Health Behaviour in School-Aged Children Bullying Working Group. Bullying and symptoms among school-aged children: international comparative cross sectional study in 28 countries

Department of Social Medicine, Institute of Public Health, University of Copenhagen, Copenhagen, Denmark.
The European Journal of Public Health (Impact Factor: 2.59). 05/2005; 15(2):128-32. DOI: 10.1093/eurpub/cki105
Source: PubMed

ABSTRACT There have been no large-scale international comparisons on bullying and health among adolescents. This study examined the association between bullying and physical and psychological symptoms among adolescents in 28 countries.
This international cross-sectional survey included 123,227 students 11, 13 and 15 years of age from a nationally representative sample of schools in 28 countries in Europe and North America in 1997-98. The main outcome measures were physical and psychological symptoms.
The proportion of students being bullied varied enormously across countries. The lowest prevalence was observed among girls in Sweden (6.3%, 95% CI: 5.2-7.4), the highest among boys in Lithuania (41.4%, 95% CI 39.4-43.5). The risk of high symptom load increased with increasing exposure to bullying in all countries. In pooled analyses, with sex stratified multilevel logistic models adjusted for age, family affluence and country the odds ratios for symptoms among students who were bullied weekly ranged from 1.83 (95% CI 1.70-1.97) to 2.11 (95% CI 1.95-2.29) for physical symptoms (headache, stomach ache, backache, dizziness) and from 1.67 (95% CI 1.55-1.78) to 7.47 (95% CI 6.87-8.13) for psychological symptoms (bad temper, feeling nervous, feeling low, difficulties in getting to sleep, morning tiredness, feeling left out, loneliness, helplessness).
There was a consistent, strong and graded association between bullying and each of 12 physical and psychological symptoms among adolescents in all 28 countries.

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Available from: Bjørn E Holstein, Sep 26, 2015
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    • "In particular, Swedish children report significantly less bullying than children from North America and other European countries. This may be due to a national law in Sweden protecting schoolchildren from violence (Due et al. 2005). Despite bullying rates differing from country to country, some international similarities exist in bullying outcomes. "
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    ABSTRACT: Bullying has become a prominent topic within education due to recent media headlines in the United States and abroad. The impact of these occurrences ripples beyond the bully and victim to include administrators, parents, and fellow students. While previous research has concluded bullying behaviors decrease as a child progresses in school, more recent studies found bullying can continue into college. The current project investigated differences between perceptions of bullying in high school and college along with how college students’ experiences with bullying impacted several constructs related to academic success (i.e., basic psychological needs, academic motivation, perceived social support, and perceived stress). Participants (N = 130, 68 male) completed a Perceptions of Bullying Questionnaire, Basic Psychological Needs Scale (BPNS), Academic Motivation Scale, Multidimensional Scale of Perceived Social Support, Perceived Stress Scale, and a demographic data form. The results indicate participants who described themselves as either current or past bullying victims had significantly lower academic motivation than respondents who did not. In addition, current victims of bullying scored significantly lower on two of the three constructs in the BPNS: autonomy and competence. These findings suggest students are susceptible to bullying after high school, and the effects can negatively impact college life, academic motivation, and educational outcomes. In addition, past victimization can cause academic difficulties for college students, even after the harassment has ceased.
    Social Psychology of Education 03/2015; 18(1):185-200. DOI:10.1007/s11218-014-9287-1
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    • "The school has been identified as a context where bullying behaviours frequently occur [1]. Sometimes persecution also occurs on the way to and from school but cyberbullying , by definition, can occur anywhere. "
    Clinical Practice and Epidemiology in Mental Health 03/2015; 11(Suppl 1: M4):58-76.
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    • "Bullying in schools is a pressing social issue that has become a major concern in professional, research, and public domains. Peer bullying is widespread among school-age children and appears to be most prevalent during the transition period of primary to secondary school (Due et al., 2005; Eslea & Rees, 2001; Fitzpatrick & Bussey, 2011). A wide range of adverse consequences of bullying have been documented, including poor social adjustment (Nansel et al., 2004; Rigby, 2003), high levels of psychological distress, physical health problems (Kumpulainen, Räsänen, & Puura, 2001; Rigby, 2003), and even more adverse consequences such as depression, anxiety, and suicidal ideation (Desjardins & Leadbeater, 2011; Fitzpatrick & Bussey, 2011; Machmutow, Perren, Sticca, & Alsaker, 2012). "
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    ABSTRACT: The current study investigated (1) the types of solutions that students and parents generate in response to hypothetical bullying situations, (2) the effectiveness of the strategies, and (3) the effectiveness of strategies when considering parent-child communication. Two hundred twenty-five junior high school students and their parents were required to read four short scripts involving hypothetical bullying dilemmas and generate as many solutions as possible to solve each situation. Participants also filled out a parent-child communication questionnaire. Results revealed that the most common type of solutions provided by both students and parents were help-seeking strategies. Although students provided significantly more assertive solutions than parents, 41% generated at least one strategy that may worsen the situation. The overall effectiveness rating of solutions for students and parents fell slightly below effective. Finally, parent-child communication was associated with the effectiveness of solutions generated. Educational recommendations and future research steps will be discussed.
    International journal of adolescence and youth 12/2014; DOI:10.1080/02673843.2014.884006
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