality growth. Government should pay close attention to the reduction and control of school bullying and campus violence by establishing school bullying emergency response system and preparedness plan. The school and teacher's role and legal responsibility in the service and management in schools should be cleared and defined. It is necessary to help teachers conduct early detection and intervention for school bullying, conduct morality, mental health and legal educations in students to teach them to act according to the law and protect themselves according to the law and help them identify and avoid risks, encourage the establishment of rescue facility and web of anti-school bullying by non-government organizations, and set hotline for school bullying incident to reduce the incidence of school bullying.

A Descriptive Analysis of Louisiana Public School Districts' Anti-Bullying Policies

ERIC Educational Resources Information Center

Vaughn, Brandy Elise Robinson

2013-01-01

The researcher proposed to determine the expansiveness of Louisiana's public school districts' anti-bullying policies. Specifically, student codes of conduct and board polices were analyzed to determine the extent to which schools define, outline reporting procedures, keep written records of, investigate, and render disciplinary sanctions against…

Combating weight-based bullying in schools: is there public support for the use of litigation?

PubMed

Puhl, Rebecca; Luedicke, Joerg; King, Kelly M

2015-06-01

Bullying litigation is an emerging area of law that has increased in response to serious cases of bullying at school. Weight-based bullying is prevalent at school, but no research has examined the use of litigation to address this problem. We assessed public support for litigation approaches to address weight-based bullying at school, and whether support for litigation varies according to the reason why a student is bullied. A national sample of 994 adults (49% parents) completed an online questionnaire assessing their support for litigation approaches in response to hypothetical incidents of youth bullying. As many as two thirds of participants supported litigation against schools for failing to intervene and protect students from weight-based bullying. Litigation remedies received slightly higher support in response to bullying due to race or sexual orientation compared to body weight. Participants favored litigation approaches that target schools for inadequate intervention or a bully's parents on behalf of their child's actions. Our study offers novel findings about public and parental views of litigation as a potential approach to address weight-based (and other forms of) bullying, and introduces considerations about the potential role of litigation as part of broader remedies to address youth bullying. © 2015, American School Health Association.

Commentary: Types of bullying, types of intervention: reflections on Arseneault (2018).

PubMed

Smith, Peter K

2018-04-01

Arseneault's review is a timely reminder of the strong evidence for the negative impact of school bullying, especially although not only on the victims of it. It is particularly important in dealing with the evidence for causal links, mechanisms and possible moderating factors. In this Commentary, I raise some issues about the definition of bullying; the importance of separating out the bully/victim category; differing impacts of types of victimisation, and notably cyber victimization, perhaps interacting with gender; and evidence on school antibullying policies and impact of interventions. © 2018 Association for Child and Adolescent Mental Health.

Examining the Outcomes of Including Students with Disabilities in a Bullying/Victimization Intervention

ERIC Educational Resources Information Center

Graybill, Emily C.; Vinoski, Erin; Black, Mary; Varjas, Kris; Henrich, Christopher; Meyers, Joel

2016-01-01

Students with disabilities are bullied at rates disproportionate to their typically developing peers, yet we know little about effective interventions to reduce the rates of victimization among students with disabilities across all disability categories. This study examined the effectiveness of the inclusive Bullying/Victimization Intervention…

A Content Analysis of School Anti-Bullying Policies in Northern Ireland

ERIC Educational Resources Information Center

Purdy, Noel; Smith, Peter K.

2016-01-01

This original study presents a content analysis of 100 primary and post-primary school anti-bullying policies in Northern Ireland using a 36-item scoring scheme. Overall schools had 52% of the items in their policies. Most schools included reference to physical, verbal, relational, material and cyberbullying but a minority mentioned racist,…

A review of bullying prevention and intervention in South Korean schools: an application of the social-ecological framework.

PubMed

Hong, Jun Sung; Lee, Chang-Hun; Lee, Jungup; Lee, Na Youn; Garbarino, James

2014-08-01

School bullying is a serious social problem that results in potentially severe and long lasting consequences for youth, parents, teachers, and school officials. Commensurate with the serious nature and outcomes of bullying, there has been a number of bullying prevention and intervention programs and measures in schools. The current review provides a synthesis and evaluation of the existing research on bullying prevention and intervention strategies in South Korean schools, set within Bronfenbrenner's social-ecological contexts, including the micro- (i.e., family, peer, school), meso- (i.e., family-school), and macro- (i.e., religion, policies) systems. We also discuss the strengths and limitations of the research reviewed and provide directions for future research focusing on major empirical gaps in the literature on bullying prevention and intervention strategies in South Korea.

Bullying: a stepping stone to dating aggression?

PubMed

Josephson, Wendy L; Pepler, Debra

2012-01-01

Bullying is the use of power and aggression to control and distress another. In this paper, we review research to explore whether the lessons learned in bullying provide a stepping stone to aggressive behavior in dating relationships. We start by considering definitions and a relationship framework with which to understand both bullying and dating aggression. We consider bullying from a developmental-contextual perspective and consider risk factors associated with the typical developmental patterns for bullying and dating aggression, including developmental and sociodemographic, individual attributes, and family, peer group, community, and societal relationship contexts that might lead some children and youths to follow developmental pathways that lead to bullying and dating aggression. We conclude by discussing implications for intervention with a review of evidence-based interventions.

A Mixed Methods Evaluation of the "Aged-Up" STAC Bullying Bystander Intervention for High School Students

ERIC Educational Resources Information Center

Johnston, April D.; Midgett, Aida; Doumas, Diana M.; Moody, Steve

2018-01-01

This mixed methods study assessed the appropriateness of an "aged-up," brief bullying bystander intervention (STAC) and explored the lived experiences of high school students trained in the program. Quantitative results included an increase in knowledge and confidence to intervene in bullying situations, awareness of bullying, and use of…

Bullying among Children.

ERIC Educational Resources Information Center

Bullock, Janis R.

2002-01-01

Notes that teachers have differing views toward children who bully. Addresses characteristics of bullies and their victims, incidences of bullying among children, the effects of bullying on children, and recommendations for teachers' support, including school-wide, classroom, and individual interventions. (DLH)

Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

ERIC Educational Resources Information Center

Cosgrove, Heather E.; Nickerson, Amanda B.

2017-01-01

In this cross-sectional study, we examined a matched sample of 924 educators' perceptions of severity of bullying and harassment and school climate prior to (Wave 1 n = 435) and following (Wave 2 n = 489) the implementation of New York's anti-bullying and harassment legislation, the Dignity for All Students Act (DASA). Alignment with DASA mandates…

Integrating Models of Collaborative Consultation and Systems Change to Implement Forgiveness-Focused Bullying Interventions

ERIC Educational Resources Information Center

Skaar, Nicole R.; Freedman, Suzanne; Carlon, Amy; Watson, Elizabeth

2016-01-01

Through collaborative consultation with school staff, school psychologists have increasingly helped schools add bullying prevention and intervention programming to their service delivery systems. As schools search for ways to lessen the impact of bullying on the social-emotional health and academic achievement of students, forgiveness education is…

School-Based Mental Health Professionals' Bullying Assessment Practices: A Call for Evidence-Based Bullying Assessment Guidelines

ERIC Educational Resources Information Center

Blake, Jamilia; Banks, Courtney S.; Patience, Brenda A.; Lund, Emily M.

2014-01-01

A sample of 483 school-based mental health professionals completed a survey about the training they have received related to conducting bullying assessments in schools, competence in conducting an assessment of bullying, and the bullying assessment methods they used. Results indicate that school counselors were usually informed about incidents of…

Disrupting Traditions: Swimming against the Current of Adolescent Bullying

ERIC Educational Resources Information Center

Khasnabis, Debi; Upton, Kevin

2013-01-01

Advances in technology have aggravated the generations-old problem of bullying in schools. In this article, the authors attend to the impact of social media on bullying and advocate an approach to teaching anti-bullying that incorporates a project-based learning approach for young adolescents. Process drama as a model of learning and the use of…

Developing a community-level anti-HIV/AIDS stigma and homophobia intervention in new York city: The project CHHANGE model.

PubMed

Frye, Victoria; Paige, Mark Q; Gordon, Steven; Matthews, David; Musgrave, Geneva; Kornegay, Mark; Greene, Emily; Phelan, Jo C; Koblin, Beryl A; Taylor-Akutagawa, Vaughn

2017-08-01

HIV/AIDS stigma and homophobia are associated with significant negative health and social outcomes among people living with HIV/AIDS (PLWHA) and those at risk of infection. Interventions to decrease HIV stigma have focused on providing information and education, changing attitudes and values, and increasing contact with people living with HIV/AIDS (PLWHA), activities that act to reduce stereotyped beliefs and prejudice, as well as acts of discrimination. Most anti-homophobia interventions have focused on bullying reduction and have been implemented at the secondary and post-secondary education levels. Few interventions address HIV stigma and homophobia and operate at the community level. Project CHHANGE, Challenge HIV Stigma and Homophobia and Gain Empowerment, was a community-level, multi-component anti-HIV/AIDS stigma and homophobia intervention designed to reduce HIV stigma and homophobia thus increasing access to HIV prevention and treatment access. The theory-based intervention included three primary components: workshops and trainings with local residents, businesses and community-based organizations (CBO); space-based events at a CBO-partner drop-in storefront and "pop-up" street-based events and outreach; and a bus shelter ad campaign. This paper describes the intervention design process, resultant intervention and the study team's experiences working with the community. We conclude that CHHANGE was feasible and acceptable to the community. Promoting the labeling of gay and/or HIV-related "space" as a non-stigmatized, community resource, as well as providing opportunities for residents to have contact with targeted groups and to understand how HIV stigma and homophobia relate to HIV/AIDS prevalence in their neighborhood may be crucial components of successful anti-stigma and discrimination programming. Copyright © 2017. Published by Elsevier Ltd.

Bullying and Cyber-Bullying in Higher Education: Current Institutional Practice and Prevention

ERIC Educational Resources Information Center

Early, Jeremy Scott

2014-01-01

Cyber-bullying led a Rutgers University student to commit suicide, which led the Federal government and institutions of higher education to take a closer look at bullying and cyber-bullying on college campuses. Congress introduced the "Tyler Clementi Higher Education Anti-Harassment Act" (Tyler Clementi Act) that would require…

Negative Bystander Behavior in Bullying Dynamics: Assessing the Impact of Social Capital Deprivation and Anti-social Capital.

PubMed

Evans, Caroline B R; Smokowski, Paul R

2017-02-01

Bystanders witness bullying, but are not directly involved as a bully or victim; however, they often engage in negative bystander behavior. This study examines how social capital deprivation and anti-social capital are associated with the likelihood of engaging in negative bystander behavior in a sample (N = 5752) of racially/ethnically diverse rural youth. Data were collected using an online, youth self-report; the current study uses cross sectional data. Following multiple imputation, a binary logistic regression with robust standard errors was run. Results partially supported the hypothesis and indicated that social capital deprivation in the form of peer pressure and verbal victimization and anti-social capital in the form of delinquent friends, bullying perpetration, verbal perpetration, and physical perpetration were significantly associated with an increased likelihood of engaging in negative bystander behavior. Findings highlight the importance of establishing sources of positive social support for disenfranchised youth.

Bullying among Urban Mexican-heritage Youth: Exploring Risk for Substance Use by Status as a Bully, Victim, and Bully-Victim

PubMed Central

Sangalang, Cindy C.; Tran, Alisia G. T. T; Ayers, Stephanie L.; Marsiglia, Flavio F.

2016-01-01

Little is known about adolescent bullying behavior and its relationship to substance use in ethnic minority populations. In a sample of youth of Mexican heritage, the current study aimed to examine the prevalence of bullying behavior subtypes and its co-occurrence with recent alcohol, cigarette, and inhalant use. Data come from a school-based substance use prevention study in the Southwestern U.S. (n=809). We explored the prevalence of bullying behavior by status among youth classified as bullies, victims, bully-victims, and rarely-involved bully-victims in an urban context. We also investigated risk of past 30-day use of alcohol, cigarettes, and inhalants by bullying behavior status. Compared to non-involved youth, rarely-involved bully-victims were more likely to use alcohol, bullies were more likely to engage in alcohol and cigarette use, and bully-victims were more likely to use alcohol, cigarettes, and inhalants. In contrast, victims were not significantly at risk of substance use compared to non-involved youth. Chronic bullies and bully-victims are particularly at risk for substance use, with chronic bully-victims reflecting the greatest risk of using multiple substances. Prevention and early intervention programs aimed to reduce bullying can also work to decrease other risky behaviors, such as substance use, and should attend to the growing ethnic diversity among youth. PMID:28190910

Emotional, self-conceptual, and relational characteristics of bullies and the bullied.

PubMed

Meland, Eivind; Rydning, Jan Henrik; Lobben, Stian; Breidablik, Hans-Johan; Ekeland, Tor-Johan

2010-06-01

To clarify distributions of emotional and somatic symptoms among different groups involved in bullying behaviour during early adolescence; to explore differences in social integration and self-perceptions; to explore how different cut-off limits for bullying behaviour may affect the impact of these measures; and to interpret our findings in the light of theories of identity that may suggest directions for interventions against bullying in schools. A cross-sectional study, based on self-completion questionnaire, of 1237 pupils aged 11-15 years in autumn 2000 in Alesund, Norway. Bullies and their victims reported similar and greater emotional impairments and psychosomatic complaints, lack of self-confidence, and pessimism than students not involved in bullying. With increasing involvement, bullies differed from non-involved students only in regard to depressive complaints and pessimism. The bullied group reported more depressive, somatic and anxiety complaints, and self-reproach with increasing victimisation. Both bullies and the bullied reported problems relating to school, parents, and teachers. Bullies enjoyed friendships to the same degree or better than their peers not involved in bullying, whereas the bullied group reported impaired peer relations and increasing problems with more serious involvement. Bullies, the bullied, and bully-victims reported diminishing peer support in their class with increasing involvement. Both the bullied and bullies share relational, emotional, and self-conceptual problems, but they also differ in whether they succeed in social arenas and to what extent they are affected by different emotional and self-conceptual problems. They are, however, fellow sufferers in many aspects.

LGBTQ Bullying: Translating Research to Action in Pediatrics.

PubMed

Earnshaw, Valerie A; Reisner, Sari L; Juvonen, Jaana; Hatzenbuehler, Mark L; Perrotti, Jeff; Schuster, Mark A

2017-10-01

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth experience significant bullying that undermines their mental and physical health. National health organizations have called for the development of innovative strategies to address LGBTQ bullying. Pediatricians and other clinicians, medical and public health students, interdisciplinary researchers, government officials, school leaders, community members, parents, and youth from around the country came together at a national symposium entitled "LGBTQ Bullying: Translating Research to Action to Improve the Health of All Youth" in May 2016 to generate strategies to prevent LGBTQ bullying and meet the needs of LGBTQ youth experiencing bullying. This article describes key scientific findings on bullying, LGBTQ stigma, and LGBTQ bullying interventions that were shared at the symposium and provides recommendations for pediatricians to address LGBTQ bullying via clinical care, research, interventions, and policy. Symposium participants recommended that pediatricians engage in efforts to foster inclusive and affirming health care environments wherein LGBTQ youth feel comfortable discussing their identities and experiences, identify youth experiencing LGBTQ bullying, and prevent the negative health consequences of bullying among youth. Moreover, pediatricians can attend to how multiple identities (eg, sexual orientation, gender identity, race and/or ethnicity, disability, and others) shape youth experiences of bullying and expand intervention efforts to address LGBTQ bullying in health care settings. Pediatricians can further advocate for evidence-based, antibullying policies prohibiting bullying on the basis of sexual orientation and gender identity. Collaboration between pediatricians and diverse stakeholders can contribute to the development and implementation of lasting change in all forms of bullying, including LGBTQ bullying. Copyright © 2017 by the American Academy of Pediatrics.

Moral Disengagement Processes in Bullying

ERIC Educational Resources Information Center

Hymel, Shelley; Bonanno, Rina A.

2014-01-01

Bullying is the most common form of interpersonal violence facing youth in schools, and recent school-based intervention efforts have shown only limited success in reducing such behavior. Accordingly, this article considers the utility of Albert Bandura's theory of moral disengagement in understanding bullying behavior among children and…

Making a Difference for the Bullied: Teachers' Responsibilities for Responding to Bullying

ERIC Educational Resources Information Center

McCarra, Janet F.; Forrester, Jeanne

2013-01-01

Bullying continues to be a challenging issue for classroom teachers. The authors provide seven recommendations to prevent bullying and for intervention if bullying occurs: (a) know the forms of bullying and recognize the effects forms of bullying and recognize the effects, (b) promote a positive classroom environment, (c) teach a variety of…

The cost-effectiveness of the Olweus Bullying Prevention Program: Results from a modelling study.

PubMed

Beckman, Linda; Svensson, Mikael

2015-12-01

Exposure to bullying affects around 3-5 percent of adolescents in secondary school and is related to various mental health problems. Many different anti-bullying programmes are currently available, but economic evaluations are lacking. The aim of this study is to identify the cost effectiveness of the Olweus Bullying Prevention Program (OBPP). We constructed a decision-tree model for a Swedish secondary school, using a public payer perspective, and retrieved data on costs and effects from the published literature. Probabilistic sensitivity analysis to reflect the uncertainty in the model was conducted. The base-case analysis showed that using the OBPP to reduce the number of victims of bullying costs 131,250 Swedish kronor (€14,470) per victim spared. Compared to a relevant threshold of the societal value of bullying reduction, this indicates that the programme is cost-effective. Using a relevant willingness-to-pay threshold shows that the OBPP is a cost-effective intervention. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Comparing Student Perceptions of Coping Strategies and School Interventions in Managing Bullying and Cyberbullying Incidents

ERIC Educational Resources Information Center

Paul, Simone; Smith, Peter K.; Blumberg, Herbert H.

2012-01-01

A total of 407 students in a central London secondary school participated in a survey of different approaches to managing traditional bullying and cyberbullying. Student perceptions of individual coping strategies and school interventions for traditional bullying and cyberbullying were measured. Rankings of the strategies for traditional bullying…

Approach to bullying and victimization.

PubMed

Lamb, Jennifer; Pepler, Debra J; Craig, Wendy

2009-04-01

To review the epidemiology, identification, and management of bullying and victimization among children in the primary care setting. Information was obtained from PsycINFO and MEDLINE databases, as well as the authors' own clinical and research experience. Information is based on levels II and III evidence. Involvement in bullying is a destructive relationship problem, with important health implications. Physicians need to be aware of the physical and psychosocial symptoms commonly associated with involvement in bullying so that they can screen and identify those children involved. This article presents a review of bullying and associated symptoms, a tool for assessing bullying involvement, and an overview of intervention and management. Bullying is a substantial problem affecting Canadian children. With an increased awareness and understanding of bullying as a health problem, physicians can play an instrumental role in identifying children involved in bullying and providing them with the support needed to develop healthy relationships.

Reducing Bullying Through Prevention

ERIC Educational Resources Information Center

Gubler, Rea; Croxall, Kathy

2005-01-01

Schoolyard bullies are seven times more likely to become delinquents or criminals than their nonbully peers. The unacceptable anti-social behavior of bullies can have an impact on both bullies and their victims across the lifespan. Most family and consumer sciences (FCS) professionals realize that early violence prevention protects the social and…

A Randomized Controlled Study Evaluating a Brief, Bystander Bullying Intervention with Junior High School Students

ERIC Educational Resources Information Center

Midgett, Aida; Doumas, Diana; Trull, Rhiannon; Johnston, April D.

2017-01-01

A randomized controlled study evaluated a brief, bystander bullying intervention for junior high school students. Students in both groups reported an increase in knowledge and confidence to act as defenders and to utilize strategies to intervene on behalf of victims of bullying. Findings suggest possible carry-over effects from the intervention…

A Customized Campaign against Bullying

ERIC Educational Resources Information Center

Ruder, Robert

2005-01-01

Delivering a powerful anti-bullying message to middle school students is a challenge for middle level administrators, their staff members, and their students. However, there are many options to tackle this challenge. One option is to import a well-respected and capable external expert to present an anti-bullying program to students and offer…

Bullying nurses at work: theorizing a gendered experience.

PubMed

Bray, C

2001-03-01

This paper is about bullying among nurses at work. It presents the psychoanalytically based theory that workplace bullies, impaired during infancy by primary caregivers who were less than loving, project their own hostile personalities onto others and then relate to others without empathy or understanding, in demeaning ways. When these hostile people are employed in a masculine workplace, they protest against the gendered imperatives imposed upon them, hysterically. Because of the masculinization of the workplace, hysterical bullying varies according to gender, with women bullying in a hostile connected way, and men bullying in a hostile separated way. Research data gathered in Canada in the 1990s is utilised in presenting the theories. Suggestions about anti-bullying practices that arise from this theoretical analysis conclude the work.

Three-Year Results of the Friendly Schools Whole-of-School Intervention on Children's Bullying Behaviour

ERIC Educational Resources Information Center

Cross, Donna; Monks, Helen; Hall, Marg; Shaw, Therese; Pintabona, Yolanda; Erceg, Erin; Hamilton, Greg; Roberts, Clare; Waters, Stacey; Lester, Leanne

2011-01-01

A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio-ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self-report data were collected in 29 schools over three years from a cohort of 1968…

An evaluation of a drama program to enhance social relationships and anti-bullying at elementary school: a controlled study.

PubMed

Joronen, Katja; Konu, Anne; Rankin, H Sally; Astedt-Kurki, Päivi

2012-03-01

Drama, theater and role-playing methods are commonly used in health promotion programs, but evidence of their effectiveness is limited. This paper describes the development, implementation and evaluation of a school-based drama program to enhance social relationships and decrease bullying at school in children in grades 4-5 (mean age of 10.4 years). Students (n = 190) were recruited from two primary schools with similar demographics and socio-economics in the Southern Finland and purposively allocated either to an intervention group or a control group. The drama program included classroom drama sessions, follow-up activities at home and three parents' evenings concerning issues of social well being during the school year September 2007-May 2008. Data on social relationships in the class room and experiences of bullying were obtained before and after the program using self-completed questionnaire from the same students (n = 134). The response rate was 71%. No differences in socio-demographics existed between intervention group and control group at pretest. The positive effect on social relationships resulting from the intervention approached statistical significance (p = 0.065). Moreover, the positive effect was found to be statistically significant in the high-intensity intervention classes (p = 0.011). Bullying victimization decreased 20.7 percentage units from pretest (58.8%) to posttest (38.1%) in the intervention group (p < 0.05). The study indicates that using applied drama and theater methods in the classroom may improve children's social relationships at school.

Associations among bullying, cyberbullying, and suicide in high school students.

PubMed

Bauman, Sheri; Toomey, Russell B; Walker, Jenny L

2013-04-01

This study examined associations among depression, suicidal behaviors, and bullying and victimization experiences in 1491 high school students using data from the 2009 Youth Risk Behavior Survey. Results demonstrated that depression mediated the association between bullying/victimization and suicide attempts, but differently for males and females. Specifically, depression mediated the link between traditional victimization and suicide attempts similarly across gender, whereas depression mediated the link between cyber victimization and suicide attempts only for females. Similarly, depression mediated the link between traditional bullying and suicide attempts for females only. Depression did not mediate the link between cyberbullying and suicide attempts for either gender. Implications of the findings are discussed, including the importance of greater detection of depression among students involved in bullying, and the need for a suicide prevention and intervention component in anti-bullying programs. Findings suggest that bullying prevention efforts be extended from middle school students to include high school students. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Policies and Programming for Safer Schools: Are "Anti-Bullying" Approaches Impeding Education for Peacebuilding?

ERIC Educational Resources Information Center

Bickmore, Kathy

2011-01-01

Prevailing anti-violence practices in public schools, especially in the context of recently increased emphasis on bullying, often allocate more resources to surveillance and control than to facilitation of healthy relationships or conflict/ peace learning. This policy emphasis increases the risks of marginalization and reduces opportunities for…

Sacred Shock: Student Actors on Anti-Bullying Improvisation and Impact of Self-Rehearsal

ERIC Educational Resources Information Center

Gilman, Sharlene Elinor

2017-01-01

This article describes responses of a group of adolescent student actors and actor alumni involved in anti-bullying skits arising from a critical case study of the Tolerance Troupe from a small rural and suburban borough in Pennsylvania. Seventeen active members and 19 actor alumni participated in semi-structured interviews focusing on what the…

Working towards a detection of bullying related morbidity.

PubMed

Srabstein, Jorge

2011-12-09

Physicians are being confronted with the responsibility of detecting bullying related health and safety risks in different clinical settings. Recommendations are being made on the basis of research evidence of a significant link of bullying with a wide array of health and safety problems; the author's clinical routine practice of ascertaining patients' participation in bullying and a recommended role for clinical detection of bullying within a whole-community base strategy for its prevention. There is a need to develop a standardized strategy for detection of bullying related morbidity which could be utilized in all clinical settings with sensitivity to developmental and cultural differences in the understanding of what is meant by bullying. Such an approach should ascertain the exposure of different types of bullying across social settings and its symptomatic repercussions. Its results should be used for clinical decisions to procure intervention and treatment, within a three-tier bullying prevention strategy. The present paper is the result of a work-in-progress which will contribute to efforts to develop a clinical practice guideline providing a standardized strategy for the detection and intervention of bullying related health and safety problems, within a primary or specialty pediatric setting. Bullying is at the intersection of many health and safety risks and health practitioners are challenged with the critical public health responsibility of their detection, prevention, and intervention. It would be expected that the recommendations contained in this article should facilitate the development of strategies to fulfill such a responsibility.

Forensic aspects and assessment of school bullying.

PubMed

Freeman, Bradley W; Thompson, Christopher; Jaques, Cory

2012-12-01

This article describes school's obligations related to bullying behavior, the assessment of bullying students and their victims, the evaluation of claimed damages due to bullying, and potential interventions for both individuals and school systems to reduce the frequency of bullying behavior. This article assists evaluators when assessing youth who are involved in bullying behavior, either as victims or perpetrators. Key areas highlighted include an overview of bullying behaviors, legal issues related to a school's responsibility in preventing or curtailing bullying behaviors, important components of a bullying assessment, and proposed interventions to minimize bullying. Copyright © 2012 Elsevier Inc. All rights reserved.

Evidence Based Bullying Prevention in Turkey: Implementation of the ViSC Social Competence Program

ERIC Educational Resources Information Center

Dogan, Aysun; Keser, Eda; Sen, Zeynep; Yanagida, Takuya; Gradinger, Petra; Strohmeier, Dagmar

2017-01-01

The ViSC program is the first evidence based anti-bullying program implemented in Turkey. A quasi-experimental longitudinal control group design comprising six schools and 26 classes was realized to examine the program effectiveness regarding different forms of perpetration and victimization. The effectiveness of two dosages of…

A Phenomenological Study of Nurse Manager Interventions Related to Workplace Bullying.

PubMed

Skarbek, Anita J; Johnson, Sandra; Dawson, Christina M

2015-10-01

The aim of this study was to acquire nurse managers' perspectives as to the scope of workplace bullying, which interventions were deemed as effective and ineffective, and what environmental characteristics cultivated a healthy, caring work environment. Research has linked workplace bullying among RNs to medical errors, unsafe hospital environments, and negative patient outcomes. Limited research had been conducted with nurse managers to discern their perspectives. Six nurse managers from hospital settings participated in in-depth, semistructured interviews. Ray's theory of bureaucratic caring guided the study. These themes emerged: (a) awareness, (b) scope of the problem, (c) quality of performance, and (d) healthy, caring environment. Findings indicated mandated antibullying programs were not as effective as individual manager interventions. Systems must be in place to hold individuals accountable for their behavior. Communication, collective support, and teamwork are essential to create environments that lead to the delivery of safe, optimum patient care.

Middle School Students' Perceptions of Bullying and the Effects of an Anti-Bullying Policy

ERIC Educational Resources Information Center

Jones, Ann M.

2013-01-01

The problem of bullying in schools is an issue of national importance. Research points to an abundance of negative impacts on students involved in bullying and require the attention of adults to address and resolve bullying incidents between students. This study, giving credence to the voices of eighth graders in one central Massachusetts middle…

When Friendship Is Used as a Weapon: Using Life Space Crisis Intervention Skills to Confront Bullying

ERIC Educational Resources Information Center

Whitson, Signe

2012-01-01

Bullying has received international attention since the pioneering research over thirty years ago by Scandinavian psychologist Dan Olweus (1978). While prevention programs have proliferated, this article charts new ground by applying Life Space Crisis Intervention (LSCI) to bullying in an example involving young girls. The author describes how…

Bullying Behavior: Current Issues, Research, and Interventions.

ERIC Educational Resources Information Center

Geffner, Robert A., Ed.; Loring, Marti, Ed.; Young, Corinna, Ed.

Although there has been great concern about the incidence of bullying in American schools, there has only recently been research conducted in American schools on this problem. This volume considers the difficulties involved in various definitions of bullying, theoretical perspectives on bullying, current clinical research findings on the dynamics…

Does forgiveness mediate the impact of school bullying on adolescent mental health?

PubMed

van Rensburg, Estie Janse; Raubenheimer, Jacques

2015-01-01

The link between both bullying and victimisation and psychopathology has been well established. Forgiveness has been associated with better mental health. However, few studies have examined the relationship between adolescent forgiveness, psychopathology and bullying/victimisation. This study investigated forgiveness as a mediator of the adverse mental health problems experienced by bullies and victims of bullying. Participants were 355 Year 10 or Year 11 pupils (age = 14.9 years) from two British secondary schools in 2007, who completed self-administered measures on bullying and victimisation, mental health, forgiveness of self and others, and forgivingness. The mediating influence of forgiveness on the impact of bullying/victimisation on mental health was tested with a structural equation model. Data from 55.6% of the 639 eligible pupils were analysed. Results confirmed an association between bullying/victimisation, forgiveness and psychopathology. Forgiveness scores were found to play a mediating role between bullying/victimisation and psychopathology. Victimised adolescents who were better able to forgive themselves were more likely to report lower levels of psychopathology, while bullying adolescents who were unable to forgive others were more likely to report higher levels of psychopathology. This suggests a greater role for forgiveness within future research, intervention and policy on bullying. Forgiveness can form a valuable part of preventative and educational anti-bullying programmes.

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions.

PubMed

Blood, Gordon W; Blood, Ingrid M

2016-01-01

Antibullying initiatives indicate that all school-based personnel should accept responsibility for changing the school climate and eliminating bullying. This study examined if victims seeking assistance for bullying contacted speech-language pathologists (SLPs), SLPs' preparation to address bullying and their current perceptions of responsibilities and interventions. A mailed survey consisting of a questionnaire and scale on bullying intervention strategies was completed by 418 school-based SLPs. Sixty-one (14.6%) SLPs reported that victims on their caseloads told them directly about being bullied during the last month. The majority of SLPs (84.9%) reported that bullying was a problem in schools, and 65.1% reported that they had observed students being bullied in the past month. Less than half of the SLPs (46.7%) reported feeling prepared to deal with bullying episodes. Thirty-six SLPs (7.9%) reported that they did not address bullying issues because it was outside the scope of practice or job responsibilities. This is the first large study to report that victims seek help from SLPs directly for assistance with bullying incidents. SLPs stated that they received some training in addressing bullying issues but did not feel prepared. SLPs thought bullying was a problem but were undecided about the best strategies for assisting the students. © 2016 S. Karger AG, Basel.

Getting precise and pragmatic about the assessment of bullying: the development of the California Bullying Victimization Scale.

PubMed

Felix, Erika D; Sharkey, Jill D; Green, Jennifer Greif; Furlong, Michael J; Tanigawa, Diane

2011-01-01

Accurate assessment of bullying is essential to intervention planning and evaluation. Limitations to many currently available self-report measures of bullying victimization include a lack of psychometric information, use of the emotionally laden term "bullying" in definition-first approaches to self-report surveys, and not assessing all components of the definition of bullying (chronicity, intentionality, and imbalance of power) in behavioral-based self-report methods. To address these limitations, we developed the California Bullying Victimization Scale (CBVS), which is a self-report scale that measures the three-part definition of bullying without the use of the term bully. We examined test-retest reliability and the concurrent and predictive validity of the CBVS across students in Grades 5-12 in four central California schools. Concurrent validity was assessed by comparing the CBVS with a common, definition-based bullying victimization measure. Predictive validity was examined through the co-administration of measures of psychological well-being. Analysis by grade and gender are included. Results support the test-retest reliability of the CBVS over a 2-week period. The CBVS was significantly, positively correlated with another bullying assessment and was related in expected directions to measures of well-being. Implications for differentiating peer victimization and bullying victimization via self-report measures are discussed. © 2011 Wiley-Liss, Inc.

From Legislation to Implementation: A Distributed Leadership View of One District's Response to the Massachusetts Anti-Bullying Law of 2010

ERIC Educational Resources Information Center

Cron, Alan H

2016-01-01

Purpose: The purpose of this paper is to examine the leadership practice of an 11-member district team of educators assembled to respond to one of the most comprehensive bullying laws in the nation--the Massachusetts Anti-Bullying Law of 2010. This three-year case study provides school leaders and legislators with an in-depth, fine-grained…

Buddying or Bullying? A School-Wide Decision

ERIC Educational Resources Information Center

Riley, Jeanetta G.; Boyce, Janet S.

2007-01-01

Bullying and harassment are increasing problems in educational settings around the world. In some countries, such as Norway, England, and Canada, the concern about bullying is so great that national governments have required schools to initiate anti-bullying policies. How can teachers and families reduce bullying in early childhood programs,…

Lawmakers Take Aim at Bullying

ERIC Educational Resources Information Center

Zubrzycki, Jaclyn

2011-01-01

The author reports on the issue of bullying that rose on state legislative agendas this year, with 21 states passing anti-bullying laws--some of which expanded schools' responsibilities to keep a check on any harassment that goes on among students. States set out to write clear definitions of bullying and to regulate school policies and…

Action against Bullying.

ERIC Educational Resources Information Center

Smith, Peter K.; Madsen, Kirsten C.

This poster presentation outlines the work of the DFE Anti-bullying project. In the first part of the poster the results of a large scale survey in the United Kingdom are presented. The results show the extent and nature of bullying. The questionnaire survey was administered to students from 24 schools in and around Sheffield, a northern…

Policy Actions to Address Weight-Based Bullying and Eating Disorders in Schools: Views of Teachers and School Administrators.

PubMed

Puhl, Rebecca M; Neumark-Sztainer, Dianne; Bryn Austin, S; Suh, Young; Wakefield, Dorothy B

2016-07-01

Weight-related bullying is prevalent among youth and associated with adverse health consequences, including increased risk for body dissatisfaction and disordered eating behaviors, which are risk factors for eating disorders. Although concerns about these problems have stimulated calls for broader intervention efforts in schools, actions thus far have been limited. This study examined educators' perspectives about potential policy actions to address these issues in schools. Educators (N = 240) completed an online questionnaire assessing their support for 11 potential school-based policy actions to address weight-related bullying and eating disorders. Participants also rated policies according to their feasibility and potential for positive impact. Forty-eight percent of participants observed weight-related bullying in their school and 99% expressed the importance of intervening in such incidents. A large majority (75%-94%) supported 8 of the 11 policies, especially actions requiring school-based health curriculum to include content on eating disorder prevention (94%), and addressing weight-bullying through antibullying policies (92%), staff training (89%), and school curriculum (89%). Strongly supported policies were viewed by participants as being the most impactful and feasible to implement. Educators recognize weight-related bullying and eating disorders as problems in their schools that warrant improved prevention and intervention efforts at the policy level. © 2016, American School Health Association.

Rethinking School Bullying: Towards an Integrated Model

ERIC Educational Resources Information Center

Dixon, Roz; Smith, Peter K.

2011-01-01

What would make anti-bullying initiatives more successful? This book offers a new approach to the problem of school bullying. The question of what constitutes a useful theory of bullying is considered and suggestions are made as to how priorities for future research might be identified. The integrated, systemic model of school bullying introduced…

Crafting a Successful Bully Prevention Program

ERIC Educational Resources Information Center

McMurrer-Shank, Marlene R.

2010-01-01

Bullying continues to be a serious problem in schools everywhere, and states are enacting laws that target bullying and harassment on campus. Several state legislatures have proposed laws that require schools to establish anti-bullying policies and programs. Therefore, education leaders and school business officials should ensure that the bully…

Surveying the Bullied to Set Policy

ERIC Educational Resources Information Center

McCartney, Mary Pat

2005-01-01

Too often, bullying goes undetected as victims suffer silently. Most anti-bullying programs must be strengthened to reduce or eliminate the quiet, sneaky bullying falling under adults' radar. Thus, there is a need to create a safe environment for children both above and below that radar. In this article, the author discusses the importance of…

Are Youth Psychopathic Traits Related to Bullying? Meta-analyses on Callous-Unemotional Traits, Narcissism, and Impulsivity.

PubMed

van Geel, Mitch; Toprak, Fatih; Goemans, Anouk; Zwaanswijk, Wendy; Vedder, Paul

2017-10-01

In the current manuscript meta-analyses are performed to analyze the relations between three aspects of psychopathy in youth, Callous-Unemotional (CU) traits, Narcissism, and Impulsivity, and bullying behaviors. The databases PsycINFO, MEDLINE, ERIC, Web of Science and Proquest were searched for relevant articles on bullying and CU traits, Narcissism, or Impulsivity in youth under 20 years of age. Two authors each independently screened 842 studies that were found in the literature search. Two authors independently coded ten studies on bullying and CU (N = 4115) traits, six studies on bullying and Narcissism (N = 3376) and 14 studies on bullying and Impulsivity (N = 33,574) that met the inclusion criteria. Significant correlations were found between bullying and CU traits, Narcissism, and Impulsivity. These results were not affected by publication bias. Anti-bullying interventions could potentially benefit from including elements that have been found effective in the treatment of youth psychopathy.

Create an Anti-Bullying Program with Resources You Have

ERIC Educational Resources Information Center

Trump, Kenneth S.

2011-01-01

Bullying has captured the news headlines and the attention of legislators, educators, and special interest advocates over the past three years at a greater rate. High-profile teen suicides have raised questions about the role bullying may have played in student deaths. School administrators and safety officials agree that bullying is a serious…

Measuring the impact of an alternative approach to school bullying.

PubMed

Domino, Meg

2013-06-01

National estimates of middle school bullying approximate 40%, making it the leading form of school violence. Meta-analysis of conventional anti-bullying efforts have shown mixed results, averaging small reductions in bullying behavior. Social-Emotional Learning and Positive Youth Development provide a theory-driven alternative for approaching bullying and victimization by strengthening social competencies that reduce related youth risk behaviors. A sample of 7th grade students (N = 323) participated in Take the Lead (TTL); a 16-session curriculum designed to build social competencies of all participants. Data were coded and collected using a pretest/posttest time-lag control group cohort study design. Participants self-reported bully and victim behaviors using the Peer Relations Questionnaire. Extracted data were assessed for changes in bullying and victim behaviors, from pretest to posttest, between groups and sexes. Participants in TTL reported significant reductions in bullying (p < .001), and victimization (p < .001), from pretest to posttest, and compared to controls (p < .001). Findings remained consistent between sexes (p < .001). Control groups experienced increases in bully and victim behaviors during the same time period, which were significantly reduced following participation in TTL (p < .001). Identifying intervention alternatives to address bullying behaviors must remain a research priority. This study supports the application of theory-driven SEL and PYD constructs within a curriculum designed to improve social competencies of all students. © 2013, American School Health Association.

Anti-Bullying Policies and Practices in Texas Middle Schools

ERIC Educational Resources Information Center

Robbins, Rosemary

2011-01-01

For over a decade national attention to bullying in American schools has increased, fueled by publicity about suicides of severely bullied youth. Schools have the charge of maintaining the safety of all students in order to ensure a positive learning environment, but there is little information about what they are doing to prevent bullying. The…

Why do children and adolescents bully their peers? A critical review of key theoretical frameworks.

PubMed

Thomas, Hannah J; Connor, Jason P; Scott, James G

2018-05-01

Bullying is a significant public health problem for children and adolescents worldwide. Evidence suggests that both being bullied (bullying victimisation) and bullying others (bullying perpetration) are associated with concurrent and future mental health problems. The onset and course of bullying perpetration are influenced by individual as well as systemic factors. Identifying effective solutions to address bullying requires a fundamental understanding of why it occurs. Drawing from multi-disciplinary domains, this review provides a summary and synthesis of the key theoretical frameworks applied to understanding and intervening on the issue of bullying. A number of explanatory models have been used to elucidate the dynamics of bullying, and broadly these correspond with either system (e.g., social-ecological, family systems, peer-group socialisation) or individual-level (e.g., developmental psychopathology, genetic, resource control, social-cognitive) frameworks. Each theory adds a unique perspective; however, no single framework comprehensively explains why bullying occurs. This review demonstrates that the integration of theoretical perspectives achieves a more nuanced understanding of bullying which is necessary for strengthening evidence-based interventions. Future progress requires researchers to integrate both the systems and individual-level theoretical frameworks to further improve current interventions. More effective intervention across different systems as well as tailoring interventions to the specific needs of the individuals directly involved in bullying will reduce exposure to a key risk factor for mental health problems.

Bullied at school, bullied at work: a prospective study.

PubMed

Andersen, Lars Peter; Labriola, Merete; Andersen, Johan Hviid; Lund, Thomas; Hansen, Claus D

2015-10-12

The consequences of childhood bullying victimisation are serious. Much previous research on risk factors for being bullied has used a cross-sectional design, impeding the possibility to draw conclusions on causality, and has not considered simultaneous effects of multiple risk factors. Paying closer attention to multiple risk factors for being bullying can provide a basis for designing intervention programmes to prevent or reduce bullying among children and adolescents. Risk factors for bullying were examined by using questionnaire data collected in 2004 and 2007. In 2004, the participants were aged 14-15 years and 17-18 years in 2007. The baseline questionnaire was answered by 3054 individuals in 2004, and 2181 individuals participated in both rounds. We analysed risk factors for being bullied at the individual and societal level. Information on the social background of the participants was derived from a national register at Statistics Denmark. Several risk factors were identified. Being obese, low self-assessed position in school class, overprotective parents, low self-esteem, low sense of coherence and low socioeconomic status were risk factors for being bullied at school. Being overweight, smoking, low self-assessed position in class, low sense of coherence and low socioeconomic status were risk factors for being bullied at work. However, most associations between risk factors in 2004 and being bullied in 2007 disappeared after adjustment for being bullied in 2004. The strongest risk factor for being bullied was being previously bullied. Our results stress the importance of early prevention of bullying at schools. In addition, attention should be drawn to the role of overprotective parents.

Tapping into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports

ERIC Educational Resources Information Center

Bosworth, Kris; Judkins, Maryann

2014-01-01

Preventing bullying requires a comprehensive approach that includes a focus on school climate. We review the climate features shown to reduce bullying, then illustrate how School-wide Positive Behavioral Interventions and Supports (SWPBIS) applies these principles in practice. SWPBIS, grounded in multiple theories--behaviorism, social learning…

Impact Evaluation of a School-Based Counselling Intervention in Northern Ireland: Is It Effective for Pupils Who Have Been Bullied?

ERIC Educational Resources Information Center

McElearney, Aisling; Adamson, Gary; Shevlin, Mark; Bunting, Brendan

2013-01-01

Bullying remains a significant issue in the lives of many children and young people at school and can have serious negative implications for emotional health and well-being in the short and longer term. This paper reports on an impact evaluation of the effectiveness of a school counselling intervention in promoting positive change in the peer…

Stop the Bullying: A Handbook for Schools.

ERIC Educational Resources Information Center

Rigby, Ken

Noting that bullying in school is a growing concern in Australian communities, this handbook draws upon a 10-year study of bullying in Australian schools and is designed to help educators find out what is happening in their school and develop sound anti-bullying policies. The handbook also provides guidance in working effectively with students to…

SET-bullying: presentation of a collaborative project and discussion of its internal and external validity.

PubMed

Chalamandaris, Alexandros-Georgios; Wilmet-Dramaix, Michèle; Eslea, Mike; Ertesvåg, Sigrun Karin; Piette, Danielle

2016-04-12

Since the early 1980s, several school based anti-bullying interventions (SBABI) have been implemented and evaluated in different countries. Some meta-analyses have also drawn conclusions on the effectiveness of SBABIs. However, the relationship between time and effectiveness of SBABIs has not been fully studied. For this aim, a collaborative project, SET-Bullying, is established by researchers from Greece, Belgium, Norway and United Kingdom. Its primary objective is to further understand and statistically model the relationship between the time and the sustainability of the effectiveness of SBABI. The secondary objective of SET-Bullying is to assess the possibility of predicting the medium-term or long-term effectiveness using as key information the prior measurement and the short-term effectiveness of the intervention. Researchers and owners of potentially eligible databases were asked to participate in this effort. Two studies have contributed data for the purpose of SET-Bullying. This paper summarizes the main characteristics of the participating studies and provides a high level overview of the collaborative project. It also discusses on the extent to which both study and project characteristics may pose threats to the expected internal and external validity of the potential outcomes of the project. Despite these threats, this work represents the first effort to understand the impact of time on the observed effectiveness of SBABIs and assess its predictability, which would allow for better planning, implementation and evaluation of SBABIs.

Does the gender of the bully/victim dyad and the type of bullying influence children's responses to a bullying incident?

PubMed

Fox, Claire L; Jones, Siân E; Stiff, Chris E; Sayers, Jayde

2014-01-01

Children's responses to bullying are context related; they will vary depending on the specific bullying episode. The aim of the present study was to explore whether children's responses to bullying vary depending on the gender of the bully and victim and the type of bullying portrayed. In total, 437 children aged 9-11 years from four primary schools in the UK took part in the study. Each child read a story about one child bullying another. There were 12 different versions of the story, varying the type of bullying (verbal, physical, or relational/indirect) and the gender of the bully and victim (i.e., male bully-female victim, female bully-male victim, male bully-male victim, female bully-female victim). Each child was randomly allocated to one of the 12 stories. After reading the story the children then responded to a series of questions to assess their perceptions of the victim and bully and situation. Overall females liked the bully more than males; females also reported liking the female victim more than the male victim and females were more likely than males to intervene with a female victim. The bullying was viewed as more serious, more sympathy was shown to the victim, and there was a greater likelihood of intervention when the incident involved a female bully. There was less liking for the bully if the situation involved a female victim of physical bullying. The findings are explained in terms of social identity theory and social norms about typical male and female behavior. © 2014 Wiley Periodicals, Inc.

Proposed Modification of a School-Wide Bully Prevention Program to Support All Children

ERIC Educational Resources Information Center

Ostrander, Jason; Melville, Alysse; Bryan, Janelle K.; Letendre, Joan

2018-01-01

Bullying prevention programs in the United States are being implemented in schools from kindergarten through high school to reduce rates of bullying behaviors. The bully prevention in positive behavior support (PBIS) model is an evidence-based, whole school intervention program. The PBIS model trains teachers, school staff, and administrators to…

Cluster-randomized, controlled trial of computer-based decision support for selecting long-term anti-thrombotic therapy after acute ischaemic stroke.

PubMed

Weir, C J; Lees, K R; MacWalter, R S; Muir, K W; Wallesch, C-W; McLelland, E V; Hendry, A

2003-02-01

Identifying the appropriate long-term anti-thrombotic therapy following acute ischaemic stroke is a challenging area in which computer-based decision support may provide assistance. To evaluate the influence on prescribing practice of a computer-based decision support system (CDSS) that provided patient-specific estimates of the expected ischaemic and haemorrhagic vascular event rates under each potential anti-thrombotic therapy. Cluster-randomized controlled trial. We recruited patients who presented for a first investigation of ischaemic stroke or TIA symptoms, excluding those with a poor prognosis or major contraindication to anticoagulation. After observation of routine prescribing practice (6 months) in each hospital, centres were randomized for 6 months to either control (routine practice observed) or intervention (practice observed while the CDSS provided patient-specific information). We compared, between control and intervention centres, the risk reduction (estimated by the CDSS) in ischaemic and haemorrhagic vascular events achieved by long-term anti-thrombotic therapy, and the proportions of subjects prescribed the optimal therapy identified by the CDSS. Sixteen hospitals recruited 1952 subjects. When the CDSS provided information, the mean relative risk reduction attained by prescribing increased by 2.7 percentage units (95%CI -0.3 to 5.7) and the odds ratio for the optimal therapy being prescribed was 1.32 (0.83 to 1.80). Some 55% (5/9) of clinicians believed the CDSS had influenced their prescribing. Cluster-randomized trials provide excellent frameworks for evaluating novel clinical management methods. Our CDSS was feasible to implement and acceptable to clinicians, but did not substantially influence prescribing practice for anti-thrombotic drugs after acute ischaemic stroke.

"They're Just Not Mature Right Now": Teachers' Complicated Perceptions of Gender and Anti-Queer Bullying

ERIC Educational Resources Information Center

Preston, Marilyn J.

2016-01-01

Sexuality education teachers in the USA are often the only officially sanctioned voice in schools charged with teaching students about sexuality and gender. This paper considers the ways in which sexuality education teachers conceptualise gender and anti-queer bullying in order to explore the ways in which teachers understand their own role in the…

e-Motional Learning in Primary Schools: FearNot! An Anti-Bullying Intervention Based on Virtual Role-Play with Intelligent Synthetic Characters

ERIC Educational Resources Information Center

Enz, Sibylle; Zoll, Carsten; Vannini, Natalie; Schneider, Wolfgang; Hall, Lynne; Paiva, Ana; Aylett, Ruth

2008-01-01

Addressing the problems of bullying in schools, this paper presents a novel and highly innovative pedagogical approach, building on the immersive power of virtual role-play. Educational role-play is widely accepted as a powerful instrument to change attitudes and behaviour, but faces some difficulties and disadvantages when applied to sensitive…

Relationship between childhood bullying and addictive and anti-social behaviors among adults in Saudi Arabia: a cross-sectional national study.

PubMed

Almuneef, Maha; Saleheen, Hassan N; ElChoueiry, Nathalie; Al-Eissa, Majid A

2017-08-24

Background Bullying is a widespread public health problem among youth with potentially far reaching negative implications. Objective To determine the prevalence of childhood bullying and its association with addictive and anti-social behaviors among adults. Subjects Adults (n = 10,156) aged ≥18 years were invited to participate. Methods A cross-sectional, national study utilizing Adverse Childhood Experiences International Questionnaire (ACE-IQ) was conducted in Saudi Arabia (SA). Odds ratios (OR) and 95% confidence intervals (CIs) were calculated for bullying in relation to the outcome. Results Participant's mean age was 34.3 ± 11.3 years and 52% were male. Thirty-nine percent of the participants reported being bullied. Significant gender differences were found in terms of prevalence of different types of bullying. Men reported higher prevalence of physical (40% vs. 33%, p < 0.01) and sexual (19% vs. 10%, p < 0.01) types of bullying. In contrast, women tend to report higher prevalence of psychological (16% vs. 9%, p < 0.01) and social (14% vs. 10%, p < 0.01) types of bullying. Bullying victims were 1.8 (95% CI 1.6-2.1) times more likely to smoke, 2.3 (95% CI 1.9-2.7) times more likely to drink alcohol, 2.9 (95% CI 2.4-3.4) times more likely to use drugs, 2.1 (95% CI 1.8-2.4) times more likely to have ever had out of wedlock sexual relations, and 2.5 (95% CI 2.1-3.0) times more likely to have suicidal thoughts compared to those who were not bullied. Conclusion Childhood bullying increases the chances of risky behaviors among adults in SA. Prevention of bullying should be in the national agenda of the Ministry of Education.

Youth Court: An Alternative Response to School Bullying

ERIC Educational Resources Information Center

Copich, Cindy

2012-01-01

Bullying and school violence are critical issues facing 21st century educational leaders. U.S. public schools have been scrambling to develop and implement anti-bullying programs with varying degrees of success. Bullying leads to disruption of learning, and its lasting effects of anxiety, depression, anger, and actual brain damage follow victims…

Best Practices for Bullying Interventions Utilized in a Texas School District: A Mixed Method Study Examining How School Leaders Resolve Campus Bullying

ERIC Educational Resources Information Center

Tracy, Jennifer M.

2012-01-01

Purpose: The purpose of this mixed methods study was to investigate the best practices for bullying interventions. The participants for the quantitative data collection were counselors (n = 22) and principals (n = 20) located in elementary and junior high schools; 10 were selected to participate in the qualitative data collection. Method: The…

Comparison of long-term results of computer-assisted anti-stigma education and reading anti-stigma educational materials.

PubMed

Finkelstein, Joseph; Lapshin, Oleg; Wasserman, Evgeny

2007-10-11

Professionals working with psychiatric patients very often have negative beliefs and attitudes about their clients. We designed our study to investigate the effectiveness of anti-stigma interventions among university students who are trained to provide special education. The objective of our study was to compare sustainability of the effect of two anti-stigma education programs. We enrolled 91 college students from the School of Special Education at the Herzen Russian State Pedagogic University (St Petersburg, Russia). Of those, 36 read two articles and World Health Organization brochure (reading group, RG) devoted to the problem of psychiatric stigma, and 32 studied an anti-stigma web-based program (program group, PG). Twenty-three students were in a control group (CG) and received no intervention. The second study visit in six months was completed by 65 students. To measure the level of stigma we used the Community Attitudes toward the Mentally Ill (CAMI) questionnaire. The web-based program was based on the Computer-assisted Education system (CO-ED) which we described previously. The CO-ED system provides self-paced interactive education driven by adult learning theories. At the time of their first visit the age of the study participants was 19.0+/-1.2 years; of them, 99% were females. After the intervention in PG, the level of stigma assessed by CAMI decreased from 24.0+/-5.0 to 15.8+/- 4.6 points (p<0.0001). In RG the level of stigma dropped from 24.1+/-6.1 to 20.3+/-6.4 points (p<0.0001). In six months after the intervention the analysis of CAMI scores showed that the level of stigma in PG was significantly lower than in CG and RG (20.2+/-6.2 in CG, 21.3+/-6.5 in RG, and 18.7+/-4.9 in PG, p<0.01). Web-based education or reading anti-stigma materials could be effective in reducing psychiatric stigma among university students. The effect of interactive web-based education based on adult learning theories was more stable as assessed in six months.

Why Interventions to Reduce Bullying and Violence in Schools May (Or May Not) Succeed: Comments on This Special Section

ERIC Educational Resources Information Center

Smith, Peter K.

2011-01-01

The research area around aggression and violence in schools, and especially that on school bullying, has grown enormously in the last 30 years. There are good grounds for concern about these issues, given the negative effects of school bullying on mental health and in the more extreme cases, links to suicides. Intervention and prevention programs…

Bullying prevalence across contexts: a meta-analysis measuring cyber and traditional bullying.

PubMed

Modecki, Kathryn L; Minchin, Jeannie; Harbaugh, Allen G; Guerra, Nancy G; Runions, Kevin C

2014-11-01

Bullying involvement in any form can have lasting physical and emotional consequences for adolescents. For programs and policies to best safeguard youth, it is important to understand prevalence of bullying across cyber and traditional contexts. We conducted a thorough review of the literature and identified 80 studies that reported corresponding prevalence rates for cyber and traditional bullying and/or aggression in adolescents. Weighted mean effect sizes were calculated, and measurement features were entered as moderators to explain variation in prevalence rates and in traditional-cyber correlations within the sample of studies. Prevalence rates for cyber bullying were lower than for traditional bullying, and cyber and traditional bullying were highly correlated. A number of measurement features moderated variability in bullying prevalence; whereas a focus on traditional relational aggression increased correlations between cyber and traditional aggressions. In our meta-analytic review, traditional bullying was twice as common as cyber bullying. Cyber and traditional bullying were also highly correlated, suggesting that polyaggression involvement should be a primary target for interventions and policy. Results of moderation analyses highlight the need for greater consensus in measurement approaches for both cyber and traditional bullying. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Helping students with disabilities better address teasing and bullying situations: a MASNRN study.

PubMed

Vessey, Judith A; O'Neill, Katherine M

2011-04-01

Students with disabilities are more likely to be chronically teased or bullied and develop related psychosocial problems. Proactive interventions help these youths develop coping skills and become more resilient in handling such situations. The specific aims of this study were to (a) identify children with disabilities, who are at risk for being chronically teased or bullied and (b) intervene using a web-based program to build resiliency for managing teasing and bullying situations. Using materials from the U.S. Health Services Resources Administration's Stop Bullying Now campaign, 11 school nurses conducted a 12-session, biweekly support/discussion group intervention for 65 students with disabilities. Results indicated that after participating in serial brief interventions using a school nurse-led support group model, students reported being significantly less bothered by teasing and possessed significantly improved self-concepts, thus becoming more resilient in managing teasing and bullying situations. This study was conducted by MASNRN: the Massachusetts School Nurse Research Network.

Effective Intervention for Bullying

ERIC Educational Resources Information Center

O'Neil, Randie; Kellner, Millicent H.; Green, Stuart; Elias, Maurice J.

2012-01-01

Most professional educators are aware that every school should have an effective approach to harassment, intimidation, and bullying (HIB) prevention in which every member of the school community participates. Regardless of the approach a school takes, all students and all staff members should be knowledgeable participants who have been trained to…

Bullying at elementary school and problem behaviour in young adulthood: a study of bullying, violence and substance use from age 11 to age 21.

PubMed

Kim, Min Jung; Catalano, Richard F; Haggerty, Kevin P; Abbott, Robert D

2011-04-01

The main aim of this paper is to investigate to what extent self-reported bullying at Grade 5 predicts later violence, heavy drinking and marijuana use at age 21. Univariate and multivariate associations between bullying and later outcomes were examined based on a longitudinal community sample of 957 young people from the Raising Healthy Children project. Childhood bullying was significantly associated with violence, heavy drinking and marijuana use at age 21. These associations held up after controlling for prior risk factors. Childhood bullying had unique associations with risk of later violence and substance use among young adults. Early intervention to prevent childhood bullying may also reduce other adverse outcomes later in life. Copyright © 2011 John Wiley & Sons, Ltd.

Stepwise Development a Text Messaging-Based Bullying Prevention Program for Middle School Students (BullyDown).

PubMed

Ybarra, Michele L; Prescott, Tonya L; Espelage, Dorothy L

2016-06-13

Bullying is a significant public health issue among middle school-aged youth. Current prevention programs have only a moderate impact. Cell phone text messaging technology (mHealth) can potentially overcome existing challenges, particularly those that are structural (e.g., limited time that teachers can devote to non-educational topics). To date, the description of the development of empirically-based mHealth-delivered bullying prevention programs are lacking in the literature. To describe the development of BullyDown, a text messaging-based bullying prevention program for middle school students, guided by the Social-Emotional Learning model. We implemented five activities over a 12-month period: (1) national focus groups (n=37 youth) to gather acceptability of program components; (2) development of content; (3) a national Content Advisory Team (n=9 youth) to confirm content tone; and (4) an internal team test of software functionality followed by a beta test (n=22 youth) to confirm the enrollment protocol and the feasibility and acceptability of the program. Recruitment experiences suggested that Facebook advertising was less efficient than using a recruitment firm to recruit youth nationally, and recruiting within schools for the pilot test was feasible. Feedback from the Content Advisory Team suggests a preference for 2-4 brief text messages per day. Beta test findings suggest that BullyDown is both feasible and acceptable: 100% of youth completed the follow-up survey, 86% of whom liked the program. Text messaging appears to be a feasible and acceptable delivery method for bullying prevention programming delivered to middle school students.

Evaluation of a Bullying Prevention Program

ERIC Educational Resources Information Center

Hallford, Abby; Borntrager, Cameo; Davis, Joanne L.

2006-01-01

In order to address the federal "No Child Left Behind Act", the state of Oklahoma required that all public schools address the problem of bullying. Although numerous anti-bullying programs exist, few have been evaluated to determine their effectiveness. The present study evaluated the effectiveness of one such program,…

Future Orientation among Students Exposed to School Bullying and Cyberbullying Victimization.

PubMed

Låftman, Sara B; Alm, Susanne; Sandahl, Julia; Modin, Bitte

2018-03-27

Future orientation can be defined as an individual's thoughts, beliefs, plans, and hopes for the future. Earlier research has shown adolescents' future orientation to predict outcomes later in life, which makes it relevant to analyze differences in future orientation among youth. The aim of the present study was to analyze if bullying victimization was associated with an increased likelihood of reporting a pessimistic future orientation among school youth. To be able to distinguish between victims and bully-victims (i.e., students who are both bullies and victims), we also took perpetration into account. The data were derived from the Stockholm School Survey performed in 2016 among ninth grade students (ages 15-16 years) ( n = 5144). Future orientation and involvement in school bullying and in cyberbullying were based on self-reports. The statistical method used was binary logistic regression. The results demonstrated that victims and bully-victims of school bullying and of cyberbullying were more likely to report a pessimistic future orientation compared with students not involved in bullying. These associations were shown also when involvement in school bullying and cyberbullying were mutually adjusted. The findings underline the importance of anti-bullying measures that target both school bullying and cyberbullying.

E-Bully

ERIC Educational Resources Information Center

Jackson, Camille

2006-01-01

Bullying has never been easier. Any child, operating in relative anonymity on the Internet at any time of day or night, can harass and intimidate peers. Bullying has gone high tech as kids, usually between age 9 and 14, use personal computers, cell phones and PDAs (personal digital assistants) to intimidate and manipulate their peers. Bullying…

A Cluster Randomized Controlled Trial of Child-Focused Psychiatric Consultation and a School Systems-Focused Intervention to Reduce Aggression

ERIC Educational Resources Information Center

Fonagy, Peter; Twemlow, Stuart W.; Vernberg, Eric M.; Nelson, Jennifer Mize; Dill, Edward J.; Little, Todd D.; Sargent, John A.

2009-01-01

Background: While school-based anti-bullying programs are widely used, there have been few controlled trials of effectiveness. This study compared the effect of manualized School Psychiatric Consultation (SPC), CAPSLE (a systems and mentalization focused whole school intervention), and treatment-as-usual (TAU) in reducing aggression and…

Modifying Self-Blame, Self-Esteem, and Disclosure Through a Cooperative Cross-Age Teaching Intervention for Bullying Among Adolescents.

PubMed

Boulton, Michael J; Boulton, Louise

2017-08-01

Bullying is common among school students, and some victims hold self-blaming attributions, exhibit low self-esteem, and do not seek social support. A wait-list control pre-/post-test experimental design, with random allocation, was used to assess the effects of a novel cross-age teaching of social issues (CATS) intervention on the latter 3 variables among peer-identified victims of bullying (N = 41, mean age = 14.5 years). In small cooperative groups of classmates, participants designed and delivered a lesson to younger students that informed them that bullies not victims are in the wrong, victims have no reason to feel bad about themselves, and that seeking help can be beneficial. CATS led to a significant improvement on all 3 dependent variables with mostly large effect sizes; these positive effects were even stronger with a bigger dose of intervention (6 hr vs. 4 hr), and changes in self-blame, and separately changes in self-esteem, mediated the positive effect of the intervention on help-seeking. The theoretical and practical implications of these results were discussed, especially in terms of supporting a highly vulnerable subgroup of adolescents.

Countering bullying at an australian secondary school with students as helpers.

PubMed

Peterson, L; Rigby, K

1999-08-01

To counter bullying at an Australian coeducational secondary school, staff and students co-operated in developing and implementing appropriate policies and procedures. Questionnaires assessing the incidence of bullying and related attitudes were completed by students in Years 7, 9, 10 and 11 in 1995 and again in 1997. Significant reductions in levels of victimization were recorded for Year 7 students only. Significantly increased support for anti-bullying initiatives was found among senior students (Years 10 and 11). Anti-bullying activities directed and undertaken by students themselves received most approval from peers. Copyright 1999 The Association for Professionals in Services for Adolescents.

Empathy and involvement in bullying in children and adolescents: a systematic review.

PubMed

van Noorden, Tirza H J; Haselager, Gerbert J T; Cillessen, Antonius H N; Bukowski, William M

2015-03-01

Based on the premise that bullies are deficient in empathy or even lack it completely, bullying prevention and intervention programs often include empathy training. These programs are not always as effective as they aim to be, which may be caused by a failure to acknowledge the multidimensional nature of empathy as well as its complex association with involvement in bullying. To provide a clear overview of the research on the association between empathy and involvement in bullying, this article systematically reviews 40 studies on the association of cognitive empathy (24 studies) and affective empathy (38 studies) with four categories of involvement in bullying: bullying, victimization, defending, and bystanding. The results showed that bullying was negatively associated with cognitive and-in particular-affective empathy. Victimization was negatively associated with cognitive empathy but not with affective empathy. Defending was consistently positively associated with both types of empathy. Contradictory findings were observed in bystanding, with studies reporting both negative and positive associations with cognitive empathy, and studies reporting negative and no associations with affective empathy. Together, the findings stress the importance of the distinction between cognitive and affective empathy in involvement in bullying and suggest different intervention strategies for the four types of involvement in bullying.

Direct Bullying: Criminal Act or Mimicking What Has Been Learned?

ERIC Educational Resources Information Center

Garby, Lisa

2013-01-01

Bullying has been around for ages, but in the past decade it has been in the spotlight because of suicidal deaths and a push for legislation to put these bullies behind bars. Numerous national surveys report that a large percentage of bullying in schools is a form of direct bullying. Recently all but one state has now enacted harsher anti-bullying…

"Bullying in Ages 4-7; Teachers & School Environment's Intervention in the Greek Context"

ERIC Educational Resources Information Center

Theodotou, Evgenia; Karachaliou, Angela

2012-01-01

This piece of research is a case study that investigates the intervention of teachers and the school's environment as far as bullying is concerned. The children that were observed attend a multicultural school in Athens. A review of the current literature in Greece and in the United Kingdom formed the basis for the offered description and analysis…

Measuring the Impact of an Alternative Approach to School Bullying

ERIC Educational Resources Information Center

Domino, Meg

2013-01-01

Background: National estimates of middle school bullying approximate 40%, making it the leading form of school violence. Meta-analysis of conventional anti-bullying efforts have shown mixed results, averaging small reductions in bullying behavior. Social-Emotional Learning and PositiveYouth Development provide a theory-driven alternative for…

Bystander position taking in school bullying: the role of positive identity, self-efficacy, and self-determination.

PubMed

Tsang, Sandra K M; Hui, Eadaoin K P; Law, Bella C M

2011-01-01

School bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. "P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme" (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes) is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying.

Bullying during adolescence in Brazil: an overview.

PubMed

Pigozi, Pamela Lamarca; Machado, Ana Lúcia

2015-11-01

Bullying has been the subject of worldwide study for over four decades and is widely reported by social media. Despite this, the issue is a relatively new area of research in Brazil. This study analyzes academic literature addressing bullying produced in Brazil focusing on aspects that characterize this issue as a subtype of violence: gender differences, factors associated with bullying, consequences, and possible intervention and prevention approaches. The guiding question of this study was: what have Brazilian researchers produced regarding bullying among adolescents? The results show that over half of the studies used quantitative approaches, principally cross-sectional methods and questionnaires, and focused on determining the prevalence of and factors associated with bullying. The findings showed a high prevalence of bullying among Brazilian adolescents, an association between risk behavior and bullying, serious consequences for the mental health of young people, lack of awareness and understanding among adolescents about bullying and its consequences, and a lack of strategies to manage this type of aggression. There is a need for intervention studies, prevention and restorative practices that involve the community and can be applied to everyday life at school.

Leveraging school-based research to inform bullying prevention and policy.

PubMed

Espelage, Dorothy L

2016-11-01

School-based bullying and other forms of school violence have been the topic of over 40 years of research in the U.S. and internationally. Within the last 2 decades, research has increasingly informed bullying prevention, policy, and legislative efforts. The purpose of this article is to highlight several critical research areas on bullying and other forms of school violence that have shaped prevention efforts and policy over the last 2 decades. As the recipient of the 2016 Award for Distinguished Contributions to Research in Public Policy , the discussion here will focus largely on research findings from The Espelage Lab and collaborators, but these studies and findings will be situated in the larger literature. Topics covered include conceptualization of bullying from a social-ecological framework, developmental considerations of bullying and associated forms of aggression, identification of populations at heightened risk for bullying, and efficacy of bullying prevention programs. Recommendations are provided for the next generation of scholars, practitioners, and policymakers focused on bullying prevention. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Improving the School Learning Environment to Reduce Bullying: An Experimental Study

ERIC Educational Resources Information Center

Kyriakides, Leonidas; Creemers, Bert P. M.; Papastylianou, Dona; Papadatou-Pastou, Marietta

2014-01-01

A framework based on research on bullying and on educational effectiveness was offered to schools to assist them in developing strategies and actions to improve their learning environment, their policy for teaching, and their evaluation mechanisms in order to reduce bullying. At the beginning and end of the intervention, the Revised Olweus…

Stepwise Development of a Text Messaging-Based Bullying Prevention Program for Middle School Students (BullyDown)

PubMed Central

Prescott, Tonya L; Espelage, Dorothy L

2016-01-01

Background Bullying is a significant public health issue among middle school-aged youth. Current prevention programs have only a moderate impact. Cell phone text messaging technology (mHealth) can potentially overcome existing challenges, particularly those that are structural (e.g., limited time that teachers can devote to non-educational topics). To date, the description of the development of empirically-based mHealth-delivered bullying prevention programs are lacking in the literature. Objective To describe the development of BullyDown, a text messaging-based bullying prevention program for middle school students, guided by the Social-Emotional Learning model. Methods We implemented five activities over a 12-month period: (1) national focus groups (n=37 youth) to gather acceptability of program components; (2) development of content; (3) a national Content Advisory Team (n=9 youth) to confirm content tone; and (4) an internal team test of software functionality followed by a beta test (n=22 youth) to confirm the enrollment protocol and the feasibility and acceptability of the program. Results Recruitment experiences suggested that Facebook advertising was less efficient than using a recruitment firm to recruit youth nationally, and recruiting within schools for the pilot test was feasible. Feedback from the Content Advisory Team suggests a preference for 2-4 brief text messages per day. Beta test findings suggest that BullyDown is both feasible and acceptable: 100% of youth completed the follow-up survey, 86% of whom liked the program. Conclusions Text messaging appears to be a feasible and acceptable delivery method for bullying prevention programming delivered to middle school students. PMID:27296471

Modifying Anti-Bullying Programs to Include Students with Disabilities

ERIC Educational Resources Information Center

Raskauskas, Juliana; Modell, Scott

2011-01-01

"Bullying" is defined as any aggressive behavior with the intent to harm that involves a real or perceived power imbalance. Bullying is identified as one of the most predominant problems faced by children in the United States education system, as well as one of the most significant health risks to children. Exactly how prevalent this issue is…

Theory-Based Formative Research on an Anti-Cyberbullying Victimization Intervention Message.

PubMed

Savage, Matthew W; Deiss, Douglas M; Roberto, Anthony J; Aboujaoude, Elias

2017-02-01

Cyberbullying is a common byproduct of the digital revolution with serious consequences to victims. Unfortunately, there is a dearth of empirically based methods to confront it. This study used social cognitive theory to design and test an intervention message aimed at persuading college students to abstain from retaliation, seek social support, save evidence, and notify authorities-important victim responses identified and recommended in previous research. Using a posttest-only control group design, this study tested the effectiveness of an intervention message in changing college students' perceived susceptibility to and perceived severity of cyberbullying as well as their self-efficacy, response efficacy, attitudes, and behavioral intentions toward each recommended response in future episodes of cyberbullying. Results indicated that the intervention message caused participants in the experimental condition to report significantly higher susceptibility, but not perceived severity, to cyberbullying than those in the control condition. The intervention message also caused expected changes in all outcomes except self-efficacy for not retaliating and in all outcomes for seeking social support, saving evidence, and notifying an authority. Implications for message design and future research supporting evidence-based anti-cyberbullying health communication campaigns are discussed.

Future Orientation among Students Exposed to School Bullying and Cyberbullying Victimization

PubMed Central

Låftman, Sara B.; Alm, Susanne; Sandahl, Julia; Modin, Bitte

2018-01-01

Future orientation can be defined as an individual’s thoughts, beliefs, plans, and hopes for the future. Earlier research has shown adolescents’ future orientation to predict outcomes later in life, which makes it relevant to analyze differences in future orientation among youth. The aim of the present study was to analyze if bullying victimization was associated with an increased likelihood of reporting a pessimistic future orientation among school youth. To be able to distinguish between victims and bully-victims (i.e., students who are both bullies and victims), we also took perpetration into account. The data were derived from the Stockholm School Survey performed in 2016 among ninth grade students (ages 15–16 years) (n = 5144). Future orientation and involvement in school bullying and in cyberbullying were based on self-reports. The statistical method used was binary logistic regression. The results demonstrated that victims and bully-victims of school bullying and of cyberbullying were more likely to report a pessimistic future orientation compared with students not involved in bullying. These associations were shown also when involvement in school bullying and cyberbullying were mutually adjusted. The findings underline the importance of anti-bullying measures that target both school bullying and cyberbullying. PMID:29584631

Bullying in schools: the state of knowledge and effective interventions.

PubMed

Menesini, Ersilia; Salmivalli, Christina

2017-03-01

During the school years, bullying is one of the most common expressions of violence in the peer context. Research on bullying started more than forty years ago, when the phenomenon was defined as 'aggressive, intentional acts carried out by a group or an individual repeatedly and over time against a victim who cannot easily defend him- or herself'. Three criteria are relevant in order to define aggressive behaviour as bullying: (1) repetition, (2) intentionality and (3) an imbalance of power. Given these characteristics, bullying is often defined as systematic abuse of power by peers. It is recognised globally as a complex and serious problem. In the present paper, we discuss the prevalence, age and gender differences, and various types of bullying, as well as why it happens and how long it lasts, starting from the large surveys carried out in western countries and to a lower extent in low- and middle-income countries. The prevalence rates vary widely across studies; therefore, specific attention will be devoted to the definition, time reference period and frequency criterion. We will also focus on risk factors as well as short- and long-term outcomes of bullying and victimisation. Finally, a section will be dedicated to review what is known about effective prevention of bullying.

Personal and interpersonal correlates of bullying behaviors among Korean middle school students.

PubMed

Lee, Chang-Hun

2010-01-01

This study simultaneously investigates personal and interpersonal traits that were found to be important factors of bullying behavior using data collected from 1,238 randomly selected Korean middle school students. Using a modified and expanded definition of bullying based on a more culturally sensitive approach to bullying, this study categorizes bullies into three groups: Type I (minor-covert-nonchronic bullying), Type II (moderate-covert-chronic or severe-overt-nonchronic bullying), and Type III (severe-overt-chronic bullying). In addition, this study empirically tests several factors for the first time. Those factors are fun-seeking tendency, teachers' attitude toward bullying, teachers' effectiveness of intervention, teachers' moral authority, power dynamic, and pseudofriendship. The comparison across three groups provided unique findings that different factors were differently related to different groups of bullies. Specifically, teachers have influence on bullying only for the moderate group (Type II), and parents have influence on bullying only for the minor group (Type I). The most important and constant factors across all different groups were prior bullying victimization experience and fun-seeking tendency.

The interrelation between victimization and bullying inside young offender institutions.

PubMed

Häufle, Jenny; Wolter, Daniel

2015-01-01

Bullying and victimization are serious problems within prisons. Young Offender Institutions (YOIs), in particular, suffer from high rates of inmate-on-inmate violence. More recent theories about the development of bullying in closed custody institutions imply a relationship between the experience of victimization and the usage of bullying. In our study, we test this linkage using longitudinal survey data taken at two time-points from 473 inmates (aged 15-24) inside three YOIs in Germany. We first analyze the extent of bullying and victimization, and then used a longitudinal structural equation model to predict inmate bullying behavior at time 2 based on victimization that occurred at time 1. Age is used as a predictor variable to account for differences in the amount of victimization and bullying. Results suggest that bullying and victimization are high in the YOIs, which were subject to research. Most inmates reported being a bully and a victim at the same time. Younger inmates use more direct physical bullying but not psychological bullying. An increase in psychological bullying over time can significantly be explained by victimization at an earlier measurement time point. Our study therefore supports recent theoretical assumptions about the development of bullying behavior. Possible implications for prevention and intervention are discussed. © 2014 Wiley Periodicals, Inc.

Bullying: Effects on School-Aged Children, Screening Tools, and Referral Sources.

PubMed

Fisher, Katie; Cassidy, Brenda; Mitchell, Ann M

2017-01-01

Bullying is not a new concept or behavior, and is now gaining national attention as a growing public health concern. Bullying leads to short- and long-term physical and psychological damage to both the victims and the bullies. The serious implications of bullying drive a clinical mandate for teachers and school nurses to be educated and adequately trained to identify and address bullying within schools. This review of the literature describes screening tools that can be utilized to identify both victims and bullies. In addition, referral services utilizing collaborative intervention measures are discussed. This literature review will help school nurses and teachers to identify and expand their role in school-wide bullying prevention and intervention measures.

Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies

ERIC Educational Resources Information Center

Smokowski, Paul R.; Kopasz, Kelly Holland

2005-01-01

Bullying represents a significant problem in U.S. schools, affecting approximately one in three children. The authors discuss the dynamics, types, characteristics, and consequences of school bullying. Risk factors for engaging in bullying, being bullied, and becoming both a bully and a victim are discussed. Research indicates that bullying has…

Access to a Loaded Gun Without Adult Permission and School-Based Bullying.

PubMed

Simckes, Maayan S; Simonetti, Joseph A; Moreno, Megan A; Rivara, Frederick P; Oudekerk, Barbara A; Rowhani-Rahbar, Ali

2017-09-01

Gun access and bullying are risk factors for sustaining or perpetrating violence among adolescents. Our knowledge of gun access among bullied students is limited. We used data on students, aged 12-18 years, from the 2011 and 2013 School Crime Supplement to the National Crime Victimization Survey to assess the association between self-reported bullying victimization (traditional and cyber) and access to a loaded gun without adult permission. Prevalence ratios (PRs) and confidence intervals (CIs) were obtained from multivariable Poisson regression using the Taylor series after controlling for student age, sex, family income, public/private school, and race. Of 10,704 participants, 4.2% (95% CI: 3.8%-4.6%) reported gun access. Compared with nonbullied students, those who reported traditional bullying (PR = 2.2; 95% CI: 1.7-2.4), cyberbullying (PR = 2.8; 95% CI: 1.6-4.9), and both (PR = 5.9; 95% CI: 4.6-7.7) were more likely to also report gun access. Adolescents who experience bullying, particularly those who report both traditional bullying and cyberbullying, are more likely to report access to a loaded gun without adult permission. These findings highlight the importance of developing interventions focused on these modifiable risk factors for preventing self-directed or interpersonal violence among youth. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Decreasing Bullying Behaviors in Middle School: Expect Respect

ERIC Educational Resources Information Center

Nese, Rhonda N. T.; Horner, Robert H.; Dickey, Celeste Rossetto; Stiller, Brianna; Tomlanovich, Anne

2014-01-01

A nonconcurrent multiple baseline across 3 middle schools was used to assess the impact that teaching all students to follow the" Bullying and Harassment Prevention in Positive Behavior Support: Expect Respect" intervention had on bullying behaviors. The 3 schools were using School-Wide Positive Behavioral Interventions and Supports and…

Boys Don't Tell on Sugar-and-Spice-but-Not-so-Nice Girl Bullies

ERIC Educational Resources Information Center

Brinson, Sabrina A.

2005-01-01

Extensive attention has been put on same-gender bullying. Yet, very little emphasis has been placed on an issue of growing concern, girls who bully boys. This article reviews characteristics of bullying; highlights the issue of female bullies who target males; and discusses anti-bullying strategies and practices for home, school, and community…

Cyber bullying and internalizing difficulties: above and beyond the impact of traditional forms of bullying.

PubMed

Bonanno, Rina A; Hymel, Shelley

2013-05-01

Although recent research has demonstrated significant links between involvement in cyber bullying and various internalizing difficulties, there exists debate as to whether these links are independent of involvement in more traditional forms of bullying. The present study systematically examined the association between involvement in cyber bullying, as either a victim or a bully, and both depressive symptomatology and suicidal ideation. Self-report data were collected from 399 (57% female) Canadian adolescents in grades 8-10 (mean age = 14.2 years, SD = .91 years). Results indicated that involvement in cyber bullying, as either a victim or a bully, uniquely contributed to the prediction of both depressive symptomatology and suicidal ideation, over and above the contribution of involvement in traditional forms of bullying (physical, verbal, relational). Given the ever increasing rate of accessibility to technology in both schools and homes, these finding underscore the importance of addressing cyber bullying, with respect to both research and intervention, as a unique phenomenon with equally unique challenges for students, parents, school administrators and researchers alike.

Nurse Bullying: A Review And A Proposed Solution.

PubMed

Castronovo, Marie A; Pullizzi, Amy; Evans, ShaKhira

2016-01-01

Nurse bullying is an extremely common phenomenon which has detrimental consequences to nurses, patients, health care institutions, and to the nursing profession itself. It has even been linked to increased patient mortality. This article demonstrates the critical need to resolve the issue of nurse bullying. It also shows that previous attempts of resolution have not been successful, which may be partly due to the fact that the problem is relatively unacknowledged outside the nursing profession. To resolve the problem of nurse bullying, we believe that the solution must include an incentive for institutions to implement the necessary interventions and to ensure that they are effective. We propose that a measurement pertaining to the level of nurse bullying be factored into the calculation of the value-based incentive payment in the Hospital Value-Based Purchasing program. To facilitate this, we propose that a survey be developed and implemented which is similar to the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey. However, whereas the HCAHPS survey measures patients' perspectives of hospital care, this survey would measure nurses' perspectives of workplace bullying. Copyright © 2015 Elsevier Inc. All rights reserved.

Psychosocial health among young victims and offenders of direct and indirect bullying.

PubMed

van der Wal, Marcel F; de Wit, Cees A M; Hirasing, Remy A

2003-06-01

To assess the association between bullying (both directly and indirectly) and indicators of psychosocial health for boys and girls separately. A school-based questionnaire survey of bullying, depression, suicidal ideation, and delinquent behavior. Primary schools in Amsterdam, The Netherlands. A total of 4811 children aged 9 to 13. Depression and suicidal ideation are common outcomes of being bullied in both boys and girls. These associations are stronger for indirect than direct bullying. After correction, direct bullying had a significant effect on depression and suicidal ideation in girls, but not in boys. Boy and girl offenders of bullying far more often reported delinquent behavior. Bullying others directly is a much greater risk factor for delinquent behavior than bullying others indirectly. This was true for both boys and girls. Boy and girl offenders of bullying also more often reported depressive symptoms and suicidal ideation. However, after correction for both sexes only a significant association still existed between bullying others directly and suicidal ideation. The association between bullying and psychosocial health differs notably between girls and boys as well as between direct and indirect forms of bullying. Interventions to stop bullying must pay attention to these differences to enhance effectiveness.

School Bullying and Victimization. NSSC Resource Paper.

ERIC Educational Resources Information Center

Greenbaum, Stuart, Ed.

Schoolyard bullying, a pervasive and significant problem, tends to lead to anti-social behavior in the adult/parental years as well, perpetuating the pattern of violence in a new generation of students. Bullies, and often their victims, tend to operate at a unilateral, or one-way, attitudinal level instead of a reciprocal or collaborative level.…

Cyber Bullying and Academic Performance

ERIC Educational Resources Information Center

Faryadi, Qais

2011-01-01

This research investigates the emotional and physiological effects of cyber bullying on the university students. The primary objective of this investigation is to identify the victims of cyber bullying and critically analyze their emotional state and frame of mind in order to provide them with a workable and feasible intervention in fighting cyber…

School Bullying and Current Educational Practice: Re-Imagining Theories of Educational Transformation

ERIC Educational Resources Information Center

Jacobson, Ronald B.

2007-01-01

Background/Context: Bullying within schools continues despite thoughtful and well-researched anti-bullying strategies deployed against it. The bulk of research targeted toward understanding and eradicating bullying within schools is of an empirical nature. In other words, through data collection, questionnaires, interviews, ethnography,…

Perceptions of Middle School Teachers about an Anti-Bullying Program

ERIC Educational Resources Information Center

Lester, Robin; Maldonado, Nancy

2014-01-01

In recent years, K-12 schools throughout the United States have garnered nationwide attention because of bullying problems. Bullying impacts schools in various ways: student performance and self-regard, and it creates an environment of hostility in schools. Many factors contribute to the problem, including socioeconomic status, low self-esteem,…

Bullying victimisation, internalising symptoms, and conduct problems in South African children and adolescents: a longitudinal investigation.

PubMed

Boyes, Mark E; Bowes, Lucy; Cluver, Lucie D; Ward, Catherine L; Badcock, Nicholas A

2014-11-01

Bullying victimisation has been prospectively linked with mental health problems among children and adolescents in longitudinal studies in the developed world. However, research from the developing world, where adolescents face multiple risks to social and emotional development, has been limited by cross-sectional designs. This is the first longitudinal study of the psychological impacts of bullying victimisation in South Africa. The primary aim was to examine prospective relationships between bullying victimisation and internalising and externalising symptoms in South African youth. Secondary aims were to examine gender and age-related differences in experiences of bullying victimisation. Children and adolescents (10-17 years, 57 % female, n = 3,515) from high HIV-prevalent (>30 %) communities in South Africa were interviewed and followed-up 1 year later (97 % retention). Census enumeration areas were randomly selected from urban and rural sites in two provinces and door-to-door sampling included all households with a resident child/adolescent. Exposure to multiple experiences of bullying victimisation at baseline predicted internalising symptoms and conduct problems 1 year later. Additionally, baseline mental health scores predicted later bullying victimisation, demonstrating bi-directionality of relationships between bullying victimisation and mental health outcomes in this sample. Expected gender differences in physical, verbal, and relational bullying victimisation were evident and predicted declines in bullying victimisation over time were observed. In the developed world, school-based anti-bullying programmes have been shown to be effective in reducing bullying and victimisation. Anti-bullying programmes should be implemented and rigorously evaluated in South Africa, as this may promote improved mental health among South African children and adolescents.

Minimizing Female Bullying in Middle School Students through Anti-Bullying Programs

ERIC Educational Resources Information Center

Adamski, Amy L.; Ryan, Mary E.

2008-01-01

The focus of this action research project report was to reduce female bullying in the school. There were 35 female participants from sixth and seventh grade, one counselor, and eight recess supervisors. This research project took place from September 4, 2007 through December 14, 2007. Some of the behaviors associated with this problem included:…

Cultivating youth resilience to prevent bullying and cyberbullying victimization.

PubMed

Hinduja, Sameer; Patchin, Justin W

2017-11-01

In an effort to better prevent and respond to bullying and cyberbullying, schools are recognizing a need to focus on positive youth development. One often-neglected developmental construct in this rubric is resilience, which can help students successfully respond to the variety of challenges they face. Enhancing this internal competency can complement the ever-present efforts of schools as they work to create a safe and supportive learning environment by shaping the external environment around the child. Based on a national sample of 1204 American youth between the ages of 12 and 17, we explore the relationship between resilience and experience with bullying and cyberbullying. We also examine whether resilient youth who were bullied (at school and online) were less likely to be significantly impacted at school. Results show resilience is a potent protective factor, both in preventing experience with bullying and mitigating its effect. Implications for school and community-based interventions are offered. Copyright © 2017 Elsevier Ltd. All rights reserved.

School Policies on Bullying and Cyberbullying: Perspectives across Three Australian States

ERIC Educational Resources Information Center

Chalmers, Caitlin; Campbell, Marilyn Anne; Spears, Barbara A; Butler, Des; Cross, Donna; Slee, Phillip; Kift, Sally

2016-01-01

Background: Despite decades of research, bullying in all its forms is still a significant problem within schools in Australia, as it is internationally. Anti-bullying policies and guidelines are thought to be one strategy as part of a whole school approach to reduce bullying. However, although Australian schools are required to have these…

Using Bullying Incident Density to Evaluate the Olweus Bullying Prevention Programme

ERIC Educational Resources Information Center

Black, Sally A.; Jackson, Ericka

2007-01-01

Bullying negatively impacts the mental and physical health of student victims, bullies and bystanders. The Olweus Bullying Prevention Programme is an internationally recognized school based programme demonstrated effective in research. The purpose of this study was to determine if the Bullying Prevention Programme was effective for urban youth…

The Invisibility of Covert Bullying among Students: Challenges for School Intervention

ERIC Educational Resources Information Center

Barnes, Amy; Cross, Donna; Lester, Leanne; Hearn, Lydia; Epstein, Melanie; Monks, Helen

2012-01-01

Covert bullying behaviours are at least as distressing for young people as overt forms of bullying, but often remain unnoticed or unacknowledged by adults. This "invisibility" is increased in schools by inattention to covert bullying in policy and practice, and limited staff understanding and skill to address covert behaviours. These…

Use of the Support Group Method to Tackle Bullying, and Evaluation from Schools and Local Authorities in England

ERIC Educational Resources Information Center

Smith, Peter K.; Howard, Sharon; Thompson, Fran

2007-01-01

The Support Group Method (SGM), formerly the No Blame Approach, is widely used as an anti-bullying intervention in schools, but has aroused some controversy. There is little evidence from users regarding its effectiveness. We aimed to ascertain the use of and support for the SGM in Local Authorities (LAs) and schools; and obtain ratings of…

Weight-based Teasing and Bullying in Children: How Parents Can Help

MedlinePlus

... Size Email Print Share Weight-based Teasing and Bullying in Children: How Parents Can Help Page Content ... Parents & Children Should Respond to This Type of Bullying Emphasize that no one deserves to be teased . ...

Combating Weight-Based Bullying in Schools: Is There Public Support for the Use of Litigation?

ERIC Educational Resources Information Center

Puhl, Rebecca; Luedicke, Joerg; King, Kelly M.

2015-01-01

Background: Bullying litigation is an emerging area of law that has increased in response to serious cases of bullying at school. Weight-based bullying is prevalent at school, but no research has examined the use of litigation to address this problem. We assessed public support for litigation approaches to address weight-based bullying at school,…

An Evaluation of the Olweus Bullying Prevention Program's Effectiveness in a High School Setting

ERIC Educational Resources Information Center

Losey, Raymond Alan

2009-01-01

An ecological approach to bullying prevention is critical for the reduction of bullying and victimization. Any intervention implemented in a school to reduce bullying should include a variety of targets on all levels of the ecology and these interventions need to be sustainable by the school following introduction of the intervention. Schools are…

Teachers' and pupils' definitions of bullying.

PubMed

Naylor, Paul; Cowie, Helen; Cossin, Fabienne; de Bettencourt, Rita; Lemme, Francesca

2006-09-01

Comparison of teachers' and pupils' definitions of bullying is important for considering the implications for reports of its incidence in schools, for the study of developmental trends in children's and adolescents' perceptions of the phenomenon and for evaluating the effectiveness of interventions designed to combat bullying. To investigate the effects of gender, teacher/pupil status and, for pupils, bullied/non-bullied (target/non-target) status and age on the definition of bullying. Teachers (N=225: 158 women, 67 men) and pupils (N=1,820: 466 boys, 460 girls were 11-12 years old, year 7, and 415 boys, 479 girls were 13-14 years, year 9) in 51 UK secondary schools participated in a questionnaire survey. A total of 557 of the pupils (117 girls and 117 boys aged 11-12 years, and 197 girls and 126 boys aged 13-14 years) reported that they had been bullied at some time in their present school. Written questionnaire responses to the question, 'Say what you think bullying is' have been content analysed to derive two sets of categories, one of bullying behaviour and the other of effects of bullying on the target. Regarding both bullying behaviour and the effects of bullying on the target, teachers - by comparison with pupils - have been found to express more comprehensive ideas in their definitions. Specifically, pupils compared with teachers are more likely to restrict their definitions to direct bullying (verbal and/or physical abuse) and are less likely to refer to social exclusion, a power imbalance in the bully's favour and the bully's intention to cause the target hurt or harm and to feel threatened. Analysis of definitions on the bases of sex, pupil age and target/non-target status show that: targets are more likely than non-targets are to refer to the bully's physically and verbally abusive behaviour, and for Year 7 compared with Year 9 pupils, to suggest that bullies socially exclude targets; girls are more likely than boys are to mention verbal abuse and the

Teachers' and Pupils' Definitions of Bullying

ERIC Educational Resources Information Center

Naylor, Paul; Cowie, Helen; Cossin, Fabienne; de Bettencourt, Rita; Lemme, Francesca

2006-01-01

Background: Comparison of teachers' and pupils' definitions of bullying is important for considering the implications for reports of its incidence in schools, for the study of developmental trends in children's and adolescents' perceptions of the phenomenon and for evaluating the effectiveness of interventions designed to combat bullying. Aims: To…

Paying Attention to Ourselves: Modeling Anti-Bullying Behavior for Students

ERIC Educational Resources Information Center

Lucas, Amy Magnafichi

2012-01-01

It seems as if at no other time in the distant past has there been so much media coverage of bullies and bullying behavior within the schools. Has it always been present in some form? More than likely. Should it be brought to national attention? Absolutely. No one, student or not, deserves to feel unsafe, threatened, or invisible, whether it be at…

I Move: systematic development of a web-based computer tailored physical activity intervention, based on motivational interviewing and self-determination theory

PubMed Central

2014-01-01

Background This article describes the systematic development of the I Move intervention: a web-based computer tailored physical activity promotion intervention, aimed at increasing and maintaining physical activity among adults. This intervention is based on the theoretical insights and practical applications of self-determination theory and motivational interviewing. Methods/design Since developing interventions in a systemically planned way increases the likelihood of effectiveness, we used the Intervention Mapping protocol to develop the I Move intervention. In this article, we first describe how we proceeded through each of the six steps of the Intervention Mapping protocol. After that, we describe the content of the I Move intervention and elaborate on the planned randomized controlled trial. Discussion By integrating self-determination theory and motivational interviewing in web-based computer tailoring, the I Move intervention introduces a more participant-centered approach than traditional tailored interventions. Adopting this approach might enhance computer tailored physical activity interventions both in terms of intervention effectiveness and user appreciation. We will evaluate this in an randomized controlled trial, by comparing the I Move intervention to a more traditional web-based computer tailored intervention. Trial registration NTR4129 PMID:24580802

Economic Costs of Bias-Based Bullying

ERIC Educational Resources Information Center

Baams, Laura; Talmage, Craig A.; Russell, Stephen T.

2017-01-01

Because many school districts receive funding based on student attendance, absenteeism results in a high cost for the public education system. This study shows the direct links between bias-based bullying, school absenteeism because of feeling unsafe at school, and loss of funds for school districts in California. Data from the 2011-2013…

Bullying in Nigerian Secondary Schools: Strategies for Counseling Intervention

ERIC Educational Resources Information Center

Fareo, Dorcas Oluremi

2015-01-01

School bullying is a serious problem for young people in the society and Nigeria at large. It is a threat that no school disregards or dismisses. It can have negative consequences on the general school climate and on the right of students to learn in a safe environment without fear. Bullying can also have negative lifelong consequences both for…

School Bullying in Urban China: Prevalence and Correlation with School Climate.

PubMed

Han, Ziqiang; Zhang, Guirong; Zhang, Haibo

2017-09-25

School violence and bullying in China is under investigated, though it has become a national concern recently. Using updated national representative survey data collected in 2016 from seven provinces across China, covering students from all pre-college school types (primary, middle, high and vocational schools), this paper analyzes the prevalence of school bullying and the correlation with several school attributes. The incidences of reported bullying, bullying others and witnessing bullying are 26.10%, 9.03% and 28.90%, respectively. Primary school students are more likely to be involved in bullying behaviors. Students from elite schools (leading schools) are also more likely to be involved. Relation with teachers, relation with peers and perceived academic achievement are protective factors. Being a boy is the only significant predictor of school bullying among the family and demographic characteristics used. The results highlight the importance of school climate on preventing school violence and bullying, and a whole-school intervention approach is needed for future intervention.

School Bullying in Urban China: Prevalence and Correlation with School Climate

PubMed Central

Han, Ziqiang; Zhang, Guirong; Zhang, Haibo

2017-01-01

School violence and bullying in China is under investigated, though it has become a national concern recently. Using updated national representative survey data collected in 2016 from seven provinces across China, covering students from all pre-college school types (primary, middle, high and vocational schools), this paper analyzes the prevalence of school bullying and the correlation with several school attributes. The incidences of reported bullying, bullying others and witnessing bullying are 26.10%, 9.03% and 28.90%, respectively. Primary school students are more likely to be involved in bullying behaviors. Students from elite schools (leading schools) are also more likely to be involved. Relation with teachers, relation with peers and perceived academic achievement are protective factors. Being a boy is the only significant predictor of school bullying among the family and demographic characteristics used. The results highlight the importance of school climate on preventing school violence and bullying, and a whole-school intervention approach is needed for future intervention. PMID:28946682

Bullying victimisation, self harm and associated factors in Irish adolescent boys.

PubMed

McMahon, Elaine M; Reulbach, Udo; Keeley, Helen; Perry, Ivan J; Arensman, Ella

2010-10-01

School bullying victimisation is associated with poor mental health and self harm. However, little is known about the lifestyle factors and negative life events associated with victimisation, or the factors associated with self harm among boys who experience bullying. The objectives of the study were to examine the prevalence of bullying in Irish adolescent boys, the association between bullying and a broad range of risk factors among boys, and factors associated with self harm among bullied boys and their non-bullied peers. Analyses were based on the data of the Irish centre of the Child and Adolescent Self Harm in Europe (CASE) study (boys n = 1870). Information was obtained on demographic factors, school bullying, deliberate self harm and psychological and lifestyle factors including negative life events. In total 363 boys (19.4%) reported having been a victim of school bullying at some point in their lives. The odds ratio of lifetime self harm was four times higher for boys who had been bullied than those without this experience. The factors that remained in the multivariate logistic regression model for lifetime history of bullying victimisation among boys were serious physical abuse and self esteem. Factors associated with self harm among bullied boys included psychological factors, problems with schoolwork, worries about sexual orientation and physical abuse, while family support was protective against self harm. Our findings highlight the mental health problems associated with victimisation, underlining the importance of anti-bullying policies in schools. Factors associated with self harm among boys who have been bullied should be taken into account in the identification of boys at risk of self harm.

Teaching Practices, School Support and Bullying

ERIC Educational Resources Information Center

Rodríguez, Ana Carolina Reyes; Noriega, José Angel Vera; Cuervo, Angel Alberto Valdés

2017-01-01

Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study's aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and…

Children's Opinions on Effective Strategies to Cope with Bullying: The Importance of Bullying Role and Perspective

ERIC Educational Resources Information Center

Camodeca, Marina; Goossens, Frits A.

2005-01-01

In order to find out what children would suggest as useful interventions to stop bullying, we designed a questionnaire administered to 311 children (155 boys and 156 girls; mean age=11 years). Thirty-six items were employed to ask children how effective, in their opinion, retaliation, nonchalance and assertiveness could be in stopping bullying.…

Victims of Bullying and Tobacco Use Behaviors in Adolescents: Differences Between Bullied at School, Electronically, or Both.

PubMed

Case, Kathleen R; Cooper, Maria; Creamer, MeLisa; Mantey, Dale; Kelder, Steven

2016-11-01

Being a victim of bullying is associated with greater risk of youth substance use; however, research specifically examining whether tobacco use behaviors differ among adolescents who were bullied at school only, electronically only, or both at school and electronically is limited. We examined the associations between being a victim of bullying (at school only, electronically only, or both at school and electronically) and use of tobacco products using data from the 2013 national Youth Risk Behavior Survey. Girls who were bullied both at school and electronically reported the highest odds of all tobacco use behaviors (ever use of cigarettes, current use of cigarettes, and current use of any tobacco product) as compared with girls who were not bullied after adjusting for covariates. Conversely, for boys, only the association between being bullied electronically only and ever use of cigarettes remained significant after adjusting for covariates. Results from this study indicate that electronic bullying may differentially influence the odds of tobacco use in high school students as compared with bullying that occurs at school only. Confirmation of these findings could inform interventions to reduce both bullying and tobacco use in high school. © 2016, American School Health Association.

[Workplace bullying and sickness absenteeism].

PubMed

Campanini, Paolo; Conway, Paul Maurice; Neri, Luca; Punzi, Silvia; Camerino, Donatella; Costa, Giovanni

2013-01-01

To assess the relationship between workplace bullying and sickness absenteeism in a large sample of Italian workers. A cross-sectional study conducted by means of questionnaires. In all, 8,992 subjects filled in a questionnaire to detect workplace bullying, the presence of work stress factors and days of sickness absence in the last year. Workplace bullying and psychosocial stressor were measured by the means of the CDL 2.0 questionnaire. Days of sickness absence reported by the subjects. On average, days of sickness absence were 7.4, and 7.2% of the respondents were defined as bullied. Results from logistic regression analyses showed that a workplace bullying was associated with more days of sickness absence after controlling for gender, age, professional qualification, company sector and juridical nature and other psychosocial factors (men: OR =1.62; women: OR =2.15). The present study confirms that workers exposed to a workplace bullying reported higher sickness absenteeism as compared with non-exposed subjects, also when a potentially highly stressful work environment is considered. The results of the present study support that workplace bullying may be viewed as an extreme stressful condition. Interventions to avoid workplace bullying not only favoure workers' health, but also avoid the company costs associated with workers' sickness absenteeism.

Pilot of a computer-based brief multiple-health behavior intervention for college students.

PubMed

Moore, Michele J; Werch, Chudley E; Bian, Hui

2012-01-01

Given the documented multiple health risks college students engage in, and the dearth of effective programs addressing them, the authors developed a computer-based brief multiple-health behavior intervention. This study reports immediate outcomes and feasibility of a pilot of this program. Two hundred students attending a midsized university participated. Participants were randomly assigned to the intervention or control program, both delivered via computer. Immediate feedback was collected with the computer program. Results indicate that the intervention had an early positive impact on alcohol and cigarette use intentions, as well as related constructs underlying the Behavior-Image Model specific to each of the 3 substances measured. Based on the implementation process, the program proved to be feasible to use and acceptable to the population. Results support the potential efficacy of the intervention to positively impact behavioral intentions and linkages between health promoting and damaging behaviors among college students.

From victim to victimizer: Hostility, anger, and depression as mediators of the bullying victimization-bullying perpetration association.

PubMed

Walters, Glenn D; Espelage, Dorothy L

2018-06-01

The principal aim of this study was to test one cognitive (i.e., hostility) and two emotional (anger and depression) variables as possible mediators of the well-documented association between bullying victimization and bullying perpetration. Using data from the Illinois Study of Bullying and Sexual Violence (ISBSV), a sample of 718 pre-adolescent/early adolescent children (343 boys and 375 girls) provided self-report data in three waves, with six months between waves. Consistent with predictions, hostility and depression correlated equally well with prior bullying victimization but only hostility successfully mediated the relation between prior bullying victimization and subsequent bullying perpetration. Like hostility, anger successfully predicted bullying perpetration but unlike hostility it failed to mediate the victimization-perpetration association. Knowing that hostility provides a link between bullying victimization and bullying perpetration has both theoretical and practical implications. With respect to theory, the current results are largely consistent with the control model of criminal lifestyle development. From the standpoint of practice, intervention programs designed to address the cognitive construct of hostility, which appears to serve as a conduit through which bullying victimization leads to bullying perpetration, may not only help bullied children cope with the trauma of victimization but may also disrupt the victim to victimizer cycle responsible for creating an ever-expanding supply of new bullies. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Bullying behaviors among Chinese school-aged youth: a prevalence and correlates study in Guangdong Province.

PubMed

Wu, Jie; He, Yuan; Lu, Ciyong; Deng, Xueqing; Gao, Xue; Guo, Lan; Wu, Hong; Chan, Fanfan; Zhou, Ying

2015-02-28

Bullying among school-aged youth is a common issue worldwide and is increasingly being recognized as an important problem affecting both victims and perpetrators. Most of the bullying studies have been conducted in western countries, and their implications in other regions are limited due to different cultural contexts. The goal of our study is to identify the prevalence of bullying and its correlates school-aged youth in Guangdong province. In total, 1098 (7.1%) students reported having bullied other students, 744 (4.8%) students reported having been bullied by other students and 396 (2.6%) students reported having both bullied other students and been bullied by other students. There was a strong association between bullying others as well as being bullied and suicidal ideations, suicidal attempts, and self-harm behaviors. The prevalence of bullying and its associations with delinquent behaviors warrant the importance of school facility based preventive intervention taking into account both victims and perpetrators. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Changes in Mental Health, Bullying Behavior, and Service Use Among Eight-Year-Old Children Over 24 Years.

PubMed

Sourander, André; Lempinen, Lotta; Brunstein Klomek, Anat

2016-08-01

The aim of this study was to examine changes in the mental health problems, bullying, and service use of 8-year-old children at 4 different time points (1989, 1999, 2005, and 2013) using population-based, time-trend data. Information from 4 cross-sectional samples was compared over a 24-year period. The target population was Finnish-speaking children born in 1981 (n = 1,038), 1991 (n = 1,035), 1997 (n = 1,030), and 2004 (n = 1,114) and living in selected school districts in the Turku University Hospital area in southwestern Finland. The participation rates varied from 84% (2005) to 95% (1989). Information about the children's psychiatric symptoms, bullying experience, and service use was obtained from parents and teachers using Rutter questionnaires. Child depression was measured using the Children's Depression Inventory (CDI). Parental reports showed that emotional (p < .001) and conduct (p = .001) problems among boys and emotional (p = .002) problems among girls decreased over the 24-year period. In teacher reports, there were no significant changes in hyperactivity, emotional, and conduct problems between 1989 and 2013. Girls' self-reported depression scores increased between 1989 and 2005, but leveled off in 2013. There were no significant decreases in bullying behavior between 2005 and 2013 despite the introduction of a nationwide school-based anti-bullying program in 2009. Mental health service use increased constantly during the study period: in 1989, 4.2% of boys and 0.9% of girls were in contact with services, and by 2013 this had risen to 15.1% and 6.1% (p < .001). No substantial increases in children's mental health problems were seen between 1989 and 2013. Service use increased constantly, indicating lower thresholds for seeking help. Bullying behavior is strongly related to mental health problems, and that is why school-based bullying interventions, including mental health perspectives, are needed. Copyright © 2016 American Academy of Child

Participant Perceptions on the Need for an Anti Bullying Program in Elementary School

ERIC Educational Resources Information Center

O'Connor, Jacqueline

2012-01-01

The phenomenon of bullying in K-12 school districts in the United States continues to undergo examination. The purpose of this study was to understand the issues of bullying from teacher and administrator perspectives and to describe components needed to build a quality program to prevent bullying. Research questions involved understanding…

Bullying and Attitudes Toward Masculinity in Croatian Schools: Behavioral and Emotional Characteristics of Students Who Bully Others.

PubMed

Gereš, Natko; Orpinas, Pamela; Rodin, Urelija; Štimac-Grbić, Danijela; Mujkić, Aida

2018-05-01

Prevention of bullying is paramount to creating a positive and welcoming school environment. This study compared the following characteristics reported by students who had perpetrated bullying in Croatian schools and those who did not: gender, type of school, family wealth, negative emotionality, behaviors that may compromise health, and endorsement of traditional masculinity. Within the framework of the "Croatian Adolescent Masculinity Study," second and third grade students of secondary schools (equivalent to tenth and eleventh grade in the United States) in the city of Zagreb ( N = 4,072) completed a cross-sectional, paper-and-pencil survey. Descriptive and logistic regression analyses were conducted separately for males and females to identify constructs associated with bullying perpetration. More males (12.7%) than females (5.8%) perpetrated bullying. Compared to students who did not report bullying others, significantly more students, who perpetrated bullying reported feeling sad or hopeless, having suicidal ideation, carrying a weapon, missing school because of feeling unsafe, drinking alcohol, getting inebriated, being victims of bullying, and endorsing traditional masculinity norms. The proportion of males reporting bullying others did not vary by type of school; females were more likely to perpetrate bullying in predominantly male and mixed-gender vocational schools. Bullying prevention interventions should address the complexity of problems associated with bullying others. Students who reported bullying others were more likely to participate in other harmful behaviors and have emotional problems. Endorsement of traditional masculinity norms should be further researched in other cultures and included in investigations of bullying perpetration, given its association with increased bullying among male and female students.

Understanding Risk-taking Behavior in Bullies, Victims, and Bully Victims Using Cognitive- and Emotion-Focused Approaches.

PubMed

Poon, Kean

2016-01-01

deliberation and risk modulation while Victims with high impulsivity, are more likely to place themselves in risky situations. Bully victims presented the combined pattern of the two pure groups and associated with the highest risk-taking propensity. Better picture of risk taking pattern associated with different groups was illustrated, allowing better matching for future prevention and intervention program for distinct bullying individuals.

Understanding Risk-taking Behavior in Bullies, Victims, and Bully Victims Using Cognitive- and Emotion-Focused Approaches

PubMed Central

Poon, Kean

2016-01-01

deliberation and risk modulation while Victims with high impulsivity, are more likely to place themselves in risky situations. Bully victims presented the combined pattern of the two pure groups and associated with the highest risk-taking propensity. Better picture of risk taking pattern associated with different groups was illustrated, allowing better matching for future prevention and intervention program for distinct bullying individuals. PMID:27965603

Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions

ERIC Educational Resources Information Center

Pearce, Natasha; Cross, Donna; Monks, Helen; Waters, Stacey; Falconer, Sarah

2011-01-01

In 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in…

The Assessment of School Bullying: Using Theory to Inform Practice

ERIC Educational Resources Information Center

Greif, Jennifer L.; Furlong, Michael J.

2006-01-01

This article examines the conceptual basis for and methods used to assess school bullying, including the core bullying behavior elements of repetition, intentionality, and power differential and instruments needed to foster comparability across studies and to improve the precision of intervention capacity. Common bully self-report procedures…

Interactive computer-based interventions for weight loss or weight maintenance in overweight or obese people

PubMed Central

Wieland, L. Susan; Falzon, Louise; Sciamanna, Chris N; Trudeau, Kimberlee J; Folse, Suzanne Brodney; Schwartz, Joseph E; Davidson, Karina W

2014-01-01

Background The World Health Organization (WHO) estimates that the number of obese or overweight individuals worldwide will increase to 1.5 billion by 2015. Chronic diseases associated with overweight or obesity include diabetes, heart disease, hypertension and stroke. Objectives To assess the effects of interactive computer-based interventions for weight loss or weight maintenance in overweight or obese people. Search methods We searched several electronic databases, including CENTRAL, MEDLINE, EMBASE, CINAHL, LILACS and PsycINFO, through 25 May 2011. We also searched clinical trials registries to identify studies. We scanned reference lists of included studies and relevant systematic reviews. Selection criteria Studies were included if they were randomized controlled trials or quasi-randomized controlled trials that evaluated interactive computer-based weight loss or weight maintenance programs in adults with overweight or obesity. We excluded trials if the duration of the intervention was less than four weeks or the loss to follow-up was greater than 20% overall. Data collection and analysis Two authors independently extracted study data and assessed risk of bias. Where interventions, control conditions, outcomes and time frames were similar between studies, we combined study data using meta-analysis. Main results We included 14 weight loss studies with a total of 2537 participants, and four weight maintenance studies with a total of 1603 participants. Treatment duration was between four weeks and 30 months. At six months, computer-based interventions led to greater weight loss than minimal interventions (mean difference (MD) −1.5 kg; 95% confidence interval (CI) −2.1 to −0.9; two trials) but less weight loss than in-person treatment (MD 2.1 kg; 95% CI 0.8 to 3.4; one trial). At six months, computer-based interventions were superior to a minimal control intervention in limiting weight regain (MD −0.7 kg; 95% CI −1.2 to −0.2; two trials), but not

Primary School Teachers and Parents Perception of Peer Bullying Among Children in Iran: A Qualitative Study.

PubMed

Salehi, Somaieh; Patel, Ahmed; Taghavi, Mona; Pooravari, Minoo

2016-09-01

The present study aimed to recognize bullying behavior in the students in Iran and analyze the perception of school teachers and parents in this regard. Several semi-structured interviews and observations were conducted with four teachers and eight parents of children involved in bully/victim problems and the analysis was interpreted through established comparative evaluation methods. Iranian teachers and the parents perceived bullying mainly as physical and verbal attacks with little understanding of the psychological factors. They emphasized that the underlying influence of religious beliefs should also be considered in the context of bullying among Iranian society due to the strict conformance applied by parents upon their child. Based on the outcomes of the study, it is recommended that the teachers participate in anti-bullying programs orientated to prevent bullying behaviors and develop strong supportive relationship with parents to reduce this behavior through personal contacts and interactive workshops.

The Problem of Bullying in Schools and the Promise of Positive Behaviour Supports

ERIC Educational Resources Information Center

Pugh, Roger; Chitiyo, Morgan

2012-01-01

Bullying in schools is recognised as a global problem. In the USA, school shootings and increasing school aggression focused research on the causes of bullying and interventions that could reduce or eliminate bullying behaviours. A variety of bullying programs have generated mixed results with some actually increasing bullying behaviours. There…

Bullying in Children Who Stutter: Speech-Language Pathologists' Perceptions and Intervention Strategies

ERIC Educational Resources Information Center

Blood, Gordon W.; Boyle, Michael P.; Blood, Ingrid M.; Nalesnik, Gina R.

2010-01-01

Bullying in school-age children is a global epidemic. School personnel play a critical role in eliminating this problem. The goals of this study were to examine speech-language pathologists' (SLPs) perceptions of bullying, endorsement of potential strategies for dealing with bullying, and associations among SLPs' responses and specific demographic…

Developing a Philosophy about Bullying and Sexual Harassment: Cognitive Coping Strategies among High School Students

ERIC Educational Resources Information Center

deLara, Ellen W.

2008-01-01

Bullying or harassment are a part of the everyday experience of many school children in the U.S. Bullying can take many forms and, while not acceptable, is considered almost inevitable. Despite exposure to various anti-bullying programs instituted in the schools, bullying persists and students must figure out how to deal with this phenomenon. This…

Developmental trajectories of bullying and associated factors.

PubMed

Pepler, Debra; Jiang, Depeng; Craig, Wendy; Connolly, Jennifer

2008-01-01

Trajectories in bullying through adolescence were studied along with individual, family, and peer relationship factors. At the outset, participants' ages ranged from 10 to 14; 74% identified as European Canadian with the remainder from diverse backgrounds. With 8 waves of data over 7 years, 871 students (466 girls and 405 boys) were studied to reveal 4 trajectories: 9.9% reported consistently high levels of bullying, 13.4% reported early moderate levels desisting to almost no bullying at the end of high school, 35.1% reported consistently moderate levels, and 41.6% almost never reported bullying. Students who bullied had elevated risks in individual, parent, and peer relationship domains. Risk profiles and trajectories provide direction for interventions to curtail the development of power and aggression in relationships.

Ecological Factors of Being Bullied Among Adolescents: a Classification and Regression Tree Approach

PubMed Central

Moon, Sung Seek; Kim, Heeyoung; Seay, Kristen; Small, Eusebius; Kim, Youn Kyoung

2015-01-01

Being bullied is a well-recognized trauma for adolescents. Bullying can best be understood through an ecological framework since bullying or being bullied involves risk factors at multiple contextual levels. The purpose of the study was to identify the risk and protective factors that best differentiate groups along with the outcome variable of interest (being bullied) using Classification and Regression Tree (CART) analysis. The study used the Health Behavior in School-Aged Children (HBSC) data collected from a nationally representative sample of students in grades six through ten during the 2005–2006 school years. This study identified that for adolescents 12 and younger, lower parental support is a critical risk factor associated with bullying and among those 13 to 14 with lower parent support, adolescent with higher academic pressure reported experiencing more bullying. For the older group of adolescents (aged 15 and older), school related factors were identified to increase the risk level of being bullied. There was a critical age (15 years old) for implementing victimization interventions to reduce the damage from being bullied. Service providers working with adolescents aged 14 and less should focus more on family-oriented intervention and those working with adolescents aged 15 and more should offer peer- or school-related interventions. PMID:27617043

Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?

ERIC Educational Resources Information Center

Salmivalli, Christina

2014-01-01

This article provides a view of school bullying as a group phenomenon and practical implications stemming from this approach. The motivation for bullying perpetration often relates to one's social standing in the group. Peer bystanders are typically present when bullying takes place, often providing the perpetrators with social rewards. The…

Examining Victimization, Bullying, Coping, and Students' Perceptions of Safety in an Urban Elementary School

ERIC Educational Resources Information Center

Andreuzzi-Kovalsky, Cathy

2014-01-01

Because of the negative psychological and emotional effects of bullying and its pervasive presence in schools, many states have passed antiharrassment, intimidation, and bullying (HIB) legislation. These laws mandate that all schools implement local antiHIB initiatives to prevent and educate stakeholders about bullying. The purpose of this study…

Initial Progress Toward Development of a Voice-Based Computer-Delivered Motivational Intervention for Heavy Drinking College Students: An Experimental Study

PubMed Central

Lechner, William J; MacGlashan, James; Wray, Tyler B; Littman, Michael L

2017-01-01

Background Computer-delivered interventions have been shown to be effective in reducing alcohol consumption in heavy drinking college students. However, these computer-delivered interventions rely on mouse, keyboard, or touchscreen responses for interactions between the users and the computer-delivered intervention. The principles of motivational interviewing suggest that in-person interventions may be effective, in part, because they encourage individuals to think through and speak aloud their motivations for changing a health behavior, which current computer-delivered interventions do not allow. Objective The objective of this study was to take the initial steps toward development of a voice-based computer-delivered intervention that can ask open-ended questions and respond appropriately to users’ verbal responses, more closely mirroring a human-delivered motivational intervention. Methods We developed (1) a voice-based computer-delivered intervention that was run by a human controller and that allowed participants to speak their responses to scripted prompts delivered by speech generation software and (2) a text-based computer-delivered intervention that relied on the mouse, keyboard, and computer screen for all interactions. We randomized 60 heavy drinking college students to interact with the voice-based computer-delivered intervention and 30 to interact with the text-based computer-delivered intervention and compared their ratings of the systems as well as their motivation to change drinking and their drinking behavior at 1-month follow-up. Results Participants reported that the voice-based computer-delivered intervention engaged positively with them in the session and delivered content in a manner consistent with motivational interviewing principles. At 1-month follow-up, participants in the voice-based computer-delivered intervention condition reported significant decreases in quantity, frequency, and problems associated with drinking, and increased

Socioeconomic Status and Bullying: A Meta-Analysis

PubMed Central

Wolke, Dieter

2014-01-01

We examined whether socioeconomic status (SES) could be used to identify which schools or children are at greatest risk of bullying, which can adversely affect children’s health and life. We conducted a review of published literature on school bullying and SES. We identified 28 studies that reported an association between roles in school bullying (victim, bully, and bully-victim) and measures of SES. Random effects models showed SES was weakly related to bullying roles. Adjusting for publication bias, victims (odds ratio [OR] = 1.40; 95% confidence interval [CI] = 1.24, 1.58) and bully-victims (OR = 1.54; 95% CI = 1.36, 1.74) were more likely to come from low socioeconomic households. Bullies (OR = 0.98; 95% CI = 0.97, 0.99) and victims (OR = 0.95; 95% CI = 0.94, 0.97) were slightly less likely to come from high socioeconomic backgrounds. SES provides little guidance for targeted intervention, and all schools and children, not just those with more socioeconomic deprivation, should be targeted to reduce the adverse effects of bullying. PMID:24825231

Bullying in Spanish secondary schools: gender-based differences.

PubMed

Carrera Fernández, María Victoria; Fernández, María Lameiras; Castro, Yolanda Rodríguez; Failde Garrido, José María; Otero, María Calado

2013-01-01

The aim of this study was to determine the prevalence of bullying in its various forms from the perspective of all of the individuals involved (victims, bullies, and witnesses) and to explore its distribution as a function of gender. The study had a correlational design and used a representative sample of 1500 Spanish students attending compulsory secondary education in the academic year 2007-2008. It applied an instrument measuring different types of bullying, taken from the studies conducted by Díaz-Aguado, Martínez, and Martín (2004) and the Defensor del Pueblo (Spanish Ombudsman's Office)-UNICEF (2007). The findings reveal that all the types of bullying considered take place at school and that there is an inverse relationship between the severity and the prevalence of bullying behaviors, with verbal abuse proving to be the most common type of abusive behavior. Boys are involved in all kinds of bullying incidents as bullies significantly more often than girls are, except in cases involving 'talking about someone behind their back'; in these situations, girls are involved significantly more often as bullies than boys are. As for victimization, boys are victims of direct physical abuse significantly more often than girls are, while girls are more often the subject of malicious gossip.

Is cyberbullying worse than traditional bullying? Examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying.

PubMed

Sticca, Fabio; Perren, Sonja

2013-05-01

Cyberbullying, a modern form of bullying performed using electronic forms of contact (e.g., SMS, MMS, Facebook, YouTube), has been considered as being worse than traditional bullying in its consequences for the victim. This difference was mainly attributed to some specific aspect that are believed to distinguish cyberbullying from traditional bullying: an increased potential for a large audience, an increased potential for anonymous bullying, lower levels of direct feedback, decreased time and space limits, and lower levels of supervision. The present studies investigated the relative importance of medium (traditional vs. cyber), publicity (public vs. private), and bully's anonymity (anonymous vs. not anonymous) for the perceived severity of hypothetical bullying scenarios among a sample of Swiss seventh- and eight-graders (study 1: 49% female, mean age = 13.7; study 2: 49% female, mean age = 14.2). Participants ranked a set of hypothetical bullying scenarios from the most severe one to the least severe one. The scenarios were experimentally manipulated based on the aspect of medium and publicity (study 1), and medium and anonymity (study 2). Results showed that public scenarios were perceived as worse than private ones, and that anonymous scenarios were perceived as worse than not anonymous ones. Cyber scenarios generally were perceived as worse than traditional ones, although effect sizes were found to be small. These results suggest that the role of medium is secondary to the role of publicity and anonymity when it comes to evaluating bullying severity. Therefore, cyberbullying is not a priori perceived as worse than traditional bullying. Implications of the results for cyberbullying prevention and intervention are discussed.

Childhood bullying as a risk for later depression and suicidal ideation among Finnish males.

PubMed

Klomek, Anat Brunstein; Sourander, Andre; Kumpulainen, Kirsti; Piha, Jorma; Tamminen, Tuula; Moilanen, Irma; Almqvist, Fredrik; Gould, Madelyn S

2008-07-01

Little is known about the predictive association between childhood bullying behavior with depression and suicidal ideation at age 18. The sample included 2348 boys born in 1981. Information about bullying was gathered at the age of 8 from self, parent and teacher's reports. Depression and suicidal ideation were assessed during the Finnish military call-up examination. Based on regression models, boys who were bullies frequently, but not merely sometimes, were more likely to be severely depressed and to report suicidal ideation compared to boys who were not bullies. When controlling for depression at age 8 the association between frequent bullying and severe depression was maintained but the association with suicidal ideation became non-significant. Boys who were only victimized were not more likely to be depressed or to report suicidal ideation at age 18. Boys who were frequently both bullies and victims were found to be at risk for later depression. Our finding can only be generalized to boys who were involved in bullying at elementary school age. Data at age 18 was based only on self-reports and the bullying/victimization questions were very general. Childhood bullying behavior is a risk factor for later depression. Screening and intervention for bullying behavior in the early school years is recommended to avoid subsequent internalizing problem in late adolescence.

What Do Parents Attribute the Cause of Bullying to? It Can Amplify or Buffer the Vicious Cycle of Bullying Perpetration and Victimization.

PubMed

Choi, Boungho; Park, Soowon

2018-05-01

The purpose of this study is to examine what do parents attribute the causes of bullying to and how the attributions of parents are related with their adolescents' experiences of bullying perpetration and bullying victimization in the subsequent year. The data were drawn from 3,293 Korean secondary students and their parents from the Seoul Education Longitudinal Study across two waves (seventh, eighth grades). The results revealed that 1,228 (37.3%) parents thought that bullying was caused by perpetrators' faults while 512 (15.5%) parents thought bullying was caused by victims' faults. The other 1,553 (47.2%) showed external attributions (e.g., peer, violent media). Adolescents' bullying perpetration and victimization interacted with parent's attribution in predicting later bullying perpetration and victimization. These results indicate that parent's attribution is a critical factor to understanding the alleviation or deterioration of bullying in adolescents. Intervention programs should be designed to concern parents' attribution as well as adolescents' prior bullying experiences.

Bullying in Schools: Perspectives on Understanding and Preventing an International Problem.

ERIC Educational Resources Information Center

Carney, Amy G.; Merrell, Kenneth W.

2001-01-01

Examines terminology, background, developmental aspects and myths about bullying. Discusses psychosocial characteristics of and implications for bullies and victims. Summarizes and reviews four bulling interventions in which the main findings indicate that everyone must shoulder the responsibility of putting an end to bullying behavior. (Contains…

Extracurricular Activities and Bullying Perpetration: Results from a Nationally Representative Sample

ERIC Educational Resources Information Center

Riese, Alison; Gjelsvik, Annie; Ranney, Megan L.

2015-01-01

Background: Bullying is a widespread problem for school-aged children and adolescents. Interventions to reduce bullying are not well disseminated. Extracurricular involvement is, however, common. This study aims to examine the relationship between parent-reported participation in extracurricular activities and bullying perpetration. Methods: Using…

Defending behaviors, bullying roles, and their associations with mental health in junior high school students: a population-based study.

PubMed

Wu, Wen-Chi; Luu, Shyuemeng; Luh, Dih-Ling

2016-10-10

Students should be encouraged to help prevent or stop bullying. However, defending victims of bullying can impact on mental health. It is not only bystanders who may defend victims, but bullies, victims and bully-victims can also have defending behaviors. Nevertheless, most studies of defending behaviors have been limited to an examination of the reactions of bystanders or those not involved in bullying and have ignored the other players. The aim of this study is to investigate the associations between defending behaviors and mental health among bullies, victims, bully-victims and bystanders. Associations among defending behaviors, mental health (including depressive symptoms and social anxiety), and bullying experiences were cross-sectionally examined in 3441 students (13-15 years old.) from 20 randomly selected junior high schools in Taiwan using a self-report questionnaire. SAS 9.3 Survey Analysis procedures were used to conduct descriptive analysis and multiple regression models. Defending behaviors were associated with bullying roles and were higher in victims than in bullies or bystanders. Defending behaviors were positively associated with social anxiety and depressive symptoms. After stratifying by bullying roles, defending behaviors were positively associated with social anxiety in bystanders, and were positively associated with depressive symptoms in victims and bystanders. However, defending behaviors were not significantly associated with mental health indicators in bullies. The associations between defending behaviors and mental health varied according to bullying roles. The results suggest that bystanders and victims experience more mental health effects than bullies. Intervention programs aimed at preventing bullying should focus on strategies that minimize social anxiety and depression in victims and bystanders, and urge students to help vulnerable peers during bullying events.

The Association between Adolescents' Beliefs in a Just World and Their Attitudes to Victims of Bullying

ERIC Educational Resources Information Center

Fox, Claire L.; Elder, Tracey; Gater, Josephine; Johnson, Elizabeth

2010-01-01

Background: Research which has investigated children's attitudes to bullying has found that the majority of children display anti-bullying attitudes. However, a small minority of children do appear to admire the bully and lack sympathy for victims of bullying. The just world belief theory has received a great deal of attention in recent years with…

Primary School Teachers and Parents Perception of Peer Bullying Among Children in Iran: A Qualitative Study

PubMed Central

Salehi, Somaieh; Patel, Ahmed; Taghavi, Mona; Pooravari, Minoo

2016-01-01

Objectives The present study aimed to recognize bullying behavior in the students in Iran and analyze the perception of school teachers and parents in this regard. Materials and Methods Several semi-structured interviews and observations were conducted with four teachers and eight parents of children involved in bully/victim problems and the analysis was interpreted through established comparative evaluation methods. Results Iranian teachers and the parents perceived bullying mainly as physical and verbal attacks with little understanding of the psychological factors. They emphasized that the underlying influence of religious beliefs should also be considered in the context of bullying among Iranian society due to the strict conformance applied by parents upon their child. Conclusions Based on the outcomes of the study, it is recommended that the teachers participate in anti-bullying programs orientated to prevent bullying behaviors and develop strong supportive relationship with parents to reduce this behavior through personal contacts and interactive workshops. PMID:27822274

Nursing curriculum and bullying: An integrative literature review.

PubMed

Sidhu, Sharan; Park, Tanya

2018-06-01

The purpose of this integrative review was to identify and synthesize key concepts that inform curriculum which increase nursing students' competence, skills and strategies when addressing bullying. Specifically, the authors sought to examine the concepts informing educational interventions, skills, and strategies, which addressed the bullying of nursing students. Integrative literature review. A search of the electronic databases CINAHL, MEDLINE, ERIC, PsycINFO, Proquest, and PubMed was conducted in January 2016 using search terms such as 'bully' 'nursing student' 'education' and 'curriculum'. Articles were screened for relevance and eligibility and extracted onto a table. Critical appraisal was conducted using multiple tools. Papers were analysed using constant comparison and concept mapping. 61 articles were included in the synthesis. Concepts identified included: empowerment, socialization, support, self-awareness, awareness about bullying, collaboration, communication, and self-efficacy. All concepts linked to empowerment. Social Cognitive Theory was used by many studies. Active teaching methods which gave students opportunities to practice skills were the most effective. Empowered nursing students have the potential to address bullying more effectively and competently. Empowerment of nursing students is a powerful concept that educators must consider when developing curriculum and educational interventions to address bullying. Copyright © 2018 Elsevier Ltd. All rights reserved.

Effects of the cyberbullying prevention program media heroes (Medienhelden) on traditional bullying.

PubMed

Chaux, Enrique; Velásquez, Ana María; Schultze-Krumbholz, Anja; Scheithauer, Herbert

2016-01-01

There is considerable debate over whether cyberbullying is just another form of bullying, or whether it is a problem distinct enough to require specific intervention. One way to explore this issue is to analyze whether programs designed to prevent traditional bullying help prevent cyberbullying, and whether programs designed to prevent cyberbullying prevent traditional bullying. The main goal of the current study was to analyze the spillover effects of the cyberbullying prevention program Media Heroes (Medienhelden) on traditional bullying. Media Heroes promotes empathy, knowledge of risks and consequences, and strategies that allow bystanders to defend victims from cyberbullying. Mixed ANOVAs were conducted comparing pretest and post-test (6 months after intervention) measures of 722 students (ages 11-17) assigned to a long (15 sessions) intervention, a short (1 day) intervention, and a control group. In addition to confirming the previously reported effects on cyberbullying, Media Heroes was found to reduce traditional bullying. Effects were larger for the long-version of the program than for the short 1-day version. No effects were found on victimization by either cyberbullying or traditional bullying. Strategies to complement traditional and cyberbullying prevention efforts are discussed. Aggr. Behav. 42:157-165, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Differences in predictors of traditional and cyber-bullying: a 2-year longitudinal study in Korean school children.

PubMed

Yang, Su-Jin; Stewart, Robert; Kim, Jae-Min; Kim, Sung-Wan; Shin, Il-Seon; Dewey, Michael E; Maskey, Sean; Yoon, Jin-Sang

2013-05-01

Traditional bullying has received considerable research but the emerging phenomenon of cyber-bullying much less so. Our study aims to investigate environmental and psychological factors associated with traditional and cyber-bullying. In a school-based 2-year prospective survey, information was collected on 1,344 children aged 10 including bullying behavior/experience, depression, anxiety, coping strategies, self-esteem, and psychopathology. Parents reported demographic data, general health, and attention-deficit hyperactivity disorder (ADHD) symptoms. These were investigated in relation to traditional and cyber-bullying perpetration and victimization at age 12. Male gender and depressive symptoms were associated with all types of bullying behavior and experience. Living with a single parent was associated with perpetration of traditional bullying while higher ADHD symptoms were associated with victimization from this. Lower academic achievement and lower self esteem were associated with cyber-bullying perpetration and victimization, and anxiety symptoms with cyber-bullying perpetration. After adjustment, previous bullying perpetration was associated with victimization from cyber-bullying but not other outcomes. Cyber-bullying has differences in predictors from traditional bullying and intervention programmes need to take these into consideration.

An Anti-Bullying Training Course for Adults

ERIC Educational Resources Information Center

Ridgeway, Richard

2012-01-01

Workplace bullying is a phenomenon that is currently affecting as many as 70% of the workforce in the United States (Lutgen-Sandvic & McDermott, 2011). This phenomenon decreases morale, increases turn-over, and could soon lead to massive and costly litigation. In response to this I have proposed a two hour training course meant to educate workers…

A Computer Based Education (CBE) Program for Middle School Mathematics Intervention

ERIC Educational Resources Information Center

Gulley, Bill

2009-01-01

A Computer Based Education (CBE) program for intervention mathematics was developed, used, and modified over a period of three years in a computer lab at an Arizona Title I middle school. The program is described along with a rationale for the need, design, and use of such a program. Data was collected in the third year and results of the program…

Initial Progress Toward Development of a Voice-Based Computer-Delivered Motivational Intervention for Heavy Drinking College Students: An Experimental Study.

PubMed

Kahler, Christopher W; Lechner, William J; MacGlashan, James; Wray, Tyler B; Littman, Michael L

2017-06-28

Computer-delivered interventions have been shown to be effective in reducing alcohol consumption in heavy drinking college students. However, these computer-delivered interventions rely on mouse, keyboard, or touchscreen responses for interactions between the users and the computer-delivered intervention. The principles of motivational interviewing suggest that in-person interventions may be effective, in part, because they encourage individuals to think through and speak aloud their motivations for changing a health behavior, which current computer-delivered interventions do not allow. The objective of this study was to take the initial steps toward development of a voice-based computer-delivered intervention that can ask open-ended questions and respond appropriately to users' verbal responses, more closely mirroring a human-delivered motivational intervention. We developed (1) a voice-based computer-delivered intervention that was run by a human controller and that allowed participants to speak their responses to scripted prompts delivered by speech generation software and (2) a text-based computer-delivered intervention that relied on the mouse, keyboard, and computer screen for all interactions. We randomized 60 heavy drinking college students to interact with the voice-based computer-delivered intervention and 30 to interact with the text-based computer-delivered intervention and compared their ratings of the systems as well as their motivation to change drinking and their drinking behavior at 1-month follow-up. Participants reported that the voice-based computer-delivered intervention engaged positively with them in the session and delivered content in a manner consistent with motivational interviewing principles. At 1-month follow-up, participants in the voice-based computer-delivered intervention condition reported significant decreases in quantity, frequency, and problems associated with drinking, and increased perceived importance of changing drinking

Peer-led Intervention Campaign against School Bullying: Who Considered It Useful, Who Benefited?

ERIC Educational Resources Information Center

Salmivalli, Christina

2001-01-01

Finnish seventh and eighth graders (n=196) were surveyed about an antibullying campaign involving peer counseling. Among girls self- and peer-reported bullying decreased and power attitudes increased. Boys showed a slight decrease in self-reported bullying but pro-bullying attitudes increased. (SK)

Examining childhood bullying and adolescent suicide: implications for school nurses.

PubMed

Cooper, Gregory D; Clements, Paul Thomas; Holt, Karyn E

2012-08-01

Adolescent suicide is a preventable tragedy yet is still the third leading cause of death in young people of age 10-24. Contrary to the idea that childhood bullying is a normal part of growing up or a rite of passage, it is now correlated with adolescent suicidality. An integrative review of the contemporary, extant literature was conducted to examine the following question: Are adolescents who have been involved in childhood bullying or cyberbullying as victim, offender, or victim/offender at greater risk for suicidality than those who have not. It is important to empower school nurses with current and evidence-based information regarding childhood bullying and examine empirical science and tools to effectively address the current serious problem of adolescent suicide risk assessment and intervention.

Definitions of School Bullying in Taiwan: A Comparison of Multiple Perspectives

ERIC Educational Resources Information Center

Cheng, Ying-Yao; Chen, Li-Ming; Ho, Hsiao-Chi; Cheng, Chih-Ling

2011-01-01

Investigating teachers' and students' different definitions of school bullying is important for necessary prevention and effective intervention. This study compared definitions of bullying from the perspectives of bystanders, bullies, victims, and educators. A total of 1,558 secondary educators and students in Taiwan participated in this research,…

Factors Affecting Jordanian School Adolescents' Experience of Being Bullied.

PubMed

Shaheen, Abeer M; Hammad, Sawsan; Haourani, Eman M; Nassar, Omayyah S

The purpose of this study was to identify the Jordanian school adolescents' experience of being bullied, and to examine its association with selected socio-demographic variables. This cross sectional descriptive study used multi-stages cluster sampling technique to recruit a sample of in-school adolescents in Jordan (N=436). The Personal Experiences Checklist was used to measure the experience of bullying. Descriptive statistics and parametric tests were used in the analysis. Relational-verbal bullying was the most common form of bullying while cyber bullying was the least common type. Male adolescents experienced bullying more than females. In addition, adolescents belonging to low-income families experienced bullying more than those from moderate-income families. Finally, being bullied was negatively correlated with academic performance of students. This study indicated that risk factors for bullying are multifaceted which necessitate the development of prevention and intervention strategies to combat bullying taking into consideration these factors. Schools should introduce environmental changes to discourage bullying and establish a policy with specific guidelines of what constitutes bullying behavior and expected disciplinary procedures. Staff training on information about the definition of bullying, current trends, and the effects of bullying is also recommended. Copyright © 2017 Elsevier Inc. All rights reserved.

Online and Offline Bullying of Autistic Youth: Anti-Bullying Strategies, Reporting, and Technological Solutions

ERIC Educational Resources Information Center

Robertson, Scott Michael

2013-01-01

This dissertation investigated cyber- and face-to-face bullying of autistic youth (aged 13-18). Autism represents a neurological-developmental disability that affects language and communication, socialization, sensory processing, motor coordination, and thinking around planning, self-regulation, and self-reflection. Prior studies indicate that…

Addressing Bullying and Cyber-Bullying Behaviors among Adolescents: A Participatory Action Approach

ERIC Educational Resources Information Center

Green-Forde, Claire

2013-01-01

Bullying has been recognized as a significant social issue and research has shown that bullying behaviors tend to increase during the middle school years. Research trends indicate that current attention given to bullying has been influenced by public outcry against a growing number of tragic school and community-based events involving youth, many…

The association between bullying and psychological health among senior high school students in Ghana, West Africa.

PubMed

Owusu, Andrew; Hart, Peter; Oliver, Brittney; Kang, Minsoo

2011-05-01

School-based bullying, a global challenge, negatively impacts the health and development of both victims and perpetrators. This study examined the relationship between bullying victimization and selected psychological variables among senior high school (SHS) students in Ghana, West Africa. This study utilized data from the 2008 Ghana Global School-based Student Health Survey (GSHS). Prevalence rates of being bullied (95% confidence intervals [CI]) were calculated by each demographic group, as well as each psychological variable. Multiple logistic regression was used to model the relationship of being bullied (physical/nonphysical) on the linear combination of demographic variables. A total of 7137 students participated in the 2008 GSHS with 40.1% reporting being bullied. Senior high school-level 1 (lowest grade) students were 3 (95% CI: 2.45-3.68) times more likely to be bullied compared with SHS level 3 (highest grade) students. Victims of bullying were significantly more likely to report negative psychological health compared with those who reported not being bullied. Odds ratios were as follows: signs of depression, 1.97 (95% CI: 1.75-2.21); suicide ideation, 1.72 (95% CI: 1.45-2.05); being so worried that it affects sleep, 2.10 (95% CI: 1.77-2.49); and loneliness, 1.82 (95% CI: 1.49-2.22). There was no significant difference in self-reports of negative psychological health when comparing students who experienced physical forms with those who were bullied in nonphysical ways. Bullying victimization is a major problem among SHS students. We recommend strengthening of existing proactive anti-bullying programs by taking into account the association between bullying and the psychological health of students. © 2011, American School Health Association.

Workplace bullying--what's it got to do with general practice?

PubMed

Askew, Deborah A; Schluter, Philip J; Dick, Marie-Louise

2013-04-01

Workplace bullying is repeated systematic, interpersonal abusive behaviours that negatively affect the targeted individual and the organisation in which they work. It is generally the result of actual or perceived power imbalances between perpetrator and victim, and includes behaviours that intimidate, offend, degrade or humiliate a worker. It is illegal, and bullied employees can take legal action against their employers for a breach of implied duty of trust and confidence. Despite this, workplace bullying occurs in many Australian workplaces, including Australian general practices. This article explores the issue of workplace bullying with particular reference to bullying within general practice and provides a framework for managing these situations. All general practices need organisation-wide anti-bullying policies that are endorsed by senior management, clearly define workplace bullying, and provide a safe procedure for reporting bullying behaviours. General practitioners should investigate whether workplace issues are a potential contributor to patients who present with depression and/or anxiety and assess the mental health of patients who do disclose that they are victims of workplace bullying, Importantly, the GP should reassure their patient that bullying is unacceptable and illegal, and that everyone has the right to a safe workplace free from violence, harassment and bullying. The time has come for all workplaces to acknowledge that workplace bullying is unacceptable and intolerable.

Protective Factors Against the Impact of School Bullying Perpetration and Victimization on Young Adult Externalizing and Internalizing Problems

PubMed Central

Hemphill, Sheryl A.; Tollit, Michelle; Herrenkohl, Todd I.

2014-01-01

School-based bullying perpetration and victimization is common worldwide and has profound impacts on student behavior and mental health. However, few studies have examined young adult outcomes of bullying perpetration or victimization. Research on factors that protect students who have bullied or been bullied is also lacking. This study examined young adult externalizing and internalizing problems (aged 18-19 years) and adolescent protective factors related to self-reported bullying perpetration and victimization among over 650 Victorians aged 16-17 years. Opportunities for prosocial involvement in the family lessened subsequent involvement in nonviolent antisocial behavior, as an outcome of prior bullying. High academic performance and having strategies to cope with stress reduced young adult depressive symptoms for participants who had been victims of bullying. The implications for bullying prevention and early intervention programs are discussed. PMID:25419190

Familiarity breeds support: speech-language pathologists' perceptions of bullying of students with autism spectrum disorders.

PubMed

Blood, Gordon W; Blood, Ingrid M; Coniglio, Amy D; Finke, Erinn H; Boyle, Michael P

2013-01-01

Children with autism spectrum disorders (ASD) are primary targets for bullies and victimization. Research shows school personnel may be uneducated about bullying and ways to intervene. Speech-language pathologists (SLPs) in schools often work with children with ASD and may have victims of bullying on their caseloads. These victims may feel most comfortable turning to SLPs for help during one-to-one treatment sessions to discuss these types of experiences. A nationwide survey mailed to 1000 school-based SLPs, using a vignette design technique, determined perceptions about intervention for bullying and use of specific strategies. Results revealed a majority of the SLPs (89%) responses were in "likely" or "very likely" to intervene categories for all types of bullying (physical, verbal, relational and cyber), regardless of whether the episode was observed or not. A factor analysis was conducted on a 14 item strategy scale for dealing with bullying for children with ASD. Three factors emerged, labeled "Report/Consult", "Educate the Victim", and Reassure the Victim". SLPs providing no services to children with ASD on their caseloads demonstrated significantly lower mean scores for the likelihood of intervention and using select strategies. SLPs may play an important role in reducing and/or eliminating bullying episodes in children with ASD. Readers will be able to (a) explain four different types of bullying, (b) describe the important role of school personnel in reducing and eliminating bullying, (c) describe the perceptions and strategies selected by SLPs to deal with bullying episodes for students with ASD, and (d) outline the potential role of SLPs in assisting students with ASD who are victimized. Copyright © 2013 Elsevier Inc. All rights reserved.

Revisiting the Whole-School Approach to Bullying: Really Looking at the Whole School

ERIC Educational Resources Information Center

Richard, Jacques F.; Schneider, Barry H.; Mallet, Pascal

2012-01-01

The whole-school approach to bullying prevention is predicated on the assumption that bullying is a systemic problem, and, by implication, that intervention must be directed at the entire school context rather than just at individual bullies and victims. Unfortunately, recent meta-analyses that have looked at various bullying programs from many…

Ignoring it doesn't make it stop: adolescents, appearance, and bullying.

PubMed

Lovegrove, Emily; Rumsey, Nichola

2005-01-01

To investigate levels of appearance-related concern in a normative population of adolescents. Action research methodology was used to help adolescents develop a questionnaire that elicited peer views on appearance (Part 1) and to further develop the Changing Faces psychosocial strategies for dealing with appearance-related bullying (Part 2). Adolescents aged 11-19.5 years were involved in the development of a questionnaire on the extent and nature of appearance-related concerns: 36 in development of antibullying strategies and 210 in an intervention. Part 3 of the project was an intervention that included information on the importance of appearance in human interactions as well as learning and practicing eight nonconfrontational coping strategies. The questionnaires developed by the adolescents, in addition to Rosenberg's Self-Esteem Questionnaire for Adolescents, were used preintervention, postintervention, and at 6 months postintervention. Of 11-13 year olds questioned, 75% cited teasing or bullying about their appearance as causing considerable distress. Concerns were compounded by a perceived lack of effective coping strategies. At 6 months postintervention, perceived levels of bullying had decreased by almost two-thirds, and there were significant improvements in global self-esteem, confidence to tackle teasing and bullying, and confidence with disfigurement issues. A nonintervention comparison group showed no such improvements. Offering young people social skills to cope with teasing or bullying about appearance may substantially reduce general bullying as well as that specifically targeted at disfigured individuals. Involving young people in the design of an intervention to be used with them may be crucial to the intervention's eventual success, and strategies learned to cope with appearance-related bullying are easily adaptable for use in other types of confrontation.

Extracurricular Activities and Bullying Perpetration: Results From a Nationally Representative Sample.

PubMed

Riese, Alison; Gjelsvik, Annie; Ranney, Megan L

2015-08-01

Bullying is a widespread problem for school-aged children and adolescents. Interventions to reduce bullying are not well disseminated. Extracurricular involvement is, however, common. This study aims to examine the relationship between parent-reported participation in extracurricular activities and bullying perpetration. Using the 2011 National Survey of Children's Health, 62,215 interviews with parents of children 6 to 17 were analyzed. Extracurricular categories of sports only, sports + nonsport, nonsport only, and no activities were based on parental response to questions regarding sport teams/lessons, clubs, and organizations. Bullying was derived from report of the child "bullying or being cruel/mean to others." Weighted bivariate analyses, logistic regression, and sex/race/ethnicity/age stratified analyses were conducted. Eighty percent of children participated in extracurricular activities: 8% sports, 48% sports + nonsports, and 24% nonsports. Bullying perpetration was reported in 15% of the sample. Compared with those not participating in extracurricular activities, the odds of bullying were significantly lower for children who participated in sports + nonsports (Adjusted odds ratio (AOR) 0.67, 95% confidence interval [CI] 0.57-0.79) and nonsport only (AOR 0.82, 95% CI 0.70-0.97). Stratified analyses showed attenuated effects of extracurricular activities for boys and for Hispanics. Children who participate in a variety of extracurricular activities exhibit the least frequent bullying perpetration. © 2015, American School Health Association.

Small-Scale Bullying Prevention Discussion Video for Classrooms: A Preliminary Evaluation

ERIC Educational Resources Information Center

Migliaccio, Todd; Raskauskas, Juliana

2013-01-01

Bullying has been shown to be negatively related to both academic performance and attendance among students. The present study examined a small-scale bullying intervention using a video-discussion model. Eighty-one students in grades 4 through 6 completed pre- and posttests examining gains in knowledge of bullying and responses to it. Results…

The Prevalence and Psychopathological Correlates of Sibling Bullying in Children with and without Autism Spectrum Disorder.

PubMed

Toseeb, Umar; McChesney, Gillian; Wolke, Dieter

2018-07-01

Using data from a prospective population based study, the prevalence and psychopathological correlates of sibling bullying in children with and without autism spectrum disorder (ASD) were estimated. There were 475 children with ASD and 13,702 children without ASD aged 11 years. Children with ASD were more likely to be bullied by their siblings compared to those without ASD. They were also more likely than those without ASD to both bully and be bullied by their siblings, which was associated with lower prosocial skills as well as more internalizing and externalizing problems compared to those not involved in any sibling bullying. Interventions to improve social and emotional outcomes in children with ASD should focus on both the affected and the unaffected sibling.

Teachers: A Critical but Overlooked Component of Bullying Prevention and Intervention

ERIC Educational Resources Information Center

Yoon, Jina; Bauman, Sheri

2014-01-01

To complete this special issue on theoretical bases for antibullying efforts in schools, we focus in this article on the importance of teachers and other educators in the ecology of schools. First, we present evidence that teachers are not perceived to be effective at intervening when bullying occurs. Then, using a social motivational lens, we…

Suicide ideation and attempts and bullying in children and adolescents: psychiatric and general population samples.

PubMed

Mayes, Susan Dickerson; Baweja, Raman; Calhoun, Susan L; Syed, Ehsan; Mahr, Fauzia; Siddiqui, Farhat

2014-01-01

Studies of the relationship between bullying and suicide behavior yield mixed results. This is the first study comparing frequencies of suicide behavior in four bullying groups (bully, victim, bully/victim, and neither) in two large psychiatric and community samples of young children and adolescents. Maternal ratings of bullying and suicide ideation and attempts were analyzed for 1,291 children with psychiatric disorders and 658 children in the general population 6-18 years old. For both the psychiatric and community samples, suicide ideation and attempt scores for bully/victims were significantly higher than for victims only and for neither bullies nor victims. Differences between victims only and neither victims nor bullies were nonsignificant. Controlling for sadness and conduct problems, suicide behavior did not differ between the four bullying groups. All children with suicide attempts had a comorbid psychiatric disorder, as did all but two children with suicide ideation. Although the contribution of bullying per se to suicide behavior independent of sadness and conduct problems is small, bullying has obvious negative psychological consequences that make intervention imperative. Interventions need to focus on the psychopathology associated with being a victim and/or perpetrator of bullying in order to reduce suicide behavior.

Bully Proofing Your School: Creating a Positive Climate.

ERIC Educational Resources Information Center

Garrity, Carla; And Others

1997-01-01

This article identifies the components of school programs necessary for preventing physical or emotional "bullying." The need for a systems approach that places power with the "caring majority" and encourages the assertive use of prosocial interventions is stressed, along with the importance of training all school staff and non-bullying students.…

Peer bullying in a pre-registration student nursing population.

PubMed

Cooper, Brenda; Curzio, Joan

2012-11-01

Peer bullying is a major problem in schools and workplaces including the National Health Service. Although there are a few published studies exploring the incidence of peer bullying among university students, none is specific to pre-registration nursing students. Nursing programmes are delivered across two campuses of the university however students registered at individual campuses do not mix which makes the experiences of each campus individual. The aim of this study was to explore the incidence and manifestation of peer bullying amongst pre-registration nursing students in the university setting. The study describes the reported incidence of the three types of peer bullying behaviour: physical, verbal and non-verbal bullying. Participants in their final year of adult nurse education were asked to explore their perceptions of peer bullying, the frequency of witnessed or experienced behaviour and the location of where this behaviour occurred on the university campuses via a quantitative questionnaire. In total 190 students were surveyed with 156 (82%) responding. Participants reported peer bullying is experienced by student nurses on university premises and that academic members of staff are sometimes present when this behaviour is demonstrated. Reported levels of bullying decreased during their 2nd and 3rd years of the course compared to the foundation year. This decrease may have been in response to the university's strong anti-bullying stance. Copyright © 2011 Elsevier Ltd. All rights reserved.

Bullying and Violence in Schools: What Teachers Should Know and Do

ERIC Educational Resources Information Center

Piotrowski, Debra; Hoot, James

2008-01-01

Bullying should not be considered a "normal" stage of child development. Rather, it should be seen as a precursor for more serious violent behaviors that necessitate immediate and appropriate intervention by a caring adult. Those who bully are four times more likely than non-bullies to be convicted of a serious crime by age 24 (Center for the…

Survival of the Fittest and the Sexiest: Evolutionary Origins of Adolescent Bullying.

PubMed

Koh, Jun-Bin; Wong, Jennifer S

2015-07-09

The central idea of evolutionary psychology theory (EPT) is that species evolve to carry or exhibit certain traits/behaviors because these characteristics increase their ability to survive and reproduce. Proponents of EPT propose that bullying emerges from evolutionary development, providing an adaptive edge for gaining better sexual opportunities and physical protection, and promoting mental health. This study examines adolescent bullying behaviors via the lens of EPT. Questionnaires were administered to 135 adolescents, ages 13 to 16, from one secondary school in metro Vancouver, British Columbia. Participants were categorized into one of four groups (bullies, victims, bully/victims, or bystanders) according to their involvement in bullying interactions as measured by the Olweus Bully/Victim Questionnaire. Four dependent variables were examined: depression, self-esteem, social status, and social anxiety. Results indicate that bullies had the most positive scores on mental health measures and held the highest social rank in the school environment, with significant differences limited to comparisons between bullies and bully/victims. These results lend support to the hypothesis that youth bullying is derived from evolutionary development. Implications for approaching anti-bullying strategies in schools and directions for future studies are discussed. © The Author(s) 2015.

High school students' experiences of bullying and victimization and the association with school health center use.

PubMed

Lewis, Catherine; Deardorff, Julianna; Lahiff, Maureen; Soleimanpour, Samira; Sakashita, Kimi; Brindis, Claire D

2015-05-01

Bullying and victimization are ongoing concerns in schools. School health centers (SHCs) are well situated to support affected students because they provide crisis intervention, mental health care, and broader interventions to improve school climate. This study examined the association between urban adolescents' experiences of school-based bullying and victimization and their use of SHCs. Data was analyzed from 2063 high school students in 5 Northern California school districts using the 2009-2010 California Healthy Kids Survey. Chi-square tests and multivariate logistic regression were used to measure associations. Students who were bullied or victimized at school had significantly higher odds of using the SHCs compared with students who were not, and were also significantly more likely to report confidentiality concerns. The magnitude of associations was largest for Asian/Pacific Islander students, though this was likely due to greater statistical power. African American students reported victimization experiences at approximately the same rate as their peers, but were significantly less likely to indicate they experienced bullying. Findings suggest that SHCs may be an important place to address bullying and victimization at school, but confidentiality concerns are barriers that may be more common among bullied and victimized youth. © 2015, American School Health Association.

Bullying and Agency: Definition, Intervention and Ethics

ERIC Educational Resources Information Center

Sercombe, Howard; Donnelly, Brian

2013-01-01

Respect"me" is a human rights organisation working to reduce the impact of bullying in Scotland. In this work, some useful conceptual and practice frameworks have emerged, distinguishing between aggression, as legitimate, if sometimes unpleasant, dominance behaviour and violence, which is unethical action involving the intent to harm.…

Creating the Cougar Watch: Learning to Be Proactive against Bullying in Schools

ERIC Educational Resources Information Center

Smith, Robert W.; Smith, Kayce

2014-01-01

Despite reticence from the central office, strong middle level teacher leaders worked together to develop an effective anti-bullying program that addresses a significant need for safety and inclusion for all middle school students. This article describes how one teacher's concerns changed her school's attitude with regard to bullying from assuming…

Qualitative Evaluation of a Role Play Bullying Simulation.

PubMed

Gillespie, Gordon L; Brown, Kathryn; Grubb, Paula; Shay, Amy; Montoya, Karen

Bullying against nurses is becoming a pervasive problem. In this article, a role play simulation designed for undergraduate nursing students is described. In addition, the evaluation findings from a subsample of students who participated in a role play simulation addressing bullying behaviors are reported. Focus group sessions were completed with a subset of eight students who participated in the intervention. Sessions were audiorecorded, transcribed verbatim, and analyzed using Colaizzi's procedural steps for qualitative analysis. Themes derived from the data were "The Experience of Being Bullied", "Implementation of the Program", "Desired Outcome of the Program", and "Context of Bullying in the Nursing Profession". Role play simulation was an effective and active learning strategy to diffuse education on bullying in nursing practice. Bullying in nursing was identified as a problem worthy of incorporation into the undergraduate nursing curriculum. To further enhance the learning experience with role play simulation, adequate briefing instructions, opportunity to opt out of the role play, and comprehensive debriefing are essential.

Cyber Bullying and Traditional Bullying: Differential Association with Depression

PubMed Central

Wang, Jing; Nansel, Tonja R.; Iannotti, Ronald J.

2010-01-01

Purpose The study compared levels of depression among bullies, victims and bully-victims of traditional (physical, verbal and relational) and cyber bullying, and examined the association between depression and frequency of involvement in each form of bullying. Methods A U.S. nationally-representative sample of students in grades 6 to 10 (N = 7313) completed the bullying and depression items in the Health Behavior in School-Aged Children (HBSC) 2005 Survey. Results Depression was associated with each of four forms of bullying. Cyber victims reported higher depression than bullies or bully-victims, a finding not observed in other forms of bullying. For physical, verbal and relational bullies, victims and bully victims, the frequently-involved group reported significantly higher level of depression than the corresponding occasionally-involved group. For cyber bullying, differences were found only between occasional and frequent victims. Conclusion Findings indicate the importance of further study of cyber bullying as its association with depression is distinct from traditional forms of bullying. PMID:21402273

School-Based Interventions Going Beyond Health Education to Promote Adolescent Health: Systematic Review of Reviews.

PubMed

Shackleton, Nichola; Jamal, Farah; Viner, Russell M; Dickson, Kelly; Patton, George; Bonell, Christopher

2016-04-01

Health education in school classrooms can be effective in promoting sexual health and preventing violence and substance use but effects are patchy and often short term. Classroom education is also challenging because of schools' increasing focus on academic-performance metrics. Other school-based approaches are possible, such as healthy school policies, improving how schools respond to bullying, and parent outreach, which go beyond health education to address broader health determinants. Existing systematic reviews include such interventions but often alongside traditional health education. There is scope for a systematic review of reviews to assess and synthesize evidence across existing reviews to develop an overview of the potential of alternative school-based approaches. We searched 12 databases to identify reviews published after 1980. Data were reviewed by two researchers. Quality was assessed using a modified Assessing the Methodological Quality of Systematic Reviews checklist and results were synthesized narratively. We screened 7,544 unique references and included 22 reviews. Our syntheses suggest that multicomponent school-based interventions, for example, including school policy changes, parent involvement, and work with local communities, are effective for promoting sexual health and preventing bullying and smoking. There is less evidence that such intervention can reduce alcohol and drug use. Economic incentives to keep girls in school can reduce teenage pregnancies. School clinics can promote smoking cessation. There is little evidence that, on their own, sexual-health clinics, antismoking policies, and various approaches targeting at-risk students are effective. There is good evidence that various whole-school health interventions are effective in preventing teenage pregnancy, smoking, and bullying. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students

ERIC Educational Resources Information Center

Hall, William J.; Chapman, Mimi V.

2018-01-01

Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study…

Seeing Students Squirm: Nursing Students’ Experiences of Bullying Behaviors During Clinical Rotations

PubMed Central

Smith, Carolyn R.; Gillespie, Gordon Lee; Brown, Kathryn C.; Grubb, Paula L.

2016-01-01

Background Bullying remains a troubling problem in the nursing profession. Nursing students may encounter bullying behavior in clinical settings. However nursing students may not be adequately prepared to recognize and handle bullying behavior when it occurs. The purpose of this study was to gain greater understanding of nursing students’ experiences of bullying behaviors in the clinical setting. Method Using a descriptive qualitative approach, eight focus groups were held with 56 undergraduate baccalaureate nursing students from four college campuses. Focus group data were coded and analyzed for themes. Results Four categories of themes were identified: bullying behaviors, rationale for bullying, response to bullying, and recommendations to address bullying. Each category and its corresponding themes are presented. Conclusion Interventions for nurse educators to address bullying of nursing students in clinical settings are presented. PMID:27560118

Adolescent predictors of young adult cyber-bullying perpetration and victimization among Australian youth

PubMed Central

Hemphill, Sheryl A.; Heerde, Jessica A.

2014-01-01

Purpose The purpose of the current paper was to examine the adolescent risk and protective factors (at the individual, peer group, and family level) for young adult cyber-bullying perpetration and victimization. Methods Data from 2006 (Grade 9) to 2010 (young adulthood) were analyzed from a community sample of 927 Victorian students originally recruited as a state-wide representative sample in Grade 5 (age 10–11 years) in 2002 and followed up to age 18–19 years in 2010 (N = 809). Participants completed a self-report survey on adolescent risk and protective factors and traditional and cyber-bullying perpetration and victimization, and young adult cyber-bullying perpetration and victimization. Results As young adults, 5.1% self-reported cyber-bullying perpetration only, 5.0% cyber-bullying victimization only, and 9.5% reported both cyber-bullying perpetration and victimization. In fully adjusted logistic regression analyses, the adolescent predictors of cyber-bullying perpetration only were traditional bullying perpetration, traditional bullying perpetration and victimization, and poor family management. For young adulthood cyber-bullying victimization only, the adolescent predictor was emotion control. The adolescent predictors for young adult cyber-bullying perpetration and victimization were traditional bullying perpetration and cyber-bullying perpetration and victimization. Conclusions Based on the results of this study, possible targets for prevention and early intervention are reducing adolescent involvement in (traditional or cyber-) bullying through the development of social skills and conflict resolution skills. In addition, another important prevention target is to support families with adolescents to ensure they set clear rules and monitor adolescent’s behavior. Universal programs that assist adolescents to develop skills in emotion control are warranted. PMID:24939014

Internet and computer based interventions for cannabis use: a meta-analysis.

PubMed

Tait, Robert J; Spijkerman, Renske; Riper, Heleen

2013-12-01

Worldwide, cannabis is the most prevalently used illegal drug and creates demand for prevention and treatment services that cannot be fulfilled using conventional approaches. Computer and Internet-based interventions may have the potential to meet this need. Therefore, we systematically reviewed the literature and conducted a meta-analysis on the effectiveness of this approach in reducing the frequency of cannabis use. We systematically searched online databases (Medline, PubMed, PsychINFO, Embase) for eligible studies and conducted a meta-analysis. Studies had to use a randomized design, be delivered either via the Internet or computer and report separate outcomes for cannabis use. The principal outcome measure was the frequency of cannabis use. Data were extracted from 10 studies and the meta-analysis involved 10 comparisons with 4,125 participants. The overall effect size was small but significant, g=0.16 (95% confidence interval (CI) 0.09-0.22, P<0.001) at post-treatment. Subgroup analyses did not reveal significant subgroup differences for key factors including type of analysis (intention-to-treat, completers only), type of control (active, waitlist), age group (11-16, 17+ years), gender composition (female only, mixed), type of intervention (prevention, 'treatment'), guided versus unguided programs, mode of delivery (Internet, computer), individual versus family dyad and venue (home, research setting). Also, no significant moderation effects were found for number of sessions and time to follow-up. Finally, there was no evidence of publication bias. Internet and computer interventions appear to be effective in reducing cannabis use in the short-term albeit based on data from few studies and across diverse samples. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Using Student Voice to Respond to Middle School Bullying: A Student Leadership Approach

ERIC Educational Resources Information Center

Shriberg, David; Brooks, Keeshawna; Jenkins, Kisha; Immen, Jennifer; Sutter, Caroline; Cronin, Karen

2017-01-01

Bullying prevention and intervention are ongoing challenges for all educators, school psychologists included. A lack of research exists regarding the potential role of middle school students as direct actors in bullying prevention and intervention. This article describes a novel student leadership group for seventh graders in which the primary…

[Tuitional-based promotion of social competencies and prevention of bullying in adolescence--the fairplayer.manual: results of a pilot evaluation study].

PubMed

Scheithauer, Herbert; Bull, Heike Dele

2010-01-01

The fairplayer.manual (Scheithauer u. Bull, 2008), a manualized, tuitional-based preventive intervention programme to facilitate social competence and prevent school bullying consists of at least 15 to 17 consecutive, ninety-minute-lessons using cognitive-behavioural methods (e. g. role plays, model-learning, social reinforcement, behaviour-feedback) and moral dilemma discussions amongst others. We present results from a pilot evaluation study with 138 students (between 13 and 21 years of age, from comprehensive and vocational school) and their teachers. Students and teachers were administered structured questionnaires considering e. g. the occurrence of bullying, prosocial behavior and student's empathy as well as legitimation of violence. For 113 students we obtained data for the two measurement points (pre-post). Due to a high attrition rate information of an initially recruited control group could not be considered. Results indicated partially impressive positive changes concerning the total number of bullies and victims as well as prosocial behavior. Results concerning legitimation of violence and empathy differed for classes according to treatment integrity.

Substance Use among Adolescents Involved in Bullying: A Cross-Sectional Multilevel Study.

PubMed

Gaete, Jorge; Tornero, Bernardita; Valenzuela, Daniela; Rojas-Barahona, Cristian A; Salmivalli, Christina; Valenzuela, Eduardo; Araya, Ricardo

2017-01-01

Being involved in bullying as a victim or perpetrator could have deleterious health consequences. Even though there is some evidence that bullies and victims of bullying have a higher risk for drug use, less is known about bystanders. The aim of this research was to study the association between bullying experience (as victims, bullies, or bystanders) and substance use. We gathered complete information from a nationally representative sample of 36,687 students (51.4% female) attending 756 schools in Chile. We used a self-reported questionnaire which was developed based on similar instruments used elsewhere. This questionnaire was piloted and presented to an expert panel for approval. We used multilevel multivariate logistic regression analyses, controlling for several variables at the individual (e.g., school membership, parental monitoring) and school levels (e.g., school type, school denomination). This study shows that bullies and bully-victims have a high risk for cigarette, alcohol, and cannabis use than bystanders. This is one of the few studies exploring the association between witnessing bullying and substance use. These findings add new insights to the study of the co-occurrence of bullying and substance use. Other factors, such as higher academic performance, stronger school membership, and better parental monitoring reduced the risk of any substance use, while the experience of domestic violence and the perception of social disorganization in the neighborhood, increased the risk. These findings may help the design of preventive interventions.

Substance Use among Adolescents Involved in Bullying: A Cross-Sectional Multilevel Study

PubMed Central

Gaete, Jorge; Tornero, Bernardita; Valenzuela, Daniela; Rojas-Barahona, Cristian A.; Salmivalli, Christina; Valenzuela, Eduardo; Araya, Ricardo

2017-01-01

Being involved in bullying as a victim or perpetrator could have deleterious health consequences. Even though there is some evidence that bullies and victims of bullying have a higher risk for drug use, less is known about bystanders. The aim of this research was to study the association between bullying experience (as victims, bullies, or bystanders) and substance use. We gathered complete information from a nationally representative sample of 36,687 students (51.4% female) attending 756 schools in Chile. We used a self-reported questionnaire which was developed based on similar instruments used elsewhere. This questionnaire was piloted and presented to an expert panel for approval. We used multilevel multivariate logistic regression analyses, controlling for several variables at the individual (e.g., school membership, parental monitoring) and school levels (e.g., school type, school denomination). This study shows that bullies and bully-victims have a high risk for cigarette, alcohol, and cannabis use than bystanders. This is one of the few studies exploring the association between witnessing bullying and substance use. These findings add new insights to the study of the co-occurrence of bullying and substance use. Other factors, such as higher academic performance, stronger school membership, and better parental monitoring reduced the risk of any substance use, while the experience of domestic violence and the perception of social disorganization in the neighborhood, increased the risk. These findings may help the design of preventive interventions. PMID:28701974

Childhood Bullying: A Review of Constructs, Contexts, and Nursing Implications

PubMed Central

Liu, Jianghong; Graves, Nicola

2011-01-01

Bullying among children as a pervasive problem has been increasingly recognized as an important public health issue. However, while much attention has been given to understanding the impact of bullying on victims, it is equally important to examine predictors of bullying and potential outcomes for bullies themselves. The current literature on bullying lacks consensus on a utilizable definition of bullying in research, which can vary by theoretical framework. In an attempt to bridge the gaps in the literature, this paper will provide a review of the state of the science on bullying among children, including the major theoretical constructs of bullying and their respective viewpoints on predictors and correlates of bullying. A secondary aim for this paper is to summarize empirical evidence for predictors of bullying and victimization, which can provide strategies for intervention and prevention by public health nursing professionals. By calling attention to the variability in the bullying literature and the limitations of current evidence available, researchers can better address methodological gaps and effectively move toward developing studies to inform nursing treatment programs and enhance public health initiatives that reduce violence in school settings. PMID:22092466

Bully, bullied and abused. Associations between violence at home and bullying in childhood.

PubMed

Lucas, Steven; Jernbro, Carolina; Tindberg, Ylva; Janson, Staffan

2016-02-01

The aim was to examine experiences of bullying among Swedish adolescents and whether victims and perpetrators were also exposed to violence in the home, with particular focus on how abuse severity affected the risk of exposure to bullying. A nationally representative sample of pupils aged 14-15 responded to a questionnaire exploring exposure to corporal punishment and other types of violence. Results were analysed using Pearson's chi-square and multiple logistic regression, adjusting for factors regarding the child, the parents and the families' socioeconomic status. Among the 3197 respondents, a significant proportion reported at least one incident of either bullying victimisation (girls 36%, boys 26%) or bullying perpetration (girls 24%, boys 36%). Physical and emotional violence in the home, including witnessed intimate partner violence, were significantly associated with both bullying victimisation and bullying perpetration. Odds ratios for exposure to bullying rose with increasing frequency and severity of abuse. Adjusted odds ratios ranged from 1.6 for any event of abuse vs. single episodes of bullying to 20.3 for multiple types of abuse vs. many episodes of bullying. The child's gender and the presence of a chronic health condition were consistently associated with nearly all levels of abuse and bullying. Bullying experiences are common among youth and are clearly associated with abuse. Frequent bullying, whether as victim or perpetrator, warrants particular vigilance, as it appears to be an indicator of severe violence in the home. © 2015 the Nordic Societies of Public Health.

Evaluating the genetic susceptibility to peer reported bullying behaviors.

PubMed

Musci, Rashelle J; Bettencourt, Amie F; Sisto, Danielle; Maher, Brion; Uhl, George; Ialongo, Nicholas; Bradshaw, Catherine P

2018-05-01

Bullying is a significant public health concern with lasting impacts on youth. Although environmental risk factors for bullying have been well-characterized, genetic influences on bullying are not well understood. This study explored the role of genetics on early childhood bullying behavior. Participants were 561 children who participated in a longitudinal randomized control trial of a preventive intervention beginning in first grade who were present for the first grade peer nominations used to measure early childhood bullying and who provided genetic data during the age 19-21 year follow-up in the form of blood or saliva. Measures included a polygenic risk score (PRS) derived from a conduct disorder genome wide association study. Latent profile analysis identified three profiles of bullying behaviors during early childhood. Results suggest that the PRS was significantly associated with class membership, with individuals in the moderate bully-victim profile having the highest levels of the PRS and those in the high bully-victim profile having the lowest levels. This line of research has important implications for understanding genetic vulnerability to bullying in early childhood. Copyright © 2018 Elsevier B.V. All rights reserved.

The reported effects of bullying on burn-surviving children.

PubMed

Rimmer, Ruth B; Foster, Kevin N; Bay, Curtis R; Floros, Jim; Rutter, Cindy; Bosch, Jim; Wadsworth, Michelle M; Caruso, Daniel M

2007-01-01

There is a trend of increasing childhood aggression in America, which has been tied to bullying. Although there is growing research concerning bullying in the general pediatric population, there are limited data on bullying and its effects on children with disfigurements and physical limitations. This study was conducted to assess burned children's experience with bullying. A pretest was administered regarding experience with bullying and teasing. A curriculum regarding bullying, which incorporated the Harry Potter and the Sorcerer's Stone movie, was presented. After reviewing bullying depicted in the film and participating in a class regarding bullying, children were invited to complete a survey regarding their experience with bullying. A total of 61% of these children reported being bullied at school; 25% reported experiencing headaches or stomachaches due to bullying, and 12% reported staying home from school. Nearly 25% reported bullying as a big problem. Of those with visible scars (55%), a full 68% reported bullying as a problem, versus 54% with hidden scars (P < .05). However, those with visible scars were no more likely to tell an adult (54%) than those without (56%). Children were much more willing to disclose personal bullying experiences after participating in the class (57%) than before (45%) (P < .01). This study revealed that bullying impacts many burn-injured children and has negative effects on their physical and mental well-being. Many children (with visible or hidden scars) did not seek adult intervention for the problem. Participation in a bullying course appears to give children a forum that increases their willingness to disclose personal bullying experiences and can provide them with prevention information and a safe place to seek help.

Bullying in schoolchildren - its relationship to dental appearance and psychosocial implications: an update for GDPs.

PubMed

Seehra, J; Newton, J T; DiBiase, A T

2011-05-14

Bullying in school-aged children is a global phenomenon. The effects of bullying can be both short- and long-term, resulting in both physiological and psychological symptoms. It is likely that dental care professionals will encounter children who are subjected to bullying. The aim of this narrative review is to discuss the incidence of bullying, the types of bullying, the effects of bullying and the interventions aimed at combating bullying in schoolchildren. The role of dentofacial aesthetics and the relationship of bullying and the presence of a malocclusion are also discussed.

Transitions between subclasses of bullying and victimization when entering middle school.

PubMed

Williford, Anne; Boulton, Aaron J; Jenson, Jeffrey M

2014-01-01

We examined the effects of depressive symptoms, antisocial attitudes, and perspective-taking empathy on patterns of bullying and victimization during the transition from late elementary (4th grade to 5th grade) to middle school (6th grade) among 1,077 students who participated in the Youth Matters (YM) bullying prevention trial. Latent transition analysis was used to establish classes of bullying, victimization, bully-victimization, and uninvolvement. The intervention had a positive impact on children as they moved from elementary to middle school. More students in the YM group transitioned from the involved statuses to the uninvolved status than students in the control group during the move to middle school. Elementary school bullies with higher levels of depressive symptoms were less likely than other students to move to an uninvolved status in the first year of middle school. Students who held greater antisocial attitudes were more likely to be a member of the bully-victim status than the uninvolved status during the move to middle school. Perspective-taking empathy, however, was not a significant predictor of status change during the transition to middle school. Implications for school-based prevention programs during the move to middle school are noted. © 2013 Wiley Periodicals, Inc.

Coping and survival skills: the role school personnel play regarding support for bullied sexual minority-oriented youth.

PubMed

Marshall, Alexandra; Yarber, William L; Sherwood-Laughlin, Catherine M; Gray, Mary L; Estell, David B

2015-05-01

Research has shown that bullying has serious health consequences, and sexual minority-oriented youth are disproportionately affected. Sexual minority-oriented youth include lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ) individuals. This study examined the bullying experiences of sexual minority-oriented youth in a predominantly rural area of a Midwestern state. The purpose of this study was to have bullied youth describe their experiences and to present their perspectives. Using critical qualitative inquiry, 16 in-depth interviews were conducted in-person or online with youth, ages 15-20, who self-identified as having been bullied based on their perceived minority sexual orientation status. The role of supportive school personnel was found to be meaningful, and supportive school personnel were mentioned as assisting with the coping and survival among this group of bullied sexual minority youth. Supportive school personnel are crucial to the coping and survival of these youth. All school personnel need to be aware of the anti-bullying policies in their school corporations. They may then work to strengthen and enforce their policies for the protection of bullied youth. © 2015, American School Health Association.

School-based prevention of bullying and relational aggression in adolescence: the fairplayer.manual.

PubMed

Scheithauer, Herbert; Hess, Markus; Schultze-Krumbholz, Anja; Bull, Heike Dele

2012-01-01

The fairplayer.manual is a school-based program to prevent bullying. The program consists of fifteen to seventeen consecutive ninety-minute lessons using cognitive-behavioral methods, methods targeting group norms and group dynamics, and discussions on moral dilemmas. Following a two-day training session, teachers, together with skilled fairplayer.teamers, implement fairplayer.manual in the classroom during regular school lessons. This chapter offers a summary of the program's conception and underlying prevention theory and summarizes the results from two evaluation studies. Standardized questionnaires showed a positive impact of the intervention program on several outcome variables. Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company.

Effectiveness and micro-costing of the KiVa school-based bullying prevention programme in Wales: study protocol for a pragmatic definitive parallel group cluster randomised controlled trial.

PubMed

Clarkson, Suzy; Axford, Nick; Berry, Vashti; Edwards, Rhiannon Tudor; Bjornstad, Gretchen; Wrigley, Zoe; Charles, Joanna; Hoare, Zoe; Ukoumunne, Obioha C; Matthews, Justin; Hutchings, Judy

2016-02-01

Bullying refers to verbal, physical or psychological aggression repeated over time that is intended to cause harm or distress to the victims who are unable to defend themselves. It is a key public health priority owing to its widespread prevalence in schools and harmful short- and long-term effects on victims' well-being. There is a need to strengthen the evidence base by testing innovative approaches to preventing bullying. KiVa is a school-based bullying prevention programme with universal and indicated elements and an emphasis on changing bystander behaviour. It achieved promising results in a large trial in Finland, and now requires testing in other countries. This paper describes the protocol for a cluster randomised controlled trial (RCT) of KiVa in Wales. The study uses a two-arm waitlist control pragmatic definitive parallel group cluster RCT design with an embedded process evaluation and calculation of unit cost. Participating schools will be randomised a using a 1:1 ratio to KiVa plus usual provision (intervention group) or usual provision only (control group). The trial has one primary outcome, child self-reported victimisation from bullying, dichotomised as 'victimised' (bullied at least twice a month in the last couple of months) versus 'not victimised'. Secondary outcomes are: bullying perpetration; aspects of child social and emotional well-being (including emotional problems, conduct, peer relations, prosocial behaviour); and school attendance. Follow-up is at 12 months post-baseline. Implementation fidelity is measured through teacher-completed lesson records and independent school-wide observation. A micro-costing analysis will determine the costs of implementing KiVa, including recurrent and non-recurrent unit costs. Factors related to the scalability of the programme will be examined in interviews with head teachers and focus groups with key stakeholders in the implementation of school-based bullying interventions. The results from this trial

Perceptions and psychosocial correlates of bullying among Lumbee Indian youth.

PubMed

Bell, Ronny; Arnold, Elizabeth; Golden, Shannon; Langdon, Sarah; Anderson, Andrea; Bryant, Alfred

2014-01-01

Although bullying has been linked to suicide among youth, little is known about bullying in American Indians, a population at high risk for suicide. Qualitative data from focus groups with Lumbee Indian youth (N = 31, 16 males, 15 females, 12-17 years of age) and in-depth interviews with gatekeepers in the Lumbee community revealed that bullying is common, and is perceived to contribute to depression and suicide. Youth expressed powerlessness to overcome bullying. Survey data (N = 79, 32 males, 47 females, 11-18 years of age) showed that bullied youth (11.5%) had lower self-esteem and higher levels of depressive symptoms. Interventions are needed to address this behavior that contributes to poor psychosocial health in Lumbee youth.

Seeing Students Squirm: Nursing Students' Experiences of Bullying Behaviors During Clinical Rotations.

PubMed

Smith, Carolyn R; Gillespie, Gordon Lee; Brown, Kathryn C; Grubb, Paula L

2016-09-01

Bullying remains a troubling problem in the nursing profession. Nursing students may encounter bullying behavior in clinical settings. However, they may not be adequately prepared to recognize and handle bullying behavior when it occurs. This study's purpose was to gain a greater understanding of nursing students' experiences of bullying behaviors in the clinical setting. Using a descriptive qualitative approach, eight focus groups were held with 56 undergraduate baccalaureate nursing students from four college campuses. Focus group data were coded and analyzed for themes. Four categories were identified: Bullying Behaviors, Rationale for Bullying, Response to Bullying, and Recommendations to Address Bullying. Each category and its corresponding themes are presented. Interventions for nurse educators to address the bullying of nursing students in clinical settings are presented. [J Nurs Educ. 2016;55(9):505-513.]. Copyright 2016, SLACK Incorporated.

Workplace bullying and subsequent health problems.

PubMed

Nielsen, Morten Birkeland; Magerøy, Nils; Gjerstad, Johannes; Einarsen, Ståle

2014-07-01

Cross-sectional studies demonstrate that exposure to bullying in the workplace is positively correlated with self-reported health problems. However, these studies do not provide a basis to draw conclusions on the extent to which bullying leads to increased health problems or whether health problems increase the risk of being bullied. To provide better indications of a causal relationship, knowledge from prospective studies on the association between bullying in the workplace and health outcomes is therefore summarised. We conducted a systematic literature review of original articles from central literature databases on longitudinal associations between bullying in the workplace and health. Average associations between bullying and health outcomes are calculated using meta-analysis. A consistent finding across the studies is that exposure to bullying is significantly positively related to mental health problems (OR =1.68; 95% KI 1.35-2.09) and somatic symptoms (OR = 1.77; 95% KI 1.41-2.22) over time. Mental health problems are also associated with subsequent exposure to bullying (OR = 1.74; 95% KI 1.44-2.12). Bullying is positively related to mental health problems and somatic symptoms. The association between mental health problems and subsequent bullying indicates a self-reinforcing process between mental health and bullying. The methodological quality of the studies that were conducted is relatively sound. However, based on the existing knowledge base there are no grounds for conclusions regarding an unambiguous causal relationship between bullying and health.

Profile of Bullies and Victims Among Urban School-going Adolescents in Gujarat.

PubMed

Patel, Harshil Anurag; Varma, Jagdish; Shah, Shail; Phatak, Ajay; Nimbalkar, Somashekhar Marutirao

2017-10-15

To assess the prevalence of bullying, identifying bullies, victims and their associations. Questionnaire having 'Peer Interaction in Primary Schools' and 'Strength and Difficulty Questionnaire' scales, and demographic information was administered to 7th, 8th and 9th graders (N=1106). Prevalence of bullying was 49%. Boys were more likely to be bullies (P=0.03), whereas students having less friends (P=0.001), overweight/obese (P=0.02), and boys (P<0.001) were more likely to be victims. Association between bullying behavior and poor academic performance was noted. We found high prevalence of bullying. The reasons for the same and scope of intervention needs further study.

Perceptions of Control in the Victims of School Bullying: The Importance of Early Intervention.

ERIC Educational Resources Information Center

Hunter, Simon C.; Boyle, James M. E.

2002-01-01

A survey of 348 children aged 9-11 identified 184 victims of bullying. Girls felt less in control of frequent than infrequent bullying. More male than female victims felt in control. Victims of short-term bullying were significantly more likely than long-term victims to feel in control. (Contains 65 references.) (SK)

Prevalence and Correlates of Bullying Involvement among Adolescents with an Autism Spectrum Disorder

PubMed Central

Sterzing, Paul R.; Shattuck, Paul T.; Narendorf, Sarah C.; Wagner, Mary; Cooper, Benjamin P.

2012-01-01

Objectives Produce nationally representative estimates for rates of bullying involvement among adolescents with an autism spectrum disorder, compare population estimates to adolescents with other developmental disabilities, and identify social ecological correlates of bullying involvement Design Nationally representative surveys from 2001 Setting United States Participants Parents of adolescents with an autism spectrum disorder, principals of the schools they attended, and staff members most familiar with their school programs Main Exposure Autism spectrum disorders Outcomes Measures: Bullying involvement (parent report of victimization, perpetration, and victimization/perpetration within the last school year) Results The prevalence rates of bullying involvement for adolescents with an autism spectrum disorder were 46.3% (victimization), 14.8% (perpetration), and 8.9% (victimization/perpetration). Victimization was related to having a non-Hispanic ethnic identity, attention-deficit/hyperactivity disorder, lower social skills, some form of conversational ability, and more classes in general education. Correlates of perpetration included being White, having attention-deficit/hyperactivity disorder, and getting together with friends at least once a week. Victimization/perpetration was associated with being White, non-Hispanic ethnicity, attention-deficit/hyperactivity disorder, and getting together with friends at least once a week Conclusions School-based bullying interventions need to target the core deficits of autism (conversational ability, social skills) and comorbid conditions (attention-deficit/hyperactivity disorder). Future bullying interventions also need to address the higher rates of victimization that occur in general education settings by increasing social integration into protective peer groups and increasing the empathy and social skills of typically developing students toward their peers with an autism spectrum disorder. PMID:22945284

The predictive efficiency of school bullying versus later offending: a systematic/meta-analytic review of longitudinal studies.

PubMed

Ttofi, Maria M; Farrington, David P; Lösel, Friedrich; Loeber, Rolf

2011-04-01

Although bullying and delinquency share similar risk factors, no previous systematic review has ever been conducted to examine possible links between school bullying and criminal offending later in life. To investigate the extent to which bullying perpetration at school predicts offending later in life, and whether this relation holds after controlling for other major childhood risk factors. Results are based on a thorough systematic review and meta-analysis of studies measuring school bullying and later offending. Effect sizes are based on both published and unpublished studies; longitudinal investigators of 28 studies have conducted specific analyses for our review. The probability of offending up to 11 years later was much higher for school bullies than for non-involved students [odds ratio (OR) = 2.50; 95% confidence interval (CI): 2.03-3.08]. Bullying perpetration was a significant risk factor for later offending, even after controlling for major childhood risk factors (OR = 1.82, 95% CI: 1.55-2.14). Effect sizes were smaller when the follow-up period was longer and larger when bullying was assessed in older children. The age of participants when outcome measures were taken was negatively related with effect sizes. Finally, the summary effect size did not decrease much as the number of controlled risk factors increased. School bullying is a strong and specific risk factor for later offending. Effective anti-bullying programmes should be promoted, and could be viewed as a form of early crime prevention. Such programmes would have a high benefit : cost ratio. Copyright © 2011 John Wiley & Sons, Ltd.

Bully Blocking: Six Secrets to Help Children Deal with Teasing and Bullying. Revised Edition

ERIC Educational Resources Information Center

Field, Evelyn M.

2007-01-01

This confidence-boosting book aims to help children overcome the damaging effects of teasing and bullying, and to develop practical skills and attitudes to improve their self-esteem and quality of life. This revised edition of "Bully Blocking" (originally published under the title "Bully Busting") is based on Evelyn Field's "Secrets of Relating,"…

A Web-Based and Print-Based Computer-Tailored Physical Activity Intervention for Prostate and Colorectal Cancer Survivors: A Comparison of User Characteristics and Intervention Use

PubMed Central

Bolman, Catherine; Peels, Denise Astrid; Volders, Esmee; de Vries, Hein; Lechner, Lilian

2017-01-01

Background Physical activity (PA) is beneficial in improving negative physical and psychological effects of cancer. The rapidly increasing number of cancer survivors, resulting from aging and improved cancer care, emphasizes the importance to develop and provide low cost, easy accessible PA programs. Such programs could be provided through the Internet, but that could result in the exclusion of cancer survivors not familiar with the Internet. Therefore, we developed a computer-tailored PA intervention for prostate and colorectal cancer survivors in which both Web-based and print materials are provided, and participants can choose their own preferred delivery mode. Objective The aim of this study was to assess participants’ characteristics related to delivery mode and use of intervention materials. Methods We studied characteristics of participants using Web-based and printed intervention materials in a randomized controlled trial (RCT). Prostate and colorectal cancer survivors recruited from hospitals were randomized to OncoActive (computer-tailored PA intervention) or a usual-care control group. OncoActive participants received both Web-based and printed materials. Participants were classified into initial print- or Web-based participants based on their preferred mode of completion of the first questionnaire, which was needed for the computer-tailored PA advice. Intervention material use during the remainder of the intervention was compared for initial print- or Web-based participants. Additionally, participants were classified into those using only print materials and those using Web-based materials. Differences in participant characteristics and intervention material use were studied through analysis of variance (ANOVAs), chi-square tests, and logistic regressions. Results The majority of the participants in the intervention group were classified as initial Web-based participants (170/249, 68.3%), and 84.9% (191/249) used Web-based intervention materials

A Web-Based and Print-Based Computer-Tailored Physical Activity Intervention for Prostate and Colorectal Cancer Survivors: A Comparison of User Characteristics and Intervention Use.

PubMed

Golsteijn, Rianne Henrica Johanna; Bolman, Catherine; Peels, Denise Astrid; Volders, Esmee; de Vries, Hein; Lechner, Lilian

2017-08-23

Physical activity (PA) is beneficial in improving negative physical and psychological effects of cancer. The rapidly increasing number of cancer survivors, resulting from aging and improved cancer care, emphasizes the importance to develop and provide low cost, easy accessible PA programs. Such programs could be provided through the Internet, but that could result in the exclusion of cancer survivors not familiar with the Internet. Therefore, we developed a computer-tailored PA intervention for prostate and colorectal cancer survivors in which both Web-based and print materials are provided, and participants can choose their own preferred delivery mode. The aim of this study was to assess participants' characteristics related to delivery mode and use of intervention materials. We studied characteristics of participants using Web-based and printed intervention materials in a randomized controlled trial (RCT). Prostate and colorectal cancer survivors recruited from hospitals were randomized to OncoActive (computer-tailored PA intervention) or a usual-care control group. OncoActive participants received both Web-based and printed materials. Participants were classified into initial print- or Web-based participants based on their preferred mode of completion of the first questionnaire, which was needed for the computer-tailored PA advice. Intervention material use during the remainder of the intervention was compared for initial print- or Web-based participants. Additionally, participants were classified into those using only print materials and those using Web-based materials. Differences in participant characteristics and intervention material use were studied through analysis of variance (ANOVAs), chi-square tests, and logistic regressions. The majority of the participants in the intervention group were classified as initial Web-based participants (170/249, 68.3%), and 84.9% (191/249) used Web-based intervention materials. Dropout was low (15/249, 6.0%) and differed

Longitudinal relationships between workplace bullying and psychological distress.

PubMed

Nielsen, Morten Birkeland; Hetland, Jørn; Matthiesen, Stig Berge; Einarsen, Ståle

2012-01-01

The aims of this study were to examine reciprocal longitudinal associations between exposure to workplace bullying and symptoms of psychological distress and to investigate how self-labeled victimization from bullying explains the effects of bullying on health. Logistic regression analysis was employed to examine the longitudinal relationships between workplace bullying and psychological distress in a representative cohort sample of 1775 Norwegian employees. The time-lag between baseline and follow-up was two years. Exposure to bullying behavior was measured with the revised version of the Negative Acts Questionnaire. Perceived victimization from bullying was measured by a single self-labeling question. Psychological distress was measured with the 25-item Hopkins Symptom Checklist. All variables were measured at both baseline and follow-up. After adjustment for psychological distress at baseline, exposure to bullying behavior [odds ratio (OR) 1.68, 95% confidence interval (95% CI) 1.07-2.62) was found to predict subsequent psychological distress. This effect of bullying behaviors disappeared when victimization from bullying (OR 2.47, 95% CI 1.17-5.22) was entered into the regression. Both psychological distress (OR 2.49, 95% CI 1.64-3.80) and victimization (OR 2.61, 95% CI 1.42-4.81) at baseline were associated with increased risks of being a target of bullying behaviors at follow-up. Psychological distress (OR 2.51, 95% CI 1.39-4.52) and bullying behaviors (OR 2.95, 95% CI 1.39-4.52) at follow-up were associated with victimization. The mutual relationship between bullying and psychological distress indicates a vicious circle where bullying and distress reinforce their own negative effects. This highlights the importance of early interventions to stop workplace bullying and provide treatment options to employees with psychological distress.

The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students

PubMed Central

Hall, William J.; Chapman, Mimi V.

2016-01-01

Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators’ capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students.

PubMed

Hall, William J; Chapman, Mimi V

2018-06-01

Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators' capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

"Just Be Friends": Exposing the Limits of Educational Bully Discourses for Understanding Teen Girls' Heterosexualized Friendships and Conflicts

ERIC Educational Resources Information Center

Ringrose, Jessica

2008-01-01

The present paper explores the conceptual limitations of the bully discourses that ground UK anti-bullying policy frameworks and psychological research literatures on school bullying, suggesting they largely ignore gender, (hetero)sexuality and the social, cultural and subjective dynamics of conflict and aggression among teen-aged girls. To…

Bullying in schools: prevalence and short-term impact.

PubMed

Kshirsagar, V Y; Agarwal, Rajiv; Bavdekar, Sandeep B

2007-01-01

To estimate the prevalence of bullying in school children and to examine its association with common symptoms in childhood. Prospective survey using a pre-tested questionnaire for conducting a semi structured health interview. Randomly selected Public and private schools in a rural area. Children aged 8-12 years studying in three schools and their parents. Bullying was reported by 157 (31.4%) of the 500 children interviewed. There was no significant difference in the prevalence of bullying amongst boys and girls in co-education schools. However, it was significantly low in schools enrolling girls alone. Teasing and keeping names were the commonest forms noticed. Causing physical hurt was reported bv 25 (16%) students. Only 24 (24%) parents were aware that their children were being bullied. Feeling sad, preferring to stay alone and frequent tearing of clothes were almost exclusively noted in bullied children and bullied children were more likely to report symptoms such as school phobia, vomiting and sleep disturbances. Bullying is a common phenomenon amongst school going children. Frequent bullying is associated with certain symptoms and school absenteeism. Healthcare professionals. should be aware of this phenmnenon so that they can diagnose the underlying cause when these symptoms are reported and plan for appropriate interventions.

Cyberbullying Prevention and Intervention Efforts: Current Knowledge and Future Directions.

PubMed

Espelage, Dorothy L; Hong, Jun Sung

2017-06-01

Bullying is a serious public health concern that is associated with significant negative mental, social, and physical outcomes. Technological advances have increased adolescents' use of social media, and online communication platforms have exposed adolescents to another mode of bullying- cyberbullying. Prevention and intervention materials, from websites and tip sheets to classroom curriculum, have been developed to help youth, parents, and teachers address cyberbullying. While youth and parents are willing to disclose their experiences with bullying to their health care providers, these disclosures need to be taken seriously and handled in a caring manner. Health care providers need to include questions about bullying on intake forms to encourage these disclosures. The aim of this article is to examine the current status of cyberbullying prevention and intervention. Research support for several school-based intervention programs is summarised. Recommendations for future research are provided.

Teacher Involvement as a Protective Factor from the Association between Race-Based Bullying and Smoking Initiation.

PubMed

Earnshaw, Valerie A; Rosenthal, Lisa; Carroll-Scott, Amy; Peters, Susan M; McCaslin, Catherine; Ickovics, Jeannette R

2014-06-01

Experiencing bullying as a victim is associated with negative health and health behavior outcomes, including substance use, among adolescents. However, understandings of protective factors - factors that enhance adolescents' resilience to the negative consequences of bullying - remain limited. The current study investigates whether teacher involvement protects adolescent students from the association between being bullied due to race and smoking initiation. Students were recruited from 12 Kindergarten through 8 th grade schools in an urban school district in the Northeast United States. The analytic sample included 769 students who responded to surveys in 5 th or 6 th grade (2009), and two years later in 7 th or 8 th grade (2011). Students primarily identified as Latino and/or Black, and 90% were eligible for free or reduced lunch. Fifty-four (7%) students initiated smoking between survey time points. Among students reporting lower teacher involvement, race-based bullying was associated with higher likelihood of smoking initiation (OR = 1.69, p = .03). In contrast, among students reporting higher teacher involvement, racebased bullying was not associated with higher likelihood of smoking initiation (OR = 0.95, p = .81). Results suggest that teacher involvement may protect students from the association between race-based bullying and smoking initiation. Enhancing teacher involvement among students experiencing race-based bullying in schools may limit smoking initiation.

Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-Analytic Investigation

ERIC Educational Resources Information Center

Cook, Clayton R.; Williams, Kirk R.; Guerra, Nancy G.; Kim, Tia E.; Sadek, Shelly

2010-01-01

Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how…

Bullying, cyberbullying, and suicide.

PubMed

Hinduja, Sameer; Patchin, Justin W

2010-01-01

Empirical studies and some high-profile anecdotal cases have demonstrated a link between suicidal ideation and experiences with bullying victimization or offending. The current study examines the extent to which a nontraditional form of peer aggression--cyberbullying--is also related to suicidal ideation among adolescents. In 2007, a random sample of 1,963 middle-schoolers from one of the largest school districts in the United States completed a survey of Internet use and experiences. Youth who experienced traditional bullying or cyberbullying, as either an offender or a victim, had more suicidal thoughts and were more likely to attempt suicide than those who had not experienced such forms of peer aggression. Also, victimization was more strongly related to suicidal thoughts and behaviors than offending. The findings provide further evidence that adolescent peer aggression must be taken seriously both at school and at home, and suggest that a suicide prevention and intervention component is essential within comprehensive bullying response programs implemented in schools.

An Analysis of the Implementation of the South Carolina Anti-Bullying Legislation in the Middle Schools Involved in the Abbeville, South Carolina, School District Lawsuit

ERIC Educational Resources Information Center

Smith-Canty, Vanessa

2010-01-01

This study presents an analysis of the anti-bullying policies of 24 South Carolina middle schools that were involved in the "Abbeville" lawsuit. These schools sued the state of South Carolina alleging that the school finding system was inadequate. The schools are plagued with numerous problems including being among the lowest performing…

Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis

PubMed Central

Moore, Sophie E; Norman, Rosana E; Suetani, Shuichi; Thomas, Hannah J; Sly, Peter D; Scott, James G

2017-01-01

AIM To identify health and psychosocial problems associated with bullying victimization and conduct a meta-analysis summarizing the causal evidence. METHODS A systematic review was conducted using PubMed, EMBASE, ERIC and PsycINFO electronic databases up to 28 February 2015. The study included published longitudinal and cross-sectional articles that examined health and psychosocial consequences of bullying victimization. All meta-analyses were based on quality-effects models. Evidence for causality was assessed using Bradford Hill criteria and the grading system developed by the World Cancer Research Fund. RESULTS Out of 317 articles assessed for eligibility, 165 satisfied the predetermined inclusion criteria for meta-analysis. Statistically significant associations were observed between bullying victimization and a wide range of adverse health and psychosocial problems. The evidence was strongest for causal associations between bullying victimization and mental health problems such as depression, anxiety, poor general health and suicidal ideation and behaviours. Probable causal associations existed between bullying victimization and tobacco and illicit drug use. CONCLUSION Strong evidence exists for a causal relationship between bullying victimization, mental health problems and substance use. Evidence also exists for associations between bullying victimization and other adverse health and psychosocial problems, however, there is insufficient evidence to conclude causality. The strong evidence that bullying victimization is causative of mental illness highlights the need for schools to implement effective interventions to address bullying behaviours. PMID:28401049

Challenging Conventions of Bullying Thresholds: Exploring Differences between Low and High Levels of Bully-Only, Victim-Only, and Bully-Victim Roles.

PubMed

Goldbach, Jeremy T; Sterzing, Paul R; Stuart, Marla J

2018-03-01

Using a commonly accepted threshold of 2 to 3 times per month as a marker of bullying-involvement from noninvolvement, approximately 30% of U.S. students report being a bully, victim, or both. Although variation in the frequency of involvement exists, infrequent engagement (less than 2 to 3 times a month) is generally considered noninvolved. However, the question remains: Do these differences have implications for behavioral health patterns, including substance use, depression and school connectedness? The present study used a district-wide random cluster sample of 66 middle and high schools in a mid-size city. The study population consisted of 3,221 middle school (53.4%) and high school (45.6%) students, with 48.7% females, 44.6 males, and 6.7% youth identifying with another gender category. These youth were racially diverse, with the modal category being Black (36.0%). Based on student survey response, we report, (a) the frequency and intensity of bullying behaviors, (b) common patterns of involvement, and (c) demographic and individual-level risk factors associated with these patterns. Analyses resulted in nine bully types, with substantial differences in bullying-involvement intensity based on gender, race, school connectedness, and mental health. Perhaps most striking, the majority of youth (70.9%) were involved in some level of bullying perpetration, victimization, or both, when accounting for the accumulation of low frequency involvement (e.g., once, twice, or a few times) across multiple bullying behaviors. Implications for adolescent development and prevention are described.

What is Bullying?

MedlinePlus

... Types of Aggressive Behavior Print Share What Is Bullying Bullying is unwanted, aggressive behavior among school aged ... When Bullying Happens Frequency of Bullying Types of Bullying There are three types of bullying: Verbal bullying ...

Traditional versus internet bullying in junior high school students.

PubMed

Gofin, Rosa; Avitzour, Malka

2012-11-01

To examine the prevalence of traditional and Internet bullying and the personal, family, and school environment characteristics of perpetrators and victims. Students (12-14 years old) in 35 junior high schools were randomly selected from the Jerusalem Hebrew (secular and religious) and Arab educational system (n = 2,610). Students answered an anonymous questionnaire, addressing personal, family, and school characteristics. Traditional bullying and Internet bullying for perpetrators and victims were categorized as either occurring at least sometimes during the school year or not occurring. Twenty-eight percent and 8.9 % of students were perpetrators of traditional and Internet bullying, respectively. The respective proportions of victims were 44.9 and 14.4 %. Traditional bullies presented higher Odds Ratios (ORs) for boys, for students with poor social skills (those who had difficulty in making friends, were influenced by peers in their behavior, or were bored), and for those who had poor communication with their parents. Boys and girls were equally likely to be Internet bullies and to use the Internet for communication and making friends. The OR for Internet bullying victims to be Internet bullying perpetrators was 3.70 (95 % confidence interval 2.47-5.55). Victims of traditional bullying felt helpless, and victims of traditional and Internet bullying find school to be a frightening place. There was a higher OR of Internet victimization with reports of loneliness. Traditional bully perpetrators present distinctive characteristics, while Internet perpetrators do not. Victims of traditional and Internet bullying feel fear in school. Tailored interventions are needed to address both types of bullying.

Assessment of Students' and Teachers' Perceptions of Bullying in the Middle School Environment

ERIC Educational Resources Information Center

Caldwell, Robert David, II

2013-01-01

Bullying is a continuing problem in schools, and can result in physical, psychological, and emotional harm to victims, as well as negatively affecting the school culture for students and teachers. Anti-bullying initiatives have typically focused on zero-tolerance strategies, but these have not been effective in promoting a positive school culture.…

School bullying, homicide and income inequality: a cross-national pooled time series analysis.

PubMed

Elgar, Frank J; Pickett, Kate E; Pickett, William; Craig, Wendy; Molcho, Michal; Hurrelmann, Klaus; Lenzi, Michela

2013-04-01

To examine the relation between income inequality and school bullying (perpetration, victimisation and bully/victims) and explore whether the relation is attributable to international differences in violent crime. Between 1994 and 2006, the Health Behaviour in School-aged Children study surveyed 117 nationally representative samples of adolescents about their involvement in school bullying over the previous 2 months. Country prevalence rates of bullying were matched to data on income inequality and homicides. With time and country differences held constant, income inequality positively related to the prevalence of bullying others at least twice (b = 0.25), victimisation by bullying at least twice (b = 0.29) and both bullied and victimisation at least twice (b = 0.40). The relation between income inequality and victimisation was partially mediated by country differences in homicides. Understanding the social determinants of school bullying facilitates anti-bullying policy by identifying groups at risk and exposing its cultural and economic influences. This study found that cross-national differences in income inequality related to the prevalence of school bullying in most age and gender groups due, in part, to a social milieu of interpersonal violence.

Change of School Playground Environment on Bullying: A Randomized Controlled Trial.

PubMed

Farmer, Victoria L; Williams, Sheila M; Mann, Jim I; Schofield, Grant; McPhee, Julia C; Taylor, Rachael W

2017-05-01

To investigate whether increasing risk and challenge in primary school playgrounds influences interactions between children. In a 2-year cluster-randomized controlled trial, 8 control schools were asked to not change their play environment, whereas 8 intervention schools increased opportunities for risk and challenge (eg, rough-and-tumble play), reduced rules, and added loose parts (eg, tires). Children ( n = 840), parents ( n = 635), and teachers ( n = 90) completed bullying questionnaires at baseline, 1 (postintervention), and 2 (follow-up) years. Intervention children reported higher odds of being happy at school (at 2 years, odds ratio [OR]: 1.64; 95% confidence interval [CI]: 1.20-2.25) and playing with more children (at 1 year, OR: 1.66; 95% CI: 1.29-2.15) than control children. Although intervention children indicated they were pushed/shoved more (OR: 1.33; 95% CI: 1.03-1.71), they were less likely to tell a teacher (OR: 0.69; 95% CI: 0.52-0.92) at 2 years. No significant group differences were observed in parents reporting whether children had "ever" been bullied at school (1 year: P = .23; 2 years: P = .07). Intervention school teachers noticed more bullying in break time at 1 year (difference in scores: 0.20; 95% CI: 0.06-0.34; P = .009), with no corresponding increase in children reporting bullying to teachers (both time points, P ≥ .26). Few negative outcomes were reported by children or parents, except for greater pushing/shoving in intervention schools. Whether this indicates increased resilience as indicated by lower reporting of bullying to teachers may be an unanticipated benefit. Copyright © 2017 by the American Academy of Pediatrics.

PERCEPTIONS AND PSYCHOSOCIAL CORRELATES OF BULLYING AMONG LUMBEE INDIAN YOUTH

PubMed Central

Bell, Ronny; Arnold, Elizabeth; Golden, Shannon; Langdon, Sarah; Anderson, Andrea; Bryant, Alfred

2014-01-01

Although bullying has been linked to suicide among youth, little is known about bullying in American Indians, a population at high risk for suicide. Qualitative data from focus groups with Lumbee Indian youth (N = 31, 16 males, 15 females, 12–17 years of age) and in-depth interviews with gatekeepers in the Lumbee community revealed that bullying is common, and is perceived to contribute to depression and suicide. Youth expressed powerlessness to overcome bullying. Survey data (N = 79, 32 males, 47 females, 11–18 years of age) showed that bullied youth (11.5%) had lower self-esteem and higher levels of depressive symptoms. Interventions are needed to address this behavior that contributes to poor psychosocial health in Lumbee youth. PMID:24788918

Associations Between Antibullying Policies and Bullying in 25 States.

PubMed

Hatzenbuehler, Mark L; Schwab-Reese, Laura; Ranapurwala, Shabbar I; Hertz, Marci F; Ramirez, Marizen R

2015-10-01

Bullying is the most widespread form of peer aggression in schools. In an effort to address school bullying, 49 states have passed antibullying statutes. Despite the ubiquity of these policies, there has been limited empirical examination of their effectiveness in reducing students' risk of being bullied. To evaluate the effectiveness of antibullying legislation in reducing students' risk of being bullied and cyberbullied, using data from 25 states in the United States. A cross-sectional observational study was conducted using a population-based survey of 63 635 adolescents in grades 9 to 12 from 25 states participating in the 2011 Youth Risk Behavior Surveillance System study (September 2010-December 2011). Data on antibullying legislation were obtained from the US Department of Education (DOE), which commissioned a systematic review of state laws in 2011. The report identified 16 key components that were divided into the following 4 broad categories: purpose and definition of the law, district policy development and review, school district policy components (eg, responsibilities for reporting bullying incidents), and additional components (eg, how policies are communicated). Policy variables from 25 states were linked to individual-level data from the Youth Risk Behavior Surveillance System on experiencing bullying and cyberbullying. Analyses were conducted between March 1, 2014, and December 1, 2014. State antibullying legislation. Exposure to bullying and cyberbullying in the past 12 months. There was substantial variation in the rates of bullying and cyberbullying across states. After controlling for relevant state-level confounders, students in states with at least 1 DOE legislative component in the antibullying law had a 24% (95% CI, 15%-32%) reduced odds of reporting bullying and 20% (95% CI, 9%-29%) reduced odds of reporting cyberbullying compared with students in states whose laws had no DOE legislative components. Three individual components of

Bullying Prevention Is Crime Prevention. A Report by Fight Crime: Invest in Kids.

ERIC Educational Resources Information Center

Kass, David; Evans, Phil; Shah, Rita

Asserting that prevention and intervention efforts to reduce bullying can serve to reduce later criminal behavior and save lives, this report identifies programs that have reduced bullying by as much as half and cut future arrests in half, and urges schools to invest in these programs. Chapter 1 of the report defines bullying and presents…

Bully, Bullied, Bystander...and beyond

ERIC Educational Resources Information Center

Coloroso, Barbara

2011-01-01

Bullying is seldom the only factor in a teenager's suicide. Often, mental illness and family stresses are involved. But bullying does plainly play a role in many cases. These students feel that they have no way out of the pain heaped on them by their tormentors so they turn the violence inward with a tragic and final exit. Bullying involves three…

Developmental trajectories of bullying and social dominance in youth.

PubMed

Reijntjes, Albert; Vermande, Marjolijn; Goossens, Frits A; Olthof, Tjeert; van de Schoot, Rens; Aleva, Liesbeth; van der Meulen, Matty

2013-04-01

Bullying is increasingly conceptualized as strategic behavior motivated by a desire to gain social dominance in the peer group. Cross-sectional research has shown that relative to their peers bullies are higher in social dominance as indexed by resource control, and are often perceived as powerful and "cool." However, research examining the developmental relationship between bullying and resource control is lacking. The present longitudinal study fills this gap in the literature. Using a three wave design, participants (N=394) were followed from late childhood into early adolescence. Joint trajectory analyses were used to test whether groups with distinct developmental trajectories of bullying and resource control can be identified, and how these trajectories are related. For both bullying and resource control three groups emerged (high, medium, and low), indicating that bullies and social dominants do not constitute one homogeneous group. More intense bullying is associated with higher levels of social dominance. Being consistently high in bullying is almost synonymous with being consistently high in resource control, whereas the reverse is not the case. Findings suggest that high bullying leads to the attainment of high social dominance, and do not support the view that children high in social dominance engage in bullying to maintain their dominant position. This study further underscores the need for interventions targeting mechanisms by which the peer group assigns social dominance to bullies. Copyright © 2012 Elsevier Ltd. All rights reserved.

Bullying and cyberbullying: overlapping and predictive value of the co-occurrence.

PubMed

del Rey, Rosario; Elipe, Paz; Ortega-Ruiz, Rosario

2012-11-01

Several studies show certain co-occurrence of the traditional bullying and the cyberbullying. However, the results about relation and homogeneity among the roles of each of them are not unanimous. The present study intends to advance in the knowledge about the above-mentioned co-occurrence by exploring the dimensions of victimization and traditional aggression and cyber-victimization and cyber-aggression and by identifying its eventual directionality. A short-term longitudinal design was developed. The sample was formed by 274 adolescents, aging 12 to 18 years-old, belonging to 2 schools of Andalusia (South of Spain). In order to value the impact of bullying and cyberbullying the European Cyberbullying Intervention Project Questionnaire (ECIPQ) and the European Bullying Intervention Project Questionnaire (EBIPQ) were used. The results show important simultaneity among both phenomena and suggest that although in cyberbullying -cyber-victimization and cyber-aggression- may be predicted because of previous involvement of the subject in traditional bullying, on the contrary it does not happen. In addition, previous victimization is a risk factor for traditional bullying and for cyberbullying. Results are discussed in relation to the process and socio-group dynamics arising from the bullying and cyberbullying phenomena, and in terms of their prevention.

Predicting Bullying: Exploring the Contributions of Childhood Negative Life Experiences in Predicting Adolescent Bullying Behavior.

PubMed

Connell, Nadine M; Morris, Robert G; Piquero, Alex R

2016-07-01

Although there has been much interest in research on aggression and in particular bullying, a relatively less charted area of research has centered on articulating a better understanding of the mechanisms and processes by which persons are at increased risk for bullying. Furthermore, those studies that have investigated the linkages between childhood experiences and bullying perpetration have been limited with respect to definitional and operational issues, reliance on cross-sectional data, and the lack of assessing competing explanations of bullying perpetration. Using five waves of data from a community-based longitudinal sample of children followed through age 18 (N = 763), the current study examines the extent to which childhood negative life events in a variety of domains predict adolescent bullying. Results show that early childhood experiences, particularly those within the family and school domains, may alter life trajectories and can act as predictors for later adolescent bullying, thereby underscoring the potential importance that relatively minor experiences can have over the long term. Implications for future research based on these analyses are examined. © The Author(s) 2015.

Parental involvement and bullying among middle-school students in North Africa.

PubMed

Abdirahman, H; Fleming, L C; Jacobsen, K H

2013-03-01

Bullying, especially in developing countries, has not been much examined, especially the influence of parents on the risk of being bullied. The aim of this study was to determine whether active parenting is associated with reduced peer victimization among middle-school students in North Africa. A secondary analysis of data from more than 13,000 middle-school students who participated in the Global School-based Student Health Survey (GSHS) in Egypt, Libya, Morocco and Tunisia between 2006 and 2008, was conducted using multiple logistic regression models. About 60% of students in Egypt and one-third of students in Libya, Morocco and Tunisia reported having been bullied in the past month. In all 4 countries, boys reported more peer victimization than girls. In Egypt, Morocco and Tunisia, students who reported that their parents checked their homework, were understanding, and knew how the student spent free time had a reduced likelihood of peer victimization but this association was not significant in Libya. Interventions for reducing bullying should consider the positive impact of involved parents.

Perceived Severity of School Bullying in Elementary Schools Based on Participants' Roles

ERIC Educational Resources Information Center

Chen, Li Ming; Cheng, Wen; Ho, Hsiao-Chi

2015-01-01

The purpose of this study was to examine the perceived severity of school bullying among participants with different roles (victims, bullies, bullies/victims and non-involved individuals) and to determine whether interactions between type of bullying and participant roles exist. Two Olweus-like global items and a revised School Bullying Severity…

Bullying among 18 to 23-year-old women in 2013.

PubMed

Townsend, Natalie; Powers, Jennifer; Loxton, Deborah

2017-08-01

To identify the prevalence of bullying among women aged 18-23 in 2013, and to describe the demographic characteristics, health and risk factors of those who experienced bullying. Cross-sectional analysis using data from the 1989-95 cohort of the Australian Longitudinal Study on Women's Health, a nationally representative cohort (n=16,801). More than one-quarter of women (28.4%) indicated they had never been bullied, 53.4% reported experiencing bullying in the past and 18.2% indicated that they were recently bullied. Women who had experienced bullying were more likely to have lower levels of education, less likely to be studying or employed, and had more difficulty managing on their income. Women who experienced bullying were more likely to use tobacco or illicit drugs, be overweight or obese and to be sedentary. Even after adjusting for these factors, women who had experienced bullying were at risk of poor physical health, psychological distress, suicidal thoughts and self-harm. This is the first nationally representative study to demonstrate the strong association between being a victim of bullying and health outcomes in a post-school-age population. Implications for public health: The findings highlight the need for interventions for women who have already experienced bullying and are past school age. © 2017 The Authors.

Dear Colleague Letter Harassment and Bullying (October 26, 2010). Background, Summary, and Fast Facts

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The Dear Colleague Letter (DCL) does the following: (1) Clarifies the relationship between bullying and discriminatory harassment under the civil rights laws enforced by the Department of Education's (ED) Office for Civil Rights (OCR); (2) Explains how student misconduct that falls under an anti-bullying policy also may trigger responsibilities…

Violence and Victimization among Schoolchildren. Bullying: Identification and Intervention Based on the Bull-S Test

ERIC Educational Resources Information Center

Cerezio, Fuensanta

2006-01-01

The report by the Ombudsman on violence in schools--bullying--served to highlight that there are instances of abuse and violent behavior among schoolchildren at the majority of educational institutions (AA.VV., 2000). From contacts with experts in teaching, we know that this phenomenon is frequently only made known to the educational community…

Influences of peers, teachers, and climate on students' willingness to intervene when witnessing anti-transgender harassment.

PubMed

Wernick, Laura J; Kulick, Alex; Inglehart, M H

2014-08-01

Transgender young people are at increased risk for bullying, harassment, and negative mental health and academic outcomes compared to the general population as well as compared to other members of lesbian, gay, bisexual, transgender, queer, questioning, and similarly identified (LGBTQQ) communities. To inform interventions to support transgender students, the present study investigates students' willingness to intervene when witnessing anti-transgender harassment, using data collected from a participatory action research project investigating school climate. Multi-step linear regression was used to test the impacts of hearing transphobic language and witnessing teachers and others students intervene, while controlling for demographics and school. Hostile climate negatively predicted intervention intentions while witnessing peer intervention positively predicted likelihood to intervene. Witnessing teacher intervention did not significantly predict the outcome. These findings suggest that youth-led interventions in peer networks might be effective in diminishing transphobic bullying and supporting the healthy development of transgender young people. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The moderating effects of school climate on bullying prevention efforts.

PubMed

Low, Sabina; Van Ryzin, Mark

2014-09-01

Bullying prevention efforts have yielded mixed effects over the last 20 years. Program effectiveness is driven by a number of factors (e.g., program elements and implementation), but there remains a dearth of understanding regarding the role of school climate on the impact of bullying prevention programs. This gap is surprising, given research suggesting that bullying problems and climate are strongly related. The current study examines the moderating role of school climate on the impacts of a stand-alone bullying prevention curriculum. In addition, the current study examined 2 different dimensions of school climate across both student and staff perceptions. Data for this study were derived from a Steps to Respect (STR) randomized efficacy trial that was conducted in 33 elementary schools over a 1-year period. Schools were randomly assigned to intervention or wait-listed control condition. Outcome measures (pre-to-post) were obtained from (a) all school staff, (b) a randomly selected subset of 3rd-5th grade teachers in each school, and (c) all students in classrooms of selected teachers. Multilevel analyses revealed that psychosocial climate was strongly related to reductions in bullying-related attitudes and behaviors. Intervention status yielded only 1 significant main effect, although, STR schools with positive psychosocial climate at baseline had less victimization at posttest. Policies/administrative commitment to bullying were related to reduced perpetration among all schools. Findings suggest positive psychosocial climate (from both staff and student perspective) plays a foundational role in bullying prevention, and can optimize effects of stand-alone programs. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Evaluating a Computer-Based Sight-Word Reading Intervention in a Student with Intellectual Disabilities

ERIC Educational Resources Information Center

Yaw, Jared; Skinner, Christopher H.; Orsega, Michael C.; Parkhurst, John; Booher, Joshua; Chambers, Karen

2012-01-01

The authors used a multiple-baseline-across-behaviors (i.e., word lists) design to evaluate a computer-based flashcard intervention on automatic sight-word reading in a 4th-grade student with moderate to severe intellectual disabilities. Immediately after the intervention was applied to each of three lists of sight words, the student made rapid…

The Effectiveness of a Web-Based Computer-Tailored Intervention on Workplace Sitting: A Randomized Controlled Trial.

PubMed

De Cocker, Katrien; De Bourdeaudhuij, Ilse; Cardon, Greet; Vandelanotte, Corneel

2016-05-31

Effective interventions to influence workplace sitting are needed, as office-based workers demonstrate high levels of continued sitting, and sitting too much is associated with adverse health effects. Therefore, we developed a theory-driven, Web-based, interactive, computer-tailored intervention aimed at reducing and interrupting sitting at work. The objective of our study was to investigate the effects of this intervention on objectively measured sitting time, standing time, and breaks from sitting, as well as self-reported context-specific sitting among Flemish employees in a field-based approach. Employees (n=213) participated in a 3-group randomized controlled trial that assessed outcomes at baseline, 1-month follow-up, and 3-month follow-up through self-reports. A subsample (n=122) were willing to wear an activity monitor (activPAL) from Monday to Friday. The tailored group received an automated Web-based, computer-tailored intervention including personalized feedback and tips on how to reduce or interrupt workplace sitting. The generic group received an automated Web-based generic advice with tips. The control group was a wait-list control condition, initially receiving no intervention. Intervention effects were tested with repeated-measures multivariate analysis of variance. The tailored intervention was successful in decreasing self-reported total workday sitting (time × group: P<.001), sitting at work (time × group: P<.001), and leisure time sitting (time × group: P=.03), and in increasing objectively measured breaks at work (time × group: P=.07); this was not the case in the other conditions. The changes in self-reported total nonworkday sitting, sitting during transport, television viewing, and personal computer use, objectively measured total sitting time, and sitting and standing time at work did not differ between conditions. Our results point out the significance of computer tailoring for sedentary behavior and its potential use in public health

The Friendly Schools Friendly Families Programme: Three-Year Bullying Behaviour Outcomes in Primary School Children

ERIC Educational Resources Information Center

Cross, Donna; Waters, Stacey; Pearce, Natasha; Shaw, Therese; Hall, Margaret; Erceg, Erin; Burns, Sharyn; Roberts, Clare; Hamilton, Greg

2012-01-01

Purpose: This three-year group randomized controlled trial assessed whether a multi-age, multi-level bullying prevention and intervention with staff capacity building, can reduce bullying among primary school children. Methods: This study comprised two intervention and one comparison conditions. Student self-report data were collected from 2552…

[Cyber-bullying in adolescents: associated psychosocial problems and comparison with school bullying].

PubMed

Kubiszewski, V; Fontaine, R; Huré, K; Rusch, E

2013-04-01

The aim of this study was to determine the prevalence of adolescents engaged in cyber-bullying and then to identify whether students involved in cyber- and school bullying present the same characteristics of internalizing problems (insomnia, perceived social disintegration, psychological distress) and externalizing problems (general aggressiveness, antisocial behavior). Semi-structured interviews were conducted with 738 adolescents from a high-school and a middle-school (mean age=14.8 ± 2.7). The Electronic Bullying Questionnaire and the Olweus Bully/Victim Questionnaire were used to identify profiles of cyber-bullying (cyber-victim, cyber-bully, cyber-bully/victim and cyber-neutral) and school bullying (victim, bully, bully/victim and neutral). Internalizing problems were investigated using the Athens Insomnia Scale, a Perceived Social Disintegration Scale and a Psychological Distress Scale. Externalizing problems were assessed using a General Aggressiveness Scale and an Antisocial Behavior Scale. Almost one student in four was involved in cyber-bullying (16.4% as cyber-victim, 4.9% as cyber-bully and 5.6% as cyber-bully/victim); 14% of our sample was engaged in school bullying as a victim, 7.2% as a bully and 2.8% as a bully/victim. The majority of adolescents involved in cyber-bullying were not involved in school bullying. With regard to the problems associated with school bullying, internalizing problems were more prevalent in victims and bully/victims, whereas externalizing problems were more common in bullies and bully/victims. A similar pattern was found in cyber-bullying where internalizing problems were characteristic of cyber-victims and cyber-bully/victims. Insomnia was elevated in the cyber-bully group which is specific to cyberbullying. General aggressiveness and antisocial behavior were more prevalent in cyber-bullies and cyber-bully/victims. Looking at the differences between types of bullying, victims of "school only" and "school and cyber

Peer bystanders to bullying: who wants to play with the victim?

PubMed

Howard, Anne M; Landau, Steven; Pryor, John B

2014-02-01

Given widespread concern associated with school-based bullying, researchers have looked beyond a dyadic perspective (i.e., bullies and victims only), and now consider the broader social ecology of the peer group. In this research, we examined how the behaviors of peer bystanders influence subsequent reactions to bullies and their victims. Two hundred and six 10- to 15-year-old boys (Mage = 12.46) were invited to play a computer game with three other boys allegedly located at another school. Before the start of the game, participants "met the other players" apparently sitting in a waiting room. These child actors depicted an escalating bullying episode in which the behavior of the bystander was manipulated: aide to the bully, defender of the victim, or passive outsider. Immediately after exposure to the bullying, each participant played a ball toss game (Cyberball) with the three other boys in the video. Individual differences among participants were examined as moderators of the effect of bystander behavior on participants' willingness to include the "victim" in the game. Results indicated that, when exposed to a passive bystander, boys' normative beliefs about aggression, as well as their tendency to morally disengage from observed egregious acts, decreased their willingness to include the victim in the game.

Computer- and web-based interventions to promote healthy eating among children and adolescents: a systematic review.

PubMed

Hamel, Lauren M; Robbins, Lorraine B

2013-01-01

To: (1) determine the effect of computer- and web-based interventions on improving eating behavior (e.g. increasing fruit and vegetable consumption; decreasing fat consumption) and/or diet-related physical outcomes (e.g. body mass index) among children and adolescents; and (2) examine what elements enhance success. Children and adolescents are the heaviest they have ever been. Excess weight can carry into adulthood and result in chronic health problems. Because of the capacity to reach large audiences of children and adolescents to promote healthy eating, computer- and web-based interventions hold promise for helping to curb this serious trend. However, evidence to support this approach is lacking. Systematic review using guidelines from the Cochrane Effective Practice and Organisation of Care Group. The following databases were searched for studies from 1998-2011: CINAHL; PubMed; Cochrane; PsycINFO; ERIC; and Proquest. Fifteen randomized controlled trials or quasi-experimental studies were analysed in a systematic review. Although a majority of interventions resulted in statistically significant positive changes in eating behavior and/or diet-related physical outcomes, interventions that included post intervention follow-up, ranging from 3-18 months, showed that changes were not maintained. Elements, such as conducting the intervention at school or using individually tailored feedback, may enhance success. Computer- and web-based interventions can improve eating behavior and diet-related physical outcomes among children and adolescents, particularly when conducted in schools and individually tailored. These interventions can complement and support nursing efforts to give preventive care; however, maintenance efforts are recommended. © 2012 Blackwell Publishing Ltd.

A latent transition analysis of bullying and victimization in Chinese primary school students

PubMed Central

Lau, Puiyi; Luo, Fang

2017-01-01

Bullying is a social phenomenon that impacts a large number of children and young people, worldwide. This study aimed to longitudinally examine the development of bullying and victimization in Chinese students in grades 4, 5, and 6. We used latent class analysis to empirically identify groups of youth with different bullying and victimization patterns, and then used latent transition analysis to explore the movement of children between these latent classes over time. Results showed that: (1) across the three time points, students could be classified into four classes: bullies, victims, bully-victims, and non-involved children; and (2) students in the non-involved class tended to remain in that class when moving to higher grades, students in the bully and victims classes tended to transition to the non-involved class, while students in the bully-victims class tended to transition to the bullies class. Thus, future intervention should be implemented to prevent bully-victims from bullying behaviors. PMID:28837571

Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis.

PubMed

Werth, Jilynn M; Nickerson, Amanda B; Aloe, Ariel M; Swearer, Susan M

2015-08-01

This study investigated how bystanders, who have and have not been bullied, perceive their social and emotional maladjustment depending on the form of bullying (physical or verbal) they witness. Using propensity score matching, equivalent groups of 270 victimized and 270 non-victimized bystander groups were created based on middle school students' responses on the Bully Survey-Student Version (BYS-S; Swearer, 2001). Victimized bystanders experienced higher social maladjustment than non-victimized bystanders. Path analysis results suggest that social and emotional maladjustment as a bystander is related not only to social-emotional maladjustment as victim, but to gender and the form of bullying witnessed. The way in which bystanders are influenced by their personal victimization may be a critical factor in predicting, understanding, and increasing active bystander intervention. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Identifying Children At Risk for Being Bullies in the US

PubMed Central

Shetgiri, Rashmi; Lin, Hua; Flores, Glenn

2012-01-01

Objective To identify risk factors associated with the highest and lowest prevalence of bullying perpetration among US children. Methods Using the 2001–2002 Health Behavior in School-Aged Children, a nationally-representative survey of US children in 6th–10th grades, bivariate analyses were conducted to identify factors associated with any (≥ once or twice), moderate (≥ two-three times/month), and frequent (≥ weekly) bullying. Stepwise multivariable analyses identified risk factors associated with bullying. Recursive partitioning analysis (RPA) identified risk factors which, in combination, identify students with the highest and lowest bullying prevalence. Results The prevalence of any bullying in the 13,710 students was 37.3%, moderate bullying was 12.6%, and frequent bullying was 6.6%. Characteristics associated with bullying were similar in the multivariable analyses and RPA clusters. In RPA, the highest prevalence of any bullying (67%) accrued in children with a combination of fighting and weapon-carrying. Students who carry weapons, smoke, and drink alcohol more than 5–6 days weekly were at highest risk for moderate bullying (61%). Those who carry weapons, smoke, drink > once daily, have above-average academic performance, moderate/high family affluence, and feel irritable or bad-tempered daily were at highest risk for frequent bullying (68%). Conclusions Risk clusters for any, moderate, and frequent bullying differ. Children who fight and carry weapons are at highest risk of any bullying. Weapon-carrying, smoking, and alcohol use are included in the highest risk clusters for moderate and frequent bullying. Risk-group categories may be useful to providers in identifying children at highest risks for bullying and in targeting interventions. PMID:22989731

Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

ERIC Educational Resources Information Center

Farmer, Thomas W.; Petrin, Robert A.; Robertson, Dylan L.; Fraser, Mark W.; Hall, Cristin M.; Day, Steven H.; Dadisman, Kimberly

2010-01-01

This study examined the social relations of bullies, victims, and bully-victims in second-grade classrooms. Bully-victims are identified as both bullies and victims. The sample consisted of 537 ethnically diverse second-grade students (247 boys, 290 girls) from 37 classrooms across 11 participating schools. Bullies, bully-victims, and victims…

The Effect of Background Music on Bullying: A Pilot Study

ERIC Educational Resources Information Center

Ziv, Naomi; Dolev, Einat

2013-01-01

School bullying is a source of growing concern. A number of intervention programs emphasize the importance of a positive school climate in preventing bullying behavior. The aim of the presented pilot study was to examine whether calming background music, through its effect on arousal and mood, could create a pleasant atmosphere and reduce bullying…

Bullying, psychiatric pathology and suicidal behavior.

PubMed

Dobry, Yuriy; Braquehais, María Dolores; Sher, Leo

2013-01-01

Bullying is a highly prevalent behavior which carries a significant social, medical and financial cost for its victims and perpetrators, with powerful and long-lasting psychological and social impact. Bullying has been defined as a specific form of intentional, repeated aggression, that involves a disparity of power between the victim(s) and perpetrator(s). The aggression can take physical, verbal or gestural forms. The behavior of bullying crosses sociodemographic categories of age, gender, ethnicity, level of academic achievement and professional environment. It has been abundantly observed by teachers and parents in elementary schools, but has also shown its negative presence in corporate boardrooms. The direct outcome of bullying, for both victims and perpetrators, is an increased risk of psychiatric disorders including depression, post-traumatic stress disorder, anxiety disorders, substance abuse and suicidal behavior. Cruelty (and bullying, as one of its manifestations) breaks the basis of morality. Mental health professionals usually treat the victims of those actions unfortunately long after they have been exposed to the harm. The evidence does not support the idea that the majority of cruel actions are intrinsically "pathological", in the sense of being motivated by "mental disorders". Therefore, only moral rules and legal actions - but not psychiatric or psychological interventions - may dissuade humans from this form of cruelty.

A social network approach to the interplay between adolescents' bullying and likeability over time.

PubMed

Sentse, Miranda; Kiuru, Noona; Veenstra, René; Salmivalli, Christina

2014-09-01

Our knowledge on adolescents' bullying behavior has rapidly increased over the past decade and it is widely recognized that bullying is a group process and, consequently, context-dependent. Only since recently, though, researchers have had access to statistical programs to study these group processes appropriately. The current 1-year longitudinal study examined the interplay between adolescents' bullying and likeability from a social network perspective. Data came from the evaluation of the Finnish KiVa antibullying program, consisting of students in grades 7-9 (N = 9,183, M age at wave 1 = 13.96 years; 49.2% boys; M classroom size = 19.47) from 37 intervention and 30 control schools. Perceived popularity, gender, and structural network effects were additionally controlled. Longitudinal social network analysis with SIENA revealed that, overall, the higher the students' level of bullying, the less they were liked by their peers. Second, students liked peers with similar levels of bullying and this selection-similarity effect was stronger at low levels of bullying. This selection effect held after controlling for selection-similarity in perceived popularity and gender. Third, students were likely to increase in bullying when they liked peers high on bullying and to decrease in bullying when they liked peers low on bullying. Again, this influence effect held after controlling for the effects of perceived popularity and gender on changes in bullying behavior. No significant differences between control and intervention schools appeared in the effects. The results are discussed in light of their theoretical and methodological implications.

Relationship between Organizational Culture and Workplace Bullying among Korean Nurses.

PubMed

An, Yuseon; Kang, Jiyeon

2016-09-01

To identify the relationship between organizational culture and experience of workplace bullying among Korean nurses. Participants were 298 hospital nurses in Busan, South Korea. We assessed nursing organizational culture and workplace bullying among nurses using structured questionnaires from July 1 through August 15, 2014. Most participants considered their organizational culture as hierarchy-oriented (45.5%), followed by relation-oriented (36.0%), innovation-oriented (10.4%), and task-oriented (8.1%). According to the operational bullying criteria, the prevalence of workplace bullying was 15.8%. A multivariate logistic regression analysis revealed that the odds of being a victim of bullying were 2.58 times as high among nurses in a hierarchy-oriented culture as among nurses in a relation-oriented culture [95% confidence interval (1.12, 5.94)]. The results suggest that the types of nursing organizational culture are related to workplace bullying in Korean nurses. Further research is needed to develop interventions that can foster relation-oriented cultures to prevent workplace bullying in nurses. Copyright © 2016. Published by Elsevier B.V.

Prevalence and Correlates of School Bullying Victimization in Xi'an, China.

PubMed

Zhu, Yuhong; Chan, Ko Ling

2015-01-01

This study used the data from a representative sample to estimate the prevalence of child bullying victimization in Xi'an, China. Data on social demographic information and the experiences of different types of bullying victimization were collected from a randomly selected sample with 3,175 middle school students aged 15-17 years by self-administrated questionnaires. t Test, χ2 test, and multiple logistic regression analyses were used to test group differences and examine the correlates of bullying victimization. Results show that 54.9% and 44.6% of Chinese children have been bullied in a lifetime and in the preceding year, respectively. Correlates for direct and relational bullying victimization includes male participants, father's lower education level, father's unemployment, having one or more siblings, smoking, depression, borderline personality trait, posttraumatic stress disorder, and from rural schools. Overall, the prevalence of child bullying victimization in China is substantial. The multiple correlates suggest prevention and intervention of bullying victimization in a holistic and comprehensive way.

Bullying Victimization among School-Aged Immigrant Youth in the United States

PubMed Central

Maynard, Brandy R.; Vaughn, Michael G.; Salas-Wright, Christopher P.; Vaughn, Sharon R.

2015-01-01

Purpose Bullying is a serious socio-developmental issue associated with a range of short and long term problems among youth who are bullied. While race and ethnicity have been studied, less attention has been paid to examining prevalence and correlates of bullying victimization among immigrant youth. Methods Using data from the Health Behavior in School-Aged Children (N = 12,098), we examined prevalence and correlates of bullying victimization among U.S. immigrant youth. Results After controlling for several demographic variables, findings indicate that immigrant youth are more likely to experience bullying victimization than native-born youth. Further, immigrant youth who experience bullying victimization were more likely to report interpersonal, socio-emotional, health and substance use problems. Conclusions Given the greater risk and unique challenges experienced by immigrant youth, prevention and intervention programs may need to be tailored to their specific needs and circumstances. Further research is needed to understand the specific factors and mechanisms involved in bullying victimization among immigrant youth. PMID:26903431

Patterns of Adolescent Bullying Behaviors: Physical, Verbal, Exclusion, Rumor, and Cyber

PubMed Central

Wang, Jing; Iannotti, Ronald J.; Luk, Jeremy W.

2012-01-01

Patterns of engagement in cyber bullying and four types of traditional bullying were examined using latent class analysis (LCA). Demographic differences and externalizing problems were evaluated across latent class membership. Data were obtained from the 2005–2006 Health Behavior in School-aged Survey and the analytic sample included 7,508 U.S. adolescents in grades 6 through 10. LCA models were tested on physical bullying, verbal bullying, social exclusion, spreading rumors, and cyber bullying behaviors. Three latent classes were identified for each gender: All-Types Bullies (10.5% for boys and 4.0% for girls), Verbal/Social Bullies (29.3% for boys and 29.4% for girls), and a Non-Involved class (60.2% for boys and 66.6% for girls). Boys were more likely to be All-Types Bullies than girls. The prevalence rates of All-Types and Verbal/Social Bullies peaked during grades 6 to 8 and grades 7 & 8, respectively. Pairwise comparisons across the three latent classes on externalizing problems were conducted. Overall, the All-Types Bullies were at highest risk of using substances and carrying weapons, the Non-Involved were at lowest risk, and the Verbal/Social Bullies were in the middle. Results also suggest that most cyber bullies belong to a group of highly aggressive adolescents who conduct all types of bullying. This finding does not only improve our understanding of the relation between cyber bullying and traditional bullying, but it also suggests that prevention and intervention efforts could target cyber bullies as a high-risk group for elevated externalizing problems. PMID:22710019

Bullying.

PubMed

Rettew, David C; Pawlowski, Sara

2016-04-01

Bullying refers to aggressive behavior that is repetitive and intentional in which a power differential exists between the victim and bully. The negative effects of bullying on an individual's mental and physical health are substantial and in line with other major forms of child maltreatment. Efforts to increase detection of bullying are indicated, especially among youth presenting with school phobia, depression, anxiety, and declining school performance. Several antibullying efforts have been developed and promoted at the school and community level. Research indicates that many of these programs are effective and share some common elements that can help reduce the prevalence and impact of bullying. Copyright © 2016 Elsevier Inc. All rights reserved.

Aggression in schools: psychosocial outcomes of bullying among Indian adolescents.

PubMed

Malhi, Prahbhjot; Bharti, Bhavneet; Sidhu, Manjit

2014-11-01

To examine the prevalence of school bullying and to investigate the behavioral, emotional, socio-economic and demographic correlates of bullying behaviors among Indian school going adolescents. Self-reports on bullying involvement were collected from 9th to 10th class students (N = 209; Mean = 14.82 y, SD = 0.96) from Government and Private schools of a north Indian city. Four groups of adolescents were identified: bullies, victims, bully-victims, and non-involved students. The self concept of the child was measured by the Indian adaptation of the Piers Harris Children's Self Concept Scale (CSCS) and emotional and behavioral difficulties by the Youth self report measure of the Strengths and Difficulties Questionnaire. The overall prevalence of any kind of bullying behavior was 53 %. One-fifth (19.2 %) of the children were victims of bullying. Boys were more likely to be bully-victims (27.9 %) and girls were more likely to be victims (21.6 %). Bullying status was significantly related to the total self concept scores of the students (F = 5.12, P = 0.002). Victimized adolescents reported the lowest self concept scores. Bully-victims had a higher risk for conduct problems and hyperactivity and were the most likely to have academic difficulties. Bullies had relatively better school grades and high self esteem but had higher risk for hyperactivity and conduct problems as compared to controls. Bullying and victimization was widespread among the Indian school going youth. Given the concurrent psychosocial adjustment problems associated with bullying, there is an urgent need for developing intervention programs and sensitizing school personnel.

Teachers bullied by students: forms of bullying and perpetrator characteristics.

PubMed

Kauppi, Teemu; Pörhölä, Maili

2012-01-01

The focus of this study is on the forms in which the bullying of school teachers by students manifests itself, the characteristics of the students who engage in the bullying, and the manner in which the students who engage in bullying behave in their own peer relationships. The data was gathered from primary and lower secondary school teachers by means of an Internet survey. The answers of 70 teachers who had experienced bullying by their students are examined. The teachers had been exposed to different forms of bullying by students. They had typically been bullied by male students. In most cases, the bullying had been perpetrated by an individual student or a small group of students. According to the teachers' assessment, the majority of the students who bullied them also bullied their fellow students.

Concurrent and prospective associations between bullying victimization and substance use among Australian adolescents.

PubMed

Kelly, Erin V; Newton, Nicola C; Stapinski, Lexine A; Slade, Tim; Barrett, Emma L; Conrod, Patricia J; Teesson, Maree

2015-09-01

Adolescence is a vulnerable time for both substance use and bullying involvement; however, there is limited research on substance use among adolescent victims of bullying. This study aimed to examine concurrent and prospective associations between bullying and substance use, differentiating between passive-victims, bully-victims and 'pure' bullies. Associations between bullying involvement and substance use at baseline and 24 months post-baseline were examined in a cohort of adolescents in Australia. Bullying victims were divided into passive-victims (those who get bullied and do not bully others) and bully-victims (those who both get bullied and bully others). Perpetrators of bullying were divided into 'pure' bullies (those who bully others but do not get bullied), and bully-victims (as above). Outcomes examined were past six month use of alcohol (any drinking; risky drinking), tobacco, and cannabis. While there was no evidence of an association between bullying victimization and/or perpetration and substance use at baseline, there was evidence of an association between bullying and substance use 24 months post-baseline. Specifically, there was evidence of increased odds of risky drinking and cannabis use for the bully-victim group. Bully-victim status at age 13 was associated with substance use at age 15, controlling for concurrent bullying involvement at age 15. Bully-victims are a particularly high-risk group that could benefit from targeted substance use preventive interventions. Reducing bullying is of great importance in reducing substance use and other harms among adolescents. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Bus drivers' exposure to bullying at work: an occupation-specific approach.

PubMed

Glasø, Lars; Bele, Edvard; Nielsen, Morten Birkeland; Einarsen, Ståle

2011-10-01

The present study employs an occupation-specific approach to examine bus drivers' exposure to bullying and their trait anger, job engagement, job satisfaction and turnover intentions. A total of 1,023 bus drivers from a large public transport organization participated in the study. The findings show that bus driving can be a high risk occupation with regard to bullying, since 70% of the bus drivers had experienced one or more acts typical of bullying during the last six months. As many as 11% defined themselves as victims of bullying, 33% of whom (i.e. 3.6% of the total sample) see themselves as victims of frequent bullying. Colleagues were most frequently reported as perpetrators. Exposure to bullying was negatively related to job engagement and job satisfaction and positively related to turnover intentions. Job engagement and job satisfaction mediated the relationship between bullying and intention to leave, respectively. Trait anger had an interaction effect on the relationship between bullying and turnover intentions. This study indicates that workplace bullying has context-specific aspects that require increased use of context-specific policies and intervention methods. © 2011 The Authors. Scandinavian Journal of Psychology © 2011 The Scandinavian Psychological Associations.

Use and Effectiveness of a Video- and Text-Driven Web-Based Computer-Tailored Intervention: Randomized Controlled Trial

PubMed Central

Oenema, Anke; Lechner, Lilian; de Vries, Hein

2015-01-01

Background Many Web-based computer-tailored interventions are characterized by high dropout rates, which limit their potential impact. Objective This study had 4 aims: (1) examining if the use of a Web-based computer-tailored obesity prevention intervention can be increased by using videos as the delivery format, (2) examining if the delivery of intervention content via participants’ preferred delivery format can increase intervention use, (3) examining if intervention effects are moderated by intervention use and matching or mismatching intervention delivery format preference, (4) and identifying which sociodemographic factors and intervention appreciation variables predict intervention use. Methods Data were used from a randomized controlled study into the efficacy of a video and text version of a Web-based computer-tailored obesity prevention intervention consisting of a baseline measurement and a 6-month follow-up measurement. The intervention consisted of 6 weekly sessions and could be used for 3 months. ANCOVAs were conducted to assess differences in use between the video and text version and between participants allocated to a matching and mismatching intervention delivery format. Potential moderation by intervention use and matching/mismatching delivery format on self-reported body mass index (BMI), physical activity, and energy intake was examined using regression analyses with interaction terms. Finally, regression analysis was performed to assess determinants of intervention use. Results In total, 1419 participants completed the baseline questionnaire (follow-up response=71.53%, 1015/1419). Intervention use declined rapidly over time; the first 2 intervention sessions were completed by approximately half of the participants and only 10.9% (104/956) of the study population completed all 6 sessions of the intervention. There were no significant differences in use between the video and text version. Intervention use was significantly higher among

Use and Effectiveness of a Video- and Text-Driven Web-Based Computer-Tailored Intervention: Randomized Controlled Trial.

PubMed

Walthouwer, Michel Jean Louis; Oenema, Anke; Lechner, Lilian; de Vries, Hein

2015-09-25

Many Web-based computer-tailored interventions are characterized by high dropout rates, which limit their potential impact. This study had 4 aims: (1) examining if the use of a Web-based computer-tailored obesity prevention intervention can be increased by using videos as the delivery format, (2) examining if the delivery of intervention content via participants' preferred delivery format can increase intervention use, (3) examining if intervention effects are moderated by intervention use and matching or mismatching intervention delivery format preference, (4) and identifying which sociodemographic factors and intervention appreciation variables predict intervention use. Data were used from a randomized controlled study into the efficacy of a video and text version of a Web-based computer-tailored obesity prevention intervention consisting of a baseline measurement and a 6-month follow-up measurement. The intervention consisted of 6 weekly sessions and could be used for 3 months. ANCOVAs were conducted to assess differences in use between the video and text version and between participants allocated to a matching and mismatching intervention delivery format. Potential moderation by intervention use and matching/mismatching delivery format on self-reported body mass index (BMI), physical activity, and energy intake was examined using regression analyses with interaction terms. Finally, regression analysis was performed to assess determinants of intervention use. In total, 1419 participants completed the baseline questionnaire (follow-up response=71.53%, 1015/1419). Intervention use declined rapidly over time; the first 2 intervention sessions were completed by approximately half of the participants and only 10.9% (104/956) of the study population completed all 6 sessions of the intervention. There were no significant differences in use between the video and text version. Intervention use was significantly higher among participants who were allocated to an

Bullying Victimization (Being Bullied) Among Adolescents Referred for Urgent Psychiatric Consultation: Prevalence and Association With Suicidality.

PubMed

Alavi, Nazanin; Roberts, Nasreen; Sutton, Chloe; Axas, Nicholas; Repetti, Leanne

2015-10-01

To examine the prevalence of bullying victimization among adolescents referred for urgent psychiatric consultation, to study the association between bullying victimization and suicidality, and to examine the relation between different types of bullying and suicidality. A retrospective chart review was conducted for all adolescents referred to a hospital-based urgent consultation clinic. Our study sample consisted of adolescents with a history of bullying victimization. The Research Ethics Board of Queen's University provided approval. Data analysis was conducted using SPSS (IBM SPSS Inc, Armonk, NY). Chi-square tests were used for sex, suicidal ideation, history of physical and sexual abuse, and time and type of bullying, and an independent sample t test was used for age. The prevalence of bullying victimization was 48.5% (182 of 375). There was a significant association between being bullied and suicidal ideation (P = 0.01), and between sex and suicidal ideation (P ≤ 0.001). Victims of cyberbullying reported more suicidal ideation than those who experienced physical or verbal bullying (P = 0.04). Bullying victimization, especially cyberbullying, is associated with increased risk of suicidal ideation among adolescents referred for psychiatric risk assessment. The detailed history of the type and duration of bullying experienced by the victims should be considered when conducting a psychiatric risk assessment.

Bullying in elementary school and psychotic experiences at 18 years: a longitudinal, population-based cohort study.

PubMed

Wolke, D; Lereya, S T; Fisher, H L; Lewis, G; Zammit, S

2014-07-01

Victims of bullying are at risk for psychotic experiences in early adolescence. It is unclear if this elevated risk extends into late adolescence. The aim of this study was to test whether bullying perpetration and victimization in elementary school predict psychotic experiences in late adolescence. The current study is based on the Avon Longitudinal Study of Parents and Children (ALSPAC), a prospective community-based study. A total of 4720 subjects with bullying perpetration and victimization were repeatedly assessed between the ages of 8 and 11 years by child and mother reports. Suspected or definite psychotic experiences were assessed with the Psychosis-Like Symptoms semi-structured interview at age 18 years. Controlling for child's gender, intelligence quotient at age 8 years, childhood behavioural and emotional problems, and also depression symptoms and psychotic experiences in early adolescence, victims [child report at 10 years: odds ratio (OR) 2.4, 95% confidence interval (CI) 1.6-3.4; mother report: OR 1.6, 95% CI 1.1-2.3], bully/victims (child report at 10 years: OR 3.1, 95% CI 1.7-5.8; mother: OR 2.9, 95% CI 1.7-5.0) and bullies (child report at 10 years: OR 4.9, 95% CI 1.3-17.7; mother: OR 1.2, 95% CI 0.46-3.1, n.s.) had a higher prevalence of psychotic experiences at age 18 years. Path analysis revealed that the association between peer victimization in childhood and psychotic experiences at age 18 years was only partially mediated by psychotic or depression symptoms in early adolescence. Involvement in bullying, whether as victim, bully/victim or bully, may increase the risk of developing psychotic experiences in adolescence. Health professionals should ask routinely during consultations with children about their bullying of and by peers.

Workplace bullying in risk and safety professionals.

PubMed

Brewer, Gayle; Holt, Barry; Malik, Shahzeb

2018-02-01

Previous research demonstrates that workplace bullying impacts the welfare of victimized employees, with further consequences for the organization and profession. There is, however, a paucity of information relating to the bullying directed at risk and safety professionals. The present study was conducted to address this issue. Risk and safety professionals (N=420) completed the Negative Acts Questionnaire - Revised and Brief Cope, and reported the extent to which they had been pressured to make or amend a risk or safety based decision. Those experiencing workplace bullying were more likely to engage in a range of coping behaviors, with exposure to work-related and personal bullying particularly influential. Workplace bullying also predicted pressure to make or change a risk or safety based decision. Work related and physically intimidating bullying were particularly important for this aspect of professional practice. Findings are discussed with regard to current practice and the support available to risk and safety professionals. Risk and safety professionals require additional support in relation to workplace bullying and specifically guidance to resist pressure to make or change a risk or safety based decision. Copyright © 2017 National Safety Council and Elsevier Ltd. All rights reserved.

Self-esteem in pure bullies and bully/victims: a longitudinal analysis.

PubMed

Pollastri, Alisha R; Cardemil, Esteban V; O'Donnell, Ellen H

2010-08-01

Past research on the self-esteem of bullies has produced equivocal results. Recent studies have suggested that the inconsistent findings may be due, in part, to the failure to account for bully/victims: those children who both bully and are victims of bullying. In this longitudinal study, we examined the distinctions among pure bullies, pure victims, bully/victims, and noninvolved children in a sample of 307 middle school students. Analyses of cross-sectional and longitudinal results supported the importance of distinguishing between pure bullies and bully/victims. In addition, results revealed some interesting sex differences: girls in the pure bully and bully/victim groups reported significant increases in self-esteem over time, with girls in the pure bully group reporting the greatest increase, whereas boys in these groups reported no significant changes in self-esteem over time.

Bullying and Suicide Risk Among Pediatric Emergency Department Patients.

PubMed

Stanley, Ian H; Horowitz, Lisa M; Bridge, Jeffrey A; Wharff, Elizabeth A; Pao, Maryland; Teach, Stephen J

2016-06-01

This study aimed to describe the association between recent bullying victimization and risk of suicide among pediatric emergency department (ED) patients. Patients presenting to 1 of 3 different urban pediatric EDs with either medical/surgical or psychiatric chief complaints completed structured interviews as part of a study to develop a suicide risk screening instrument, the Ask Suicide-Screening Questions. Seventeen candidate items and the criterion reference Suicidal Ideation Questionnaire were administered to patients ages 10 to 21 years. Bullying victimization was assessed by a single candidate item ("In the past few weeks, have you been bullied or picked on so much that you felt like you couldn't stand it anymore?"). A total of 524 patients completed the interview (34.4% psychiatric chief complaints; 56.9% female; 50.4% white, non-Hispanic; mean [SD] age, 15.2 [2.6] years). Sixty patients (11.5%) reported recent bullying victimization, and of these, 33 (55.0%) screened positive for suicide risk on the Ask Suicide-Screening Questions or the previously validated Suicidal Ideation Questionnaire. After controlling for demographic and clinical variables, including a history of depression and drug use, the odds of screening positive for suicide risk were significantly greater in patients who reported recent bullying victimization (adjusted odds ratio, 3.19; 95% confidence interval, 1.66-6.11). After stratification by chief complaint, this association persisted for medical/surgical patients but not for psychiatric patients. Recent bullying victimization was associated with increased odds of screening positive for elevated suicide risk among pediatric ED patients presenting with medical/surgical complaints. Understanding this important correlate of suicide risk in pediatric ED patients may help inform ED-based suicide prevention interventions.

Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

ERIC Educational Resources Information Center

Lekunze, Lucy M. George; Strom, B. Ivan

2017-01-01

Bullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative exploratory case study was to examine, in-depth, how some high school teachers from two schools in New Jersey perceived student bullying. The primary research question was: What perceptions do…

Qualitative Evaluation of a Role Play Bullying Simulation

PubMed Central

Gillespie, Gordon L.; Brown, Kathryn; Grubb, Paula; Shay, Amy; Montoya, Karen

2015-01-01

Bullying against nurses is becoming a pervasive problem. In this article, a role play simulation designed for undergraduate nursing students is described. In addition, the evaluation findings from a subsample of students who participated in a role play simulation addressing bullying behaviors are reported. Focus group sessions were completed with a subset of eight students who participated in the intervention. Sessions were audiorecorded, transcribed verbatim, and analyzed using Colaizzi’s procedural steps for qualitative analysis. Themes derived from the data were “The Experience of Being Bullied”, “Implementation of the Program”, “Desired Outcome of the Program”, and “Context of Bullying in the Nursing Profession”. Role play simulation was an effective and active learning strategy to diffuse education on bullying in nursing practice. Bullying in nursing was identified as a problem worthy of incorporation into the undergraduate nursing curriculum. To further enhance the learning experience with role play simulation, adequate briefing instructions, opportunity to opt out of the role play, and comprehensive debriefing are essential. PMID:26504502

Educators' Perceptions on Bullying Prevention Strategies

ERIC Educational Resources Information Center

de Wet, Corene

2017-01-01

I report on an investigation into a group of Free State educators' recognition of bullying, their reactions to incidences of bullying, and their perceptions of the effectiveness of a number of bullying prevention strategies. The research instrument was a synthesis of the Delaware Research Questionnaire and questions based on findings from previous…

Cornered: an approach to school bullying and cyberbullying, and forensic implications.

PubMed

Bostic, Jeff Q; Brunt, Colby C

2011-07-01

Bullying is an abuse of power and control that can cause significant harm to individuals. School systems have the difficult task of trying to police this behavior to maintain a safe learning environment for their students. Although there may be an identified bully, the ramifications of the behavior affect the system as a whole. Bullies, targeted victims, and bystanders play an integral role in ameliorating this problem. A change of culture within the school system is often the best, yet often the most difficult, intervention. In addition, cyberbullying has become a powerful avenue for bullying, resulting in significant morbidity within schools. Copyright © 2011 Elsevier Inc. All rights reserved.

Does Successful School-Based Prevention of Bullying Influence Substance Use among 13- To 16-Year-Olds?

ERIC Educational Resources Information Center

Amundsen, Ellen J.; Ravndal, Edle

2010-01-01

Aim: To test whether the school-based Olweus prevention programme against bullying may have lasting effects on substance use, a hypothesis based on the characteristics of bullies having misconduct behaviour associated with substance use. Methods: The Olweus programme was introduced from grades 7 through 9 in four schools and monitored up to grade…

State Policies on School Climate and Bully Prevention Efforts: Challenges and Opportunities for Deepening State Policy Support for Safe and Civil Schools

ERIC Educational Resources Information Center

Piscatelli, Jennifer; Lee, Chiqueena

2011-01-01

The National School Climate Center (NSCC) completed a 50-state policy scan on state school climate and anti-bullying policies to better understand the current state policy infrastructure supporting the development of positive school climates. This policy brief examines the current status of school climate and anti-bullying policies in each state,…

Bullying among siblings.