Rural Elementary Students', Parents', and Teachers' Perceptions of Bullying

Department of Psychology, Southern Illinois University at Carbondale, 62901, USA.
American journal of health behavior (Impact Factor: 1.31). 07/2002; 26(4):266-77. DOI: 10.5993/AJHB.26.4.3
Source: PubMed


To examine the prevalence and correlates of bullying in 7 rural elementary schools from students', parents', and teachers' perspectives.
Surveys were completed by 739 fourth, fifth, and sixth grade students, 367 parents, and 37 teachers.
Students tended to report higher prevalence of bullying than did parents or teachers, and their reports were associated with aggression, attitudes toward violence, and perceptions of school safety.
Bullying behavior is prevalent in rural elementary schools and is indicative of aggression and proviolence attitudes. Parents and teachers need to pay closer attention to bullying behavior among schoolchildren and to impart their knowledge to children in a comprehensive, coordinated manner.

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    • "This perspective, influenced by Bronfenbrenner's ecological systems theory (1977), suggests that bullying is a complex phenomenon involving the interaction of individuals, their families, schools, and wider communities (Mishna et al. 2006). Since Olweus' seminal work in Scandinavia in the 1970s, ever-increasing amounts of research into bullying has been conducted worldwide (Espelage and Swearer 2003; Stockdale et al. 2002). The majority of this research has focussed on students, teachers, and other school staff (e.g., principals, counsellors; Olweus 1993). "
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    ABSTRACT: Background The social-ecological systems perspective describes bullying as a complex social phenomenon, influenced by numerous social variables within a child’s school, home, peer, and community environments. As such, it is important to gain the perspective of a wide range of stakeholders within these environments, in order to truly understand bullying and develop effective prevention and intervention programmes. Objective Parents’ experiences with bullying remain relatively unexplored. Accordingly, this systematic review aimed to summarise qualitative research examining parents’ experiences with and perceptions of bullying. Methods Electronic searches were conducted in the PsycINFO, Education Resources Information Center, ProQuest, A+ Education, and Academic Search Premier databases; reference lists and specific journals were also searched. Selected studies were read thoroughly, and the main findings were categorised into common themes. Results Thirteen studies were identified to be included in the review. Six themes emerged: (1) variation in parents’ definitions of bullying, (2) the perception of bullying as normal, and a tendency to blame victims, (3) parents’ strategies for coping with bullying, (4) the negative effects of bullying, (5) issues of disclosure, awareness and support, and (6) the question of responsibility for dealing with bullying. Conclusions Parents’ experiences with bullying are varied and diverse. However, parents consistently expressed the need for targeted information and guidelines on how to deal with bullying. Furthermore, greater awareness and understanding of bullying among parents is necessary, along with the acknowledgement of shared responsibility for bullying, and greater collaboration between schools and families.
    Child and Youth Care Forum 06/2014; 43(3). DOI:10.1007/s10566-014-9243-4 · 1.25 Impact Factor
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    • "Moreover, the prevalence of victimization, as reported by children, teachers, and parents, was fairly similar, although there was a tendency for children to report a lesser degree of victimization. Others have reported differences between informants, where children generally report a higher prevalence of victimization than teachers or parents [27,28]. "
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    ABSTRACT: Victims of bullying in school may experience health problems later in life. We have assessed the prevalence of children's health symptoms according to whether peer victimization was reported by the children, by their teachers, or by their parents. In a cross-sectional study of 419 children in grades 1-10 the frequency of peer victimization was reported by children, teachers and parents. Emotional and somatic symptoms (sadness, anxiety, stomach ache, and headache) were reported by the children.Frequencies of victimization reported by different informants were compared by the marginal homogeneity test for paired ordinal data, concordance between informants by cross-tables and Spearman's rho, and associations of victimization with health symptoms were estimated by logistic regression. The concordance of peer victimization reported by children, teachers, and parents varied from complete agreement to complete discordance also for the highest frequency (weekly/daily) of victimization. Children's self-reported frequency of victimization was strongly and positively associated with their reports of emotional and somatic symptoms. Frequency of victimization reported by teachers or parents showed similar but weaker associations with the children's health symptoms. The agreement between children and significant adults in reporting peer victimization was low to moderate, and the associations of reported victimization with the children's self-reported health symptoms varied substantially between informants. It may be useful to assess prospectively the effects of employing different sources of information related to peer victimization.
    BMC Public Health 05/2011; 11(1):278. DOI:10.1186/1471-2458-11-278 · 2.26 Impact Factor
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    • "Self-protection is a plausible motive, given the stigmatizing nature of bullying. Victims might fear that disclosure might draw blame, rather than support, from others (Stockdale et al., 2002). In addition, anecdotal evidence suggests that some bullying victims do not disclose because they fear that, once revealed, information will be uncontrollable. "
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    ABSTRACT: This study examined mechanisms underlying bullied individuals’ self-disclosure and post-bullying adjustment by highlighting their culturally rooted orientations (self-construal and communication standards) and interpersonal concerns. To test the hypotheses, a structural equation mixture modeling analysis was performed using cross-cultural data collected from Japanese and US college students (n = 219 and 284, respectively), who reported on their past bullying experience (recall M = 1.58 years). The results suggested that: (i) self-construal and communication standard profiles help predict victims’ self/ other-protection concerns; (ii) other-protection concerns drive Japanese victims’ disclosure/non-disclosure patterns, whereas self-protection concerns drive those of US victims; and (iii) disclosure is generally associated with positive adjustment. The findings’ theoretical and practical implications are discussed.
    Journal of Social and Personal Relationships 12/2010; 27(8):1124-1148. DOI:10.1177/0265407510380084 · 1.29 Impact Factor
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