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…

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.

Predictors of US Teachers' Intervention in Anti-Lesbian, Gay, Bisexual, and Transgender Bullying and Harassment

ERIC Educational Resources Information Center

Greytak, Emily A.; Kosciw, Joseph G.

2014-01-01

This study examines how United States (US) teachers' experiences and beliefs may be predictive of their intervention in anti-lesbian, gay, bisexual, and transgender (LGBT) bullying and harassment using a US national sample of teachers (N?=?726) who completed an online survey. Results from regression analysis indicated that knowing LGBT people,…

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…

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…

Teacher factors contributing to dosage of the KiVa anti-bullying program.

PubMed

Swift, Lauren E; Hubbard, Julie A; Bookhout, Megan K; Grassetti, Stevie N; Smith, Marissa A; Morrow, Michael T

2017-12-01

The KiVa Anti-Bullying Program (KiVa) seeks to meet the growing need for anti-bullying programming through a school-based, teacher-led intervention for elementary school children. The goals of this study were to examine how intervention dosage impacts outcomes of KiVa and how teacher factors influence dosage. Participants included 74 teachers and 1409 4th- and 5th-grade students in nine elementary schools. Teachers and students completed data collection at the beginning and end of the school year, including measures of bullying and victimization, correlates of victimization (depression, anxiety, peer rejection, withdrawal, and school avoidance), intervention cognitions/emotions (anti-bullying attitudes, and empathy toward victims), bystander behaviors, and teacher factors thought to relate to dosage (self-efficacy for teaching, professional burnout, perceived principal support, expected effectiveness of KiVa, perceived feasibility of KiVa). The dosage of KiVa delivered to classrooms was measured throughout the school year. Results highlight dosage as an important predictor of change in bullying, victimization, correlates of victimization, bystander behavior, and intervention cognitions/emotions. Of the teacher factors, professional burnout uniquely predicted intervention dosage. A comprehensive structural equation model linking professional burnout to dosage and then to child-level outcomes demonstrated good fit. Implications for intervention design and implementation are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

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

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…

Bullying in the American Graduate Medical Education System: A National Cross-Sectional Survey

PubMed Central

2016-01-01

Objectives To deliver an estimate of bullying among residents and fellows in the United States graduate medical education system and to explore its prevalence within unique subgroups. Design/Setting/Participants A national cross-sectional survey from a sample of residents and fellows who completed an online bullying survey conducted in June 2015. The survey was distributed using a chain sampling method that relied on electronic referrals from 4,055 training programs, with 1,791 residents and fellows completing the survey in its entirety. Survey respondents completed basic demographic and programmatic information plus four general bullying and 20 specific bullying behavior questions. Between-group differences were compared for demographic and programmatic stratifications. Main Outcomes/Measures Self-reported subjected to workplace bullying from peers, attendings, nurses, ancillary staff, or patients in the past 12 months. Results Almost half of the respondents (48%) reported being subjected to bullying although both those subjected and not subjected reported experiencing ≥ 1 bullying behaviors (95% and 39% respectively). Attendings (29%) and nurses (27%) were the most frequently identified source of bullying, followed by patients, peers, consultants and staff. Attempts to belittle and undermine work and unjustified criticism and monitoring of work were the most frequently reported bullying behaviors (44% each), followed by destructive innuendo and sarcasm (37%) and attempts to humiliate (32%). Specific bullying behaviors were more frequently reported by female, non-white, shorter than < 5’8 and BMI ≥ 25 individuals. Conclusions/Relevance Many trainees report experiencing bullying in the United States graduate medical education programs. Including specific questions on bullying in the Accreditation Council for Graduate Medical Education annual resident/fellow survey, implementation of anti-bullying policies, and a multidisciplinary approach engaging all

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…

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…

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…

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…

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…

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…

Why Does a Universal Anti-Bullying Program Not Help All Children? Explaining Persistent Victimization During an Intervention.

PubMed

Kaufman, Tessa M L; Kretschmer, Tina; Huitsing, Gijs; Veenstra, René

2018-04-30

Although anti-bullying interventions are often effective, some children continue to be victimized. To increase knowledge of potential factors that might impede children's benefiting from an anti-bullying intervention, we examined potential reasons for individual differences in victimization trajectories during a group-based anti-bullying intervention. Data stem from a five-wave survey among 9122 children (7-12 years old; grades 2-5) who participated in the KiVa anti-bullying intervention (n = 6142) or were in control schools (n = 2980 children). Three trajectories were found in the intervention sample, representing children who experienced stable high, decreasing, or stable low/no victimization. A two-trajectory model of high and low trajectories represented the control sample best. Multinomial regressions on the intervention sample showed that children who experienced particularly high levels of peer rejection, internalizing problems, and lower quality parent-child relationships decreased less in victimization; thus these characteristics appeared to contribute to persistent victimization. The results call for tailored strategies in interventions aiming to reduce victimization for more children.

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.

The effects of an anti-bullying intervention programme on peers' attitudes and behaviour.

PubMed

Stevens, V; Van Oost, P; De Bourdeaudhuij, I

2000-02-01

This study aimed to evaluate the effect of an anti-bullying intervention programme on peers' attitudes towards bullying and their attempts to solve bully/victim conflicts. An experimental pre-test/post-test design with a control group was used. For secondary school students, positive outcomes were observed at post-test 1 on attitudes and on actual rates of intervention. However, the effects had disappeared at post-test 2. For primary school students, significant differences were found at post-test 2, showing a smaller decline in seeking teacher's help and in heightening students' support for victims. Students' competence to solve bully/victim problems in relation to their general pro-social development is discussed. Copyright 2000 The Association for Professionals in Services for Adolescents.

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…

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…

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…

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…

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…

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…

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,…

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.…

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…

Cross-national Consistency in the Relationship Between Bullying Behaviors and Psychosocial Adjustment

PubMed Central

Nansel, Tonja R.; Craig, Wendy; Overpeck, Mary D.; Saluja, Gitanjali; Ruan, W. June

2008-01-01

Objective To determine whether the relationship between bullying and psychosocial adjustment is consistent across countries by standard measures and methods. Design Cross-sectional self-report surveys were obtained from nationally representative samples of students in 25 countries. Involvement in bullying, as bully, victim, or both bully and victim, was assessed. Setting Surveys were conducted at public and private schools throughout the participating countries. Participants Participants included all consenting students in sampled classrooms, for a total of 113200 students at average ages of 11.5, 13.5, and 15.5 years. Main Outcome Measures Psychosocial adjustment dimensions assessed included health problems, emotional adjustment, school adjustment, relationships with classmates, alcohol use, and weapon carrying. Results Involvement in bullying varied dramatically across countries, ranging from 9% to 54% of youth. However, across all countries, involvement in bullying was associated with poorer psychosocial adjustment (P<.05). In all or nearly all countries, bullies, victims, and bully-victims reported greater health problems and poorer emotional and social adjustment. Victims and bully-victims consistently reported poorer relationships with classmates, whereas bullies and bully-victims reported greater alcohol use and weapon carrying. Conclusions The association of bullying with poorer psychosocial adjustment is remarkably similar across countries. Bullying is a critical issue for the health of youth internationally. PMID:15289243

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…

Teachers’ and Education Support Professionals’ Perspectives on Bullying and Prevention: Findings From a National Education Association Study

PubMed Central

Bradshaw, Catherine P.; Waasdorp, Tracy E.; O'Brennan, Lindsey M.; Gulemetova, Michaela

2014-01-01

Given growing concerns regarding the prevalence and seriousness of bullying, the National Education Association recently drew upon its membership to launch a national study of teachers’ and education support professionals’ perceptions of bullying, and need for additional training on bullying prevention efforts and school-wide policies. The data were collected from a representative sample of 5,064 National Education Association members (2,163 teachers and 2,901 education support professionals). Analyses indicated that compared to education support professionals, teachers were more likely to witness students being bullied, more likely to view bullying as a significant problem at their school, and were more likely to have students report bullying to them. Teachers were more likely to be involved in bullying policies at their school, yet both groups reported wanting more training related to cyberbullying and bullying related to students’ sexual orientation, gender issues, and racial issues. Implications for school psychologists and the development of school-wide bullying prevention efforts are discussed. PMID:25414539

National campaign effects on secondary pupils' bullying and violence.

PubMed

Mooij, Ton

2005-09-01

Research on pupils' bullying (1991) and violence (1993) motivated the Dutch Ministry of Education, Culture and Science to initiate a national campaign on school safety. The government campaign was undertaken from 1995 to 2000. To test for differences in secondary pupils' bullying and violence before and after the campaign while controlling for different contextual variables. In 1991, a representative survey on bullying was conducted in 36 secondary schools with 1,055 pupils from Year 2 and 4 classes (age range 13-16 years). In 1993, a survey on violent behaviour took place in 71 secondary schools with 1,998 pupils from Year 3 and 4 classes (age range 14-16 years). In 2000, a survey on bullying and violence was conducted in 60 secondary schools with 9,948 pupils from Year 1 to 6 classes (age range 12-18 years). The data from pupils in identical school years were compared with respect to bullying (1991-2000) and violence (1993-2000). The statistical relations were analysed in two stepwise multiple regression analyses. Year of investigation (1991- 2000, 1993-2000) was the respective dependent variable. The independent variables were pupils' bullying or violence scores, sex, school year, contextual lesson, school, and community variables. In both regression analyses, the contextual lesson and school variables discriminated between the measurement years. Also, compared with 1991, the pupils in 2000 scored lower for being a bully and higher for being bullied directly. Compared with 1993, the pupils in 2000 scored lower for being a victim of intentional damage to property or emotional violence, lower for being a perpetrator of disruptive behaviour in school, and higher for being a perpetrator of intentional damage to property. The differences between the contextual variables measured before and after the campaign reflect changes in educational and instructional situations. Independent of these differences, the national campaign appears to have helped improve the awareness

Inter-Cultural Differences in Response to a Computer-Based Anti-Bullying Intervention

ERIC Educational Resources Information Center

Watson, Scott E. J.; Vannini, Natalie; Woods, Sarah; Dautenhahn, Kerstin; Sapouna, Maria; Enz, Sibylle; Schneider, Wolfgang; Wolke, Dieter; Hall, Lynne; Paiva, Ana; Andre, Elizabeth; Aylett, Ruth

2010-01-01

Background and purpose: Many holistic anti-bullying interventions have been attempted, with mixed success, while little work has been done to promote a "self-help" approach to victimisation. The rise of the ICT curriculum and computer support in schools now allows for approaches that benefit from technology to be implemented. This study…

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.

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…

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.

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,…

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…

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…

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.

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…

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…

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

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.…

The Effectiveness of Policy Interventions for School Bullying: A Systematic Review

PubMed Central

Hall, William

2017-01-01

Objective Bullying threatens the mental and educational well-being of students. Although anti-bullying policies are prevalent, little is known about their effectiveness. This systematic review evaluates the methodological characteristics and summarizes substantive findings of studies examining the effectiveness of school bullying policies. Method Searches of 11 bibliographic databases yielded 489 studies completed since January 1, 1995. Following duplicate removal and double-independent screening based on a priori inclusion criteria, 21 studies were included for review. Results Substantially more educators perceive anti-bullying policies to be effective rather than ineffective. Whereas several studies show that the presence or quality of policies is associated with lower rates of bullying among students, other studies found no such associations between policy presence or quality and reductions in bullying. Consistent across studies, this review found that schools with anti-bullying policies that enumerated protections based on sexual orientation and gender identity were associated with better protection of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Specifically, LGBTQ students in schools with such policies reported less harassment and more frequent and effective intervention by school personnel. Findings are mixed regarding the relationship between having an anti-bullying policy and educators’ responsiveness to general bullying. Conclusions Anti-bullying policies might be effective at reducing bullying if their content is based on evidence and sound theory and if they are implemented with a high level of fidelity. More research is needed to improve on limitations among extant studies. PMID:28344750

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…

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

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…

Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings from a National Education Association Study

ERIC Educational Resources Information Center

Bradshaw, Catherine P.; Waasdorp, Tracy E.; O'Brennan, Lindsey M.; Gulemetova, Michaela

2013-01-01

Given growing concerns regarding the prevalence and seriousness of bullying, the National Education Association recently drew upon its membership to launch a national study of teachers' and education support professionals' perceptions of bullying, and need for additional training on bullying prevention efforts and school-wide policies. The data…

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…

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…

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…

National prevalence rates of bully victimization among students with disabilities in the United States.

PubMed

Blake, Jamilia J; Lund, Emily M; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R

2012-12-01

This study examined the prevalence rates of bully victimization and risk for repeated victimization among students with disabilities using the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 longitudinal datasets. Results revealed that a prevalence rate ranging from 24.5% in elementary school to 34.1% in middle school. This is one to one and a half times the national average for students without disabilities. The rate of bully victimization was highest for students with emotional disturbance across school levels. Findings from this study also indicated that students with disabilities who were bullied once were at high risk of being bullied repeatedly. Elementary and middle school students with autism and high school students with orthopedic impairments were at the greatest risk of experiencing repeated victimization. Implications of the findings are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

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.

Assessing the Risk Factors of Cyber and Mobile Phone Bullying Victimization in a Nationally Representative Sample of Singapore Youth.

PubMed

Holt, Thomas J; Fitzgerald, Sarah; Bossler, Adam M; Chee, Grace; Ng, Esther

2016-04-01

This study utilized routine activity theory to examine the relationships between online behaviors, target suitability, and cyber and mobile phone-based bullying victimization in a nationally representative sample of youth from nine schools across Singapore. Key measures in all three categories-access to technology, online routine behaviors, and target suitability-were significant predictors of both forms of bullying victimization. In particular, females and victims of physical bullying were more likely to experience both forms of victimization. Access to technology and online routine behaviors predicted cyber and mobile phone-based bullying victimization differently. These findings demonstrate that routine activity theory is a viable framework to understand online bullying in non-Western nations, consistent with the existing literature on Western nations. © The Author(s) 2014.

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…

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…

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.

National Time Trends in Bullying among Adolescents in the Czech Republic from 1994 to 2014.

PubMed

Sarková, Mária; Sigmundová, Dagmar; Kalman, Michal

2017-07-01

Bullying in school is a public health concern which continues to be a serious threat to physical and emotional health of children and adolescents. The purpose of this study is to examine trends in bullying behaviour among school-aged children in the Czech Republic. Data were obtained from cross-sectional self-report surveys in the years 1994-2014 as a part of the Health Behaviour in School-aged Children study (HBSC) from a representative sample of 11-, 13-, and 15-year olds. The highest proportion of children who bullied others (20-47%) occurred during the years 1994 and 1998. The logistic regression models showed significant decreasing trends in bullying others and also in being bullied, regardless of age and gender. The decreasing trend in bullying may be the consequence of a preventive policy in the Czech Republic, but also a change in the understanding of the concept of bullying in society. Copyright© by the National Institute of Public Health, Prague 2017

Student Reports of Bullying and Cyber-Bullying: Results from the 2011 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2013-329

ERIC Educational Resources Information Center

Lessne, Deborah; Harmalkar, Sayali

2013-01-01

This document reports data from the 2011 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and…

Bullying Prevention: a Summary of the Report of the National Academies of Sciences, Engineering, and Medicine : Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention.

PubMed

Flannery, Daniel J; Todres, Jonathan; Bradshaw, Catherine P; Amar, Angela Frederick; Graham, Sandra; Hatzenbuehler, Mark; Masiello, Matthew; Moreno, Megan; Sullivan, Regina; Vaillancourt, Tracy; Le Menestrel, Suzanne M; Rivara, Frederick

2016-11-01

Long tolerated as a rite of passage into adulthood, bullying is now recognized as a major and preventable public health problem. The consequences of bullying-for those who are bullied, the perpetrators of bullying, and the witnesses-include poor physical health, anxiety, depression, increased risk for suicide, poor school performance, and future delinquent and aggressive behavior. Despite ongoing efforts to address bullying at the law, policy, and programmatic levels, there is still much to learn about the consequences of bullying and the effectiveness of various responses. In 2016, the National Academies of Sciences, Engineering, and Medicine published a report entitled Preventing Bullying Through Science, Policy and Practice, which examined the evidence on bullying, its impact, and responses to date. This article summarizes the report's key findings and recommendations related to bullying prevention.

Socioeconomic determinants of bullying in the workplace: a national representative sample in Japan.

PubMed

Tsuno, Kanami; Kawakami, Norito; Tsutsumi, Akizumi; Shimazu, Akihito; Inoue, Akiomi; Odagiri, Yuko; Yoshikawa, Toru; Haratani, Takashi; Shimomitsu, Teruichi; Kawachi, Ichiro

2015-01-01

Bullying in the workplace is an increasingly recognized threat to employee health. We sought to test three hypotheses related to the determinants of workplace bullying: power distance at work; safety climate; and frustration related to perceived social inequality. A questionnaire survey was administered to a nationally representative community-based sample of 5,000 residents in Japan aged 20-60 years. The questionnaire included questions about employment, occupation, company size, education, household income, and subjective social status (SSS). We inquired about both the witnessing and personal experience of workplace bullying during the past 30 days. Among 2,384 respondents, data were analyzed from 1,546 workers. Multiple logistic regression analyses were used to examine the social determinants of workplace bullying. Six percent and 15 percent of the total sample reported experiencing or witnessing workplace bullying, respectively. After adjusting for gender and age, temporary employees (Odds Ratio [OR]: 2.45 [95% Confidence Interval (CI) = 1.03-5.85]), junior high school graduates (OR: 2.62 [95%CI: 1.01-6.79]), workers with lowest household income (OR: 4.13 [95%CI:1.58-10.8]), and workers in the lowest SSS stratum (OR: 4.21 [95%CI:1.66-10.7]) were at increased risk of experiencing workplace bullying. When all variables were entered simultaneously in the model, a significant inverse association was observed between higher SSS and experiencing bullying (p = 0.002). Similarly in terms of witnessing bullying; SSS was significantly inversely associated (p = 0.017) while temporary employees reported a significantly higher risk of witnessing bullying compared to permanent workers (OR: 2.25 [95%CI:1.04 to 4.87]). The significant association between SSS and experiencing/witnessing workplace bullying supports the frustration hypothesis. The power distance hypothesis was also partly supported by the finding that temporary employees experienced a higher prevalence of

Psychiatric correlates of past year adult bullying behaviors: Findings from the National Epidemiology Survey of Alcohol and Related Conditions.

PubMed

McMillan, Katherine A; Thorisdottir, Audur S; Asmundson, Gordon J G

2016-12-30

Previous research on bully perpetration and psychiatric outcomes has been limited to examination of lifetime associations and has not included evaluation of posttraumatic stress disorder (PTSD), despite previously reported correlations between PTSD and anger and aggression. The purpose of the present study was to provide a comprehensive evaluation of the association between bullying behaviour and mental disorders within a past-year framework. Data was obtained from Wave 2 of the National Epidemiologic Survey of Alcohol and Related Conditions (NESARC; n=34,653), a nationally-representative survey of American adults. Cross-tabulations and logistic regression analyses were conducted to evaluate the relationship between bullying behaviour and psychiatric diagnosis. A total of 239 individuals (138 males, 101 females) reported engaging in bullying behaviour within the past-year. Mood, anxiety, substance use, and personality disorders were all more common among bully perpetrators compared to others. Of note, strong associations were found between PTSD and bully perpetration. Findings from the current study demonstrate strong associations between bullying perpetration and mental health concerns. The proximity of bullying behaviors and mental health concerns may be important, suggesting avenues for efforts at intervention and bullying prevention. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

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.

Student Reports of Bullying and Cyber-Bullying: Results from the 2007 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2011-316

ERIC Educational Resources Information Center

DeVoe, Jill; Murphy, Christina

2011-01-01

These Web Tables use data from the 2007 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the relationship between bullying and cyber-bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, and alcohol at school; select school security measures; student…

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…

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.

Bullying victimisation and risk of psychotic phenomena: analyses of British national survey data.

PubMed

Catone, Gennaro; Marwaha, Steven; Kuipers, Elizabeth; Lennox, Belinda; Freeman, Daniel; Bebbington, Paul; Broome, Matthew

2015-07-01

Being bullied is an aversive experience with short-term and long-term consequences, and is incorporated in biopsychosocial models of psychosis. We used the 2000 and the 2007 British Adult Psychiatric Morbidity Surveys to test the hypothesis that bullying is associated with individual psychotic phenomena and with psychosis, and predicts the later emergence of persecutory ideation and hallucinations. We analysed two nationally representative surveys of individuals aged 16 years or older in Great Britain (2000) and England (2007). Respondents were presented with a card listing stressful events to identify experiences of bullying over the entire lifespan. We assessed associations with the dependent variables persecutory ideation, auditory and visual hallucinations, and diagnosis of probable psychosis. All analyses were controlled for sociodemographic confounders, intelligence quotient (IQ), and other traumas. We used data for 8580 respondents from 2000 and 7403 from 2007. Bullying was associated with presence of persecutory ideation and hallucinations, remaining so after adjustment for sociodemographic factors, IQ, other traumas, and childhood sexual abuse. Bullying was associated with a diagnosis of probable psychosis. If reported at baseline, bullying predicted emergence and maintenance of persecutory ideation and hallucinations during 18 months of follow-up in the 2000 survey. Controlling for other traumas and childhood sexual abuse did not affect the association between bullying and psychotic symptoms, but reduced the significance of the association with diagnosis of probable psychosis. Bullying was most strongly associated with the presence of concurrent persecutory ideation and hallucinations. Bullying victimisation increases the risk of individual psychotic symptoms and of a diagnosis of probable psychosis. Early detection of bullying and use of treatments oriented towards its psychological consequences might ameliorate the course of psychosis. None. Copyright �

"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…

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…

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.

A Cross-National Perspective on Bullying

ERIC Educational Resources Information Center

Borntrager, Cameo; Davis, Joanne L.; Bernstein, Adam; Gorman, Heather

2009-01-01

Despite international recognition, few comparison studies examining bullying have been conducted due to methodological differences. Within the US, bullying studies are often conducted in isolation and no consistent prevalence rates have been established (Griffin and Gross in Aggress Violent Behav 9:379-400, 2004). The purpose of this study was to…

Socioeconomic Determinants of Bullying in the Workplace: A National Representative Sample in Japan

PubMed Central

Tsutsumi, Akizumi; Shimazu, Akihito; Inoue, Akiomi; Odagiri, Yuko; Yoshikawa, Toru; Haratani, Takashi; Shimomitsu, Teruichi

2015-01-01

Bullying in the workplace is an increasingly recognized threat to employee health. We sought to test three hypotheses related to the determinants of workplace bullying: power distance at work; safety climate; and frustration related to perceived social inequality. A questionnaire survey was administered to a nationally representative community-based sample of 5,000 residents in Japan aged 20–60 years. The questionnaire included questions about employment, occupation, company size, education, household income, and subjective social status (SSS). We inquired about both the witnessing and personal experience of workplace bullying during the past 30 days. Among 2,384 respondents, data were analyzed from 1,546 workers. Multiple logistic regression analyses were used to examine the social determinants of workplace bullying. Six percent and 15 percent of the total sample reported experiencing or witnessing workplace bullying, respectively. After adjusting for gender and age, temporary employees (Odds Ratio [OR]: 2.45 [95% Confidence Interval (CI) = 1.03–5.85]), junior high school graduates (OR: 2.62 [95%CI: 1.01–6.79]), workers with lowest household income (OR: 4.13 [95%CI:1.58–10.8]), and workers in the lowest SSS stratum (OR: 4.21 [95%CI:1.66–10.7]) were at increased risk of experiencing workplace bullying. When all variables were entered simultaneously in the model, a significant inverse association was observed between higher SSS and experiencing bullying (p = 0.002). Similarly in terms of witnessing bullying; SSS was significantly inversely associated (p = 0.017) while temporary employees reported a significantly higher risk of witnessing bullying compared to permanent workers (OR: 2.25 [95%CI:1.04 to 4.87]). The significant association between SSS and experiencing/witnessing workplace bullying supports the frustration hypothesis. The power distance hypothesis was also partly supported by the finding that temporary employees experienced a higher prevalence

Prevalence and Predictors of Bullying Behavior among Overweight and Obese Youth in a Nationally Representative Sample.

PubMed

Odar Stough, Cathleen; Merianos, Ashley; Nabors, Laura; Peugh, James

2016-08-01

Child and adolescent overweight and obesity are independent risk factors for poor social outcomes. Whether children who are overweight display greater bullying behaviors than normal weight peers, controlling for demographic and other social-ecological factors, was examined. The influence of child (e.g., mental health), family (e.g., income, parent mental health, and exposure to domestic violence), and community (e.g., exposure to neighborhood violence, unfair treatment based on race or ethnic group) factors on bullying risk in the subset of children who are overweight and obese was explored. We conducted a secondary data analysis of the 2011-2012 National Survey of Children's Health, a cross-sectional study providing a nationally representative sample of participants, using a series of multinomial logistic regressions in Mplus software (Muthén & Muthén, Los Angeles, CA). Participants were 41,361 youth ages 10-17 years. Despite statistically significant differences in unadjusted analyses, no differences were found in bullying behavior by weight status once controlling for other factors. Child, family, and neighborhood factors predicted bullying behavior in both the overall sample and the subset of overweight and obese youth. However, some risk factors were unique to children who were overweight or obese. Children who are overweight or obese are not at greater risk for engaging in bullying behavior than normal weight peers. Health professionals targeting bullying behavior should be aware of the impact child, family, and neighborhood factors have on bullying by overweight and obese children and adolescents.

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…

The practice of bullying among Brazilian schoolchildren and associated factors, National School Health Survey 2015.

PubMed

Mello, Flávia Carvalho Malta; Silva, Jorge Luiz da; Oliveira, Wanderlei Abadio de; Prado, Rogério Ruscitto do; Malta, Deborah Carvalho; Silva, Marta Angélica Iossi

2017-09-01

This study explored associations between bullying and sociodemographic, mental health and risk behavior variables in school age children. This cross-sectional survey analyzed data from the National School Health Survey (PeNSE 2015). A multiple logistic regression analysis checked for factors associated with bullying. Nineteen point eight percent (95%CI 10.5 - 20.0) of the students claimed they practiced bullying. The practice of bullying was more common among students enrolled in private schools, those living with their parents, and those whose mothers have more years of schooling and are gainfully employed (28.1% CI 27.3-28.8). In terms of mental health characteristics, bullying was more common among those feeling alone, suffering from insomnia and with no friends. Looking at family characteristics, those reporting they are physically punished by family members (33.09% CI 33.1-34.6) and miss school without telling their family (28.4% 95% CI 27.9-29.0) are more likely to practice bullying. Bullying was more frequent among those reporting tobacco, alcohol and drug use, and among students claiming to have had sexual relations. The data shows that bullying is significant and interferes in school children's health and the teaching-learning process. This must be addressed looking at youth as protagonists and in an inter-sectoral context.

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.

Prevalence and correlates of bullying victimisation and perpetration in a nationally representative sample of Australian youth.

PubMed

Thomas, Hannah J; Connor, Jason P; Lawrence, David M; Hafekost, Jennifer M; Zubrick, Stephen R; Scott, James G

2017-09-01

Bullying prevalence studies are limited by varied measurement methods and a lack of representative samples. This study estimated the national prevalence of bullying victimisation, perpetration and combined victim-perpetration experiences in a representative population-based sample of Australian youth. The relationships between the three types of bullying involvement with a range of mental health symptoms and diagnoses were also examined. A randomly selected nationally representative sample aged 11-17 years ( N = 2967, M age = 14.6 years; 51.6% male) completed the youth component of the Second Australian Child and Adolescent Survey of Mental Health and Wellbeing (Young Minds Matter). Parents or carers also completed a structured face-to-face interview that asked questions about a single randomly selected child in the household. The youth survey comprised self-reported bullying victimisation and perpetration (Olweus Bully-Victim Questionnaire-adapted), psychological distress (K10), emotional and behavioural problems (Strengths and Difficulties Questionnaire), as well as self-harm, suicide attempts and substance use. Modules from the Diagnostic Interview Schedule for Children Version IV were administered to all youth and parents to assess for mental disorder diagnoses (major depressive disorder, any anxiety disorder and any externalising disorder [attention-deficit hyperactivity disorder, oppositional defiant disorder and conduct disorder]). The 12-month prevalence of bullying victimisation was 13.3%, perpetration 1.6% and victim-perpetration 1.9%. Logistic regression models showed all forms of involvement in bullying were associated with increased risk of psychological distress, emotional and behavioural problems, substance use, self-harm and attempted suicide. Victimisation and victim-perpetration were associated with youth-reported major depressive disorder. There were also significant associations between bullying involvement and parent-reported diagnoses of major

Alabama Elementary Principals' Perceptions of Bullying

ERIC Educational Resources Information Center

Flynt, Samuel W.; Morton, Rhonda Collins

2008-01-01

According to the National Institute of Child Health and Human Development and the National Youth Violence Prevention Resource Center, approximately 3 out of every 10 students in today's schools are affected as bully, victim, or both. Olweus (1993), a leading authority on bullying, defines a bully as a person who demonstrates repetitive aggressive…

Cross-national time trends in bullying behaviour 1994-2006: findings from Europe and North America.

PubMed

Molcho, Michal; Craig, Wendy; Due, Pernille; Pickett, William; Harel-Fisch, Yossi; Overpeck, Mary

2009-09-01

To identify trends over 12 years in the prevalence of bullying and associated victimization among adolescents in North American and European countries. Cross-sectional self-report surveys were obtained from nationally representative samples of 11-15 year old school children in 21 countries in 1993/94 and in 27 countries in each of 1997/98, 2001/02 and 2005/06. Measures included involvement in bullying as either a perpetrator and/or victim. Consistent decreases in the prevalence of bullying were reported between 1993/94 to 2005/06 in most countries. Geographic patterns show consistent decreases in bullying in Western European countries and in most Eastern European countries. An increase or no change in prevalence was evident in almost all English speaking countries participating in the study (England, Scotland, Wales, Ireland and Canada, but not in the USA). Study findings demonstrated a significant decrease in involvement in bullying behaviour in most participating countries. This is encouraging news for policy-makers and practitioners working in the field of bullying prevention.

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,…

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.

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.

Bullying and the Gifted

ERIC Educational Resources Information Center

Peterson, Jean Sunde; Ray, Karen E.

2006-01-01

Gifted eighth graders (N=432) in 11 U.S. states participated in a retrospective national study that explored the prevalence and effects of being bullied and being a bully during kindergarten through grade 8. No significant differences were found related to size of city, race/ethnicity, and geographical region in terms of either being bullied or…

Bullying and PTSD Symptoms

ERIC Educational Resources Information Center

Idsoe, Thormod; Dyregrov, Atle; Idsoe, Ella Cosmovici

2012-01-01

PTSD symptoms related to school bullying have rarely been investigated, and never in national samples. We used data from a national survey to investigate this among students from grades 8 and 9 (n = 963). The prevalence estimates of exposure to bullying were within the range of earlier research findings. Multinomial logistic regression showed that…

Announcement: National Bullying Prevention Awareness Month - October 2016.

PubMed

2016-10-07

Bullying among youths is defined as any unwanted aggressive behavior by another youth or group of youths who are not siblings or current dating partners and involves an observed or perceived power imbalance, and is repeated multiple times or is highly likely to be repeated (1). As a form of youth violence, bullying can include aggression that is physical (hitting or tripping), verbal (name calling or teasing), or relational/social (rumor spreading or leaving out of a group). Electronic aggression, or cyber-bullying, is bullying that occurs through the Internet, cellphone technology, and social media (e.g., e-mail, website, text messaging, posting videos, or pictures) (2).

Adolescents' Definitions of Bullying: The Contribution of Age, Gender, and Experience of Bullying

ERIC Educational Resources Information Center

Byrne, Hollie; Dooley, Barbara; Fitzgerald, Amanda; Dolphin, Louise

2016-01-01

The aim of the present research was to examine adolescents' definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12-19 years (M = 14.99 years, SD = 1.63) provided their definitions of…

Exploring bullying: Implications for nurse educators.

PubMed

Edwards, Sharon L; O'Connell, Claire Frances

2007-01-01

This article examines briefly the issue of workplace violence and bullying in the hospital environment, but more importantly how the same and different styles of bullying and intra-staff bullying are emerging in nurse education. The content describes the aetiology of violence and bullying and their place in the National Health Service (NHS) including nursing. It explores bullying as the principle form of intimidation in nurse education, the different types and subtle forms of bullying, why individuals become bullies, dealing with and the consequences of bullying. The legislation, guidelines, policies are part of the recommendations for practice.

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…

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…

Predictors of Bullying Behavior, Victimization, and Bully-Victim Risk among High School Students with Disabilities

ERIC Educational Resources Information Center

Blake, Jamilia J.; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R.

2016-01-01

The literature on bullying among students with disabilities is burgeoning. The purpose of this study was to examine risk factors for adolescents' involvement in bullying across the bullying continuum. Drawing from the National Longitudinal Transition Study-2 (NLTS2), 2,870 adolescents with disabilities were sampled. Results from multinomial…

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.

Perceptions of intimidation and bullying in dental schools: a multi-national study.

PubMed

Rowland, Michael L; Naidoo, Sudeshni; AbdulKadir, Rahimah; Moraru, Ruxandra; Huang, Boyen; Pau, Allan

2010-04-01

To determine first year dental students' perceptions of intimidation by instructors and bullying by fellow students. Data were collected through a cross-sectional survey of first year dental students from seven dental schools representing five countries; one each from Romania, South Africa, Australia and the U.S.A., and three from Malaysia. Self-report questionnaires were administered to participants at least six months after they had commenced their dental degree course during 2005-6. Over a third (34.6%) reported that they had been intimidated or badly treated by their tutors/instructors and 17% reported that they had been bullied or badly treated by their fellow students in the recent past. There were statistically significant differences in reports of intimidation by instructors between the different dental schools. Intimidation by instructors was associated with a history of medication use for stress, anxiety and depression, and perceived stress in the past month. There were no statistically significant variations in reports of bullying by fellow students between different dental schools. Bullying by fellow students was associated with dieting to lose weight, self-reported general health and perceived stress. This multi-national study highlights that intimidation and bullying is prevalent within dental teaching and training environments. Future research is needed to explore their impact on students' wellbeing and academic progress as well as on patient care. Dentists are the best recruiters for the profession. If the dental school experience is a negative one it can have significant impact on the future of the profession

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…

Bullying Victimization, Binge Drinking, and Marijuana Use among Adolescents: Results from the 2013 National Youth Risk Behavior Survey.

PubMed

Priesman, Emily; Newman, Rameika; Ford, Jason A

2018-01-01

The current research examines the association between bullying victimization, binge drinking, and marijuana use among adolescents. We seek to determine if this association varies based on the type of bullying experienced, traditional or cyberbullying. We used data from the 2013 Youth Risk Behavior Survey, a nationally representative sample of high school students in the United States. The dependent variables were binge drinking and marijuana use. Our key independent variable, bullying victimization, included both traditional and cyberbullying. We estimated logistic regression models, by gender, to examine the association between bullying victimization and substance use. About 25% of the sample reported bullying victimization, including 10.39% for only traditional, 5.47% for only cyber, and 9.26% for both. Traditional bullying was not significantly associated with binge drinking, but was negatively related to marijuana use. Being the victim of cyberbullying and both types of bullying was significantly associated with binge drinking and marijuana use. We also found important gender differences. The current research adds to a growing list of studies that suggests that cyberbullying is associated with more adverse outcomes than traditional bullying. Bullying prevention and intervention efforts should focus on reducing cyberbullying and providing adolescents with the skills needed to effectively deal with cyberbullying.

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.…

Coping with Bullying in the Workplace: The Effect of Gender, Age and Type of Bullying

ERIC Educational Resources Information Center

Olafsson, Ragnar; Johannsdottir, Hanna

2004-01-01

A study of bullying, victimisation and the coping strategies employed to tackle it is presented in the first study of bullying in the workplace conducted in Iceland. Participants were 398 members of a union of store and office workers and members of a national organisation of bank-employees. A factor analysis of bullying items identified two…

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…

Anti-bullying interventions in schools: a systematic literature review.

PubMed

Silva, Jorge Luiz da; Oliveira, Wanderlei Abadio de; Mello, Flávia Carvalho Malta de; Andrade, Luciane Sá de; Bazon, Marina Rezende; Silva, Marta Angélica Iossi

2017-07-01

This paper presents a systematic literature review addressing rigorously planned and assessed interventions intended to reduce school bullying. The search for papers was performed in four databases (Lilacs, Psycinfo, Scielo and Web of Science) and guided by the question: What are the interventions used to reduce bullying in schools? Only case-control studies specifically focusing on school bullying without a time frame were included. The methodological quality of investigations was assessed using the SIGN checklist. A total of 18 papers composed the corpus of analysis and all were considered to have high methodological quality. The interventions conducted in the revised studies were divided into four categories: multi-component or whole-school, social skills training, curricular, and computerized. The review synthesizes knowledge that can be used to contemplate practices and intervention programs in the education and health fields with a multidisciplinary nature.

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,…

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:…

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…

Virtual Learning Intervention to Reduce Bullying Victimization in Primary School: A Controlled Trial

ERIC Educational Resources Information Center

Sapouna, Maria; Wolke, Dieter; Vannini, Natalie; Watson, Scott; Woods, Sarah; Schneider, Wolfgang; Enz, Sibylle; Hall, Lynne; Paiva, Ana; Andre, Elizabeth; Dautenhahn, Kerstin; Aylett, Ruth

2010-01-01

Background: Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school…

Using Video Modeling as an Anti-bullying Intervention for Children with Autism Spectrum Disorder.

PubMed

Rex, Catherine; Charlop, Marjorie H; Spector, Vicki

2018-03-07

In the present study, we used a multiple baseline design across participants to assess the efficacy of a video modeling intervention to teach six children with autism spectrum disorder (ASD) to assertively respond to bullying. During baseline, the children made few appropriate responses upon viewing video clips of bullying scenarios. During the video modeling intervention, participants viewed videos of models assertively responding to three types of bullying: physical, verbal bullying, and social exclusion. Results indicated that all six children learned through video modeling to make appropriate assertive responses to bullying scenarios. Four of the six children demonstrated learning in the in situ bullying probes. The results are discussed in terms of an intervention for victims of bullying with ASD.

National Forum: How Schools and Parents Can Work Together to Address Bullying

ERIC Educational Resources Information Center

Australian Government Department of Education, Employment and Workplace Relations, 2012

2012-01-01

On 31 July 2012 the Minister for School Education, Early Childhood and Youth, Peter Garrett convened the "National Forum: How schools and parents can work together to address bullying" at Parliament House. The Forum brought together principals, parents groups, young people, as well as experts in education, child welfare, psychology and…

Health effects of perceived racial and religious bullying among urban adolescents in China: a cross-sectional national study.

PubMed

Pan, Stephen W; Spittal, Patricia M

2013-07-01

Research concerning ethnocultural bullying and adolescent health in China remains extremely limited. This study among Chinese urban adolescents examines associations between ethnocultural bullying and eight health-related outcomes: suicidal ideation, suicide planning, depressive symptomology, anxiety symptomatology, fighting, injury intentionally inflicted by another, smoking and moderate/heavy alcohol consumption. Data were obtained from the World Health Organisation's 2003 Chinese Global School-based Health Survey, a cross-sectional national survey of urban adolescents in four Chinese cities. The analytic sample size was n = 8182, which represented a sampling frame of 769,835 adolescents. Statistical analysis was conducted using generalised linear mixed effects models and sampling weights. Prevalence of ethnocultural bullying was significantly higher in Urumqi, Xinjiang province (2.08%) compared with Beijing municipality (0.72%) or Wuhan, Hubei province (0.67%). Compared to participants who were not bullied, religious bullying victimisation was significantly associated with suicidal ideation, injury intentionally inflicted by another and depressive symptomology. Racial bullying victimisation was significantly associated with suicidal ideation, injury intentionally inflicted by another and among females but not males, depressive symptomology. Health effects of ethnocultural bullying appear to be distinct from that of bullying in general. Additional research on ethnocultural adolescent health issues in China is warranted.

Stand by Me: The Effects of a Police Anti-Bullying Presentation on South Korean High School Students' Attitudes about Bullying and Willingness to Intervene

ERIC Educational Resources Information Center

Loui, Kenny

2017-01-01

Upon assuming the presidency of the Republic of Korea in 2013, Park Geun-hye announced her administration's priority to address the country's "Four Social Evils"--sexual violence, domestic violence, school bullying, and unsafe food products. As part of this initiative, the ROK national government urged police officers to implement…

The Effects of General Interpersonal and Bullying-Specific Teacher Behaviors on Pupils' Bullying Behaviors at School

ERIC Educational Resources Information Center

van der Zanden, Petrie J. A. C.; Denessen, Eddie J. P. G.; Scholte, Ron H. J.

2015-01-01

Bullying is a problem in many schools around the world. It is seen as an unwanted phenomenon in education and in many contexts the reduction of bullying is a target of national and local education policy. In practice, the extent to which bullying occurs differs widely across classrooms. Part of these differences may be explained by teachers'…

[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.

Hit, Robbed, and Put Down (but not Bullied): Underreporting of Bullying by Minority and Male Students.

PubMed

Lai, Tianjian; Kao, Grace

2018-03-01

To tackle adolescent bullying and identify students most vulnerable to being bullied, it is essential to examine both occurrences of bullying behaviors and students' own likelihoods of reporting bullying. This study examines ethnic and gender differences in students' odds of reporting bullying using the Education Longitudinal Study of 2002, a nationally representative study of United States high school sophomores (N = 15,362; ages 15-19; 50.2% female). Compared to White and female students, minority (particularly Black and Hispanic) and male students report comparable or greater experiences of bullying behaviors (such as being threatened, hit, put down by peers, or having belongings forced from them, stolen or damaged), but are less likely to report that they have been "bullied." These findings point to racialized and gendered differences in reporting bullying experiences such that indicators of "weakness" in peer relations may carry a greater stigma for minority and male students.

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.

Teaching about Bullying and Cyberbullying with the Internet

ERIC Educational Resources Information Center

Risinger, C. Frederick

2011-01-01

Bullying and cyber bullying are important issues in schools, not only in the United States but in many other nations. In this article, the author recommends sites that he thinks would be helpful for teachers and schools combating bullying and cyber bullying. These recommended sites provide teacher lesson plans and other resources dealing with…

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 Cyberbullying: What Every Educator Needs to Know

ERIC Educational Resources Information Center

Englander, Elizabeth Kandel

2013-01-01

"Bullying is a term that's being, well, bullied. It's been rendered essentially powerless by being constantly kicked around," writes nationally recognized bullying expert Elizabeth Kandel Englander. In this practical and insightful book, Englander dispels pervasive myths and misconceptions about peer cruelty, bullying, and cyberbullying.…

The relation between bullying and subclinical psychotic experiences and the influence of the bully climate of school classes.

PubMed

Horrevorts, Esther M B; Monshouwer, Karin; Wigman, Johanna T W; Vollebergh, Wilma A M

2014-09-01

This study aims to examine the association between the bully climate of school classes and the prevalence of subclinical psychotic experiences among students who are involved in bullying (either as bully or as victim). Data were derived from the Dutch health behavior in school-aged children survey of 2005, a nationally representative cross-sectional study with a total of 5,509 adolescents between the age of 12 and 16. The data were analyzed using a multilevel regression analysis. The study revealed that both bullying and being bullied in school classes was associated with an increased level of subclinical psychotic experiences. The bully climate of a school class moderates this effect, i.e., the higher risk for bully-victims on subclinical psychotic experiences was less strong in classes with a higher percentage of classmates involved in bullying. Thus, bully climate has to be taken into account when studying the psychological experiences associated with being bullied.

Bullying Prevention: A Research Dialogue with Dorothy Espelage

ERIC Educational Resources Information Center

Prevention Researcher, 2012

2012-01-01

Bullying impacts many of our nation's youth, either as victims, bullies, or bystanders. Over the past two decades, we have seen the research on bullying grow as researchers first defined bullying, and then explored how to effectively intervene and prevent it from happening. We know from listening to our readers and board members that there are…

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.

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.

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…

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…

Bullying Children with Disabilities: A Global Epic

ERIC Educational Resources Information Center

Ervin, Dana

2011-01-01

Bullying is an issue in all schools, colleges and work places throughout the world. It is in the national news constantly. The media typically reports on bullying and harassment when it involves non-disabled children, mostly high school and college aged students. Very little attention is given to bullying and harassment of children with…

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…

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.

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

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…

Teacher perceptions and practices regarding school bullying prevention.

PubMed

Dake, Joseph A; Price, James H; Telljohann, Susan K; Funk, Jeanne B

2003-11-01

This study examined a national random sample of teachers regarding their perceptions and practices concerning school bullying prevention activities. A total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with both the bully and victim. Less than one-third set aside classroom time to discuss bullying (31.7%) or involved students in creating classroom rules against bullying (31.2%). Most perceived no barriers to implementing these activities. Teachers perceived post-bullying activities as the most effective means of reducing bullying problems, followed by improved student supervision, and by environmental bullying prevention activities. The findings suggest that preprofessional and continuing education are needed to improve teacher knowledge about effective classroom-based bullying prevention activities.

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…

National Prevalence Rates of Bully Victimization among Students with Disabilities in the United States

ERIC Educational Resources Information Center

Blake, Jamilia J.; Lund, Emily M.; Zhou, Qiong; Kwok, Oi-man; Benz, Michael R.

2012-01-01

This study examined the prevalence rates of bully victimization and risk for repeated victimization among students with disabilities using the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 longitudinal datasets. Results revealed that a prevalence rate ranging from 24.5% in elementary school to…

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.

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…

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.

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.

Childhood bullying victimization is associated with use of mental health services over five decades: a longitudinal nationally representative cohort study.

PubMed

Evans-Lacko, S; Takizawa, R; Brimblecombe, N; King, D; Knapp, M; Maughan, B; Arseneault, L

2017-01-01

Research supports robust associations between childhood bullying victimization and mental health problems in childhood/adolescence and emerging evidence shows that the impact can persist into adulthood. We examined the impact of bullying victimization on mental health service use from childhood to midlife. We performed secondary analysis using the National Child Development Study, the 1958 British Birth Cohort Study. We conducted analyses on 9242 participants with complete data on childhood bullying victimization and service use at midlife. We used multivariable logistic regression models to examine associations between childhood bullying victimization and mental health service use at the ages of 16, 23, 33, 42 and 50 years. We estimated incidence and persistence of mental health service use over time to the age of 50 years. Compared with participants who were not bullied in childhood, those who were frequently bullied were more likely to use mental health services in childhood and adolescence [odds ratio (OR) 2.53, 95% confidence interval (CI) 1.88-3.40] and also in midlife (OR 1.30, 95% CI 1.10-1.55). Disparity in service use associated with childhood bullying victimization was accounted for by both incident service use through to age 33 years by a subgroup of participants, and by persistent use up to midlife. Childhood bullying victimization adds to the pressure on an already stretched health care system. Policy and practice efforts providing support for victims of bullying could help contain public sector costs. Given constrained budgets and the long-term mental health impact on victims of bullying, early prevention strategies could be effective at limiting both individual distress and later costs.

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.

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 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.

Bullying: Proactive Physical Educators' Contribution to School-Wide Prevention

ERIC Educational Resources Information Center

Gibbone, Anne; Manson, Mara

2010-01-01

Although not a new concept, bullying continues to be a problem in schools across the nation. Bullying involves the intention to hurt the feelings of the victim. Research demonstrates that victims of bullying often experience low self-esteem, depression, anxiety, insecurity, oversensitivity, introversion, and withdrawal from social activities. This…

The emotional impact of bullying and cyberbullying on victims: a European cross-national study.

PubMed

Ortega, Rosario; Elipe, Paz; Mora-Merchán, Joaquin A; Genta, M Luisa; Brighi, Antonella; Guarini, Annalisa; Smith, Peter K; Thompson, Fran; Tippett, Neil

2012-01-01

Past research has demonstrated the effects of bullying can be severe and long term for the individuals involved. The main aim of this study is to analyze the emotional impact on victims of traditional bullying, both direct and indirect forms, and of cyberbullying through mobile phones and the Internet. A sample of 5,862 adolescents from three different countries, Italy (N = 1,964), Spain (N = 1,671), and England (N = 2,227), responded to a questionnaire that asked if they had experience of various forms of bullying, and the consequent emotional impact. The results show that both traditional bullying and cyberbullying have a significant prevalence in the samples. Emotional responses are linked to types of bullying. Analysis of answers identified specific emotional profiles for the different types of bullying and cyberbullying. Direct bullying and cyberbullying via mobile phone showed similar profiles, and also indirect bullying and cyberbullying using the Internet. Similarities and differences between profiles are discussed and some hypotheses are presented to explain the results. In addition, school grade, gender, country, and severity of bullying episodes were related to the specific emotional profiles of each type of bullying. © 2012 Wiley Periodicals, Inc.

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.

A Profile of Bullying at School.

ERIC Educational Resources Information Center

Olweus, Dan

2003-01-01

Describes basic facts and common myths about bullying. Covers the key principles of the Olweus Bulling Prevention Program. Discusses the results of research-based evaluations of the Olweus Program. Describes Norway's recent national initiative against bullying, which includes the use of the Olweus Program in a large number of elementary and junior…

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…

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…

Review and application of the National Academies of Sciences, Engineering, and Medicine bullying or cyberbullying recommendations for screening and lesbian, gay, bisexual, and transgender youth.

PubMed

Gillespie, Gordon Lee; Willis, Danny G; Amar, Angela F

2018-03-08

Bullying has been long seen as a natural part of childhood and adolescence. However, a growing body of evidence suggests bullying and now cyberbullying may inflict harm or distress on targeted youth including physical, psychological, social, or educational harm. The purpose of this paper is to endorse the National Academies of Sciences, Engineering, and Medicine statement, summarize the report, and apply the recommendations to two focus areas: screening and lesbian, gay, bisexual, and transgender youth as they relate to bullying and cyberbullying. Screening for bullying against youth; lesbian, gay, bisexual, and transgender youth as a high-risk group for bullying victimization; and implications to address bullying against youth are exemplified. Nurses need to promote policies that foster inclusive, supportive, safe, and healthy schools and environments for youth. Copyright © 2018 Elsevier Inc. All rights reserved.

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

Effects of childhood adversity on bullying and cruelty to animals in the United States: findings from a national sample.

PubMed

Vaughn, Michael G; Fu, Qiang; Beaver, Kevin M; Delisi, Matt; Perron, Brian E; Howard, Matthew O

2011-11-01

This study examined effects of type of and cumulative burden of childhood adversities on bullying and cruelty to animals in the United States. Data were derived from Waves I and II of the National Epidemiologic Survey on Alcohol and Related Conditions, a nationally representative sample of U.S. adults. Structured psychiatric interviews were completed by trained lay interviewers between 2001-2002 and 2003-2004. Although the effects of childhood adversity diminished with the inclusion of confounding variables, several adversities remained significant. For bullying, these included being made to do chores that were too difficult or dangerous, threatening to hit or throw something, pushing, shoving, slapping, or hitting, and hitting that left bruises, marks, or injuries. With respect to cruelty to animals, swearing and saying hurtful things, having a parent or other adult living within the home that went to jail or prison, and adult/other person fondling/touching in a sexual way were significant. The final models indicated that the cumulative burden of childhood adversities had strong effects on the increased likelihood of bullying behavior but not cruelty to animals.

Strengthening Bullying Prevention through School Staff Connectedness

ERIC Educational Resources Information Center

O'Brennan, Lindsey M.; Waasdorp, Tracy E.; Bradshaw, Catherine P.

2014-01-01

The growing concern about bullying and school violence has focused national attention on various aspects of school climate and school connectedness. The current study examined dimensions of staff connectedness (i.e., personal, student, staff, and administration) in relation to staff members' comfort intervening in bullying situations (e.g.,…

"FearNot!": A Computer-Based Anti-Bullying-Programme Designed to Foster Peer Intervention

ERIC Educational Resources Information Center

Vannini, Natalie; Enz, Sibylle; Sapouna, Maria; Wolke, Dieter; Watson, Scott; Woods, Sarah; Dautenhahn, Kerstin; Hall, Lynne; Paiva, Ana; Andre, Elizabeth; Aylett, Ruth; Schneider, Wolfgang

2011-01-01

Bullying is widespread in European schools, despite multiple intervention strategies having been proposed over the years. The present study investigates the effects of a novel virtual learning strategy ("FearNot!") to tackle bullying in both UK and German samples. The approach is intended primarily for victims to increase their coping…

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.

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.

Bullying and associated factors among Brazilian adolescents: analysis of the National Adolescent School-based Health Survey (PeNSE 2012).

PubMed

Malta, Deborah Carvalho; do Prado, Rogério Ruscitto; Dias, Antônio José Ribeiro; Mello, Flavia Carvalho M; Silva, Marta Angelica Iossi; da Costa, Michelle Ralil; Caiaffa, Waleska Teixeira

2014-01-01

To estimate the prevalence of bullying from the victim's perspective in Brazilian school children and to analyze its association with individual and family context variables. An analysis of the data on 109,104 adolescents, obtained by the National Adolescent School-based Health Survey, held in schools in 2012, was carried out. An association model between bullying and explanatory variables was tested in different contexts: sociodemographic, risk behaviors, mental health and family context. Univariate and multivariate analyzes were performed, calculating the Odds Ratio and confidence intervals. The prevalence of bullying found in this study was of 7.2% (95%CI 6.6 - 7.8). A higher chance of bullying was found among male students (OR = 1.58; 95%CI 1.51 - 1.66), with an inverse relation between age and bullying, with the magnitude of risk among adolescents younger than 13 years of age being higher when compared to those with 16 years of age or more. Of individual risk behaviors, only being a smoker remained in the final model (OR = 1.11; 95%CI 1.01 - 1.23). Mental health variables associated with bullying were: feeling lonely (OR = 2.66; 95%CI 2.52 - 2.81), insomnia (OR = 1.92; 95%CI 1.80 - 2.05), not having friends (OR = 1.71; 95%CI 1.54 - 1.89), and, in the family context, those who skip class without telling their parents (OR = 1.13; 95%CI 1,07 - 1,19) and those who suffer physical abuse by family members (OR = 2.03; 95%CI 1.91 - 2.146). Bullying was associated to male students, younger, of black color, smokers, with mental health vulnerabilities and victims of domestic violence. This suggests the need for a holistic approach from education and health professionals, parents and the community in seeking measures for the prevention of bullying.

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.

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.

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…

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…

Bullying in the clinical training of pharmacy students.

PubMed

Knapp, Katherine; Shane, Patricia; Sasaki-Hill, Debra; Yoshizuka, Keith; Chan, Paul; Vo, Thuy

2014-08-15

To determine whether bullying is a significant factor in the clinical training of pharmacy students. The literature as well as the Accreditation Council for Pharmacy Education (ACPE) Standards and American Association of Colleges of Pharmacy (AACP) surveys were reviewed for mention and/or measurement of bullying behaviors in the clinical training of pharmacy students. The authors used a Delphi process to define bullying behavior. The consensus definition was used to analyze 2,087 in-house student evaluations of preceptors for evidence of bullying behaviors. The authors mapped strings of text from in-house student comments to different, established categories of bullying behaviors. The ACPE Standards and AACP surveys contained no mention or measures of bullying. The 2013 AACP survey data reported overwhelmingly positive preceptor ratings. Of the 2,087 student evaluations of preceptors, 119 (5.7%) had at least 1 low rating. Within those 119 survey instruments, 34 comments were found describing bullying behaviors. Students' responses to the AACP survey were similar to data from the national cohort. Given the evidence that bullying behaviors occur in pharmacy education and that bullying has long-term and short-term damaging effects, more attention should be focused on this problem. Efforts should include addressing bullying in ACPE Standards and AACP survey tools developing a consensus definition for bullying and conducting more research into bullying in the clinical training of pharmacy students.

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 ...

Bullying: Description and Analysis of the Phenomenon

ERIC Educational Resources Information Center

Benitez, Juan Luis; Justicia, Fernando

2006-01-01

This article purports to present this Special Issue about Bullying and, at the same time, to introduce the phenomenon of bullying in order to facilitate readers an updated vision about the problem that will be worked from different perspectives by researchers from national and international scope. With this purpose, we present some controversial…

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.…

Effects of Childhood Adversity on Bullying and Cruelty to Animals in the United States: Findings From a National Sample

PubMed Central

Vaughn, Michael G.; Fu, Qiang; Beaver, Kevin M.; DeLisi, Matt; Perron, Brian E.; Howard, Matthew O.

2012-01-01

This study examined effects of type of and cumulative burden of childhood adversities on bullying and cruelty to animals in the United States. Data were derived from Waves I and II of the National Epidemiologic Survey on Alcohol and Related Conditions, a nationally representative sample of U.S. adults. Structured psychiatric interviews were completed by trained lay interviewers between 2001–2002 and 2003–2004. Although the effects of childhood adversity diminished with the inclusion of confounding variables, several adversities remained significant. For bullying, these included being made to do chores that were too difficult or dangerous, threatening to hit or throw something, pushing, shoving, slapping, or hitting, and hitting that left bruises, marks, or injuries. With respect to cruelty to animals, swearing and saying hurtful things, having a parent or other adult living within the home that went to jail or prison, and adult/other person fondling/touching in a sexual way were significant. The final models indicated that the cumulative burden of childhood adversities had strong effects on the increased likelihood of bullying behavior but not cruelty to animals. PMID:21602208

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…

Bullying in the Clinical Training of Pharmacy Students

PubMed Central

Shane, Patricia; Sasaki-Hill, Debra; Yoshizuka, Keith; Chan, Paul; Vo, Thuy

2014-01-01

Objective. To determine whether bullying is a significant factor in the clinical training of pharmacy students. Methods. The literature as well as the Accreditation Council for Pharmacy Education (ACPE) Standards and American Association of Colleges of Pharmacy (AACP) surveys were reviewed for mention and/or measurement of bullying behaviors in the clinical training of pharmacy students. The authors used a Delphi process to define bullying behavior. The consensus definition was used to analyze 2,087 in-house student evaluations of preceptors for evidence of bullying behaviors. The authors mapped strings of text from in-house student comments to different, established categories of bullying behaviors. Results. The ACPE Standards and AACP surveys contained no mention or measures of bullying. The 2013 AACP survey data reported overwhelmingly positive preceptor ratings. Of the 2,087 student evaluations of preceptors, 119 (5.7%) had at least 1 low rating. Within those 119 survey instruments, 34 comments were found describing bullying behaviors. Students’ responses to the AACP survey were similar to data from the national cohort. Conclusions. Given the evidence that bullying behaviors occur in pharmacy education and that bullying has long-term and short-term damaging effects, more attention should be focused on this problem. Efforts should include addressing bullying in ACPE Standards and AACP survey tools developing a consensus definition for bullying and conducting more research into bullying in the clinical training of pharmacy students. PMID:25147389

Trends in Bullying, Physical Fighting, and Weapon Carrying Among 6th- Through 10th-Grade Students From 1998 to 2010: Findings From a National Study

PubMed Central

Brooks-Russell, Ashley; Wang, Jing; Iannotti, Ronald J.

2014-01-01

Objectives. We examined trends from 1998 to 2010 in bullying, bullying victimization, physical fighting, and weapon carrying and variations by gender, grade level, and race/ethnicity among US adolescents. Methods. The Health Behavior in School-Aged Children surveys of nationally representative samples of students in grades 6 through 10 were completed in 1998 (n = 15 686), 2002 (n = 14 818), 2006 (n = 9229), and 2010 (n = 10 926). We assessed frequency of bullying behaviors, physical fighting, and weapon carrying as well as weapon type and subtypes of bullying. We conducted logistic regression analyses, accounting for the complex sampling design, to identify trends and variations by demographic factors. Results. Bullying perpetration, bullying victimization, and physical fighting declined from 1998 to 2010. Weapon carrying increased for White students only. Declines in bullying perpetration and victimization were greater for boys than for girls. Declines in bullying perpetration and physical fighting were greater for middle-school students than for high-school students. Conclusions. Declines in most violent behaviors are encouraging; however, lack of decline in weapon carrying merits further attention. PMID:24825213

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.

Effects of Childhood Adversity on Bullying and Cruelty to Animals in the United States: Findings from a National Sample

ERIC Educational Resources Information Center

Vaughn, Michael G.; Fu, Qiang; Beaver, Kevin M.; DeLisi, Matt; Perron, Brian E.; Howard, Matthew O.

2011-01-01

This study examined effects of type of and cumulative burden of childhood adversities on bullying and cruelty to animals in the United States. Data were derived from Waves I and II of the National Epidemiologic Survey on Alcohol and Related Conditions, a nationally representative sample of U.S. adults. Structured psychiatric interviews were…

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…

Bullying Behaviors and Psychosocial Adjustment Among School-Aged Children in China.

PubMed

Zhang, Huiping; Zhou, Huazhen; Tao, Tao

2018-06-01

Bullying behaviors have been studied extensively in Western countries; however, no national data exist regarding this issue in contemporary China. Using a sample of 14,536 children in Grades 6, 8, and 10 from public schools in 11 provinces or autonomous regions in rural and urban China, our study assesses the prevalence of bullying behaviors among school-aged children in China and examines the correlation between bullying and psychosocial adjustment. Results indicate that 6.3% of children reported having been bullied in the last 3 months, 2.5% of children admitted to bullying other students, and 2.2% said they were bullied and bullied others in that same time frame. More boys than girls reported bullying others and being victims of bullying. The frequency of bullying is higher in Grades 6 and 8 than in Grade 10. Rural children are more often involved in bullying than their urban counterparts. Perpetrating and being a victim of bullying are associated with poorer psychosocial adjustment, although different patterns are observed among bullies, those bullied, and those who bully others and have been bullied. Health care professionals should be sensitive to bullying behaviors when identifying students with psychosocial maladjustment. Moreover, programs designed to prevent and intervene in school bullying would benefit from a holistic approach.

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 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.

[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 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…

Understanding linkages between bullying and suicidal ideation in a national sample of LGB and heterosexual youth in the United States.

PubMed

Ybarra, Michele L; Mitchell, Kimberly J; Kosciw, Joseph G; Korchmaros, Josephine D

2015-04-01

While there is an extant research base regarding suicidal ideation in relation to bullying and peer harassment, how findings may be similar and different for lesbian, gay, and bisexual (LGB) and non-LGB youth is less well understood. To address this gap, we analyzed data from 5,542 13- to 18-year-old youth who were nationally surveyed online in the United States in 2010. Results suggest that the relative odds of suicidal ideation are elevated for youth who are victims of bullying (OR = 5.61, 95 % CI, 4.11, 7.64), as well as those who are victims of peer harassment (OR = 2.06, 95 % CI, 1.53, 2.79). Within the context of other important factors, bullying was associated with odds of suicidal ideation twice that of non-victimized youth (aOR = 2.02, 95 % CI, 1.30, 3.13). Within sexual identity, the relation between bullying and suicidal ideation was particularly strong for gay, lesbian, and queer youth, even after adjusting for other influential factors (aOR = 6.29, 95 % CI, 2.69, 14.66). Across sexual identities, the odds of suicidal ideation are higher for bisexual youth (aOR = 1.77, 95 % CI, 1.23, 2.55) but not for other sexual minority youth when compared with otherwise similar heterosexual youth. Other factors, including depressive symptomatology and low self-esteem, were also predictive of recent ideation across all sexual identities. Findings highlight the complexity of bullying and suicidal ideation. Furthermore, given the relation between bullying and suicidal ideation, and the disproportionate level of bullying experienced by LGB youth, our findings suggest the need for more protective environments for LGB youth.

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.

Bullying and Students with Disabilities: A Briefing Paper from the National Council on Disability

ERIC Educational Resources Information Center

Young, Jonathan; Ne'eman, Ari; Gelser, Sara

2012-01-01

Like bullying in general, bullying of students with disabilities represents both a civil rights and public health challenge. Amongst the possible effects of bullying the U.S. Department of Education (DOE, 2010) includes lowered academic achievement and aspirations, increased anxiety, loss of self-esteem and confidence, depression and…

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.

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.

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.

Bullying among siblings.

PubMed

Wolke, Dieter; Skew, Alexandra J

2012-01-01

Parents are often concerned about repeated conflicts between their daughters and sons. However, there is little empirical research of sibling bullying. To conduct a review of existing studies of sibling bullying. Are there any associations between sibling bullying and peer bullying at school? What are the consequences of sibling bullying? Is there good justification why sibling bullying has been so neglected in research? Studies of sibling relationships were reviewed. Four quantitative studies were identified that report on both sibling and peer bullying. Sibling bullying is frequent with up to 50% involved in sibling bullying every month and between 16% and 20% involved in bullying several times a week. Experience of sibling bullying increases the risk of involvement in bullying in school. Both, bullying between siblings and school bullying make unique contributions to explaining behavioral and emotional problems. There is a clear dose-effect relationship of involvement of bullying at home and at school and behavioral or emotional problems. Those involved in both have up to 14 times increased odds of behavioral or emotional problems compared to those involved in only one context or not at all. The empirical evidence is limited and studies are mostly cross-sectional studies. Nevertheless, the review suggests that for those victimized at home and at school behavioral and emotional problems are highly increased. Sibling relationships appear to be a training ground with implications for individual well-being. Strengthening families and parenting skills and increasing sibling support is likely to reduce bullying and increase well-being.

School Bullying Among US Adolescents: Physical, Verbal, Relational and Cyber

PubMed Central

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

2009-01-01

Purpose Four forms of school bullying behaviors among US adolescents and their association with socio-demographic characteristics, parental support and friends were examined. Methods Data were obtained from the Health Behavior in School-Aged Children (HBSC) 2005 Survey, a nationally-representative sample of grades 6 to 10 (N = 7182). The Olweus Bully/Victim Questionnaire was used to measure physical, verbal and relational forms of bullying. Two items were added using the same format to measure cyber bullying. For each form, four categories were created: bully, victim, bully-victim, and not involved. Multinomial logistic regressions were applied, with socio-demographic variables, parental support and number of friends as predictors. Results Prevalence rates of having bullied others or having been bullied at school for at least once in the last 2 months were 20.8% physically, 53.6% verbally, 51.4% socially or 13.6% electronically. Boys were more involved in physical or verbal bullying, while girls were more involved in relational bullying. Boys were more likely to be cyber bullies, while girls were more likely to be cyber victims. African-American adolescents were involved in more bullying (physical, verbal or cyber) but less victimization (verbal or relational). Higher parental support was associated with less involvement across all forms and classifications of bullying. Having more friends was associated with more bullying and less victimization for physical, verbal and relational forms, but was not associated with cyber bullying. Conclusions Parental support may protect adolescents from all four forms of bullying. Friends associate differentially with traditional and cyber bullying. Results indicate that cyber bullying has a distinct nature from traditional bullying. PMID:19766941

School Leadership and Counselors Working Together to Address Bullying

ERIC Educational Resources Information Center

Austin, Sheila M.; Reynolds, Glenda P.; Barnes, Shirley L.

2012-01-01

School bullying remains a serious issue although it has been the subject of national news, government agencies, schools and community organizations since the school shootings at Columbine. School administrators must implement school policies concerning bullying and harassment. The authors describe how administrators can develop a school-wide…

Teachers’ Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample

PubMed Central

Kolbert, Jered B.; Crothers, Laura M.; Bundick, Matthew J.; Wells, Daniel S.; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

2015-01-01

This study was designed to ascertain teachers’ perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers’ perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers’ reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers’ perceptions of a higher level of staff and student support was associated with higher reported frequencies of students’ use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools’ anti-bullying policies. PMID:26030341

Teachers' Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample.

PubMed

Kolbert, Jered B; Crothers, Laura M; Bundick, Matthew J; Wells, Daniel S; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

2015-05-28

This study was designed to ascertain teachers' perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers' perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers' reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers' perceptions of a higher level of staff and student support was associated with higher reported frequencies of students' use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools' anti-bullying policies.

The Influence of Psychosocial Factors on Bullying Involvement of Students with Disabilities

ERIC Educational Resources Information Center

Rose, Chad A.; Forber-Pratt, Anjali J.; Espelage, Dorothy L.; Aragon, Steven R.

2013-01-01

The involvement of students with disabilities within the bullying dynamic has been recognized as a pressing issue within the nation's schools. Unfortunately, few studies have examined the psychosocial outcomes related to the bullying involvement of students with disabilities. However, involvement in bullying has been linked to negative short-…

Academic Bullies

ERIC Educational Resources Information Center

Fogg, Piper

2008-01-01

Many professors have been traumatized by academic bullies. Unlike bullies at school, the academic bully plays a more subtle game. Bullies may spread rumors to undermine a colleague's credibility or shut their target out of social conversations. The more aggressive of the species cuss out co-workers, even threatening to get physical. There is…

Bullying - Multiple Languages

MedlinePlus

... XYZ List of All Topics All Bullying - Multiple Languages To use the sharing features on this page, please enable JavaScript. Arabic (العربية) ... Bethesda, MD 20894 U.S. Department of Health and Human Services National Institutes of Health Page last updated on 28 February 2018

Bullies, Bullying and Power in the Contexts of Schooling

ERIC Educational Resources Information Center

Bansel, Peter; Davies, Bronwyn; Laws, Cath; Linnell, Sheridan

2009-01-01

In this paper the four authors explore the experience of school bullying, drawing on stories of bullying generated in a collective biography workshop and on fictional accounts of bullying. They counter the current trend of reading bullying as individual or family pathology with a post-structuralist analysis of subjectification and power.

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.

Preventing Bullying: Nine Ways to Bully-Proof Your Classroom

ERIC Educational Resources Information Center

Shore, Kenneth

2009-01-01

In recent years, bullying seems to have become more serious and more pervasive. Research indicates that 15% to 20% of all students are victimized by bullies at some point in their school careers. Clearly, bullying is a problem that schools must recognize and address. Bullying has three distinguishing characteristics: (1) it is intentional; (2) it…

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 (1950-2010): The Bully and the Bullied

ERIC Educational Resources Information Center

Provis, Steven Arthur

2012-01-01

This study investigates the bully and the bullied from 1950 to 2010. It begins by presenting a historical background of each decade with the major historical events that defined our culture. Each decade can be characterized by a particular zeitgeist, or spirit of the times. During each decade, popular movies and television programs that provided…

Is there an association between adolescent bullying victimization and substance abuse?

PubMed

Ringwalt, Chris; Shamblen, Steven

2012-01-01

Bullying is endemic in the nation's schools and takes a substantial toll on its victims' physical and social-emotional well-being. We assessed the association between specific reasons for which adolescents believe that they are targeted for bullying and their rates of various types of substance use by analyzing the association between self-reported past 30-day substance use and past 30-day bullying victimization among 53,750 middle and high school students in Oregon. Our results confirm previous estimates of prevalence rates for bullying as well as modest (r < 0.20) associations between bullying victimization and substance use. However, study findings did not reveal a particular reason for bullying victimization that would place adolescents at a relatively high risk of substance use.

Suboptimal maternal and paternal mental health are associated with child bullying perpetration.

PubMed

Shetgiri, Rashmi; Lin, Hua; Flores, Glenn

2015-06-01

This study examines associations between maternal and paternal mental health and child bullying perpetration among school-age children, and whether having one or both parents with suboptimal mental health is associated with bullying. The 2007 National Survey of Children's Health, a nationally-representative, random-digit-dial survey, was analyzed, using a parent-reported bullying measure. Suboptimal mental health was defined as fair/poor (vs. good/very good/excellent) parental self-reported mental and emotional health. Of the 61,613 parents surveyed, more than half were parents of boys and were white, 20% were Latino, 15% African American, and 7% other race/ethnicity. Suboptimal maternal (OR 1.4; 95% CI 1.1-1.8) and paternal (OR 1.5; 95% CI 1.1-2.2) mental health are associated with bullying. Compared with children with no parents with suboptimal mental health, children with only one or both parents with suboptimal mental health have higher bullying odds. Addressing the mental health of both parents may prove beneficial in preventing bullying.

Individual and contextual factors associated with verbal bullying among Brazilian adolescents.

PubMed

Azeredo, Catarina Machado; Levy, Renata Bertazzi; Araya, Ricardo; Menezes, Paulo Rossi

2015-05-01

Few studies have been carried out in low- middle-income countries assessing contextual characteristics associated with bullying. This study aimed to assess the relative importance of contextual (school and city) and individual-level factors to explain the variance in verbal bullying among a nationally representative sample of Brazilian adolescents. 59,348 students from 1,453 schools and 26 state capitals and the Federal District participated in the National Survey of School Health among 9th Grade Students (PeNSE, 2009). We performed multilevel logistic regression in a three level model (individual, school and city). The 30-day prevalence of verbal bullying among these students was 14.2%. We found that 1.8% and 0.3% of the total variance in bullying occurred at school-level and city-level, respectively, and 97.9% at individual-level. At city-level, all factors included failed to demonstrate a significant association with bullying (p < 0.05) whereas at school-level, private schools presented more bullying than public schools (OR = 1.17, CI 1.04-1.31). At individual-level, male gender, younger age, not living with both parents, exposed to domestic violence, under or overweight were all associated with bullying. All socioeconomic indicators assessed contributed little to explain the variance in bullying at individual, school or city-level. Population subgroups at risk identified according to their individual profile could be targeted in future interventions in Brazil.

Genetic and Environmental Influences on Victims, Bullies and Bully-Victims in Childhood

ERIC Educational Resources Information Center

Ball, Harriet A.; Arseneault, Louise; Taylor, Alan; Maughan, Barbara; Caspi, Avshalom; Moffitt, Terrie E.

2008-01-01

Background: Three groups of children are involved in bullying: victims, bullies and bully-victims who are both bullies and victims of bullying. Understanding the origins of these groups is important since they have elevated emotional and behavioural problems, especially the bully-victims. No research has examined the genetic and environmental…

Using Young Adult Literature to Provide Case Studies for Discussion of Bullying: An Analysis of the 2014 Pura Belpré Award Winner

ERIC Educational Resources Information Center

Cummins, Amy

2014-01-01

Analyzing Meg Medina's young adult novel "Yaqui Delgado Wants to Kick Your Ass" (2013) through the lens of multidisciplinary research on school bullying provides a case study in using young adult literature (YAL) to stimulate high school discussions about bullying. Strategies for using anti-bullying YAL and recommendations of additional…

Social background, bullying, and physical inactivity: National study of 11- to 15-year-olds.

PubMed

Henriksen, P W; Rayce, S B; Melkevik, O; Due, P; Holstein, B E

2016-10-01

More children from lower social backgrounds are physically inactive than those from higher ones. We studied whether bullying was a mediating factor between lower social background and physical inactivity. We also examined the combined effect of low social class and exposure to bullying on physical inactivity. The Danish sample of the Health Behaviour in School-aged Children (HBSC) study 2006 included 6269 schoolchildren in three age groups: 11-, 13-, and 15-year-olds from a random sample of 80 schools. The students answered the internationally standardized HBSC questionnaire. The applied definition leaves 4.0% in the category physically inactive. The sex and age-adjusted OR (95% CI) for physical inactivity was 2.10 (1.39-3.18) among students with low social class and unclassifiable 3.53 (2.26-5.53). Exposure to bullying was associated with physical inactivity, sex and age-adjusted OR = 2.39 (1.67-3.41). Exposure to bullying did not explain the association between social class and physical inactivity. The association between social class and physical inactivity was more pronounced among participants also exposed to bullying. In conclusion, there was a significantly increased odds ratio for physical inactivity among students from lower social classes and for students exposed to bullying. There was a combined effect of low social class and bullying on physical inactivity. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Profiles of sibling bullying.

PubMed

Skinner, Jessica A; Kowalski, Robin M

2013-05-01

Considerable research has been done on childhood bullying, including its antecedents and consequences. Yet, with all of the attention on bullying, particularly school bullying, sibling bullying has been vastly overlooked. Sibling bullying is a type of violence prevalent in the lives of most children, but little is known about the phenomenon. The purpose of this study was to profile sibling bullying by examining prevalence rates, the extent to which siblings perceive sibling bullying to be normative, and victim-perpetrator differences in perceptions of sibling bullying. Twenty-seven sibling pairs who wrote stories about personal experiences of sibling bullying and victimization completed questionnaires about these experiences and responded to their sibling partners' stories. Of the siblings surveyed, 78% reported being bullied by their sibling and 85% reported bullying their sibling during their childhood. This is far greater than published statistics on peer bullying. Not surprisingly, victims viewed sibling bullying more negatively than perpetrators. Sadly, there was a norm of acceptance of sibling bullying among most of the sibling pairs. Practical implications are discussed.

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

Self-Esteem in Pure Bullies and Bully/Victims: A Longitudinal Analysis

ERIC Educational Resources Information Center

Pollastri, Alisha R.; Cardemil,, Esteban V.; O'Donnell, Ellen H.

2010-01-01

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…

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

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.

Childhood Maltreatment, Bullying Victimization, and Psychological Distress Among Gay and Bisexual Men.

PubMed

Hart, Trevor A; Noor, Syed W; Vernon, Julia R G; Kidwai, Ammaar; Roberts, Karen; Myers, Ted; Calzavara, Liviana

Sexual minority men report higher psychological distress than heterosexual men, including depression and anxiety. Research suggests that these health disparities may be due to the heightened stressors that gay, lesbian, and bisexual individuals experience. Some of these stressors occur early on in life, such as childhood abuse and bullying, and may include stressors that are topically related to sexual minority status, such as anti-gay bullying and teasing for gender nonconformity to masculine gender norms. We tested a structural equation model on the association between negative childhood experiences and adult psychological distress among 304 gay and bisexual men. The model fit the data well, and demonstrated an indirect effect of negative childhood experiences on adult psychological distress via dysfunctional thoughts toward oneself. The results integrate the childhood abuse and anti-gay bullying victimization literatures by showing that both forms of adverse childhood experiences are associated with adult psychological distress. The findings suggest the benefit of treatments to reduce negative, dysfunctional thoughts among gay and bisexual men who have experienced adverse childhood events.

Old Wine, New Bottle? Comparing Interpersonal Bullying and Cyberbullying Victimization

ERIC Educational Resources Information Center

Payne, Allison Ann; Hutzell, Kirsten L.

2017-01-01

This study uses a large nationally representative sample to compare and contrast interpersonal bullying and cyberbullying by asking the following questions: (a) How does the prevalence of cyberbullying victimization compare with the prevalence of interpersonal bullying victimization? (b) How does the relationship between demographic predictors and…

Eliminate Bullying--A Legal Imperative. A Legal Memorandum: Quarterly Law Topics for School Leaders. Vol. 8, No. 2, Winter 2008

ERIC Educational Resources Information Center

Kirby, Elizabeth

2008-01-01

Recent incidents of school violence have brought bullying to the nation's attention in a dramatic way. Research shows that approximately 30% of teens in the United States either bully, are targets of bullying, or both (National Youth, n.d.). Bullying causes adverse physical, psychological, and social effects. It erodes feelings of self-worth and…

Bullying of junior doctors in Pakistan: a cross-sectional survey.

PubMed

Imran, N; Jawaid, M; Haider, I I; Masood, Z

2010-07-01

The aim of this study was to determine the prevalence of workplace bullying among junior doctors in Pakistan, identify the types and sources of bullying behaviours and investigate the perceived barriers to making complaints against bullying. We conducted a cross-sectional survey of junior doctors using convenience sampling in three tertiary care hospitals in two provinces of Pakistan. Demographic details and information about the different types of bullying behaviours experienced by junior doctors in the 12 months preceding the study were collected using a previously validated list of 20 such behaviours. Respondents were also asked to indicate the sources of bullying, any complaints made and if not, the reasons behind it. The data was analysed using the Statistical Package for the Social Sciences. A total of 654 doctors participated in the study. 417 (63.8 percent) of them reported experiencing one or more type of bullying in the past 12 months. 436 (66.7 percent) doctors had witnessed the bullying of others. The most common source of bullying was consultants (51.6 percent). 306 (73.4 percent) respondents did not make a complaint against the bullying. Bullying is faced by a fairly large proportion of junior doctors in Pakistan. The most frequent perpetrators of this bullying are consultants. Major changes are required at the national, organisational and individual levels in Pakistan to tackle the bullying problem and prevent its adverse consequences in an already vulnerable healthcare delivery system.

[The bullied who bullies: the reciprocal relationship between victim and aggressor in workplace bullying situations].

PubMed

Rodríguez Muñoz, Alfredo; Moreno Jiménez, Bernardo; Baillien, Elfi; Sanz Vergel, Ana Isabel; Moreno López, Ynomig

2012-01-01

The aim of this study was to explore longitudinal relationships between organizational factors (workload and procedural justice) and targets and perpetrators of workplace bullying. We compared several causal models (baseline or stability, normal, reversed and reciprocal models). The sample comprised 286 employees from two companies in Madrid, and we used a time-lag of one year. Results of structural equation modeling analyses showed that reciprocal model fit the data the best. We found that T1 workload was related positively to T2 target of bullying, and T1 procedural justice was related negatively to T2 target of bullying. There was a significant reverse effect of T1 target of bullying on T2 workload. Furthermore, we found a reciprocal relationship between being the target and the perpetrator of bullying. Overall, these findings emphasize the need to extend the traditional causal models of workplace bullying to more dynamic approaches.

Pathways From Bullying Perpetration, Victimization, and Bully Victimization to Suicidality Among School-Aged Youth: A Review of the Potential Mediators and a Call for Further Investigation.

PubMed

Hong, Jun Sung; Kral, Michael J; Sterzing, Paul R

2015-10-01

In the wake of several highly publicized adolescent suicides attributed to bullying victimization, national attention has been brought to bear on the profound public health problem of bullying. This article reviews the extant literature on the associations between bullying perpetration, victimization, and thoughts of or attempts at suicide and proposes five potential mediators, namely depression, anxiety, low self-esteem, loneliness, and hopelessness, that may explain this relationship. Numerous studies have found empirical support for the interrelations between internalizing behaviors and both bullying perpetration and victimization and suicide. We find that further longitudinal research needs to be conducted to more conclusively determine the role and causal ordering these various psychosocial factors may play in bullying perpetration, victimization, and suicide. Although the research literature implies causal directions among all these potential mediators, untangling the unique influence of bullying perpetration, victimization, and bully victimization on suicide and its mechanisms of action has major research and practice implications. © The Author(s) 2014.

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)

Extending the school grounds?--Bullying experiences in cyberspace.

PubMed

Juvonen, Jaana; Gross, Elisheva F

2008-09-01

Bullying is a national public health problem affecting millions of students. With the rapid increase in electronic or online communication, bullying is no longer limited to schools. The goal of the current investigation was to examine the overlap among targets of, and the similarities between, online and in-school bullying among Internet-using adolescents. Additionally, a number of common assumptions regarding online or cyberbullying were tested. An anonymous Web-based survey was conducted with one thousand four hundred fifty-four 12- to 17-year-old youth. Within the past year, 72% of respondents reported at least 1 online incident of bullying, 85% of whom also experienced bullying in school. The most frequent forms of online and in-school bullying involved name-calling or insults, and the online incidents most typically took place through instant messaging. When controlling for Internet use, repeated school-based bullying experiences increased the likelihood of repeated cyberbullying more than the use of any particular electronic communication tool. About two thirds of cyberbullying victims reported knowing their perpetrators, and half of them knew the bully from school. Both in-school and online bullying experiences were independently associated with increased social anxiety. Ninety percent of the sample reported they do not tell an adult about cyberbullying, and only a minority of participants had used digital tools to prevent online incidents. The findings have implications for (1) school policies about cyberbullying, (2) parent education about the risks associated with online communication, and (3) youth advice regarding strategies to prevent and deal with cyberbullying incidents.

School Truancy and the Disciplinary Problems of Bullying Victims

ERIC Educational Resources Information Center

Gastic, Billie

2008-01-01

This study describes the truancy and disciplinary problems of high school bullying victims in the USA. Analyses are based on data from the Educational Longitudinal Study of 2002, a nationally representative sample of 10th graders (students aged 14-15) in the USA. Being bullied is found to be positively associated with increased risk of being…

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.

Preservice Teachers' Responses to Bullying Scenarios: Comparing Physical, Verbal, and Relational Bullying

ERIC Educational Resources Information Center

Bauman, Sheri; Del Rio, Adrienne

2006-01-01

In the present study, 82 undergraduate students in a teacher education program responded to 6 written vignettes describing school bullying incidents. Scenarios described physical bullying, verbal bullying, and relational bullying events. Respondents rated relational bullying as the least serious of the 3 types. Participants had the least empathy…

Bullying: It's Not OK

MedlinePlus

... Prevention Listen Español Text Size Email Print Share Bullying: It's Not OK Page Content Article Body Bullying ... are shy, and generally feel helpless. Facts About Bullying Both girls and boys can be bullies. Bullies ...

Stopping the Bully: An Analysis of Texas House Bill 1942

ERIC Educational Resources Information Center

Kelly, Don R.

2016-01-01

Bullying is prevalent in our culture and can be recognizable through a competitive, capitalistic economy and a dominance hierarchy. Based on dominance, bullying continues to be a problem in our public schools as witnessed through nationally televised stories in Colorado (Columbine), Vermont (Ryan Halligan), and Missouri (Megan Meier), to name a…

Bullying at a University: Students' Experiences of Bullying

ERIC Educational Resources Information Center

Sinkkonen, Hanna-Maija; Puhakka, Helena; Meriläinen, Matti

2014-01-01

This study focuses on bullying at a Finnish university. In May 2010 an e-questionnaire was sent to each university student (N?=?10,551), and 27% of these students (N?=?2,805) responded. According to the results, 5% of the university students had experienced either indirect public bullying or direct verbal bullying on campus. In most cases, the…

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…

Bullying and HIV Risk Among High School Teenagers: The Mediating Role of Teen Dating Violence.

PubMed

Okumu, Moses; Mengo, Cecilia; Ombayo, Bernadette; Small, Eusebius

2017-10-01

Teen dating violence (TDV), bullying, and HIV risk behaviors are public health concerns that impact adolescents in the United States. National estimates reveal high rates of these risk behaviors among high school students. Based on theoretical and empirical evidence, we hypothesized that experiencing teen dating violence (sexual and physical) would mediate the impact of bullying on HIV risk. Data were from the 2013 National Youth Behavior Risk Surveillance Survey (YRBSS) among students who answered questions on bullying, TDV, and HIV risk (N = 13,571). The YRBSS is conducted biennially among 9th- to 12th-grade students nationally. We used multiple regression analysis and Hayes' SPSS process macro to examine the 2 study hypotheses. Findings from bivariate analysis suggest an association between bullying and HIV risk. The study also found associations between physical, sexual teen dating violence and HIV risk. Results also indicate that both physical and sexual teen dating violence mediate the association between bullying and HIV risk. Our findings suggest that multidimensional interventions should be developed to reduce the rate of teen dating violence and combat bullying as a preventative method for HIV risk among high school students. © 2017, American School Health Association.

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…

Bullying and gangs.

PubMed

White, Rob; Mason, Ron

2012-01-01

Although bullying is associated with gangs, questions arise as to whether bullying, as such, takes place within gangs. To provide a critical analysis of bullying as this pertains to youth gangs and especially to violence within gangs, and as applied to the behaviour of individual gang members. Young men between 12 and 25 years of age. Review of relevant literature with a view to theorising the nature of the relationship between bullying and violence within a youth gang context. Bullying is associated with the reasons why individuals join gangs and with gang-related behaviour, but the violence within a gang is of a different character than that usually described by the term bullying. Bullying has implications for related and/or subsequent types of street violence, but is less relevant for descriptions of violence within a youth gang context as such.

Bullying

MedlinePlus

... highly likely to be repeated. Bullying also includes cyberbullying, a type of aggression that is carried out ... place at home, school, or work. Because of cyberbullying, bullying can occur almost anywhere at any time. ...

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.

Bullying Experiences, Anxiety about Bullying, and Special Education Placement

ERIC Educational Resources Information Center

Saia, Danielle M.; Saylor, Conway F.; Allen, Ryan A.; Arnau, Penny L.

2009-01-01

Bullying experiences and self-reported anxiety about bullying and were compared in 72 elementary and middle school students including 16 in self contained (SC) special education classes, 20 receiving resource or consultation (RC), and 36 matched peers. Individually administered Bully Victimization Scale and School Violence Anxiety Scale scores…

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

Workplace Bullying Among Family Physicians: A Gender Focused Study.

PubMed

Rouse, Linda P; Gallagher-Garza, Shalena; Gebhard, Roberta E; Harrison, Suzanne L; Wallace, Lorraine S

2016-09-01

Continuing gender disparities within the medical profession have raised concerns about the extent to which women physicians face an inhospitable work environment. The purpose of this study was to examine the types and frequency of workplace bullying reported by a national sample of family physicians employed in academic settings, as related to gender. Data for this study were gathered as part of the Council of Academic Family Medicine (CAMF) Educational Research Alliance (CERA) omnibus electronic survey. Respondents completed questions addressing sociodemographic and practice characteristics, general experience with bullying, types of bullying, actions in response to bullying, and outcomes. A total of 1065 academic family physicians (male = 56.8%; female = 43.2%), mostly non-Hispanic white (84.2%) or Asian (5.3%) and between the ages 30 and 60 (58.7%) completed the CERA survey. One in 10 respondents acknowledged bullying someone in the workplace; 30% had been personally bullied in the workplace. Compared to men, female physicians were more likely to report being bullied overall and, specifically, to experience having their opinions ignored, lack of recognition for good work, feeling pressured not to claim rightful benefits, and being given unmanageable workloads. Despite some gender differences in actions taken, outcomes for each kind of action were the same for men and women.

Bullying and Internalizing Problems: Gender Differences and the Buffering Role of Parental Communication

PubMed Central

Ledwell, Maggie; King, Valarie

2013-01-01

Bullying is a widespread problem facing American adolescents. A better understanding of factors that may moderate the impact of bullying is important given its negative consequences for well-being. This study examines the association between bullying experiences and internalizing problems among a nationally representative sample of young adolescents. Additionally, we consider the ease of parental communication as a potential moderating factor in these associations. Using a structural equation modeling technique, results suggest that bullying is characteristically different for adolescent boys and girls and that its association with internalizing problems is stronger for adolescent females. Results also indicate that parental communication moderates the association between bullying and internalizing problems; higher levels of parental communication buffer adolescents against the negative influence of bullying. PMID:25892837

Aggression between siblings: Associations with the home environment and peer bullying.

PubMed

Tippett, Neil; Wolke, Dieter

2015-01-01

Sibling aggression is a common form of intra-familial aggression, yet has been largely neglected by research. Using an inclusive measure of sibling aggression, this study investigated, firstly, prevalence of sibling aggression and associations with family and household characteristics, and secondly, the relationship between sibling aggression and peer bullying. Participants were 4,237 adolescents from Wave 1 of Understanding Society. Four types of sibling aggression were measured: physical, verbal, stealing and teasing, and combined into composite measures of victimization and perpetration. Regression analysis identified associations with demographic characteristics, family and sibling composition, parent-child relationships and socioeconomic status and explored the link between sibling aggression and involvement in peer bullying. Using a broad definition, sibling aggression was found to be widespread, with 46% of all participants being victimized and 36% perpetrating aggression. Household and family characteristics, including a large family size, male siblings, and financial difficulties were associated with greater rates of sibling aggression. Parenting behavior showed the strongest relationship: harsh parenting increased the risk of sibling aggression while positive parenting protected against it. Sibling aggression was also homotypically related to involvement in peer bullying. Victimization by siblings significantly increased the odds of being a victim of peer bullying, and perpetrators of sibling aggression were more likely to be both peer bullies and bully-victims. Considering the adverse effects of sibling aggression on physical and mental health, the study provides pointers for efforts to reduce the risk of sibling aggression. Furthermore, the link with peer bullying suggests that school anti-bullying efforts should also take account of children's sibling relationships. Aggr. Behav. 41:14-24, 2015. © 2014 Wiley Periodicals, Inc. © 2014 Wiley Periodicals

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 Laws and Policies

MedlinePlus

... you provide is encrypted and transmitted securely. Menu Bullying What Is Bullying The Roles Kids Play Who Is at Risk Warning Signs for Bullying Effects of Bullying Diversity, Race & Religion LGBTQ Youth ...

Bullying and LGBTQ Youth

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... you provide is encrypted and transmitted securely. Menu Bullying What Is Bullying The Roles Kids Play Who Is at Risk Warning Signs for Bullying Effects of Bullying Diversity, Race & Religion LGBTQ Youth ...

Trends in Risk and Protective Factors for Child Bullying Perpetration in the United States

ERIC Educational Resources Information Center

Shetgiri, Rashmi; Lin, Hua; Flores, Glenn

2013-01-01

This study examines trends in prevalence and factors associated with bullying perpetration among children 10-17 years old, using the 2003 and 2007 National Survey of Children's Health. A parent-reported bullying measure and NSCH-designed questions were used to measure factors associated with bullying. The 2003 (n = 48,639) and 2007 (n = 44,152)…

Brief Report: Text Bullying and Traditional Bullying among New Zealand Secondary School Students

ERIC Educational Resources Information Center

Marsh, Louise; McGee, Rob; Nada-Raja, Shyamala; Williams, Sheila

2010-01-01

This descriptive study examined text and traditional bullying in New Zealand (NZ), and the relationship between text bullying and traditional bullying, and feeling unsafe at school. A self-report online survey assessed the frequency of bullying among 1169 15 year old secondary students, for five categories of bullying: text messages, rumors,…

Identifying children at risk for being bullies in the United States.

PubMed

Shetgiri, Rashmi; Lin, Hua; Flores, Glenn

2012-01-01

To identify risk factors associated with the greatest and lowest prevalence of bullying perpetration among U.S. children. Using the 2001-2002 Health Behavior in School-Aged Children, a nationally representative survey of U.S. children in 6th-10th grades, bivariate analyses were conducted to identify factors associated with any (once or twice or more), moderate (two to three times/month or more), and frequent (weekly or more) 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. 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 to 6 days/week were at greatest risk for moderate bullying (61%). Those who carry weapons, smoke, have more than one alcoholic drink per day, have above-average academic performance, moderate/high family affluence, and feel irritable or bad-tempered daily were at greatest risk for frequent bullying (68%). Risk clusters for any, moderate, and frequent bullying differ. Children who fight and carry weapons are at greatest risk of any bullying. Weapon-carrying, smoking, and alcohol use are included in the greatest risk clusters for moderate and frequent bullying. Risk-group categories may be useful to providers in identifying children at the greatest risk for bullying and in targeting interventions. Copyright © 2012 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Bullying 101: The Club Crew's Guide to Bullying Prevention

ERIC Educational Resources Information Center

PACER Center, 2013

2013-01-01

"Bullying 101" is the Club Crew's Guide to Bullying Prevention. A visually-friendly, age-appropriate, 16-page colorful guide for students to read or for parents to use when talking with children, this guide describes and explains what bullying is and is not, the roles of other students, and tips on what each student can do to prevent…

Initial Development and Validation of the BullyHARM: The Bullying, Harassment, and Aggression Receipt Measure.

PubMed

Hall, William J

2016-11-01

This article describes the development and preliminary validation of the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM). The development of the BullyHARM involved a number of steps and methods, including a literature review, expert review, cognitive testing, readability testing, data collection from a large sample, reliability testing, and confirmatory factor analysis. A sample of 275 middle school students was used to examine the psychometric properties and factor structure of the BullyHARM, which consists of 22 items and 6 subscales: physical bullying, verbal bullying, social/relational bullying, cyber-bullying, property bullying, and sexual bullying. First-order and second-order factor models were evaluated. Results demonstrate that the first-order factor model had superior fit. Results of reliability testing indicate that the BullyHARM scale and subscales have very good internal consistency reliability. Findings indicate that the BullyHARM has good properties regarding content validation and respondent-related validation and is a promising instrument for measuring bullying victimization in school.

Initial Development and Validation of the BullyHARM: The Bullying, Harassment, and Aggression Receipt Measure

PubMed Central

Hall, William J.

2017-01-01

This article describes the development and preliminary validation of the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM). The development of the BullyHARM involved a number of steps and methods, including a literature review, expert review, cognitive testing, readability testing, data collection from a large sample, reliability testing, and confirmatory factor analysis. A sample of 275 middle school students was used to examine the psychometric properties and factor structure of the BullyHARM, which consists of 22 items and 6 subscales: physical bullying, verbal bullying, social/relational bullying, cyber-bullying, property bullying, and sexual bullying. First-order and second-order factor models were evaluated. Results demonstrate that the first-order factor model had superior fit. Results of reliability testing indicate that the BullyHARM scale and subscales have very good internal consistency reliability. Findings indicate that the BullyHARM has good properties regarding content validation and respondent-related validation and is a promising instrument for measuring bullying victimization in school. PMID:28194041

Association Between Bullying Victimization and Health Risk Behaviors Among High School Students in the United States*

PubMed Central

Hertz, Marci Feldman; Jones, Sherry Everett; Barrios, Lisa; David-Ferdon, Corinne; Holt, Melissa

2016-01-01

BACKGROUND Childhood exposure to adverse experiences has been associated with adult asthma, smoking, sexually transmitted disease, obesity, substance use, depression, and sleep disturbances. Conceptualizing bullying as an adverse childhood experience, 2011 Youth Risk Behavior Survey (YRBS) data were used to examine the relationship between in-person and electronic bullying victimization among US high school students and health risk behaviors and conditions related to violence, substance use, sexual risk, overweight and physical activity, sleep, and asthma. METHODS Data were from the 2011 national YRBS among students who answered questions about in-person and electronic bullying (N=13,846). The YRBS is a biennial, nationally representative survey of students in grades 9–12 (overall response rate=71%). Logistic regression analyses, stratified by sex and controlling for race/ethnicity and grade, examined the association between bullying victimization and health risk behaviors or conditions. RESULTS Rates of victimization varied; 9.4% of students reported being bullied in-person and electronically, 10.8% only bullied in-person, 6.8% only electronically bullied, and 73.0% uninvolved. Bullying was associated with nearly all health risk behaviors and conditions studied. CONCLUSION Assessing the broad functioning and behaviors of victims of bullying could enable educators and health practitioners to intervene early and promote the long-term health of youth. PMID:26522172

Association Between Bullying Victimization and Health Risk Behaviors Among High School Students in the United States.

PubMed

Hertz, Marci Feldman; Everett Jones, Sherry; Barrios, Lisa; David-Ferdon, Corinne; Holt, Melissa

2015-12-01

Childhood exposure to adverse experiences has been associated with adult asthma, smoking, sexually transmitted disease, obesity, substance use, depression, and sleep disturbances. Conceptualizing bullying as an adverse childhood experience, 2011 Youth Risk Behavior Survey (YRBS) data were used to examine the relationship between in-person and electronic bullying victimization among US high school students and health risk behaviors and conditions related to violence, substance use, sexual risk, overweight and physical activity, sleep, and asthma. Data were from the 2011 national YRBS among students who answered questions about in-person and electronic bullying (N = 13,846). The YRBS is a biennial, nationally representative survey of students in grades 9-12 (overall response rate = 71%). Logistic regression analyses, stratified by sex and controlling for race/ethnicity and grade, examined the association between bullying victimization and health risk behaviors or conditions. Rates of victimization varied; 9.4% of students reported being bullied in-person and electronically, 10.8% only bullied in-person, 6.8% only electronically bullied, and 73.0% uninvolved. Bullying was associated with nearly all health risk behaviors and conditions studied. Assessing the broad functioning and behaviors of victims of bullying could enable educators and health practitioners to intervene early and promote the long-term health of youth. © 2015, American School Health Association.

Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims.

PubMed

Perren, Sonja; Gutzwiller-Helfenfinger, Eveline; Malti, Tina; Hymel, Shelley

2012-11-01

This study investigated different facets of moral development in bullies, victims, and bully-victims among Swiss adolescents. Extending previous research, we focused on both bullying and victimization in relation to adolescents' morally disengaged and morally responsible reasoning as well as moral emotion attributions. A total of 516 adolescents aged 12-18 (57% females) reported the frequency of involvement in bullying and victimization. Participants were categorized as bullies (14.3%), bully-victims (3.9%), and victims (9.7%). Moral judgment, moral justifications, and emotion attributions to a hypothetical perpetrator of a moral transgression (relational aggression) were assessed. Bullies showed more morally disengaged reasoning than non-involved students. Bully-victims more frequently indicated that violating moral rules is right. Victims produced more victim-oriented justifications (i.e., more empathy) but fewer moral rules. Among victims, the frequency of morally responsible justifications decreased and the frequency of deviant rules increased with age. The findings are discussed from an integrative moral developmental perspective. ©2011 The British Psychological Society.

Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents

ERIC Educational Resources Information Center

Jacobsen, Kristen E.; Bauman, Sheri

2007-01-01

School counselors responded to an Internet survey containing vignettes describing physical, verbal, and relational bullying. Respondents rated relational bullying the least serious of the three types, they had the least empathy for victims of relational bullying, and they were least likely to intervene in relational bullying incidents. Counselors…

School bullying among adolescents in the United States: physical, verbal, relational, and cyber.

PubMed

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

2009-10-01

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

"It Was My Fault": Bullied Students' Causal and Controllable Attributions in Bullying Blogs.

PubMed

Danielson, Carly M; Emmers-Sommer, Tara M

2016-01-01

Student bullying is a growing and damaging social problem. The devastating outcomes bullied individuals often experience due to such treatment make understanding this phenomenon imperative. Utilizing Heider's (1958) attribution theory, this study explores how bullied students (n = 100) attribute locus of causality and controllability for their victimization in 5 bullying blogs. Findings from this investigation reveal that (a) male and female bloggers' causal and controllable attributions do not differ; (b) bloggers most often attribute blame to bullies, although a noteworthy portion also attribute internal causation; and (c) bloggers often attribute bullying as uncontrollable for several reasons. This study also identifies factors that influence shifts in negative attributions about bullying. These findings inform bullying programs with the hope of reducing destructive attribution formations that potentially lead to prolonged victimization and detrimental consequences.

December 2012 Policy Update: School Climate and Bully Prevention Trends State-by-State Assessment. School Climate Brief, Number 6

ERIC Educational Resources Information Center

Bellizio, Dan

2012-01-01

This December 2012 Brief updates NSCC's 2011 report "State Policies on School Climate and Bully Prevention Efforts: Challenges and Opportunities for Deepening State Policy Support for Safe and Civil School"s (www.schoolclimate.org/climate/papers-briefs.php). This Brief provides a summary of State level: (1) anti-bullying legislation; (2)…

Educators' Perceptions of Bullying before and after Implementing a Bullying Prevention Program

ERIC Educational Resources Information Center

Phillips, Lorraine Denise

2014-01-01

In suburban schools in Western Pennsylvania, students, educators, parents, and community members are experiencing the negative effects caused by school bullying. Some educators cannot identify bullying, do not perceive bullying as problematic, or are not trained to intervene in bullying events. The purpose of this quasi-experimental, single group,…

Is There an Association between Adolescent Bullying Victimization and Substance Abuse?

ERIC Educational Resources Information Center

Ringwalt, Chris; Shamblen, Steven

2012-01-01

Bullying is endemic in the nation's schools and takes a substantial toll on its victims' physical and social-emotional well-being. We assessed the association between specific reasons for which adolescents believe that they are targeted for bullying and their rates of various types of substance use by analyzing the association between…

Being Bullied and Psychosocial Adjustment among Middle School Students in China

ERIC Educational Resources Information Center

Cheng, Yulan; Newman, Ian M.; Qu, Ming; Mbulo, Lazarous; Chai, Yan; Chen, Yan; Shell, Duane F.

2010-01-01

Background: Using the Chinese version of the Global School-based Health Survey (GSHS), this article describes the prevalence of being bullied among a nationally representative sample of Chinese students in grades 6-10 and explores the relationships between being bullied and selected indicators of psychosocial adjustment. Methods: A total of 9015…

The association between adolescents' beliefs in a just world and their attitudes to victims of bullying.

PubMed

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

2010-06-01

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 evidence emerging in support of a two-dimensional model distinguishing between beliefs in a just world (BJW) for self and BJW for others. BJW-self (and not BJW-others) has been found to uniquely predict psychological well-being, whereas BJW-others (and not BJW-self) uniquely predicts harsh social attitudes and derogation of victims. The aim of the present study was to measure BJW-self and others in a sample of UK secondary schoolchildren and to see whether BJW-others can account for adolescents' negative attitudes towards victims of bullying. In total, 346 pupils aged 11-16 years of age (270 males, 76 females) from two schools took part in the study. The participants completed measures of BJW-self and others, attitudes to victims of bullying, empathy, and self-esteem on a whole class basis. It was found that BJW-others uniquely predicted adolescents' attitudes to victims but in the opposite direction to that which was predicted - high BJW were associated with stronger anti-bullying attitudes. As predicted, BJW-self (but not BJW-others) was positively and uniquely correlated with self-esteem. The findings are discussed in the context of research which has found that the direction of the relationship between BJW-others and derogation of victims appears to depend on the nature of the injustice, with people with strong BJW less tolerant of severe injustices.

Socioeconomic Inequality in Exposure to Bullying During Adolescence: A Comparative, Cross-Sectional, Multilevel Study in 35 Countries

PubMed Central

Merlo, Juan; Harel-Fisch, Yossi; Damsgaard, Mogens Trab; soc, Mag scient; Holstein, Bjørn E.; soc, Mag scient; Hetland, Jørn; Currie, Candace; Gabhainn, Saoirse Nic; de Matos, Margarida Gaspar; Lynch, John

2009-01-01

Objectives. We examined the socioeconomic distribution of adolescent exposure to bullying internationally and documented the contribution of the macroeconomic environment. Methods. We used an international survey of 162 305 students aged 11, 13, and 15 years from nationally representative samples of 5998 schools in 35 countries in Europe and North America for the 2001–2002 school year. The survey used standardized measures of exposure to bullying and socioeconomic affluence. Results. Adolescents from families of low affluence reported higher prevalence of being victims of bullying (odds ratio [OR] = 1.13; 95% confidence interval [CI] = 1.10, 1.16). International differences in prevalence of exposure to bullying were not associated with the economic level of the country (as measured by gross national income) or the school, but wide disparities in affluence at a school and large economic inequality (as measured by the Gini coefficient) at the national level were associated with an increased prevalence of exposure to bullying. Conclusions. There is socioeconomic inequality in exposure to bullying among adolescents, leaving children of greater socioeconomic disadvantage at higher risk of victimization. Adolescents who attend schools and live in countries where socioeconomic differences are larger are at higher risk of being bullied. PMID:19299676

Teaching Kids Not to Bully

MedlinePlus

... and ability to form and sustain friendships. Understanding Bullying Behavior Kids bully for many reasons. Some bully ... children they perceive as weak. Helping Kids Stop Bullying Let your child know that bullying is unacceptable ...

Deaf and hard of hearing students' perspectives on bullying and school climate.

PubMed

Weiner, Mary T; Day, Stefanie J; Galvan, Dennis

2013-01-01

Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data were derived from the Olweus Bullying Questionnaire (Olweus, 2007b), a standardized self-reported survey with multiple-choice questions focusing on different aspects of bullying problems. Significant bullying problems were found in deaf school programs. It appears that deaf and hard of hearing students experience bullying at rates 2-3 times higher than those reported by hearing students. Deaf and hard of hearing students reported that school personnel intervened less often when bullying occurred than was reported in the hearing sample. Results indicate the need for school climate improvement for all students, regardless of hearing status.

Cross-National Prevalence of Traditional Bullying, Traditional Victimization, Cyberbullying and Cyber-Victimization: Comparing Single-Item and Multiple-Item Approaches of Measurement

ERIC Educational Resources Information Center

Yanagida, Takuya; Gradinger, Petra; Strohmeier, Dagmar; Solomontos-Kountouri, Olga; Trip, Simona; Bora, Carmen

2016-01-01

Many large-scale cross-national studies rely on a single-item measurement when comparing prevalence rates of traditional bullying, traditional victimization, cyberbullying, and cyber-victimization between countries. However, the reliability and validity of single-item measurement approaches are highly problematic and might be biased. Data from…

Influence of Workplace Bullying on Turkish Nurses' Psychological Distress and Nurses' Reactions to Bullying.

PubMed

Bardakçı, Ezgi; Günüşen, Neslihan Partlak

2016-03-01

The study aims to determine the influence of bullying on nurses' psychological distress. A descriptive design was adopted. The study sample included 284 nurses of a university hospital in Izmir, Turkey. The Workplace Bullying Behavior Scale and the General Health Questionnaire were used. After the study was completed, it was determined that nurses with a master's degree were exposed to bullying more and that nurses exposed to bullying suffered higher levels of psychological distress and preferred to keep silent about it. Perpetrators of bullying were mainly head nurses. Bullying is a common workplace phenomenon, and in most cases, nurses bully each other. Bullied nurses suffer more psychological distress. Managers of health care institutions should always remember that nurses have a higher risk of exposure to bullying and that measures should be taken to support nurses. © The Author(s) 2014.

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.

#bully: Uses of Hashtags in Posts about Bullying on Twitter

ERIC Educational Resources Information Center

Calvin, Angela J.; Bellmore, Amy; Xu, Jun-Ming; Zhu, Xiaojin

2015-01-01

To understand how bullying is represented within social media, the characteristics of hashtags associated with public mentions of bullying on Twitter between January 1, 2012 and December 31, 2012 are explored in this study. The most frequently used 500 hashtags among the 552,831 distinct hashtags used with the keywords "bully,"…

Analyzing Predictors of Bullying Victimization With Routine Activity and Social Bond Perspectives.

PubMed

Cecen-Celik, Hatice; Keith, Shelley

2016-10-01

Bullying victimization in school settings is a serious problem in many countries including the United States. It has been associated with serious incidents of school violence as well as detrimental physical, psychological, emotional, and social consequences for its victims. Given its consequences, it is crucial to understand who is more likely to be targeted for bullying victimization. This study examines whether a number of important factors such as gender, physical and interactionist school security measures, and involvement in extracurricular activities influence an individual's risk of bullying victimization from social bond and routine activity perspectives. The study employs the 2011 School Crime Supplement of the National Crime Victimization Survey to investigate the causes of bullying victimization. The results show that gender, interactionist school security measures, and extracurricular activities affect an individual's likelihood of bullying victimization.

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…

Homophobic Bullying in Mexico: Results of a National Survey

ERIC Educational Resources Information Center

Baruch-Dominguez, Ricardo; Infante-Xibille, Cesar; Saloma-Zuñiga, Claudio E.

2016-01-01

Homophobic and transphobic bullying, through teasing, physical violence, and other forms of aggression, is a problem that affects lesbian, gay, bisexual, and transgender students at all levels of education. Even though there have been legal changes in Mexico to protect human rights of lesbian, gay, bisexual, and transgender people, schools are…

Impact of the Word "Bully" on the Reported Rate of Bullying Behavior

ERIC Educational Resources Information Center

Kert, Allison S.; Codding, Robin S.; Tryon, Georgiana Shick; Shiyko, Mariya

2010-01-01

This study examined whether the definition and use of the word "bully" would result in lower self-reports of bullying behavior by providing students with one of three versions of a self-report measure with: (a) no reference to the word bully or its definition, (b) the definition of the word bully followed by use of the word in each item, or (c)…

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.

Young people who are being bullied - do they want general practice support?

PubMed

Scott, Emma; Dale, Jeremy; Russell, Rachel; Wolke, Dieter

2016-08-22

Childhood bullying is a major risk factor for health, education and social relationships, with effects persisting into adulthood. It affects half of all children at some point, with 10-14 % experiencing bullying that lasts for years. With the advent of cyberbullying, it can happen at all times and places. There have been calls for GPs to take a more active role in identifying and supporting young people who are being bullied. This paper explores young people's and parents' opinions about whether general practice should be involved in identifying and supporting young people who are being bullied. Two hundred six young people (85.9 % female, mean ± sd age 16.2 ± 3.2 years) and 44 parents were recruited through established bullying charity websites and their social media channels to complete an online questionnaire comprising multiple-choice questions and unlimited narrative responses. Questionnaire responses were analysed by age and gender using descriptive statistics. A descriptive analysis of the narrative responses was undertaken and key themes identified. Young people (90.8 %) and parents (88.7 %) thought it was important for GPs to be better able to recognise and help young people who are being bullied. Most recognised the link between bullying and health. The doctor's independence was seen as advantageous. Young people preferred completing a screening questionnaire to disclose experience of being bullied than being asked directly. They expressed concerns about how questions would be asked and whether information would be shared with parents/guardians. Parents were supportive of the use of a screening questionnaire, and most expected their child's disclosure to be shared with them. Young people and parents recruited through anti-bullying websites and social media would welcome greater GP involvement in identifying and supporting young people who are being bullied and their families, provided it is offered in a caring, compassionate and

Bullying

ERIC Educational Resources Information Center

North Dakota Department of Public Instruction, 2011

2011-01-01

As a result of House Bill 1465, introduced and passed during the 2011 North Dakota legislative session, every school district must develop and implement a bullying policy. In an effort to curb bullying behavior which has far-reaching personal and social consequences, the legislation is designed to allow districts the flexibility to create a policy…

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

PubMed

Poon, Kean

2016-01-01

Bullying and risky behavior are two common problems among adolescents and can strongly affect a youth's overall functioning when both coexist. Some studies suggest that bullying in adolescence may promote risky behavior as a coping strategy to deal with victimization related stress. Other studies consider bullying as an outcome of high-risk behavior. Despite the association between the two is well-established, no study has examined the risk-taking patterns among bullying groups (i.e., bully, victim, and bully victim). This study attempted to elucidate the potential relationships between bullying and risk-taking by addressing the two models: a cognitive-focused model and an emotion-focused model of risk taking, and to clarify how adolescents' characteristics in risk taking associate with bullying outcomes. Method: 136 Chinese adolescents (Mean Age = 14.5, M = 65, F = 71) were recruited and grouped according to bullying identity: Bully ( n = 27), Victim ( n = 20), Bully victim ( n = 37) and Control ( n = 52). Cognitive Appraisal of Risky Events (CARE) questionnaire was used to measure participants' expectancies about the risks, benefits and involvement associated with risky activities. Cambridge Gambling Task (CGT) was administered to capture the emotion-laden process in risk taking. Results: Cognitively, Bully was associated with an overestimation of risk while Victim was associated with an underestimation of risk and overrated benefit. Bully victim exhibited a unique pattern with an overestimation of benefit and risk. All study groups projected higher involvement in risky behavior. Behaviorally, both Bully and Bully victim were associated with high risk modulation whereas Victim was associated with impulsive decision-making. Interestingly, compared with bully, bully victim had significantly higher bullying scores, suggesting a wider range and more frequent bullying activities. In conclusion, Bully maybe a group of adolescents that is vigilant in situational

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

PubMed Central

Poon, Kean

2016-01-01

Bullying and risky behavior are two common problems among adolescents and can strongly affect a youth’s overall functioning when both coexist. Some studies suggest that bullying in adolescence may promote risky behavior as a coping strategy to deal with victimization related stress. Other studies consider bullying as an outcome of high-risk behavior. Despite the association between the two is well-established, no study has examined the risk-taking patterns among bullying groups (i.e., bully, victim, and bully victim). This study attempted to elucidate the potential relationships between bullying and risk-taking by addressing the two models: a cognitive-focused model and an emotion-focused model of risk taking, and to clarify how adolescents’ characteristics in risk taking associate with bullying outcomes. Method: 136 Chinese adolescents (Mean Age = 14.5, M = 65, F = 71) were recruited and grouped according to bullying identity: Bully (n = 27), Victim (n = 20), Bully victim (n = 37) and Control (n = 52). Cognitive Appraisal of Risky Events (CARE) questionnaire was used to measure participants’ expectancies about the risks, benefits and involvement associated with risky activities. Cambridge Gambling Task (CGT) was administered to capture the emotion-laden process in risk taking. Results: Cognitively, Bully was associated with an overestimation of risk while Victim was associated with an underestimation of risk and overrated benefit. Bully victim exhibited a unique pattern with an overestimation of benefit and risk. All study groups projected higher involvement in risky behavior. Behaviorally, both Bully and Bully victim were associated with high risk modulation whereas Victim was associated with impulsive decision-making. Interestingly, compared with bully, bully victim had significantly higher bullying scores, suggesting a wider range and more frequent bullying activities. In conclusion, Bully maybe a group of adolescents that is vigilant in situational

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.

Behavioral Patterns of Children Involved in Bullying Episodes.

PubMed

Santoyo, Carlos V; Mendoza, Brenda G

2018-01-01

This study applied a systematic observation strategy to identify coercive behavioral patterns in school environments. The aim was to describe stability and change in the behavioral patterns of children identified as victims of bullying. To this end, the following specific objectives were defined: (1) to identify episodes of bullying based on the frequency of negative behaviors received and power imbalances between bully and victim; (2) to describe stability and behavioral changes in student victims based on their social and academic conduct and the aggression they receive from peers and teachers; and (3) to describe the functional mechanisms responsible for the process of social organization (i.e., the Social Effectiveness, Social Responsiveness, and Social Reciprocity Indexes). The sample consisted of nine children identified as victims, nine classified as bullies, and nine matched controls, all elementary school students from the study developed at the National Autonomous University of Mexico files. A multidimensional/idiographic/follow-up observational design was used. Observational data describes asymmetry between victims and bullies based on microanalyses of the reciprocity of their behavioral exchanges. In addition, the behavioral patterns of victimized children were identified in relation to their academic activity and social relationships with peers. A model of coercive reciprocity accurately describes the asymmetry found among bullies, victims, and controls. A reduction in victimization was found to be related to: (1) responsiveness to the initiation of social interactions by peers and teachers; and (2) the time allocated to academic behavior during the study.

Behavioral Patterns of Children Involved in Bullying Episodes

PubMed Central

Santoyo, Carlos V.; Mendoza, Brenda G.

2018-01-01

This study applied a systematic observation strategy to identify coercive behavioral patterns in school environments. The aim was to describe stability and change in the behavioral patterns of children identified as victims of bullying. To this end, the following specific objectives were defined: (1) to identify episodes of bullying based on the frequency of negative behaviors received and power imbalances between bully and victim; (2) to describe stability and behavioral changes in student victims based on their social and academic conduct and the aggression they receive from peers and teachers; and (3) to describe the functional mechanisms responsible for the process of social organization (i.e., the Social Effectiveness, Social Responsiveness, and Social Reciprocity Indexes). The sample consisted of nine children identified as victims, nine classified as bullies, and nine matched controls, all elementary school students from the study developed at the National Autonomous University of Mexico files. A multidimensional/idiographic/follow-up observational design was used. Observational data describes asymmetry between victims and bullies based on microanalyses of the reciprocity of their behavioral exchanges. In addition, the behavioral patterns of victimized children were identified in relation to their academic activity and social relationships with peers. A model of coercive reciprocity accurately describes the asymmetry found among bullies, victims, and controls. A reduction in victimization was found to be related to: (1) responsiveness to the initiation of social interactions by peers and teachers; and (2) the time allocated to academic behavior during the study. PMID:29755379

Bullying

ERIC Educational Resources Information Center

Zirkel, Perry A.

2005-01-01

In the wake of Columbine and other high-profile school shootings, educators and the public at large have become increasingly aware of the danger and damage that bullying can cause. For example, a study by the U.S. Secret Service suggests that bullying was a contributing factor in two-thirds of 37 school shooting episodes. Other recent research…

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.

Physiotherapy students' experiences of bullying on clinical internships: an exploratory study.

PubMed

Stubbs, Brendon; Soundy, Andy

2013-06-01

To consider the prevalence and type of bullying behaviours experienced whilst on clinical placement in a cohort of final-year BSc undergraduate students. Cross-sectional survey. University in the West Midlands, UK. Fifty-two final-year undergraduate students. Prevalence of incivility and bullying behaviours. Twenty-five percent of students reported at least one incident of bullying behaviour. The perpetrator of the bullying behaviour was most often the clinical educator (8/13, 62%). Despite the negative effects caused, the majority of students (11/13, 84%) did not report this experience to the university. Bullying behaviour may take many forms and can have a negative effect on the well-being of students. It should be addressed by all stakeholders including universities, National Health Service trusts and researchers. Possible strategies to move forwards and better protect the future of the physiotherapy profession are briefly considered. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Profile of an Aggressor: Childhood Bullies Evolve into Violent Youths

ERIC Educational Resources Information Center

Lake, Vicki

2004-01-01

Violence in schools and communities is no longer an urban school problem; it is every school's problem ( Garbarino, 1999 ). What factors cause children to interact with increasingly violent and anti-social behaviors? What strategies can teachers and schools use in order to help these childhood bullies who grow up to be violent youths? This paper…

Bullying and associated factors in adolescents in the Southeast region according to the National School-based Health Survey.

PubMed

Mello, Flávia Carvalho Malta; Malta, Deborah Carvalho; Prado, Rogério Ruscitto do; Farias, Marilurdes Silva; Alencastro, Lidiane Cristina da Silva; Silva, Marta Angélica Iossi

2016-01-01

To estimate the prevalence of bullying from the perspective of victims in students from the Southeast region of Brazil and analyze its association with individual variables and family context. Information on 19,660 adolescents from the National School-based Health Survey was analyzed, calculating the association between bullying and sociodemographic variables, risk behaviors, mental health, and family background. Multivariate analysis and the calculation of odds ratio and confidence intervals were performed. The prevalence of bullying was 7.8% (95%CI 6.5 - 9.2). After adjustment, the following associations were observed: students with less than 13 years of age (OR = 2.40; 1.4 - 3.93); protection for those aged 14, 15, and 16 years; male gender (OR = 1.47; 95%CI 1.35 - 1.59); black color (OR = 1.24; 95%CI 1.11 - 1.40); yellow color (OR = 1.38 95%CI 1.14 - 1.6); private school students (OR = 1.11; 95%CI 1.01 - 1.23); and students who work (OR = 1.30; 95%CI 1.16 - 1.45). Higher education of the mothers was a protective factor in all groups. Risk factors considered were feeling lonely (OR = 2.68; 95%CI 2.45 - 2.94), having insomnia (OR = 1.95; 95%CI 1.76 - 2.17), having no friends (OR = 1.47; 95%CI 1.24 - 1.75), suffering physical abuse from family members (OR = 1.83; 95%CI 1.66 - 2.03), missing classes without their parents' knowledge (OR = 1.23; 95%CI 1.12 - 1.34), as well as family supervision (OR = 1.14; 95%CI 1.05 - 1.23). To have drunk in the last 30 days (OR = 0.88 95%CI 0.8 - 0.97) was a protective factor. Bullying increases vulnerabilities among students, which suggests the need for an intersectoral approach in order to find measures to prevent them.

Individual Characteristics and the Multiple Contexts of Adolescent Bullying: An Ecological Perspective

ERIC Educational Resources Information Center

Barboza, Gia Elise; Schiamberg, Lawrence B.; Oehmke, James; Korzeniewski, Steven J.; Post, Lori A.; Heraux, Cedrick G.

2009-01-01

This paper uses an ecological perspective to explore the risk factors associated with bullying behaviors among a representative sample of adolescents aged 11-14 (n = 9816, mean = 12.88, s = 0.9814). Data derived from the "Health Behavior in School Children: WHO Cross-National Survey" were used to model the relationship between bullying and media…

Individual characteristics and the multiple contexts of adolescent bullying: an ecological perspective.

PubMed

Barboza, Gia Elise; Schiamberg, Lawrence B; Oehmke, James; Korzeniewski, Steven J; Post, Lori A; Heraux, Cedrick G

2009-01-01

This paper uses an ecological perspective to explore the risk factors associated with bullying behaviors among a representative sample of adolescents aged 11-14 (n = 9816; X = 12.88; s = .9814). Data derived from the Health Behavior in School Children: WHO Cross-National Survey were used to model the relationship between bullying and media effects, peer and family support systems, self-efficacy, and school environment. Overall, the results of this study suggest that bullying increases among children who watch television frequently, lack teacher support, have themselves been bullied, attend schools with unfavorable environments, have emotional support from their peers, and have teachers and parents who do not place high expectations on their school performance. In addition, we found an inverse relationship between being Asian or African American, feeling left out of school activities and bullying. Our results lend support to the contention that bullying arises out of deficits in social climate, but that social support systems mediate bullying behavior irrespective of the student's racial/ethnic characteristics, parental income levels or media influences. Because the number of friends and the ability to talk to these friends increases the likelihood of bullying, we suggest that bullying is not simply an individual response to a particular environment but is a peer-group behavior. We conclude that limiting television viewing hours, improving student's abilities to access family support systems and improving school atmospheres are potentially useful interventions to limit bullying behavior.

Temporal patterns and predictors of bullying roles among adolescents in Vietnam: a school-based cohort study.

PubMed

Le, Ha Thi Hai; Dunne, Michael P; Campbell, Marilyn A; Gatton, Michelle L; Nguyen, Huong Thanh; Tran, Nam T

2017-03-01

Although many cross-sectional studies have examined bullying experiences and correlated factors among adolescents in schools, relatively little is known about the extent to which bullying roles are stable or fluid over time. This short-term quantitative longitudinal study in Vietnam examined temporal patterns and predictors of bullying roles over an academic year. A total of 1424 middle and high school students aged 12-17 years completed two anonymous, self-administered questionnaires six months apart in 2014 and 2015. Young people were classified into different bullying roles as follow: not-involved (38.9%), victims only (24%), bullies only (6.6%), and bully-victims (40.4%) across the two times. About 60% of all surveyed students experienced bullying either as victim, bully, or bully-victim during the year. Of these students, nearly three in four indicated unstable bullying roles over time. Multivariate multinomial logistic regressions indicated factors ranging from individual (age, gender, and mental health) to family (social support, parental supervision and monitoring, witnessing parental violence, and conflict with siblings), school (perceived social support, teachers' attempt to stop bullying at school), and peers (social support, students' attempt to stop bullying at school) have significant associations with levels of bullying involvement. Implications for bullying prevention programs nationally and internationally are discussed.

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

Dealing with Bullies (For Kids)

MedlinePlus

... Videos for Educators Search English Español Dealing With Bullies KidsHealth / For Kids / Dealing With Bullies What's in ... do things they don't want to do. Bullying Is a Big Deal Bullying is a big ...

Warning Signs of Bullying

MedlinePlus

... of Aggressive Behavior Print Share Warning Signs for Bullying There are many warning signs that may indicate ... Get help right away . Signs a Child is Bullying Others Kids may be bullying others if they: ...

Student Reports of Bullying: Results from the 2015 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2017-015

ERIC Educational Resources Information Center

Lessne, Deborah; Yanez, Christina

2016-01-01

This document reports data from the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report being bullied. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income.…

Bullying and Zero-Tolerance Policies: The School to Prison Pipeline

ERIC Educational Resources Information Center

Berlowitz, Marvin J.; Frye, Rinda; Jette, Kelli M.

2017-01-01

The centrality of zero-tolerance policies as a component of anti-bullying strategies is the focus of this paper. A review of the literature of social justice advocates, journalists, and scholars reveals that zero-tolerance policies tend to push students out of public schools into the criminal justice system in a pattern of institutional racism.…

Predictors of Workplace Bullying and Cyber-Bullying in New Zealand.

PubMed

Gardner, Dianne; O'Driscoll, Michael; Cooper-Thomas, Helena D; Roche, Maree; Bentley, Tim; Catley, Bevan; Teo, Stephen T T; Trenberth, Linda

2016-04-27

The negative effects of in-person workplace bullying (WB) are well established. Less is known about cyber-bullying (CB), in which negative behaviours are mediated by technology. Drawing on the conservation of resources theory, the current research examined how individual and organisational factors were related to WB and CB at two time points three months apart. Data were collected by means of an online self-report survey. Eight hundred and twenty-six respondents (58% female, 42% male) provided data at both time points. One hundred and twenty-three (15%) of participants had been bullied and 23 (2.8%) of participants had been cyber-bullied within the last six months. Women reported more WB, but not more CB, than men. Worse physical health, higher strain, more destructive leadership, more team conflict and less effective organisational strategies were associated with more WB. Managerial employees experienced more CB than non-managerial employees. Poor physical health, less organisational support and less effective organisational strategies were associated with more CB. Rates of CB were lower than those of WB, and very few participants reported experiencing CB without also experiencing WB. Both forms of bullying were associated with poorer work environments, indicating that, where bullying is occurring, the focus should be on organisational systems and processes.

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.

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.

Anti-Bullying Procedures for Schools in Ireland: Principals' Responses and Perceptions

ERIC Educational Resources Information Center

Foody, Mairéad; Murphy, Helena; Downes, Paul; O'Higgins Norman, James

2018-01-01

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the…

Increased risk of sadness and suicidality among victims of bullying experiencing additional threats to physical safety.

PubMed

Pham, Tammy B; Adesman, Andrew

2017-11-23

Objective To examine, in a nationally-representative sample of high school students, to what extent one or more additional threats to physical safety exacerbates the risk of sadness and suicidality among victims of school and/or cyber-bullying. Methods National data from the 2015 Youth Risk Behavior Survey (YRBS) were analyzed for grades 9-12 (n = 15,624). Victimization groups were characterized by school-bullying and cyber-bullying, with and without additional threats to physical safety: fighting at school, being threatened/injured at school, and skipping school out of fear for one's safety. Outcomes included 2-week sadness and suicidality. Outcomes for victimization groups were compared to non-victims using logistic regression adjusting for sex, grade and race/ethnicity. Results Overall, 20.2% of students were school-bullied, and 15.5% were cyber-bullied in the past year. Compared to non-victims, victims of school-bullying and victims of cyber-bullying (VoCBs) who did not experience additional threats to physical safety were 2.76 and 3.83 times more likely to report 2-week sadness, and 3.39 and 3.27 times more likely to exhibit suicidality, respectively. Conversely, victims of bullying who experienced one or more additional threats to physical safety were successively more likely to report these adverse outcomes. Notably, victims of school-bullying and VoCBs with all three additional risk factors were 13.13 and 17.75 times more likely to exhibit suicidality, respectively. Conclusion Risk of depression symptoms and suicidality among victims of school-bullying and/or cyber-bullying is greatly increased among those who have experienced additional threats to physical safety: fighting at school, being threatened/injured at school and skipping school out of fear for their safety.

Parent Retrospective Recollections of Bullying and Current Views, Concerns, and Strategies to Cope with Children's Bullying

ERIC Educational Resources Information Center

Cooper, Leigh A.; Nickerson, Amanda B.

2013-01-01

In this study, parent history of bullying was examined in terms of general involvement with bullying, specific types of bullying experienced, level of hurtfulness associated with the experience, and when bullying occurred. Parent current views, levels of concern, and strategies used to cope with bullying were also evaluated. Finally, the…

Moral Reasoning and Emotion Attributions of Adolescent Bullies, Victims, and Bully-Victims

ERIC Educational Resources Information Center

Perren, Sonja; Gutzwiller-Helfenfinger, Eveline; Malti, Tina; Hymel, Shelley

2012-01-01

This study investigated different facets of moral development in bullies, victims, and bully-victims among Swiss adolescents. Extending previous research, we focused on both bullying and victimization in relation to adolescents' morally disengaged and morally responsible reasoning as well as moral emotion attributions. A total of 516 adolescents…

Perceptions of adolescent bullying: attributions of blame and responsibility in cases of cyber-bullying.

PubMed

Morrow, Allison; Downey, Christina A

2013-12-01

Cyber-bullying (where victims are targeted via online social networking or other electronic means) has gained increased attention in research and the broadcast media, but previous research has not investigated attribution of blame in such cyber-bullying events. This experiment hypothesized that participants would assign higher ratings of blame to bullying perpetrators when the bullying situations were depicted as having highly foreseeable outcomes (vs. unforeseeable outcomes), and as occurring in school (vs. online). In addition, a significant interaction was predicted between outcome foreseeability and bullying situation, with highly foreseeable in-school events being rated as the most predictable and attributable to the bully's actions. One-hundred sixty-three participants completed surveys containing demographic items, items regarding their past experiences of victimization, and one of four randomly-assigned vignettes detailing a bullying situation (which participants rated). While hypotheses regarding outcome foreseeability were supported, no cyber-bullying vs. in-school main effects (or corresponding interaction effects) were detected. Implications for future research and practice, as well as study limitations, are discussed. © 2013 The Scandinavian Psychological Associations.

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.

Physical activity, sadness, and suicidality in bullied US adolescents.

PubMed

Sibold, Jeremy; Edwards, Erika; Murray-Close, Dianna; Hudziak, James J

2015-10-01

The consequences of bullying are well described, yet little is known about protective factors that may diminish the negative sequelae. One possible factor, physical activity (PA), improves mental health in general and clinical populations. The purpose of this study is to examine relationships among PA, sadness, and suicidality in bullied US adolescents. We hypothesized that physically active students would be less likely to feel sad or to report suicidal ideation or attempts, including bullied students. Using the 2013 National Youth Risk Behavior Survey (N = 13,583), regression models adjusted for age, sex, and race estimated the odds ratios among PA, sadness, suicidal ideation, and suicide attempts, stratified by whether students were bullied. Overall, 30.0% of students reported sadness for 2 or more weeks, 22.2% reported suicidal ideation, and 8.2% reported suicide attempt in the previous 12 months. Bullied students were twice as likely to report feeling sad and 3 times as likely to report suicidal ideation or attempt. Students who reported exercising 4 to 5 days a week had lower adjusted odds of sadness, suicidal ideation, or suicide attempts than students who exercised 0 to 1 day a week (p ≤ .0001). After stratifying by bullying, similar but attenuated associations were observed. Overall, exercise for 4 or more days per week was associated with an approximate 23% reduction in suicidal ideation and attempt in bullied students. PA is inversely related to sadness and suicidality in adolescents, highlighting the relationship between PA and mental health in children, and potentially implicating PA as a salient option in the response to bullying in schools. Copyright © 2015 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

School bullying, cyberbullying, or both: correlates of teen suicidality in the 2011 CDC Youth Risk Behavior Survey.

PubMed

Messias, Erick; Kindrick, Kristi; Castro, Juan

2014-07-01

While school bullying has been shown to be associated with depression and suicidality among teens, the relationship between these outcomes and cyberbullying has not been studied in nationally representative samples. Data came from the 2011 CDC Youth Risk Behavior Survey (YRBS), a nationally representative sample of high-school students (N=15,425). We calculated weighted estimates representative of all students in grades 9-12 attending school in the US. Logistic regression was used to calculate adjusted odds ratios. Overall, girls are more likely to be report being bullied (31.3% vs. 22.9%), in particularly to be cyberbullied (22.0% vs. 10.8%), while boys are only more likely to report exclusive school bullying (12.2% vs. 9.2%). Reports of 2-week sadness and all suicidality items were highest among teens reporting both forms of bullying, followed by those reporting cyberbullying only, followed by those reporting school bullying only. For example, among those reporting not being bullied 4.6% reported having made a suicide attempt, compared to 9.5% of those reporting school bullying only (adjusted odd ratio (AOR) 2.3, 95% C.I. 1.8-2.9), 14.7% of those reporting cyberbullying only (AOR 3.5 (2.6-4.7)), and 21.1% of those reporting victimization of both types of bullying (AOR 5.6 (4.4-7)). Bullying victimization, in school, cyber, or both, is associated with higher risk of sadness and suicidality among teens. Interventions to prevent school bullying as well as cyberbullying are needed. When caring for teens reporting being bullied, either at school or in cyberbullying, it's important to screen for depression and suicidality. Copyright © 2014 Elsevier Inc. All rights reserved.

School Bullying, Cyberbullying, or both: Correlates of Teen Suicidality in the 2011 CDC Youth Risk Behavior Survey

PubMed Central

Messias, Erick; Kindrick, Kristi; Castro, Juan

2014-01-01

While school bullying has been shown to be associated with depression and suicidality among teens, the relationship between these outcomes and cyberbullying has not been studied in nationally representative samples. Data came from the 2011 CDC Youth Risk Behavior Survey (YRBS), a nationally representative sample of high-school students (N=15,425). We calculated weighted estimates representative of all students in grades 9-12 attending school in the US. Logistic regression was used to calculate adjusted odds ratios. Overall, girls are more likely to be report being bullied (31.3% vs. 22.9%), in particularly to be cyberbullied (22.0% vs. 10.8%), while boys are only more likely to report exclusive school bullying (12.2% vs. 9.2%). Reports of 2-week sadness and all suicidality items were highest among teens reporting both forms of bullying, followed by those reporting cyberbullying only, followed by those reporting school bullying only. For example, among those reporting not being bullied 4.6% reported having made a suicide attempt, compared to 9.5% of those reporting school bullying only (adjusted odd ratio (AOR) 2.3, 95% C.I. 1.8- 2.9), 14.7% of those reporting cyberbullying only (AOR 3.5 (2.6-4.7)), and 21.1% of those reporting victimization of both types of bullying (AOR 5.6 (4.4-7)). Bullying victimization, in school, cyber, or both, is associated with higher risk of sadness and suicidality among teens. Interventions to prevent school bullying as well as cyberbullying are needed. When caring for teens reporting being bullied, either at school or in cyberbullying, it's important to screen for depression and suicidality. PMID:24768228

Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence.

PubMed

Copeland, William E; Wolke, Dieter; Angold, Adrian; Costello, E Jane

2013-04-01

Both bullies and victims of bullying are at risk for psychiatric problems in childhood, but it is unclear if this elevated risk extends into early adulthood. To test whether bullying and/or being bullied in childhood predicts psychiatric problems and suicidality in young adulthood after accounting for childhood psychiatric problems and family hardships. Prospective, population-based study. Community sample from 11 counties in Western North Carolina. A total of 1420 participants who had being bullied and bullying assessed 4 to 6 times between the ages of 9 and 16 years. Participants were categorized as bullies only, victims only, bullies and victims (hereafter referred to as bullies/victims), or neither. Psychiatric outcomes, which included depression, anxiety, antisocial personality disorder, substance use disorders, and suicidality (including recurrent thoughts of death, suicidal ideation, or a suicide attempt), were assessed in young adulthood (19, 21, and 24-26 years) by use of structured diagnostic interviews. RESULTS Victims and bullies/victims had elevated rates of young adult psychiatric disorders, but also elevated rates of childhood psychiatric disorders and family hardships. After controlling for childhood psychiatric problems or family hardships, we found that victims continued to have a higher prevalence of agoraphobia (odds ratio [OR], 4.6 [95% CI, 1.7-12.5]; P < .01), generalized anxiety (OR, 2.7 [95% CI, 1.1-6.3]; P < .001), and panic disorder (OR, 3.1 [95% CI, 1.5-6.5]; P < .01) and that bullies/victims were at increased risk of young adult depression (OR, 4.8 [95% CI, 1.2-19.4]; P < .05), panic disorder (OR, 14.5 [95% CI, 5.7-36.6]; P < .001), agoraphobia (females only; OR, 26.7 [95% CI, 4.3-52.5]; P < .001), and suicidality (males only; OR, 18.5 [95% CI, 6.2-55.1]; P < .001). Bullies were at risk for antisocial personality disorder only (OR, 4.1 [95% CI, 1.1-15.8]; P < .04). The effects of being bullied are direct, pleiotropic, and long

Brief report: Associations between in-person and electronic bullying victimization and missing school because of safety concerns among U.S. high school students.

PubMed

Steiner, Riley J; Rasberry, Catherine N

2015-08-01

Although associations between bullying and health risk behaviors are well-documented, research on bullying and education-related outcomes, including school attendance, is limited. This study examines associations between bullying victimization (in-person and electronic) and missing school because of safety concerns among a nationally representative sample of U.S. high school students. We used logistic regression analyses to analyze data from the 2013 national Youth Risk Behavior Survey of students in grades 9-12. In-person and electronic victimization were each associated with increased odds of missing school due to safety concerns compared to no bullying victimization. Having been bullied both in-person and electronically was associated with greater odds of missing school compared to electronic bullying only for female students and in-person bullying only for male students. Collaborations between health professionals and educators to prevent bullying may improve school attendance. Published by Elsevier Ltd.

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

School bullying: its nature and ecology.

PubMed

Espelage, Dorothy L; De La Rue, Lisa

2011-11-04

Recent youth suicides only highlight a persistent problem in schools - bullying and sustained peer victimization. Being a target or victim of bullying has long been recognized has having short- and long-term psychological effects on children and adolescents across the world today. School bullying is one of the most significant public health concerns facing children and adolescents. Involvement in the social phenomena of school bullying is often explained as emerging from a wide range of risk and protective factors within the social-ecology of youth. The social-ecological model posits that bullying behaviors are shaped by various interrelated contexts including individual characteristics, family, peers and the school environment. Research is reviewed to highlight the correlates of bullying involvement across these context using social-ecological and social-learning frameworks. Meta-analytic studies are reviewed on the short- and long-term impact of bullying involvement and efficacy of bullying prevention programs. Specific recommendations for prevention planning and future research efforts are provided. Bullying is a multi-faceted issue, which is best understood in the larger social context in which it occurs. Individual characteristics of students contribute to bullying involvement when students have families that promote violence, teachers that ignore or dismiss bullying, schools that have negative climates and students who socialize with friends who bully. These social contexts need to be targeted in bully prevention programs to reduce bullying and peer victimization in schools.

Electronic bullying among middle school students.

PubMed

Kowalski, Robin M; Limber, Susan P

2007-12-01

Electronic communications technologies are affording children and adolescents new means of bullying one another. Referred to as electronic bullying, cyberbullying, or online social cruelty, this phenomenon includes bullying through e-mail, instant messaging, in a chat room, on a website, or through digital messages or images sent to a cell phone. The present study examined the prevalence of electronic bullying among middle school students. A total of 3,767 middle school students in grades 6, 7, and 8 who attend six elementary and middle schools in the southeastern and northwestern United States completed a questionnaire, consisting of the Olweus Bully/Victim Questionnaire and 23 questions developed for this study that examined participants' experiences with electronic bullying, as both victims and perpetrators. Of the students, 11% that they had been electronically bullied at least once in the last couple of months (victims only); 7% indicated that they were bully/victims; and 4% had electronically bullied someone else at least once in the previous couple of months (bullies only). The most common methods for electronic bullying (as reported by both victims and perpetrators) involved the use of instant messaging, chat rooms, and e-mail. Importantly, close to half of the electronic bully victims reported not knowing the perpetrator's identity. Electronic bullying represents a problem of significant magnitude. As children's use of electronic communications technologies is unlikely to wane in coming years, continued attention to electronic bullying is critical. Implications of these findings for youth, parents, and educators are discussed.

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…

Predictors of Workplace Bullying and Cyber-Bullying in New Zealand

PubMed Central

Gardner, Dianne; O’Driscoll, Michael; Cooper-Thomas, Helena D.; Roche, Maree; Bentley, Tim; Catley, Bevan; Teo, Stephen T. T.; Trenberth, Linda

2016-01-01

Background: The negative effects of in-person workplace bullying (WB) are well established. Less is known about cyber-bullying (CB), in which negative behaviours are mediated by technology. Drawing on the conservation of resources theory, the current research examined how individual and organisational factors were related to WB and CB at two time points three months apart. Methods: Data were collected by means of an online self-report survey. Eight hundred and twenty-six respondents (58% female, 42% male) provided data at both time points. Results: One hundred and twenty-three (15%) of participants had been bullied and 23 (2.8%) of participants had been cyber-bullied within the last six months. Women reported more WB, but not more CB, than men. Worse physical health, higher strain, more destructive leadership, more team conflict and less effective organisational strategies were associated with more WB. Managerial employees experienced more CB than non-managerial employees. Poor physical health, less organisational support and less effective organisational strategies were associated with more CB. Conclusion: Rates of CB were lower than those of WB, and very few participants reported experiencing CB without also experiencing WB. Both forms of bullying were associated with poorer work environments, indicating that, where bullying is occurring, the focus should be on organisational systems and processes. PMID:27128929

Doubly Disadvantaged? Bullying Experiences among Disabled Children and Young People in England

PubMed Central

Chatzitheochari, Stella; Parsons, Samantha; Platt, Lucinda

2015-01-01

Bullying among school-aged children and adolescents is recognised as an important social problem, and the adverse consequences for victims are well established. However, despite growing interest in the socio-demographic profile of victims, there is limited evidence on the relationship between bullying victimisation and childhood disability. This article enhances our understanding of bullying experiences among disabled children in both early and later childhood, drawing on nationally representative longitudinal data from the Millennium Cohort Study and the Longitudinal Study of Young People in England. We model the association of disability measured in two different ways with the probability of being bullied at ages seven and 15, controlling for a wide range of known risk factors that vary with childhood disability. Results reveal an independent association of disability with bullying victimisation, suggesting a potential pathway to cumulative disability-related disadvantage, and drawing attention to the school as a site of reproduction of social inequalities. PMID:27546915

Doubly Disadvantaged? Bullying Experiences among Disabled Children and Young People in England.

PubMed

Chatzitheochari, Stella; Parsons, Samantha; Platt, Lucinda

2016-08-01

Bullying among school-aged children and adolescents is recognised as an important social problem, and the adverse consequences for victims are well established. However, despite growing interest in the socio-demographic profile of victims, there is limited evidence on the relationship between bullying victimisation and childhood disability. This article enhances our understanding of bullying experiences among disabled children in both early and later childhood, drawing on nationally representative longitudinal data from the Millennium Cohort Study and the Longitudinal Study of Young People in England. We model the association of disability measured in two different ways with the probability of being bullied at ages seven and 15, controlling for a wide range of known risk factors that vary with childhood disability. Results reveal an independent association of disability with bullying victimisation, suggesting a potential pathway to cumulative disability-related disadvantage, and drawing attention to the school as a site of reproduction of social inequalities.

Student and Teacher Responses to Violence in School: The Divergent Views of Bullies, Victims, and Bully-Victims

ERIC Educational Resources Information Center

Berkowitz, Ruth

2014-01-01

School bullying is a worldwide worrisome phenomenon that occurs within a broad context in which pupils and teachers can either reinforce or undermine violent behavior through interaction. Based on a nationally representative sample of students in Israel, this study examined patterns in student perceptions of student and teacher responses to school…

Student Reports of Bullying and Cyber-Bullying: Results from the 2009 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2011-336

ERIC Educational Resources Information Center

DeVoe, Jill; Murphy, Christina

2011-01-01

In school year 2008-09, some 7,066,000 U.S. students ages 12 through 18, or 28.0 percent of all such students, reported they were bullied at school, and about 1,521,000, or 6.0 percent, reported they were cyber-bullied anywhere (i.e., on or off school property). These Web Tables use data from the 2009 School Crime Supplement (SCS) to the National…

Bullying has a potential role in pediatric lower urinary tract symptoms.

PubMed

Zhao, Philip T; Velez, Danielle; Faiena, Izak; Creenan, Eileen M; Barone, Joseph G

2015-05-01

National statistics estimate that a quarter of American school children are regularly bullied, making this issue the main parental concern and the leading form of school violence. To our knowledge no study in the literature has examined the association of bullying with lower urinary tract symptoms. We evaluated the relationship between being bullied and lower urinary tract symptoms in the pediatric population. We accrued 100 patients from a pediatric urology practice in prospective case-control fashion. The degree of lower urinary tract symptoms was determined by the voiding severity score obtained by a single pediatric urologist. Using the Peer Relations Questionnaire and a thermometer scale we surveyed participants for evidence of victimization from bullying and school related anxiety. We then correlated voiding symptom severity with the degree of bullying. After applying our study exclusion criteria we examined and analyzed data on 38 control children without lower urinary tract symptoms and on 38 children with lower urinary tract symptoms. Mean age was similar in the 2 groups. There were more females in the group with lower urinary tract symptoms (22 vs 13). Mean case voiding severity score was 3.82 (range 2 to 5). As measured by Bullied Index Score the degree of being bullied was significantly higher in the case group (4.76 vs 1.95, p <0.001), as was the anxiety level estimated by the thermometer score (3.68 vs 0.97, p <0.001). We also found that physical forms of bullying accounted for worse voiding severity scores (4.56 vs 3.67, p <0.01). To our knowledge our study is the first to show that 1) bullying is significantly associated with pediatric lower urinary tract symptoms and 2) physical forms of bullying accompany worsened symptoms. Copyright © 2015. Published by Elsevier Inc.

Text-Bullying: Associations with Traditional Bullying and Depression among New Zealand Adolescents

ERIC Educational Resources Information Center

Raskauskas, Juliana

2010-01-01

Bullying via mobile phone text messages (text-bullying) is a growing problem in New Zealand. Little research exists on this important issue. This study examined the nature and prevalence of text-bullying among adolescents. A total of 1,530 students ages 11-18 from three schools in New Zealand participated in this research. Students completed…

Parental Characteristics Associated With Bullying Perpetration in US Children Aged 10 to 17 Years

PubMed Central

Avila, Rosa M.; Flores, Glenn

2012-01-01

Objectives. We identified factors associated with child bullying in the United States. Methods. We used the 2007 National Survey of Children’s Health to examine associations among child, parent, and community factors and bullying perpetration among children aged 10 to 17 years, using bivariate and stepwise multivariable analyses. Results. African American and Latino children and children living in poverty and who had emotional, developmental, or behavioral (EDB) problems had higher odds of bullying, as did children of parents who felt angry with their child or who felt their child bothered them a lot or was hard to care for; suboptimal maternal mental health was associated with higher bullying odds. Children who always or usually completed homework and had parents who talked with them and met all or most of their friends had lower bullying odds. Conclusions. Assessing children’s EDB problems, maternal mental health, and parental perceptions may identify children at risk for bullying. Parent–child communication, meeting children’s friends, and encouraging children academically were associated with lower bullying odds; these protective factors may be useful in designing preventive interventions. PMID:23078471

Gender and Workplace Bullying: Men's Experiences of Surviving Bullying at Work.

PubMed

O'Donnell, Sue M; MacIntosh, Judith A

2016-02-01

Although men are targets of workplace bullying, there is limited research focused on their experiences. To address this gap, we used a qualitative grounded theory approach and interviewed a community sample of 20 Atlantic Canadian men to explore and explain their experiences of, and responses to, bullying. The main problem identified by men was a lack of workplace support to address and resolve the bullying, a challenge named abandonment. Men addressed this problem by surviving, a process that involved efforts to manage persistent bullying and the associated consequences. Men experienced physical, emotional, and social health consequences and, contrary to prevailing assumptions related to men's help-seeking behaviors, men want support and many sought help to address the problem and its consequences. Responses to abandonment and the associated consequences varied according to a number of factors including gender and highlight the need for research aimed at understanding the gendered nature of bullying. © The Author(s) 2015.

Bullying in Early Educational Settings

ERIC Educational Resources Information Center

Kirves, Laura; Sajaniemi, Nina

2012-01-01

The aim of this research was to study the prevalence of bullying in early educational settings in Finnish kindergartens. In addition, the study investigated whether bullying in kindergartens differs from school bullying and what forms bullying takes among under-school-age children. Two kinds of data were collected for the study: data from a survey…

The association between chronic bullying victimization with weight status and body self-image: a cross-national study in 39 countries

PubMed Central

Lian, Qiguo; Su, Qiru; Li, Ruili; Elgar, Frank J.; Liu, Zhihao

2018-01-01

Background Childhood obesity and school bullying are pervasive public health issues and known to co-occur in adolescents. However, the association between underweight or thinness and chronic bullying victimization is unclear. The current study examined whether chronic bullying victimization is associated with weight status and body self-image. Methods A school-based, cross-sectional study in 39 North American and European countries and regions was conducted. A total of 213,595 adolescents aged 11, 13, and 15 years were surveyed in 2009/10. Chronic bullying victimization was identified using the Revised Olweus Bully/Victim Questionnaire. Weight status was determined using self-reported height and weight and the body mass index (BMI), and body self-image was based on perceived weight. We tested associations between underweight and bullying victimization using three-level logistic regression models. Results Of the 213,595 adolescents investigated, 11.28% adolescents reported chronic bullying victimization, 14.80% were classified as overweight/obese according to age- and sex-specific BMI criteria, 12.97% were underweight, and 28.36% considered themselves a little bit fat or too fat, 14.57% were too thin. Bullying victimization was less common in older adolescent boys and girls. Weight status was associated with chronic bullying victimization (adjusted ORunderweight = 1.10, 95% CI = 1.05–1.16, p = 0.002; adjusted ORoverweight = 1.40, 95% CI = 1.32–1.49, p < 0.0001; adjusted ORobese = 1.91, 95% CI = 1.71–2.14, p < 0.0001). Body self-image also related to chronic bullying victimization (adjusted ORtoo thin = 1.42, 95% CI = 1.36–1.49, p < 0.0001; adjusted ORa little bit fat = 1.54, 95% CI = 1.48–1.61, p < 0.0001; adjusted ORtoo fat = 3.30, 95% CI = 2.96–3.68, p < 0.0001). Conclusion Both perceived weight and self-rated overweight are associated with chronic bullying victimization. Both overweight and underweight children are at risk of being chronically bullied

Bullying--And the Power of Peers

ERIC Educational Resources Information Center

Rodkin, Philip C.

2011-01-01

This White House report investigates the essential role that peers play in promoting or preventing bullying. Bullies use bullying to attain success and recognition; their success in doing so depends on the characteristics of the bully, the relationship that exists between bullies and those whom they target for harassment, and the reactions of…

Victims of Bullying in Schools

ERIC Educational Resources Information Center

Graham, Sandra

2016-01-01

This article provides an overview of current research on bullying (peer victimization, peer harassment) in school, with a focus on victims of such bullying. The 1st section provides a working definition of bullying and its many forms. The 2nd section describes some of the known consequences of being bullied for mental health, physical health, and…

The Toll of Workplace Bullying

ERIC Educational Resources Information Center

Killoren, Robert

2014-01-01

Bullying may be more common than most people think. According to a study commissioned by the Workplace Bullying Institute, one in three employees experience bullying in the workplace either as a victim or as a witness suffering collateral damage. Bullying is a serious problem. Directors, managers, and staff members need to ensure that it does not…

Bullying in college by students and teachers.

PubMed

Chapell, Mark; Casey, Diane; De la Cruz, Carmen; Ferrell, Jennifer; Forman, Jennifer; Lipkin, Randi; Newsham, Megan; Sterling, Michael; Whittaker, Suzanne

2004-01-01

This study explored bullying in college by students and teachers. The reports of a sample of 1,025 undergraduates indicated that 24.7% had seen students bully other students occasionally and 2.8% very frequently, 5% had been bullied by students occasionally and 1.1% very frequently, 12.8% had seen teachers bully students occasionally and 1.9% very frequently, 4.2% had been bullied by teachers occasionally and .5% very frequently, while 3.2% had bullied other students occasionally and 1.9% very frequently. Male students bullied significantly more than females. Student bullying was predicted by having seen other students bully, and by having been bullied by both students and teachers.

Adolescent Bullying Involvement and Perceived Family, Peer and School Relations: Commonalities and Differences Across Race/Ethnicity

PubMed Central

Spriggs, Aubrey L.; Iannotti, Ronald J.; Nansel, Tonja R.; Haynie, Denise L.

2007-01-01

Purpose Although bullying is recognized as a serious problem in the U.S., little is known about racial/ethnic differences in bullying risk. This study examined associations between bullying and family, peer, and school relations for White, Black and Hispanic adolescents. Methods A nationally-representative sample (n=11,033) of adolescents in grades six to ten participated in the 2001 Health Behaviors in School-Aged Children survey, self-reporting bullying involvement and information on family, peer and school relations. Descriptive statistics and multinomial logistic regression analyses controlling for gender, age and affluence were stratified by race/ethnicity. Results Nine percent of respondents were victims of bullying, 9% were bullies, and 3% were bully-victims. Black adolescents reported a significantly lower prevalence of victimization than White and Hispanic students. Multivariate results indicated modest racial/ethnic variation in associations between bullying and family, peer and school factors. Parental communication, social isolation, and classmate relationships were similarly related to bullying across racial/ethnic groups. Living with two biological parents was protective against bullying involvement for White students only. Further, although school satisfaction and performance were negatively associated with bullying involvement for White and Hispanic students, school factors were largely unrelated to bullying among Black students. Conclusions Although school attachment and performance were inconsistently related to bullying behavior across race/ethnicity, bullying behaviors are consistently related to peer relationships across Black, White and Hispanic adolescents. Negative associations between family communication and bullying behaviors for White, Black and Hispanic adolescents suggest the importance of addressing family interactions in future bullying prevention efforts. PMID:17707299

Adolescent bullying involvement and perceived family, peer and school relations: commonalities and differences across race/ethnicity.

PubMed

Spriggs, Aubrey L; Iannotti, Ronald J; Nansel, Tonja R; Haynie, Denise L

2007-09-01

Although bullying is recognized as a serious problem in the United States, little is known about racial/ethnic differences in bullying risk. This study examined associations between bullying and family, peer, and school relations for white, black and Hispanic adolescents. A nationally representative sample (n = 11,033) of adolescents in grades six to ten participated in the 2001 Health Behaviors in School-Aged Children survey, self-reporting bullying involvement and information on family, peer and school relations. Descriptive statistics and multinomial logistic regression analyses controlling for gender, age and affluence were stratified by race/ethnicity. Nine percent of respondents were victims of bullying, 9% were bullies, and 3% were bully-victims. Black adolescents reported a significantly lower prevalence of victimization than white and Hispanic students. Multivariate results indicated modest racial/ethnic variation in associations between bullying and family, peer, and school factors. Parental communication, social isolation, and classmate relationships were similarly related to bullying across racial/ethnic groups. Living with two biological parents was protective against bullying involvement for white students only. Furthermore, although school satisfaction and performance were negatively associated with bullying involvement for white and Hispanic students, school factors were largely unrelated to bullying among black students. Although school attachment and performance were inconsistently related to bullying behavior across race/ethnicity, bullying behaviors are consistently related to peer relationships across black, white, and Hispanic adolescents. Negative associations between family communication and bullying behaviors for white, black, and Hispanic adolescents suggest the importance of addressing family interactions in future bullying prevention efforts.

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

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.

Sharevision Collaboration between High School Counselors and Athletic Educators to Stop LGBTQ Bullying

ERIC Educational Resources Information Center

Thompson, Lisa Dawn

2013-01-01

The purpose of the study was twofold: to explore how school counselors and athletic educators experienced implementing the 2010 Massachusetts Anti-bullying law and to explore how participants experienced using the Sharevision structured group reflection process as the format for group discussions. The Sharevision structured group reflection…

Trends in bullying victimization by gender among U.S. high school students.

PubMed

Pontes, Nancy M H; Ayres, Cynthia G; Lewandowski, Carla; Pontes, Manuel C F

2018-06-01

This research used four consecutive waves of data from the National Youth Risk Behavior Survey (YRBS) conducted by the Centers for Disease Control (CDC), to estimate linear time trends by gender in the prevalence of school and electronic bullying victimization among U.S. high school students (N = 61,042). Dependent variables were student self-reported school bullying victimization and electronic bullying victimization during the previous 12 months. Independent variables used to estimate multiple logistic regression models by gender were survey year, race/ethnicity, and grade level. Results showed the prevalence of school bullying increased significantly among females from 2009 (21.2%) to 2015 (24.8%), linear trend OR = 1.08 [1.04, 1.12]; and decreased significantly among males from 2009 (18.7%) to 2015 (15.8%), linear trend OR = 0.93 [0.89, 0.98]. Prevalence of electronic bullying was unchanged between 2011 to 2015 among both male and female students. Asian race, relative to White race, was associated with significantly lower rates of both school and electronic bullying victimization among females, but not males. The incidence of school and electronic bullying victimization was significantly lower among Black and Hispanic students, but not among multiple-race students, regardless of student gender. Healthy People 2020 set a goal to reduce school bullying victimization 10% by 2019. As of 2015, school bullying victimization decreased significantly among males (16% decrease); it significantly increased among females (17% increase). Future research should explore underlying factors related to these divergent trends, and develop effective strategies to reverse the alarming rise in female school bullying victimization. © 2018 Wiley Periodicals, Inc.

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.

Preventing Bullying. ERIC Digest.

ERIC Educational Resources Information Center

Lumsden, Linda

Students who are the target of bullying episodes commonly suffer serious, long-term academic, physical, and emotional consequences. Unfortunately, school personnel often minimize, underestimate, tolerate, or ignore the extent of bullying and the harm it can cause. This digest examines the problem of bullying and some of its effects, and discusses…

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.

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.

Perceived Social Support among Bullies, Victims, and Bully-Victims

ERIC Educational Resources Information Center

Holt, Melissa K.; Espelage, Dorothy L.

2007-01-01

Research indicates that social support plays a protective role among adolescents, but little research has explicitly evaluated its function among youth involved in bullying. Accordingly, this study examined relations among social support, bully/victim status, and psychological distress in a sample of 784 ethnically diverse youth. We assessed…

Appearance-related bullying and skin disorders.

PubMed

Magin, Parker

2013-01-01

Bullying encompasses verbal aggression, physical aggression, and social exclusion. It involves "harm-doing" that is carried out repeatedly, over time, and within a relationship, involving a power imbalance between the bully and the bullied. Being bullied may have considerable adverse sequelae, including psychologic or psychiatric harm. Much bullying is appearance-related, and it would be surprising if some individuals with skin disease were not bullied given the high visibility of skin diseases. The limited evidence available does suggest that individuals with skin disease, particularly those with acne, psoriasis, and atopic dermatitis, are often bullied, which can adversely affect them psychologically. Copyright © 2013 Elsevier Inc. All rights reserved.

Examining Variation in Attitudes toward Aggressive Retaliation and Perceptions of Safety among Bullies, Victims, and Bully/Victims

ERIC Educational Resources Information Center

Bradshaw, Catherine P.; O'Brennan, Lindsey M.; Sawyer, Anne L.

2008-01-01

This article examines the link between involvement in bullying, as either a bully, victim, or bully/victim, and attitudes toward violence and perceptions of safety among 16,012 middle and high school students. Analyses indicated that 37.6% were frequently involved in bullying. Bully/victims were the most likely to report feeling unsafe and…

Students with Disabilities in Mainstream Schools: District Level Perspectives on Anti-Bullying Policy and Practice within Schools in Alberta

ERIC Educational Resources Information Center

Gil, Malgorzata; da Costa, Jose

2010-01-01

Many researchers around the world point out that bullying in schools is aimed towards others, in many cases against students with disabilities. Bullying is a serious issue, which involves many students and is, by far, the biggest violence problem in schools in many countries. The researchers investigated how provincial legislation and…

Bullying Prevalence among Elementary Students

ERIC Educational Resources Information Center

Kartal, Hulya

2008-01-01

Bullying is now recognized as a concern in schools worldwide. Bullying is a relatively new study field classified in the category of aggression. A person is being bullied when he or she is exposed repeatedly and over time to negative actions on the part of one or more persons. This study was conducted to acquire types of bullying behaviors and…

Take that, You Bully!

ERIC Educational Resources Information Center

Fogg, Piper

2008-01-01

Academics can be found all over the Internet commiserating about academic bullying, including on "The Chronicle's" own forums and blogs. There are debates over how to resolve bullying, warnings to other scholars, and even primal cries for help. This article describes three blogs on bullying: (1) Historiann (http://www.historiann.com); (2) On…

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.

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.

Bullying victimization and child sexual abuse among left-behind and non-left-behind children in China.

PubMed

Yan, Li; Zhu, Qianqian; Tu, Xiaowen; Zuo, Xiayun; Yu, Chunyan; Lou, Chaohua; Lian, Qiguo

2018-01-01

Bullying is one of the most important factors associated with child abuse. However, robust tests supporting the assumption that being bullied can contribute to child sexual abuse (CSA) among left-behind children (LBC) remain sparse. This study aims to investigate the association of bullying victimization with CSA among LBC in China. A cross-sectional study was conducted in six middle schools of Sichuan and Anhui province in 2015. The bullying victimization was assessed by seven items from the Revised Olweus Bully/Victim Questionnaire. The experience of CSA was measured by ten items CSA scale with good consistency. A total of 1,030 children met the sampling criteria, including 284 LBC and 746 non-LBC. The prevalence of CSA was 22.89% in LBC and 20.19% in non-LBC ( p  > 0.05). Bullying victimization was related to CSA among both LBC (adjusted Odds Ratio [aOR] = 2.52, 95% CI [1.34-4.73]) and non-LBC (aOR = 2.35, 95% CI [1.58-3.53]). The association between bullying victimization and CSA was much higher among left-behind girls (left-behind girls: aOR = 7.36, 95% CI [2.16-24.99]; non-left-behind girls: aOR = 2.38, 95% CI [1.08-5.27]). Also, LBC of a young age (11-15), children with siblings, living in rural areas and non-traditional family structure who were bullied were more likely to suffer CSA than their non-LBC peers. Bullying victimization is associated with a significant increase in CSA among both LBC and non-LBC. Anti-bullying programs should target vulnerable populations including female LBC and LBC with siblings to reduce the risk of CSA.

Bullying victimization and child sexual abuse among left-behind and non-left-behind children in China

PubMed Central

Yan, Li; Zhu, Qianqian; Tu, Xiaowen; Zuo, Xiayun; Yu, Chunyan; Lou, Chaohua

2018-01-01

Background Bullying is one of the most important factors associated with child abuse. However, robust tests supporting the assumption that being bullied can contribute to child sexual abuse (CSA) among left-behind children (LBC) remain sparse. This study aims to investigate the association of bullying victimization with CSA among LBC in China. Methods A cross-sectional study was conducted in six middle schools of Sichuan and Anhui province in 2015. The bullying victimization was assessed by seven items from the Revised Olweus Bully/Victim Questionnaire. The experience of CSA was measured by ten items CSA scale with good consistency. Results A total of 1,030 children met the sampling criteria, including 284 LBC and 746 non-LBC. The prevalence of CSA was 22.89% in LBC and 20.19% in non-LBC (p > 0.05). Bullying victimization was related to CSA among both LBC (adjusted Odds Ratio [aOR] = 2.52, 95% CI [1.34–4.73]) and non-LBC (aOR = 2.35, 95% CI [1.58–3.53]). The association between bullying victimization and CSA was much higher among left-behind girls (left-behind girls: aOR = 7.36, 95% CI [2.16–24.99]; non-left-behind girls: aOR = 2.38, 95% CI [1.08–5.27]). Also, LBC of a young age (11–15), children with siblings, living in rural areas and non-traditional family structure who were bullied were more likely to suffer CSA than their non-LBC peers. Conclusions Bullying victimization is associated with a significant increase in CSA among both LBC and non-LBC. Anti-bullying programs should target vulnerable populations including female LBC and LBC with siblings to reduce the risk of CSA. PMID:29888125

Bullying the Meek: A Conceptualisation of Vietnamese School Bullying

ERIC Educational Resources Information Center

Horton, Paul; Kvist Lindholm, Sofia; Nguyen, Thu Hang

2015-01-01

Drawing on ethnographic research conducted at three lower secondary schools in the northern Vietnamese cities of Hanoi and Haiphong, this article provides a contextually nuanced conceptualisation of Vietnamese school bullying. In doing so, the article not only addresses the lack of knowledge about Vietnamese school bullying, but also poses a…

New Perspectives on Bullying.

ERIC Educational Resources Information Center

Rigby, Ken

Two decades in which educators have seriously tried to eradicate bullying in schools have met with only modest success. Moreover, bullying is no longer being viewed exclusively as a problem for schools and school children. This book examines bullying behavior in a wide range of settings, including kindergartens and schools, workplaces, the home,…

Adults Role in Bullying

ERIC Educational Resources Information Center

Notar, Charles E.; Padgett, Sharon

2013-01-01

Do adults play a role in bullying? Do parents, teachers, school staff, and community adult leaders influence bullying behavior in children and teenagers? This article will focus on research regarding all adults who have almost daily contact with children and teens and their part in how bullying is identified, addressed, and prevented. This article…

Teenagers' Explanations of Bullying

ERIC Educational Resources Information Center

Thornberg, Robert; Knutsen, Sven

2011-01-01

The aim of the present study was to explore how teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender and prior bullying experiences. One hundred and seventy-six Swedish students in Grade 9 responded to a questionnaire. Mixed methods (qualitative and quantitative methods)…

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

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.

Bullying Prevention in Schools. Position Statement

ERIC Educational Resources Information Center

DeSisto, Marie C.; Smith, Suzanne

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is a crucial member of the team participating in the prevention of bullying in schools. School nurses are the experts in pediatric health in schools and, therefore, can have an impact on the…

Association between bullying and pediatric psychiatric hospitalizations.

PubMed

Leader, Hadassa; Singh, Jasmine; Ghaffar, Ayesha; de Silva, Cheryl

2018-01-01

Bullying is a serious public health issue. We sought to demonstrate an association between bullying victimization and hospital admissions for acute psychiatric problems. We described the demographics and types of bullying in a sample of hospitalized patients in Staten Island, NY, and compared bullying victimization scores with psychiatric versus medical admissions. Patients in grades 3-12 were recruited from the Staten Island University Hospital Inpatient Pediatrics unit and emergency department. Patients completed the validated Olweus Bully/Victim Questionnaire (OBQ) was analyzed to formulate a report of bullying in our sample as well as a sub-score measurement of bullying victimization. Pediatric residents simultaneously documented whether the subject was a medical versus an in-patient psychiatry admission. Statistical analysis was performed to look for an association between the victimization sub-score and a psychiatric indication for admission. A total of 185 surveys were analyzed. Peak bullying occurred in 7th and 8th grades. Demographics and types of bullying in our sample were described. A strong association between bullying victimization and hospitalization for in-patient psychiatry was demonstrated. Association between bullying victimization and suicidal ideation, psychiatry, and social work consults was also shown. Concern for an association between hospitalization for psychogenic illness and bullying victimization was also raised. There is a significant association between bullying victimization and psychiatric hospital admissions. This raises the specter of the serious consequences of bullying as it is the first study to prospectively link hospital admissions to bullying. Studies using a valid measure of psychogenic illness to look for an association with bullying victimization are needed.

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…

Bullying Prevention

ERIC Educational Resources Information Center

Kemp, Patrice

2016-01-01

The focus of the milestone project is to focus on bridging the gap of bullying and classroom instruction methods. There has to be a defined expectations and level of accountability that has to be defined when supporting and implementing a plan linked to bullying prevention. All individuals involved in the student's learning have to be aware of…

Bullying Victimization (Being Bullied) Among Adolescents Referred for Urgent Psychiatric Consultation: Prevalence and Association With Suicidality

PubMed Central

Alavi, Nazanin; Roberts, Nasreen; Sutton, Chloe; Axas, Nicholas; Repetti, Leanne

2015-01-01

Objective: 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. Method: 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. Results: 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). Conclusions: 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. PMID:26720189

Tourette Syndrome: Help Stop Bullying

MedlinePlus

... Submit Button Past Emails Tourette Syndrome: Help Stop Bullying Language: English (US) Español (Spanish) Recommend on Facebook ... you can increase acceptance by helping to stop bullying of children with TS. Bullying doesn’t just ...

Teachers Matter: An Examination of Student-Teacher Relationships, Attitudes toward Bullying, and Bullying Behavior

ERIC Educational Resources Information Center

Wang, Cixin; Swearer, Susan M.; Lembeck, Paige; Collins, Adam; Berry, Brandi

2015-01-01

This study investigated the influence of student-teacher relationships and attitudes toward bullying on middle school students' bullying behaviors. Gender and grade differences were also examined. Data were collected from 435 middle school students. Results indicated that students' attitudes toward bullying mediated the relationship between…

Bullying in the Academy: Understanding the Student Bully and the Targeted "Stupid, Fat, Mother Fucker" Professor

ERIC Educational Resources Information Center

May, Amy; Tenzek, Kelly E.

2018-01-01

Bullying within academia often focuses on peer bullying or the student victim. However, the student bully who targets professors is a neglected area of study yet just as destructive, demeaning, and intimidating. Using a narrative lens analysis, the researchers share how the story of bullying unfolds in the classroom. Distinct triggers, such as…

Examining explanations for the link between bullying perpetration and physical dating violence perpetration: Do they vary by bullying victimization?

PubMed

Foshee, Vangie A; Benefield, Thad S; McNaughton Reyes, Heath Luz; Eastman, Meridith; Vivolo-Kantor, Alana M; Basile, Kathleen C; Ennett, Susan T; Faris, Robert

2016-01-01

This short-term longitudinal study examined whether the association between bullying perpetration and later physical dating violence perpetration and mediators of that association (via anger, depression, anxiety, and social status), varied depending on level of bullying victimization. Differences have been noted between those who bully but are not victims of bullying, and those who are both bullies and victims. These differences may influence dating violence risk and the explanations for why bullying leads to dating violence. Data were from dating adolescents in three rural counties who completed self-administered questionnaires in the fall semester of grades 8-10 and again in the spring semester. The sample (N = 2,414) was 44.08% male and 61.31% white. Bullying perpetration in the fall semester predicted physical dating violence perpetration in the spring semester when there was no bullying victimization, but not when there was any bullying victimization. Bullying perpetration was positively associated with anger at all levels of bullying victimization and with social status when there was no or low amounts of victimization; it was negatively associated with social status at high levels of victimization. Bullying victimization was positively associated with anger, depression, and anxiety at all levels of bullying perpetration. Anger mediated the association between bullying perpetration and dating violence, regardless of level of victimization; depression, anxiety, and social status did not mediate the association at any level of bullying victimization. The findings have implications for dating violence prevention efforts and for future research on the link between bullying and dating violence. © 2015 Wiley Periodicals, Inc.

Examining Explanations for the Link Between Bullying Perpetration and Physical Dating Violence Perpetration: Do They Vary by Bullying Victimization?

PubMed Central

Foshee, Vangie A.; Benefield, Thad S.; Reyes, Heath Luz McNaughton; Eastman, Meridith; Vivolo-Kantor, Alana M.; Basile, Kathleen C.; Ennett, Susan T.; Faris, Robert

2015-01-01

This short-term longitudinal study examined whether the association between bullying perpetration and later physical dating violence perpetration and mediators of that association (via anger, depression, anxiety, and social status), varied depending on level of bullying victimization. Differences have been noted between those who bully but are not victims of bullying, and those who are both bullies and victims. These differences may influence dating violence risk and the explanations for why bullying leads to dating violence. Data were from dating adolescents in three rural counties who completed self-administered questionnaires in the fall semester of grades 8–10 and again in the spring semester. The sample (N =2,414) was 44.08% male and 61.31% white. Bullying perpetration in the fall semester predicted physical dating violence perpetration in the spring semester when there was no bullying victimization, but not when there was any bullying victimization. Bullying perpetration was positively associated with anger at all levels of bullying victimization and with social status when there was no or low amounts of victimization; it was negatively associated with social status at high levels of victimization. Bullying victimization was positively associated with anger, depression, and anxiety at all levels of bullying perpetration. Anger mediated the association between bullying perpetration and dating violence, regardless of level of victimization; depression, anxiety, and social status did not mediate the association at any level of bullying victimization. The findings have implications for dating violence prevention efforts and for future research on the link between bullying and dating violence. PMID:26299840

Birds of a Feather Bully Together: Group Processes and Children's Responses to Bullying

ERIC Educational Resources Information Center

Jones, Sian E.; Manstead, Antony S. R.; Livingstone, Andrew

2009-01-01

Recent research has shown that a group-level analysis can inform our understanding of school bullying. The present research drew on social identity theory and intergroup emotion theory. Nine- to eleven-year olds were randomly assigned to the same group as story characters who were described as engaging in bullying, as being bullied, or as neither…

For Colored Kids Who Committed Suicide, Our Outrage Isn't Enough: Queer Youth of Color, Bullying, and the Discursive Limits of Identity and Safety

ERIC Educational Resources Information Center

Pritchard , Eric Darnell

2013-01-01

In recent years anti-lesbian, gay, bisexual, transgender, and queer (LGBTQ) bullying has been a pervasive discussion in popular and scholarly discourse. While such a discussion has documented the negative impact of bullying on the physical, psychological, social, and emotional lives of young people, it has not had a critical and sustained analysis…

Workplace bullying among Nurses in South Taiwan.

PubMed

Fang, Li; Huang, Su-Hui; Fang, Shu-Hui

2016-09-01

This study was to investigate bullying among hospital nurses and its correlates. Chinese people were unlikely to express their opinions or pursue individual rights. Workplace bullying took place more easily among the educated people within Chinese culture. However, studies related to workplace bullying among hospital nurses in Taiwan were still limited. A cross-sectional design. Two hundred and eighty-five nurses who worked in the regional teaching hospital in south Taiwan were recruited. The significant predictors of workplace bullying were identified by using linear regression analysis. The mean of overall bullying was 1·47, showing that the frequency of the nurses having experienced workplace bullying was between 'never' and 'now and then'. The most frequent bullying item was 'being yelled at or being the target of anger', followed by 'being the objects of untruthful criticism' and 'having views ignored'. Hospital nurses working in the Emergency room would gain 10·888 points more in the overall bullying scale compared with those who worked in operation rooms or haemodialysis rooms. They were more likely to be bullied. Hospital nurses with one year increase in nursing experience were 0·207 points less likely to be bullied. Reducing workplace bullying among hospital nurses was an essential method to provide quality assurance to health care. Nurse managers should build up zero tolerance policy to decrease nurses' exposure to workplace bullying. Training programmes related to bullying prevention are suggested to avoid workplace bullying. The contents of the educational training programmes or workshops should incorporate the characteristics and consequences of the workplace bullying, and the strategies to deal with bullying. © 2016 John Wiley & Sons Ltd.

Association between bullying and pediatric psychiatric hospitalizations

PubMed Central

Leader, Hadassa; Singh, Jasmine; Ghaffar, Ayesha; de Silva, Cheryl

2018-01-01

Objectives: Bullying is a serious public health issue. We sought to demonstrate an association between bullying victimization and hospital admissions for acute psychiatric problems. We described the demographics and types of bullying in a sample of hospitalized patients in Staten Island, NY, and compared bullying victimization scores with psychiatric versus medical admissions. Methods: Patients in grades 3–12 were recruited from the Staten Island University Hospital Inpatient Pediatrics unit and emergency department. Patients completed the validated Olweus Bully/Victim Questionnaire (OBQ) was analyzed to formulate a report of bullying in our sample as well as a sub-score measurement of bullying victimization. Pediatric residents simultaneously documented whether the subject was a medical versus an in-patient psychiatry admission. Statistical analysis was performed to look for an association between the victimization sub-score and a psychiatric indication for admission. Results: A total of 185 surveys were analyzed. Peak bullying occurred in 7th and 8th grades. Demographics and types of bullying in our sample were described. A strong association between bullying victimization and hospitalization for in-patient psychiatry was demonstrated. Association between bullying victimization and suicidal ideation, psychiatry, and social work consults was also shown. Concern for an association between hospitalization for psychogenic illness and bullying victimization was also raised. Conclusions: There is a significant association between bullying victimization and psychiatric hospital admissions. This raises the specter of the serious consequences of bullying as it is the first study to prospectively link hospital admissions to bullying. Studies using a valid measure of psychogenic illness to look for an association with bullying victimization are needed. PMID:29326819

[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.

Bullying Interventions: A Binocular Perspective

PubMed Central

Pepler, Debra J.

2006-01-01

Introduction Bullying is a complex relationship problem associated with many psychosocial difficulties for children who bully, as well as those who are victimized. A recent international volume of school-based bullying programs revealed modest effectiveness, highlighting the need to refine interventions using research on developmental profiles of children who bully and those who are victimized, as well as on their relationships. Method Based on developmental-systemic theory, a research review was conducted on individual and relationship risk factors associated with bullying and being victimized. Results The review led to the proposal of two organizing principles for interventions: Scaffolding and Social Architecture. Scaffolding focuses on providing tailored and dynamic supports for the needs of individual children who bully or who are victimized. Social architecture requires that adults focus on the social dynamics of children’s groups and create social contexts that promote positive peer interactions and dissipate contexts that foster negative interactions. Conclusion Interventions for bullying require a combination of scaffolding and social architecture to provide comprehensive supports and to change the social dynamics that enable bullying. With an empirically derived, comprehensive perspective, we may move closer to reducing the burden of these relationship problems in the lives of children and youth. PMID:18392191

The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil.

PubMed

da Silva, Jorge Luiz; de Oliveira, Wanderlei Abadio; Braga, Iara Falleiros; Farias, Marilurdes Silva; da Silva Lizzi, Elisangela Aparecida; Gonçalves, Marlene Fagundes Carvalho; Pereira, Beatriz Oliveira; Silva, Marta Angélica Iossi

2016-10-26

This study's objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students' individual aspects.

The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil

PubMed Central

da Silva, Jorge Luiz; de Oliveira, Wanderlei Abadio; Braga, Iara Falleiros; Farias, Marilurdes Silva; da Silva Lizzi, Elisangela Aparecida; Gonçalves, Marlene Fagundes Carvalho; Pereira, Beatriz Oliveira; Silva, Marta Angélica Iossi

2016-01-01

This study’s objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students’ individual aspects. PMID:27792206

Mental health and bullying in the United States among children aged 6 to 17 years.

PubMed

Benedict, Frances Turcotte; Vivier, Patrick M; Gjelsvik, Annie

2015-03-01

This article examines the association between mental health disorders and being identified as a bully among children between the ages of 6 and 17 years. Data from the 2007 National Survey of Children's Health were examined. A total of 63,997 children had data for both parental reported mental health and bullying status. Bivariate analysis and logistic regression was performed to assess the association between mental health status and being identified as a bully with an age-stratified analysis and sub-analysis by type of mental health disorder. In 2007, 15.2% of U.S. children ages 6 to 17 years were identified as bullies by their parent or guardian. Children with a diagnosis of depression, anxiety, or depression had a threefold increased odds of being a bully. The diagnosis of depression is associated with a 3.31 increased odds (95% CI = [2.7, 4.07]) of being identified as a bully. Children with anxiety and attention deficit and hyperactivity disorder (ADHD) had similar odds. The diagnosis of a mental health disorder is strongly associated with being identified as a bully. In particular, depression, anxiety, and ADHD are strongly associated with being identified as a bully. These findings emphasize the importance of providing psychological support to not only victims of bullying but bullies as well. Understanding the risk profile of childhood bullies is essential in gaining a better grasp of this public health problem and in creating useful and appropriate resources and interventions to decrease bullying. © The Author(s) 2014.

A Study of Bullying Against Nursing Students.

PubMed

Karatas, Hulya; Ozturk, Candan; Bektas, Murat

2017-06-01

Many institutions have conducted research on the subject of bullying. The literature includes many studies of the effects of widespread bullying among primary and secondary school students. Bullying against hospital nurses and also bullying against university students are well-known and frequently discussed research topics. Yet, the exposure of nursing students to bullying has not been sufficiently explored, and few studies have focused on the issue of bullying against nursing students. The aim of this study is to examine bullying against nursing students, including the rate of bullying, types of bullying, and responses to the negative effects of bullying. This study was conducted on 202 nursing students (including sophomores, juniors, and seniors) during the 2013-2014 academic year. The participation rate was 88.5%. The Negative Attitudes Scale was used to collect data, and descriptive statistics were used in data analysis. Participants were evenly distributed between women (49.5%) and men (50.5%). The median age of participants was 21.58 ± 2.28 years; the frequency of bullying was 78.1%. The types of bullying were pejorative statements about the nursing profession (11.3%); low grades used as a form of punishment (9.9%); work, homework, and job rotation used as punishment in lieu of training (9.4%); impossible workloads (9.0%); and the spreading of rumors and gossip (7%). This study indicates that the participants were exposed to high levels of bullying. As exposure to bullying negatively affects the job attitudes of nursing students, further studies are necessary to develop strategies to prevent horizontal bullying.

What Makes Them More Vulnerable Than Others? Obesity, Negative Emotions, and Peer Bullying Victimization.

PubMed

Jeong, Seokjin; Davis, Jaya; Rodriguez, John; Han, Youngsun

2016-10-01

Negative impacts resulting from peer bullying victimization include psychological stress, emotional and academic maladjustment, decreased self-esteem, relational problems with peers, and may also lead to suicidal ideation and behavior. Therefore, efforts have been concentrated toward identifying characteristics of victims and perpetrators of bullying to allocate resources for preventive strategies. The current study adds to this ongoing research by using a nationally representative sample of adolescents to identify health-related correlates (obesity and negative emotions) of students vulnerable to peer bullying victimization, as well as exploring individual and school-related characteristics. Findings suggest that negative emotions are related to peer bully victimization, but a relationship between obesity and victimization is not clear. In addition, students attending schools with bullying prevention programs were more likely to report physical victimization. Discussion is offered regarding these findings and suggestions for future research in this area. © The Author(s) 2015.

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.

Workplace Bullying in Healthcare: Part 3.

PubMed

Lamberth, By Becky

2015-01-01

As many as 53.5 million American workers have experienced workplace bullying, which can cost organizations an estimated $200 billion annually in lost productivity, increased sick d ays, increased med ical claims, legal costs, and staff turnover. Bullying can occur in any profession, but for many reasons it is most prevalent in healthcare. Bullying behavior in healthcare has been reported and documented in literature for over 35 years. Although physicians are often considered to be the primary culprit of bullying, healthcare bullies can be one any one of the professionals who work in the organization including nurses, radiology technologists, pharmacists, ancillary staff personnel, administrators, or other non-physician staff members. The first installment of the series focused on defining bullying and its impact on the organization. Part 2 discussed three legal protections for the bully to include at-will laws, unions, and bylaws related to physician privileging. The final installment in this series will evaluate specific bully types and implementing processes to address inappropriate behavior.

Bullying by Definition: An Examination of Definitional Components of Bullying

ERIC Educational Resources Information Center

Goldsmid, Susan; Howie, Pauline

2014-01-01

Lack of definitional consensus remains an important unresolved issue within bullying research. This study examined the ability of definitional variables to predict overall level of victimisation (distress, power inequity, and provocation as predictors) and bullying (intention to harm, power inequity, and provocation as predictors) in 246…

Adult Psychiatric and Suicide Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence

PubMed Central

Copeland, William E.; Wolke, Dieter; Angold, Adrian; Costello, E. Jane

2013-01-01

Context Both bullies and victims of bullying are at risk for psychiatric problems in childhood, but it is unclear if this elevated risk extends into early adulthood. Objective To test whether bullying and being bullied in childhood predicts psychiatric and suicidality in young adulthood after accounting for childhood psychiatric problems and family hardships. Design Prospective, population-based study of 1420 subjects with being bullied and bullying assessed four to six times between ages 9 and 16. Subjects were categorized as bullies only, victims only, bullies and victims (bully-victims), or neither. Setting and population Community sample Main Outcome Measure Psychiatric outcomes included depression, anxiety, antisocial personality disorder, substance disorders, and suicidality (including recurrent thoughts of death, suicidal ideation, or a suicide attempt) were assessed in young adulthood (ages 19, 21, and 24/25/26) by structured diagnostic interviews. Results Victims and bully-victims had elevated rates of young adult psychiatric disorder, but also elevated rates of childhood psychiatric disorders and family hardships. After controlling for childhood psychiatric problems or family hardship, victims continued to have higher prevalence of agoraphobia (odds ratio (OR), 4.6; 95% confidence interval (CI), 1.7–12.5, p <0.01), generalized anxiety (OR, 2.7; 95% CI, 1.1–6.3, p <0.001), and panic disorder (OR, 3.1; 95% CI, 1.5–6.5, p <0.01), and bully-victims were at increased risk of young adult depression (OR, 4.8; 95% CI, 1.2–19.4, p <0.05), panic disorder (OR, 14.5; 95% CI, 5.7–36.6, p <0.001), agoraphobia (females only; OR, 26.7; 95% CI, 4.3–52.5, p <0.001), and suicidality (males only: OR, 18.5; 95% CI, 6.2–55.1, p <0.0001). Bullies were at risk for antisocial personality disorder only (OR, 4.1; 95% CI, 1.1–15.8, p < 0.04). Conclusion The effects of being bullied are direct, pleiotropic and long- lasting with the worst effects for those who are

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.

Cyber bullying and physical bullying in adolescent suicide: the role of violent behavior and substance use.

PubMed

Litwiller, Brett J; Brausch, Amy M

2013-05-01

The impact of bullying in all forms on the mental health and safety of adolescents is of particular interest, especially in the wake of new methods of bullying that victimize youths through technology. The current study examined the relationship between victimization from both physical and cyber bullying and adolescent suicidal behavior. Violent behavior, substance use, and unsafe sexual behavior were tested as mediators between two forms of bullying, cyber and physical, and suicidal behavior. Data were taken from a large risk-behavior screening study with a sample of 4,693 public high school students (mean age = 16.11, 47 % female). The study's findings showed that both physical bullying and cyber bullying associated with substance use, violent behavior, unsafe sexual behavior, and suicidal behavior. Substance use, violent behavior, and unsafe sexual behavior also all associated with suicidal behavior. Substance use and violent behavior partially mediated the relationship between both forms of bullying and suicidal behavior. The comparable amount of variance in suicidal behavior accounted for by both cyber bullying and physical bullying underscores the important of further cyber bullying research. The direct association of each risk behavior with suicidal behavior also underscores the importance of reducing risk behaviors. Moreover, the role of violence and substance use as mediating behaviors offers an explanation of how risk behaviors can increase an adolescent's likelihood of suicidal behavior through habituation to physical pain and psychological anxiety.

Do gender differences matter to workplace bullying?

PubMed

Wang, Mei-Ling; Hsieh, Yi-Hua

2015-01-01

Workplace bullying has become an omnipresent problem in most organizations. Gender differences have recently received increasing attention in the workplace bullying domain. Integrating social dominance theory with gender role theory, this study explores whether male minority and supervisor gender are related to the incidence of workplace bullying. Data from 501 public servants employed in the tax administration institute of Taiwan was collected via a questionnaire and analyzed using hierarchical regression. Male minority reported more workplace bullying than did the female majority. Subordinates working with male supervisors had more exposure to bullying than those working with female supervisors. However, male supervisors did not exacerbate the relationship between male minority and workplace bullying, while females exposure to workplace bullying was attenuated when working with male supervisors. These findings confirm the important role of gender differences when predicting bullying at work and support the view that gender is not merely an individual antecedent of bullying, but rather acts as a social factor to influence the incidence of workplace bullying.

Bullying and Your Child

ERIC Educational Resources Information Center

McGee, Christy D.

2011-01-01

Bullying happens every day in classrooms and on playgrounds all over the world. Parents, when faced with the fact that their child has become the target of a bully, experience a stream of emotions: anger, fear, the need to protect, and the realization that the child must go back to school or out to play and face the bully again the next day. Many…

Bullying and Being Bullied in Childhood Are Associated With Different Psychosocial Risk Factors for Poor Physical Health in Men.

PubMed

Matthews, Karen A; Jennings, J Richard; Lee, Laisze; Pardini, Dustin A

2017-06-01

Bullying and being bullied in childhood are both linked with later adjustment problems. The impact of childhood bullying on risk for poor physical health in adulthood is understudied. Black and White men ( n = 305; mean age = 32.3 years) enrolled in the Pittsburgh Youth Study since the first grade underwent a comprehensive assessment of psychosocial, behavioral, and biological risk factors for poor health. Indices of bullying and being bullied were created by averaging annual ratings collected from participants and their caregivers when the participants were 10 to 12 years old. Results showed that being a bully in childhood was associated with greater stress and aggression and poorer health behaviors in adulthood, whereas being a victim of bullies in childhood was associated with lower socioeconomic resources, less optimism, and greater unfair treatment in adulthood. Unexpectedly, neither bullying nor being bullied in childhood was related to inflammation or metabolic syndrome. Bullying and being bullied in childhood were associated with distinct domains of psychosocial risk in adulthood that may later lead to poor physical health.

Strengthening Elementary School Bully Prevention with Bibliotherapy

ERIC Educational Resources Information Center

Heath, Melissa Allen; Moulton, Emily; Dyches, Tina Taylor; Prater, Mary Anne; Brown, Alec

2011-01-01

The consequences of bullying are both widespread and severe. It disrupts learning, threatens school safety, and poses long-term emotional repercussions for bullies, victims, and bystanders. Although multiple strategies have targeted bullying, bullying must be understood within a social contextual framework beyond the bully-victim dyad. Davis and…

Dealing with Bullying (For Teens)

MedlinePlus

... Videos for Educators Search English Español Dealing With Bullying KidsHealth / For Teens / Dealing With Bullying What's in ... Print en español Cómo reaccionar ante la intimidación Bullying Is a Big Problem Every day thousands of ...

A systematic review and content analysis of bullying and cyber-bullying measurement strategies

PubMed Central

Vivolo-Kantor, Alana M.; Martell, Brandi N.; Holland, Kristin M.; Westby, Ruth

2015-01-01

Bullying has emerged as a behavior with deleterious effects on youth; however, prevalence estimates vary based on measurement strategies employed. We conducted a systematic review and content analysis of bullying measurement strategies to gain a better understanding of each strategy including behavioral content. Multiple online databases (i.e., PsychInfo, MedLine, ERIC) were searched to identify measurement strategies published between 1985 and 2012. Included measurement strategies assessed bullying behaviors, were administered to respondents with ages of 12 to 20, were administered in English, and included psychometric data. Each publication was coded independently by two study team members with a pre-set data extraction form, who subsequently met to discuss discrepancies. Forty-one measures were included in the review. A majority used differing terminology; student self-report as primary reporting method; and included verbal forms of bullying in item content. Eleven measures included a definition of bullying, and 13 used the term “bullying” in the measure. Very few definitions or measures captured components of bullying such as repetition, power imbalance, aggression, and intent to harm. Findings demonstrate general inconsistency in measurement strategies on a range of issues, thus, making comparing prevalence rates between measures difficult. PMID:26752229

A prospective longitudinal study of children's theory of mind and adolescent involvement in bullying.

PubMed

Shakoor, Sania; Jaffee, Sara R; Bowes, Lucy; Ouellet-Morin, Isabelle; Andreou, Penelope; Happé, Francesca; Moffitt, Terrie E; Arseneault, Louise

2012-03-01

Theory of mind (ToM) allows the understanding and prediction of other people's behaviours based on their mental states (e.g. beliefs). It is important for healthy social relationships and thus may contribute towards children's involvement in bullying. The present study investigated whether children involved in bullying during early adolescence had poor ToM in childhood. Participants were members of the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative sample of 2,232 children and their families. We visited families when children were 5, 7, 10 and 12 years. ToM was assessed when the children were 5 years using eight standardized tasks. Identification of those children who were involved in bullying as victims, bullies and bully-victims using mothers', teachers' and children's reports was carried out when they were 12 years' old. Poor ToM predicted becoming a victim (effect size, d = 0.26), bully (d = 0.25) or bully-victim (d = 0.44) in early adolescence. These associations remained for victims and bully-victims when child-specific (e.g. IQ) and family factors (e.g. child maltreatment) were controlled for. Emotional and behavioural problems during middle childhood did not modify the association between poor ToM and adolescent bullying experiences. Identifying and supporting children with poor ToM early in life could help reduce their vulnerability for involvement in bullying and thus limit its adverse effects on mental health. © 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.

No Bullies Allowed: Understanding Peer Victimization, the Impacts on Delinquency, and the Effectiveness of Prevention Programs

ERIC Educational Resources Information Center

Wong, Jennifer S.

2009-01-01

Over the past decade, school bullying has emerged as a prominent issue of concern for students, parents, educators, and researchers around the world. Research evidence suggests nontrivial and potentially serious negative repercussions of both bullying and victimization. This dissertation uses a large, nationally representative panel dataset and a…

Bullying: what speech-language pathologists should know.

PubMed

Hughes, Stephanie

2014-01-01

The purpose of this tutorial is to introduce speech-language pathologists (SLPs) to the broad issues surrounding the problem of school bullying in childhood and adolescence. Specifically, types of bullying and their causes are considered, as are the roles students take when bullying occurs and the effects of bullying on students with communication disorders. Strategies and suggestions to help SLPs more effectively prevent and manage bullying of students with communication disorders are discussed. A review of the scholarly literature in education, psychology, child and adolescent development, and speech-language pathology was conducted. Recommendations for how SLPs can prevent and intervene in bullying incidences were extrapolated from the reviewed literature. Students with communication disorders are at particularly high risk for being bullied by peers. Some students with communication disorders are "provocative victims" in that they demonstrate impairments in social skills that draw the attention of bullies. Both provocative victims and typical students may react aggressively when bullied and bully others in retaliation. SLPs can and should help to create an inclusive environment for all students while addressing bullying of students with communication disorders via therapeutic activities.

Childhood bullying and healthcare adherence in adulthood.

PubMed

Sansone, Randy A; Bohinc, R Jordan; Wiederman, Michael W

2015-12-01

The relationship between childhood bullying and healthcare adherence in adulthood has been rarely studied, but one published study suggests that being bullied in childhood is related to lower healthcare adherence among adolescents. This previous study examined few adherence variables and was limited to youths. In this study, we assessed five variables for childhood bullying as related to seven measures of healthcare adherence among a cohort of adult primary care outpatients. Using a cross-sectional, self-report survey methodology in a sample of 263 consecutive internal medicine outpatients, we examined five aspects of bullying and seven aspects of adherence with general healthcare. Being a victim of bullying, type of bullying (emotional, physical), number of years bullied and number of bullies each evidenced no statistical relationships with healthcare adherence. However, being a bully demonstrated several statistical relationships with healthcare adherence, indicating less adherence to instructions provided by healthcare professionals. Despite all of the deleterious psychological and physical effects of being bullied in childhood, there was no evidence that non-adherence with healthcare in adulthood is one of them. In contrast, bullies evidenced several areas of reduced healthcare adherence. © The Author(s) 2015.

Why the bully/victim relationship is so pernicious: a gendered perspective on power and animosity among bullies and their victims.

PubMed

Rodkin, Philip C; Hanish, Laura D; Wang, Shuai; Logis, Handrea A

2014-08-01

The bully/victim relationship was studied in a sample of elementary school children (N = 1,289 in first, third, and fifth grades). Three questions were tested. Does bullying involve a power differential between bully and victim? Are bully/victim dyads participants in a relationship, whether mutual liking or disliking? Does the gender composition of the bully/victim dyad moderate power differential and relational context patterns? Hierarchical linear modeling was used to analyze predictors of the reputational strength of bully/victim ties. The findings revealed that the bully/victim dyads most frequently nominated by peers were characterized by asymmetries in social status, where bullies were increasingly more popular than their victims, and by asymmetries in aggression, where bullies were increasingly less aggressive than their victims. Bullies and victims were likely to select one another as among the children that they least like. Most effects with respect to aggression, popularity, and relationships were moderated by the gender composition of the bully/victim dyad. Implications for a developmental psychopathology perspective on peer bullying and victimization are highlighted.

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…

Understanding and defining bullying - adolescents' own views.

PubMed

Hellström, Lisa; Persson, Louise; Hagquist, Curt

2015-01-01

The negative consequences of peer-victimization on children and adolescents are major public health concerns which have been subjected to extensive research. Given all efforts made to analyze and estimate the social and health consequences of peer-victimization, the adolescents' own experiences and understandings have had surprisingly little impact on the definition of bullying. Therefore, the aim of the current study is to explore adolescents' definitions of bullying. A questionnaire study (n = 128) and four focus group interviews (n = 21) were conducted among students aged 13 and 15. First, gender and age differences were analyzed with respect to what behaviors are considered bullying (questionnaire data). Second, analysis of what bullying is (focus group interviews) was conducted using qualitative content analysis. The adolescents own understanding and definition of bullying didn't just include the traditional criteria of repetition and power imbalance, but also a criterion based on the health consequences of bullying. The results showed that a single but hurtful or harmful incident also could be considered bullying irrespective of whether the traditional criteria were fulfilled or not. Further, girls and older students had a more inclusive view of bullying and reported more types of behaviors as bullying compared to boys and younger students. The results of the current study adds to the existing literature by showing that adolescents consider the victim's experience of hurt and harm as a criterion for defining bullying and not only as consequences of bullying. This may be of special relevance for the identification and classification of bullying incidents on the internet where devastating consequences have been reported from single incidents and the use of the traditional criteria of intent, repetition and power imbalance may not be as relevant as for traditional bullying. It implies that the traditional criteria included in most definitions of bullying

Bullying and weapon carrying: a meta-analysis.

PubMed

van Geel, Mitch; Vedder, Paul; Tanilon, Jenny

2014-08-01

Studies suggest that adolescents involved in bullying are more likely to carry weapons than their uninvolved peers. To use meta-analyses to determine whether victims, bullies, and bully-victims are more likely to carry weapons than uninvolved peers. PsycINFO, ERIC, MEDLINE, LILACS, EMBASE, and Dissertation Abstracts International were searched for relevant publications (1950 through January 2014). The reference list of a review article and reference lists of retrieved articles were checked for further relevant studies. Studies were included if they provided an effect size comparing the weapon carrying of adolescent victims, bullies, or bully-victims with that of uninvolved peers. Studies that included individuals older than 21 years were excluded, as were studies that focused on incarcerated youth or youth diagnosed as having a psychopathologic condition. Studies were coded independently by 2 of us. The agreement rate was 93%. Effect sizes were coded that compared victims, bullies, or bully-victims with uninvolved peers. Meta-analyses were based on 22 studies for victims (n = 257 179), 15 studies for bullies (n = 236 145), and 8 studies for bully-victims (n = 199 563). This study focused on weapon carrying among adolescents. Hypotheses were formulated before the study. Victims (odds ratio, 1.97; 95% CI, 1.62-2.39), bullies (3.25; 2.72-3.89), and bully-victims (4.95; 3.77-6.50) were more likely to carry weapons than uninvolved peers. Analyses provided no indication of publication bias. Studies conducted in the United States found stronger relations between being a bully-victim and weapon carrying (odds ratio, 7.84; 95% CI, 6.02-10.21) than studies from other countries (3.62; 2.30-5.68; Q1 = 8.401; P = .004). Involvement in bullying as a victim, bully, or bully-victim is related to weapon carrying.

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,"…

The impact of definition and question order on the prevalence of bullying victimization using student self-reports.

PubMed

Huang, Francis L; Cornell, Dewey G

2015-12-01

Accurate measurement is essential to determining the prevalence of bullying and evaluating the effectiveness of intervention efforts. The most common measurement approach is through anonymous self-report surveys, but previous studies have suggested that students do not adhere to standard definitions of bullying and may be influenced by the order of questions about types of victimization. In the current study, we have presented findings from 2 randomized experiments designed to determine (a) the impact of using or not using a definition of bullying and (b) asking about general versus specific types of bullying victimization and how the order of these questions affects victimization-prevalence rates. The study was conducted using a sample of 17,301 students attending 119 high schools. Findings indicate that the use of a definition had no impact on prevalence rates, but asking specific bullying-victimization questions (e.g., "I have been verbally bullied at school") prior to general bullying-victimization questions (e.g., "I have been bullied at school"), resulted in a 29-76% increase in victimization-prevalence rates. Results suggest that surveys that ask general-to-specific bullying-victimization questions, such as those found in national and international surveys, may be underreporting bullying victimization. (c) 2015 APA, all rights reserved).

Deconstructing Homophobia through Performance: A Review of "Ugly Ducklings": A National Campaign to Reduce Bullying and Harassment of Lesbian, Gay, Bisexual, Transgender, and Questioning Youth

ERIC Educational Resources Information Center

Wilson, Anna

2014-01-01

This review critically examines "Ugly Ducklings: A National Campaign to Reduce Bullying and Harassment of LGBTQ Youth" through a DVD and educator's guidebook. The "Ugly Ducklings" Community Action Kit has two parts: (1) a documentary about the harassment of lesbian youth and (2) short dialogues with "Ugly…

Parent/Child Concordance about Bullying Involvement and Family Characteristics Related to Bullying and Peer Victimization

ERIC Educational Resources Information Center

Holt, Melissa K.; Kaufman Kantor, Glenda; Finkelhor, David

2009-01-01

This study examined parent perspectives on bullying, parent/child concordance about bullying involvement, and family characteristics associated with bullying perpetration and peer victimization. Participants were 205 fifth-grade students and their parents. Students attended an urban, ethnically diverse school district in the Northeast. Youth…

Workplace Bullying in Radiology and Radiation Oncology.

PubMed

Parikh, Jay R; Harolds, Jay A; Bluth, Edward I

2017-08-01

Workplace bullying is common in health care and has recently been reported in both radiology and radiation oncology. The purpose of this article is to increase awareness of bullying and its potential consequences in radiology and radiation oncology. Bullying behavior may involve abuse, humiliation, intimidation, or insults; is usually repetitive; and causes distress in victims. Workplace bullying is more common in health care than in other industries. Surveys of radiation therapists in the United States, student radiographers in England, and physicians-in-training showed that substantial proportions of respondents had been subjected to workplace bullying. No studies were found that addressed workplace bullying specifically in diagnostic radiology or radiation oncology residents. Potential consequences of workplace bullying in health care include anxiety, depression, and health problems in victims; harm to patients as a result of victims' reduced ability to concentrate; and reduced morale and high turnover in the workplace. The Joint Commission has established leadership standards addressing inappropriate behavior, including bullying, in the workplace. The ACR Commission on Human Resources recommends that organizations take steps to prevent bullying. Those steps include education, including education to ensure that the line between the Socratic method and bullying is not crossed, and the establishment of policies to facilitate reporting of bullying and support victims of bullying. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Hurt People Hurt People: Female Bully-Victims

ERIC Educational Resources Information Center

Edmondson, Lynne; Zeman, Laura Dreuth

2009-01-01

Common in the research literature on bullying is the dichotomy of bullying and victim behavior. The present definition of a bully is a person who has engaged in repeated acts of aggression or harm to persons over whom he or she has power. The literature on bullies examines gender differences at length. However, the bully-victim literature has yet…

Experiences with workplace bullying among athletic trainers in the collegiate setting.

PubMed

Weuve, Celest; Pitney, William A; Martin, Malissa; Mazerolle, Stephanie M

2014-01-01

Workplace bullying (WPB) is a series of persistent negative interactions that affect a clinician's ability to perform his or her role. Although WPB has been studied in other health professions, to date, no information exists pertaining to WPB in athletic training. To determine the prevalence of WPB in the collegiate setting and examine factors that influence its occurrence. Cross-sectional study. Collegiate setting. There were 723 (329 female, 394 male) athletic trainers (ATs) aged 37.5 ± 10.4 years. We collected data via the validated and reliable online Athletic Training Environment Survey. Descriptive statistics were obtained to determine a bullying score for each AT and examine the prevalence of WPB. Chi-square analyses were performed to examine the differences between (1) sex, (2) academic degree level, (3) employment title, and (4) National Athletic Trainers' Association district. A total of 106 participants (14.7%) had a score of 2 or higher, indicating they were bullied in the athletic training setting. Of those bullied, 47 (44.3%) were women and 59 (55.7%) were men. There was no difference between women and men with respect to having experienced bullying (χ(2)1 = 0.068, P = .794). Moreover, no difference existed in the prevalence of bullying among ATs holding various degrees (χ(2)3 = 6.73, P = .081) or among ATs holding various titles within an organization (χ(2)5 = 3.55, P = .616). More (χ(2)1 = 23.77, P = < .001) perpetrators were male (74.2%, n = 75) than female (25.8%, n = 26); of these, 38.2% (n = 39) were coaches, 17.6% (n = 18) were supervisory ATs, and 8.8% (n = 9) were coworker ATs. Bullying was experienced by both male and female ATs in the collegiate setting, and a higher number of bullies were male. More research is necessary to explore WPB in other work settings.

When biased language use is associated with bullying and dominance behavior: the moderating effect of prejudice.

PubMed

Poteat, V Paul; Digiovanni, Craig D

2010-10-01

Biased language related to sexual orientation is used frequently among students and is related to prominent social concerns such as bullying. Prejudice toward gay, lesbian, bisexual, and transgender individuals also has been examined among adolescents, but separately from these behaviors. This study tested whether biased language use was associated with bullying and dominance irrespective of sexual prejudice or if sexual prejudice moderated these associations among 290 high school students (50% female; 56% White). Sexual prejudice was associated with biased language use among boys only. Biased language was associated with bullying regardless of levels of sexual prejudice for boys. However, this association was dependent on sexual prejudice for girls. For dominance behavior, its association with biased language was moderated by sexual prejudice for boys, but not girls. However, girls' engagement in all behaviors was significantly less than boys. These results indicate nuanced ways in which multiple factors contribute to the use of sexual orientation biased language. Also, they underscore the need to address biased language and prejudice as part of anti-bullying programs.

Students' Perceptions of Bullying in Oklahoma Public Schools

ERIC Educational Resources Information Center

Hughes, Patricia Paulsen; Middleton, Katherine M.; Marshall, David D.

2009-01-01

We studied perceptions of Oklahoma public school students (n = 7,848) regarding bullying. Specifically, we asked for their thoughts about the seriousness of bullying, the hurtfulness of bullying, their involvement in bullying (as victim or perpetrator), their responses to being bullied or seeing someone else being bullied, and what they wanted…

Weapon Carrying Among Victims of Bullying.

PubMed

Pham, Tammy B; Schapiro, Lana E; John, Majnu; Adesman, Andrew

2017-12-01

To examine, in a large, nationally representative sample of high school students, the association between bullying victimization and carrying weapons to school and to determine to what extent past experience of 1, 2, or 3 additional indicators of peer aggression increases the likelihood of weapon carrying by victims of bullying (VoBs). National data from the 2015 Youth Risk Behavior Survey were analyzed for grades 9 to 12 ( N = 15 624). VoB groups were determined by self-report of being bullied at school and additional adverse experiences: fighting at school, being threatened or injured at school, and skipping school out of fear for one's safety. Weapon carrying was measured by a dichotomized (ie, ≥1 vs 0) report of carrying a gun, knife, or club on school property. VoB groups were compared with nonvictims with respect to weapon carrying by logistic regression adjusting for sex, grade, and race/ethnicity. When surveyed, 20.2% of students reported being a VoB in the past year, and 4.1% reported carrying a weapon to school in the past month. VoBs experiencing 1, 2, or 3 additional risk factors were successively more likely to carry weapons to school. The subset of VoBs who experienced all 3 additional adverse experiences were more likely to carry weapons to school compared with nonvictims (46.4% vs 2.5%, P < .001). Pediatricians should recognize that VoBs, especially those who have experienced 1 or more indicators of peer aggression in conjunction, are at substantially increased risk of weapon carrying. Copyright © 2017 by the American Academy of Pediatrics.

Do juveniles bully more than young offenders?

PubMed

Ireland, Jane L

2002-04-01

This study compares bullying behaviour among juvenile and young offenders and incorporates two different methods to measure bullying. Ninety-five male juvenile and 196 male young offenders completed two questionnaires, one that measured bullying directly and one that measured behaviours indicative of "being bullied" or of "bullying others". Juveniles perceived a higher extent of bullying than young offenders. Juveniles reported significantly more physical, psychological or verbal and overall direct forms of bullying behaviour than young offenders. A number of differences were found between juveniles and young offenders with regard to the types of prisoners likely to become victims, who they would advise a victim to speak to and how bullying could be prevented. The results are discussed in relation to developmental theories of aggression and how bullying behaviour can be defined and measured among prisoners. Copyright 2002 The Association for Professionals in Services for Adolescents. Published by Elsevier Science Ltd. All rights reserved.

Consequences of workplace bullying with respect to the well-being of its targets and the observers of bullying.

PubMed

Vartia, M A

2001-02-01

This study investigated the effects of workplace bullying and the psychological work environment on the well-being and subjective stress of the targets and observers of bullying. In a questionnaire study, stress and psychological ill-health were measured, and the causes of reported stress were analyzed for municipal employees (N=949, 85% women, 15% men, mean age 41 years for the men and 40 years for the women). Both the targets of bullying and the observers reported more general stress and mental stress reactions than did respondents from the workplaces with no bullying. The targets also expressed feelings of low self-confidence more often than did those who had not been subjected to bullying. Being bullied, but also features of one's work, especially haste, excessively difficult tasks and poor goal clarity, predicted the stress reactions reported. Of the single forms of bullying, judging a person's work unjustly or in an offending manner, restricting a person's possibilities to express his or her opinions, and assaulting one's private life were the most clearly connected with all the stress reactions measured. Victim history was associated with feelings of low self-confidence. The targets of bullying used sleep-inducing drugs and sedatives more often than did the respondents who were not bullied. The study shows that not only the targets of bullying, but also bystanders, suffer when someone is bullied in the workplace. Bullying must therefore be regarded as a problem for the entire work unit and not merely as a problem of the target.

SUPERVISORS' TRANSFORMATIONAL LEADERSHIP AND BULLYING IN THE WORKPLACE.

PubMed

Dussault, Marc; Frenette, Éric

2015-12-01

The study tests the relationship between supervisors' transformational, transactional, and laissez-faire leadership and perceived bullying in the workplace. Transformational and transactional leaders can create conditions that make bullying at work less frequent but laissez-faire leadership may cause conflict that can result in bullying. The participants were 288 adults (122 women, 164 men; M age = 38.9 yr., SD = 11.7; M tenure = 7.2 yr.) employed across several organizations. Of the participants, 53.2% were contacted during an evening class in organizational behavior, and the others were workers from a waterproofing company. Scales measuring perceived leadership of a supervisor and perceived bullying at work were administered. Supervisor's transformational and transactional leadership were negatively related to work-related bullying, person-related bullying, and physically intimidating bullying. Transactional leadership was also negatively related to Work-related bullying, perceived Person-related bullying, and perceived Physically intimidating bullying. Supervisor's laissez-faire leadership was positively related to Work-related bullying, perceived Person-related bullying, and perceived Physically intimidating bullying. The use of Bass's model of transformational leadership in relation with the three-factor structure of the Negative Acts Questionnaire-Revised is unique in research on leadership and bullying. The relationship between laissez-faire leadership and leadership support results from previous studies: transactional or transformational leadership is likely to provide an environment that makes bullying more rare than under a negative or passive leadership.

The Co-occurrence of Substance Use and Bullying Behaviors among U.S. Adolescents: Understanding Demographic Characteristics and Social Influences

PubMed Central

Luk, Jeremy W.; Wang, Jing; Simons-Morton, Bruce G.

2012-01-01

This study examined the co-occurrence of subtypes of substance use and bullying behaviors using latent class analysis and evaluated latent class differences in demographic characteristics, peer and parental influences. Self-reported questionnaire data were collected from a nationally representative sample (N = 7508) of 6–10th grade adolescents in the United States. Four latent classes were identified: the non-involved (57.7%), substance users (19.4%), bullies (17.5%), and substance-using bullies (5.4%). Older and Hispanic adolescents were more likely to be substance users and substance-using bullies, whereas younger and African American adolescents were more likely to be bullies. Females were more likely to be substance users, whereas males were more likely to be bullies and substance-using bullies. Spending more evenings with peers posed greater risks for substance use, bullying, and the co-occurrence of both problem behaviors. Paternal knowledge exerted protective effects over-and-above the effects of maternal knowledge. Implications for prevention and intervention efforts are discussed. PMID:22698675