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The Olweus Bully/Victim Questionnaire
... Dan Olweus (1993Olweus ( , 2006Olweus ( , 2013 dio la definición más aceptada sobre qué es el bullying o acoso. Según este autor, un alumno sufre de acoso cuando un individuo (o grupo de alumnos) es expuesto repetidamente a acciones negativas o molestas, como burlas o golpes, por parte de otros y, generalmente, tiene menos fuerza o es más débil que quien los realiza. ...
... Dicha vulnerabilidad o asimetría física, social o psicológica por parte de quien lo sufre puede radicar en motivos psicológicos, sociales u otros (Resett, 2021). En este sentido, el bullying puede entenderse desde un modelo teórico contextual y asociado con la dinámica del grupo de pares y solamente como una cuestión diádica (Olweus, 2006(Olweus, , 2013Resett, 2021). ...
... Con respecto a la Argentina, los niveles de este problema son elevados con casi 38% de alumnos insultados o amenazados y con casi un 24% siendo acosados de modo físico. En lo referente a investigaciones sistemáticas en distintas ciudades de la Argentina sobre adolescentes de edad escolar (Paraná y Ciudad Autónoma de Buenos Aires), se halló, a partir de respuestas al Cuestionario de Bullying/Victimización de Olweus (1996) -uno de los más usados a este respecto- (Resett, 2024), que entre 12% y el 20% de los alumnos era victimizado. ...
El bullying o acoso escolar es un subtipo de agresión intencional, repetida y con un desbalance de fuerzas física y/o mental. Si bien tanto niños como adolescentes sufren del acoso, el bullying se incrementa en la adolescencia. Un gran problema a este respecto es que la mayoría de los estudios se basa en el autoinforme y está comprobado que víctimas y agresores son reticentes a informarlo. De este modo, la presente investigación tuvo como objetivos conocer los porcentajes de adolescentes victimizados y que realizaban bullying, determinar si el género introducía diferencias, y analizar si la victimización y el bullying eran predictores de los problemas emocionales y de conducta. Se constituyó una muestra accidental de 566 alumnos que cursaban estudios secundarios en tres escuelas de Paraná, Entre Ríos, Argentina. Un 46% eran varones y el resto, mujeres. El promedio de edad era de 14.7 años (SD = 1.5). Completaron la nominación de pares de jóvenes y medidas de problemas emocionales, como un cuestionario demográfico. Se aseguró el anonimato, la confidencialidad y la participación voluntaria. Los datos se analizaron con el programa SPSS 26. Los resultados indicaron que un 8% de los alumnos era victimizado, un 14% hacía bullying y un 6% cumplía ambos roles. En el último grupo, se registraron más varones que mujeres. La victimización y el bullying predecían un 5% de los puntajes de depresión, un 6% de los de ansiedad, un 7% de los de conducta antisocial y un 6% de los de agresividad. Los predictores significativos eran los puntajes de las nominaciones de bullying, mientras que los de victimización eran significativos para conducta antisocial y agresividad, y marginales para los de depresión. En la discusión, se analizan las implicancias de estos hallazgos, se brindan limitaciones del estudio y futuras líneas de investigación.
... Questionnaire (Olweus, 1996) Bullying significantly decreased over time in the experimental group, not in the control group (stronger effect in Grade 4) ...
... Scale (Palladino et al., 2016) Global key question-two items from Olweus Bully / Victim Questionnaire (Olweus, 1996) Odds of being a victim were significantly lower for students at KiVa schools. ...
... questionnaire (Olweus, 1996) Significant decrease in the frequency of bullying 1 year after KiVa's implementation. ...
Bystanders who witness a bully-victim exchange at their school differ from bystanders who witness many incidents of violence in their community, due to the web of mutual relationships that exist within a school setting. Research conducted in many countries has revealed a variety of ways in which peers too often support and encourage bullies, thereby reinforcing the bully’s behavior and further marginalizing their victims. This elucidates the potential benefits of channeling bystanders’ neutrality into opposition to bullying that is beneficial and supportive of victims. This goal has been incorporated into preventive anti-bullying interventions that have been implemented and evaluated. In this paper, we focus on the contention that systematic anti-bullying intervention in schools and communities can affect the stance of bystanders. We pay particular attention to the KiVa program, which was originally developed in Finland but has since been implemented in schools throughout many countries due to promising data regarding its effectiveness as well as its emphasis on the role of bystanders. We discuss the data documenting the effectiveness of preventive school-based anti-bullying programs, considering the proposition that these programs reduce bullying at least partially by improving bystander behavior. Despite ample evidence that KiVa reduces bullying, there is little specific data showing that the effects of KiVa are mediated by improvements in bystander behavior. The paper concludes with speculation about the possibility of a more direct and active mobilization of student mediators and student leaders to influence the behavior of bystanders in their classrooms and schools.
... (Hunter et al., 2021). The most widely used and internationally validated instruments include primarily the self-report Olweus Bully/Victim Questionnaire (Olweus, 1996) and the peer-report Participant Roles Questionnaire (Salmivalli et al., 1996). Self-report questionnaires are considered the most efficient methods, but they also suffer from psychometric problems (Hunter et al., 2021), which partially stem from the use of single-item measurement (Yanagida et al., 2016). ...
... Following the concepts and categorization introduced for traditional bullying above (Olweus, 1996), the theoretical model underlying the development of the FBVS distinguishes three main forms of bullying: direct-physical, direct-verbal, and indirect relational (Palladino, 2013). In line with the general victimization/bullying theoretical framework (Schäfer et al., 2002), the scale is intended to serve as a screening tool for self-reported victimization and bullying in the classroom or even whole-school contexts. ...
... It consists of two scales, one measures victimization, and the other measures bullying. The scales were derived from the Olweus Bully/Victim Questionnaire (Olweus, 1996). Palladino (2013) established three-dimensional models of bullying and victimization with direct-physical, direct-verbal, and indirect-relational dimensions (10 items in total per bullying and victimization; see Supplement 1 in the Supplemental materials for the item wording). ...
This study provides a thorough psychometric evaluation of construct and criterion validity and measurement invariance of the promising Florence Bullying-Victimization Scales (FBVS). A special focus was devoted to the concurrent criterion validity of the victimization scale with regard to well-being and social self-efficacy. Exploratory and confirmatory multidimensional item response theory and structural equation modeling were applied to cross-sectional data retrieved from 3 rd to 6 th -grade Czech primary school students ( N = 1795; 49% female; M age = 10.42, SD = 1.25). The results supported the use of unidimensional factor structure that demonstrated acceptable model fit and measurement invariance across genders and grades. Moderate to high correlations of the FBVS scores with bullying and victimization measured by the Olweus Bully/Victim Questionnaire and other instruments indicated very good convergent validity. Regarding criterion validity, higher victimization was associated with lower levels of well-being and social self-efficacy.
... Definition-Based Scales. For measuring bullying perpetration and victimization using a definition-based approach, we used the Swedish version (Olweus, 1996a) of the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996b). The scale starts by providing the following definition of bullying: ...
... Instead, the items simply describe negative behaviors that usually are considered physical, verbal, or relational aggression that is unwanted and result in harm or discomfort on behalf of the target (e.g., "Pushed me so that it hurt, or so that I fell down," "Teased me or called me mean names in a way that bothered me," and "Spread mean rumors or lies about me"). Interestingly, the definition-based measure (Olweus, 1996a(Olweus, , 1996b in this study also failed to assess the intention to inflict harm directly. More specifically, the definition stated that it would not be bullying "when the teasing is done in a friendly and playful way." ...
... Historically, Olweus (1993) argued that intentionality to inflict harm was a critical feature of bullying that differentiated the behavior from accidental harm (Hellström et al., 2021). To make this distinction, he asked survey respondents to not include teasing that was friendly and playful teasing (Olweus, 1996a(Olweus, , 1996b, but again this falls short of assessing intentionality directly. In contrast to Olweus' (1993) definition, both Gladden et al. (2014 and Volk et al. (2017) abandon this criterion in their definitions. ...
Self-reported measures of school bullying can be divided into two subtypes. Definition-based measures present a bullying definition followed by one question about being bullied and one question about bullying others, while behavior-based measures avoid using terms like “bully” and “bullying,” do not provide an explicit bullying definition, include items describing specific bullying behaviors, and respondents are asked to rate how often they have engaged in or have been a target of each behavior. The current study aimed to compare bullying perpetration and victimization prevalence rates between a definition-based scale and a behavior-based scale. The current study was part of a 4-year longitudinal research project, where students in Sweden completed an annual web-based survey at five waves starting with the school year of 2015 to 2016 (Wave 1; approximately age = 10.5 years) and ending in the school year of 2019 to 2020 (Wave 5; approximately age = 14.5 years). Because they responded to both measurement conditions, the study controlled for their possible individual differences. In this study, data from 1,469 to 1,715 students were analyzed. Findings revealed that the behavior-based scale displayed higher bullying perpetration and victimization prevalence than the definition-based scale. The behavior-based scales used in this study offer researchers and practitioners a self-report bullying measurement that includes power imbalance, concrete, and specific negative behaviors, and the ability to estimate repetition, but without using bullying terminology. Still, pros and cons of both approaches can be further discussed, and both definition-based and behavior-based self-report measures are vulnerable to a number of biases while they provide estimates or approximations—not exact pictures—of bullying prevalence.
... Zygosity information in CATSS is determined through DNA analyses, questionnaire data or being of opposite sex, resulting in an estimated accuracy of >98% [24]. The NPR [25] includes information on diagnoses, based on the Swedish versions of the International Classification of Diseases, eighth (ICD-8;1969-1986, ninth (ICD-9;1987-1996, and tenth (ICD-10; 1997-onwards) revisions, registered in inpatient hospital admissions (since 1973) and outpatient specialist care (since 2001). The Total Population Register [26] was used to extract migration data; information on emigration is available since 1961 and information on immigration since 1969. ...
... Bullying victimization was measured at age 15 with the Revised Olweus Bully/Victim Questionnaire (OBVQ-R), a 42-item self-reported instrument which assesses different forms of bullying victimization, including verbal, exclusion, physical, spreading false rumors, personal items stolen/ damaged, threats/coercion, and harassment related to race in the past two months [30]. The OBQV is moderately correlated with peer reports of victimization and has shown to be valid and reliable across countries [31]. ...
The extent to which bullying victimization is associated with an increased risk of obsessive-compulsive disorder (OCD) has received little empirical attention. This longitudinal, population-based, genetically informative study examined whether self-reported bullying victimization at age 15 was associated with a clinical diagnosis of OCD in the Swedish National Patient Register and with self-reported obsessive-compulsive symptoms (OCS) at ages 18 and 24 in 16,030 twins from the Child and Adolescent Twin Study in Sweden. Using a discordant twin design, including monozygotic (MZ) and dizygotic (DZ) twins, each twin was compared with their co-twin, allowing a strict control of genetic and environmental confounding. At the population level, adjusting for birth year and sex, each standard deviation (SD) increase in bullying victimization was associated with a 32% increase in the odds of an OCD diagnosis (OR, 1.32; 95% CI, 1.21–1.44), of 0.13 SD in OCS at age 18 (β, 0.13; 95% CI, 0.11–0.16), and of 0.11 SD in OCS at age 24 (β, 0.11; 95% CI, 0.07–0.16). While associations tended to persist in the within DZ-twin comparison models, the estimates attenuated and were no longer statistically significant in the within MZ-twin comparisons. These results suggest that the association between bullying victimization and OCD/OCS is likely due to genetic confounding and therefore incompatible with a strong causal effect. Other mechanisms, such as evocative gene-environment correlations, are more plausible explanations for the observed associations.
... These include several forms of child maltreatment, such as emotional abuse, physical abuse, sexual abuse, physical neglect, emotional neglect, bullying, and child exposure to domestic violence [14][15][16]. Bullying consists of a spectrum of negative actions carried out repeatedly over time on a person, with the intention of causing them harm; it includes direct forms of aggression (physical and verbal) and problematic relational behaviours [17,18]. ...
... The CTQ-SF does not permit the identification of certain forms of child maltreatment, such as bullying [15]. To overcome this limitation, we adapted the questionnaire from Wolke, Woods, Bloomfield and Karstadt [17], based on the Olweus Bully/Victim Questionnaire [18], and chose the victimisation-related items. The adolescents were asked whether they had experienced any of the eight bullying behaviours and where this had occurred. ...
... This three-time-point longitudinal design allows us to capture region specific developmental changes, providing new insights into how chronic bullying victimization affects brain development during the transition from adolescence into early adulthood. Importantly, the severity of bullying victimization is assessed at each time point using the Olweus Bully/Victim Questionnaire (OB/VQ) (14), allowing for a comprehensive evaluation of its impact. We hypothesize that chronic bullying victimization is associated with widespread changes in brain development, particularly in regions related to emotion regulation and social processing. ...
... Bullying victimization was assessed using questions adapted from the revised Olweus Bully/Victim Questionnaire (OB/VQ) (14), previously employed in the international Health Behavior in School-Aged Children (HSBC) study. Four questions, scored on a 5-point Likert scale, measured the frequency of victimization over the past six months: ...
To explore this, we conducted the largest structural MRI analysis to date (n=2094, including 1009 females), across three time points from the IMAGEN study, tracking region-specific brain volume trajectories from adolescence to early adulthood using a data-driven approach. Generally, experienced bullying showed increased subcortical volumes in the putamen (beta=0.12), caudate (beta=0.06), accumbens (beta=0.06), amygdala (beta=0.07), hippocampus (beta=0.06), paired with decreased cerebellar (beta=-0.10), entorhinal, (beta=-0.12), and insula (beta=-0.11) volumes. Females exhibited more volumetric changes in emotional processing areas whereas males had more changes in motor and sensory regions. These findings point to widespread associations between bullying victimization and brain development, offering a potential neurobiological framework to explain the emotional and behavioral difficulties observed. Importantly, this study emphasizes the need for a sex-sensitive approach in future research and interventions related to bullying.
... Sexual violence has been extensively studied in different contexts (Olweus, 1986), but not very much in the field of sport (Ohlert et al., 2020). It is worth mentioning that, according to Sáenz et al. (2022), the interactions that occur in sport mean that sport can be a favourable context for avoiding or helping to overcome situations of harassment or, on the contrary, causing an increase or aggravation of such situations (Prat et al., 2020). ...
... These instruments are usually used for measurement in the social sciences (Cañadas and Sánchez-Bruno, 1998). In relation to the topic of study, the first questionnaire for the measurement of harassment was created by Olweus (1986), and this subsequently served as a reference for the creation of instruments with themes similar to sexual harassment. Thus, numerous studies analysing sexual harassment in sport use this type of measurement (Hartill et al., 2021;Ohlert et al., 2020;Vertomen et al., 2022). ...
The increasing number of cases of sexual violence in sports practiced by minors justifies the need to have valid and reliable instruments to identify these violent behaviors and know their incidence. The objective of this systematic review was to analyze the psychometric characteristics of retrospective questionnaires assessing perceptions and experiences of sexual violence in school sport (12-17 years). A review of the literature was conducted between 1960 and 2023 in Pubmed, Dialnet, Eric, Scopus and Psycinfo, five studies (questionnaires) were selected and, after evaluating their methodological quality using the Qualitative Attributes and Measurement Properties of Physical Activity Questionnaires (QAPAQ) checklist, they were analyzed its general, structural characteristics and psychometric properties. The results showed that the few questionnaires found are of acceptable methodological quality, providing values of internal consistency (except one study) and content validity. The questionnaires were developed to evaluate sexual violence behaviors in sports perpetrated by coaches or other athletes using Likert scales and in a self-administered manner. We believe that it is still necessary to evaluate the measurement properties of sexual harassment in sport questionnaires and try to unify the questionnaires in order to contrast the results on perceptions and experiences.
... Students logged into an online questionnaire with individual passwords. At the beginning of the session, bullying was defined according to the Olweus Bully/Victim Questionnaire (Olweus, 1996), emphasizing the repetitive nature of bullying, intention to harm, and power imbalance between the bully and the victim. A shortened version of the definition was visible at the upper part of the computer screen while questions related to bullying and victimization were being answered. ...
... Questions about nine specific ways of bullying others from the revised Olweus Bully/Victim Questionnaire (Olweus, 1996) were used to measure forms of bullying. Students reported on a 5-point scale (0 = not at all, 1 = only once or twice, 2 = two or three times a month, 3 = about once a week, and 4 = several times a week), how often they had bullied others at school in the last couple of months in different ways. ...
We identified different types of adolescent bullying perpetrators and nonbullies based on peer-reported bullying, victimization, and peer status (popularity, likeability, and rejection) and examined differences between bully subtypes in typical forms of bullying perpetrated. Moreover, we studied how bully subtypes differed from nonbullies with varying levels of victimization and peer status in academic and psychosocial adjustment. The study utilizes data from 10,689 adolescents (48.3% boys, mean age 14.7 years). Latent profile analysis identified three distinct subgroups of bullies: popular-liked bullies (13.5%), popular-rejected bully-victims (5.8%), and bully-victims (6.9%), and four groups on nonbullies. High-status bullies (popular-liked and popular-rejected) resembled nonbullies in many ways and had even lower social anxiety, whereas bully-victims were the most maladjusted group. Overall, popularity seems to protect adolescents from social anxiety, and victimization is related to internalizing problems. Results suggest that bullying, victimization, and peer status can be used to identify distinct subtypes of bullies.
... A participant was considered to have been bullied if they mentioned a frequency of bullying victimization equivalent to more than once a month. This decision was based on information found in the revised Olweus Bully/Victim Questionnaire (OBVQ, Olweus, 1996), a widely recognized and extensively used instrument for investigating bullying prevalence and its characteristics. Olweus's de nition of bullying centers around the concept of repetitive negative actions, highlighting the importance of prolonged victimization to distinguish bullying from isolated con icts. ...
Bullying is associated with psychological, physical, academic, and interpersonal problems that can persist into emerging adulthood, a developmental phase marked by changes and exploration in academic, professional, and romantic domains. While weight is known to be a leading cause of bullying, no study has explored how weight-related bullying during adolescence and emerging adulthood might influence the life trajectories of emerging adults. This study examines the academic, professional, and romantic pathways of emerging adults based on the chronicity of the weight-related bullying they experienced. Using a longitudinal design, data was collected from 104 emerging adults aged 24 to 29. Four groups were compared: those who had never been bullied, those who had experienced weight-related bullying during one, two, or three periods (adolescence, early and/or late emerging adulthood). ANCOVA analyses and chi-squared tests were conducted to examine the differences between the four groups. Results show that despite objective pathways that are broadly comparable to those of their peers, chronic victims report lower academic, professional, and romantic satisfaction. This study highlights the importance of considering the chronicity of weight-related bullying when designing interventions to identify individuals in particular need of support and promote the positive development of emerging adults.
... The primary study outcome was self-reported bullying victimisation, measured by student responses on the Olweus Bully/Victim Questionnaire (OBVQ) (Olweus, 1996). The OBVQ measures different forms of bullying, including verbal, physical, relational and cyberbullying. ...
Background
Childhood bullying is a public health priority. We evaluated the effectiveness and costs of KiVa, a whole-school anti-bullying program that targets the peer context.
Methods
A two-arm pragmatic multicenter cluster randomized controlled trial with embedded economic evaluation. Schools were randomized to KiVa-intervention or usual practice (UP), stratified on school size and Free School Meals eligibility. KiVa was delivered by trained teachers across one school year. Follow-up was at 12 months post randomization. Primary outcome: student-reported bullying-victimization; secondary outcomes: self-reported bullying-perpetration, participant roles in bullying, empathy and teacher-reported Strengths and Difficulties Questionnaire. Outcomes were analyzed using multilevel linear and logistic regression models.
Findings
Between 8/11/2019–12/02/2021, 118 primary schools were recruited in four trial sites, 11 111 students in primary analysis (KiVa-intervention: n = 5944; 49.6% female; UP: n = 5167, 49.0% female). At baseline, 21.6% of students reported being bullied in the UP group and 20.3% in the KiVa-intervention group, reducing to 20.7% in the UP group and 17.7% in the KiVa-intervention group at follow-up (odds ratio 0.87; 95% confidence interval 0.78 to 0.97, p value = 0.009). Students in the KiVa group had significantly higher empathy and reduced peer problems. We found no differences in bullying perpetration, school wellbeing, emotional or behavioral problems. A priori subgroup analyses revealed no differences in effectiveness by socioeconomic gradient, or by gender. KiVa costs £20.78 more per pupil than usual practice in the first year, and £1.65 more per pupil in subsequent years.
Interpretation
The KiVa anti-bullying program is effective at reducing bullying victimization with small-moderate effects of public health importance.
Funding
The study was funded by the UK National Institute for Health and Care Research (NIHR) Public Health Research program (17-92-11). Intervention costs were funded by the Rayne Foundation, GwE North Wales Regional School Improvement Service, Children's Services, Devon County Council and HSBC Global Services (UK) Ltd.
... For example, thwarted belongingness may lead to the emergence of perceived burdensomeness (Nsamenang et al., 2013). Thwarted belongingness is characterized by feelings of loneliness and social isolation, whereas perceived burdensomeness includes feelings of being a burden and self-loathing (Van Orden et al., 2010, 2012). Such feelings can undermine self-preservation instincts, thereby increasing the risk of suicide (Joiner Jr. et al., 2009). ...
Peer victimization and cybervictimization are the risk factors for non-suicidal self-injury (NSSI). The current study used a longitudinal design to investigated the mediating effect of frustrated interpersonal needs (i.e., thwarted belongingness and perceived burdensomeness) and the moderating effect of dark personality traits (DPT) on the relationship between peer victimization/ cybervictimization and NSSI. A total of 1402 Chinese adolescents (47.9% girls; age: M = 13.28 years, SD = 0.72 at T1) completed the two-wave measurement. The results showed that perceived burdensomeness acted as a mediator between peer victimization and NSSI, while thwarted belongingness and perceived burdensomeness played a chain-mediating role in this relationship. Moreover, DPT could foster the negative effects of peer victimization on NSSI. However, frustrated interpersonal needs could not mediate the relationship between cybervictimization and NSSI. Our finding highlight the role of frustrated interpersonal needs and DPT in the development of peer victimization and cybervictimization to NSSI.
... Developed by Olweus (1996) and adapted into Turkish by Dölek (2002), this scale directly measures students' selfreported tendencies towards bullying behavior. The scale consists of 26 items and is divided into six subscales: reflecting negatively, lack of emotional sharing, seeing rights, hurt, being strong, and not disturbing. ...
This study aimed to examine the psychosocial predictors of peer bullying among middle school students. For this purpose, structural equation modeling (SEM), including peer bullying, school culture, parental rejection, basic psychological needs, and social emotional learning (SEL) skills, was tested. The data were collected from 565 middle school students [286 (50.6%) female, 279 (49.4%) male]. Based on SEM, school culture and SEL skills directly predict peer bullying; basic psychological needs predict peer bullying through SEL skills; school culture predicts peer bullying through basic psychological needs and SEL skills; parental rejection predicts peer bullying through SEL skills; parental rejection predicts peer bullying through basic psychological needs and SEL skills. In addition, the model explains approximately 34% of the total variance of peer bullying.
... The Revised Olweus Bully Victim questionnaire (OBVQ-R) [70] was used to assess the prevalence of bullying. A detailed explanation of bullying was given to students then they were asked to answer the questionnaire. ...
Background
Bullying is the intentional, repeated and prolonged aggressive behavior towards victim(s) who feel powerless to defend themselves. It could influence adolescents’ mental health. Some adolescents possess coping skills which enable them to overcome such adversities. The present study assessed the association between bullying, sense of coherence (SOC), resistance to peer influence (RPI) and oral health in Egyptian adolescents.
Materials and methods
A cross-sectional survey that included 12–16 year old adolescents attending 6 schools in Damanhour, Egypt was conducted from March to December 2023. Data were collected through clinical examination and self-administered questionnaires. Clinical examination assessed dental caries (DMFT), oral hygiene (plaque index) and gingival condition (gingival index). Toothbrushing frequency and sugar consumption were assessed by (World Health Organization-child form), bullying (Revised Olweus Bully Victim Questionnaire), SOC (Sense of Coherence Scale-Short Form) and RPI (Resistance to Peer Influence Questionnaire). The independent variables were bullying, SOC and RPI. The dependent variables were untreated caries, gingival inflammation and toothbrushing frequency. Multivariable multilevel regression assessed the relationship between the independent and dependent variables after adjusting for potential confounders. Adjusted regression coefficients (B), adjusted odds ratios (AOR) and 95% confidence intervals (CI) were calculated. Effect modifications by SOC and RPI were evaluated.
Results
The response rate was 95.25% (N = 602), mean (SD) age was 14.01 (1.15). Half of the students (49.83%) were girls. About 42% had untreated caries, only 15.78% brushed their teeth twice daily and the mean (SD) gingival index was 1.57 (0.40). About 25% were victims, (9.30%) bullies and (18.60%) bully-victims. Victims showed significantly lower odds of twice daily toothbrushing (AOR = 0.52, p = 0.04). Bullies and bully-victims showed non-significantly higher odds of untreated caries (AOR = 1.42, p = 0.25), (AOR = 1.21, p = 0.42), respectively. Bullying was not associated with gingival inflammation. Higher SOC and RPI mitigated the impact of bullying on untreated caries and toothbrushing frequency.
Conclusion
Bullying was associated with higher odds of untreated caries and lower odds of twice daily toothbrushing in Egyptian adolescents. Higher SOC and RPI alleviated this relationship, highlighting the importance of individual coping strategies to oral health.
... Bullying. We used the perpetration subscale of the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996) to measure bullying. On a 5-point scale (1 = never, 2 = rarely, 3 = occasionally, 4 = somewhat often, 5 = often), participants responded to eight items on whether they had bullied others (e.g., "Hit, kicked, pushed, and shoved someone around, or locked them indoors"; "Left someone out of things, excluded, or ignored them"). ...
Objective: Little is known about the role of school-level factors in adolescent violence. Using multilevel latent class analysis, we identified groups of adolescents and schools based on adolescent involvement in violent behaviors and assessed how these group memberships differed by individual and school characteristics. Method: We used baseline data from a randomized controlled trial of a school-based violence prevention program. Participants included 2,768 adolescents (Mage = 13 years) enrolled in seventh grade across 24 public schools in southeast Texas. Results: We identified three classes of adolescents, including a Nonviolent class (74.5%), a Moderately Violent class (20.0%), and a Highly Violent class (5.4%). Adolescents in the latter two classes reported more stressful life events and less positive student-to-teacher relationships than their peers in the Nonviolent Class. Two school-level classes were also identified: Moderate-Risk Schools in which the Nonviolent adolescent class was the majority, and High-Risk Schools, which consisted mainly of Highly and Moderately Violent classes. Schools with larger sizes were more likely to fall in the High-Risk School class. Class memberships did not significantly vary based on student-to-student relationship, awareness of the need for reporting violent incidents, or the percentage of economically disadvantaged students in schools. Conclusions: To better address youth violence, schools should provide supports to buffer the negative impact of stressful life events and foster positive teacher–student relationships. Furthermore, given that a disproportionate number of high-risk students are in larger schools, school size should be considered a risk factor for aggression.
... The Revised Olweus Bully/Victim Questionnaire (OBVQ; Olweus, 1996) was used to measure adolescents' perceptions of general peer victimisation as well as their own bullying perpetration. Peer victimisation was measured using 6-items (total score range = 6 to 30), and bullying perpetration was measured with a single item "How often have you taken part in bullying another student(s) at school in the past couple of months?" (range = 1 to 5). ...
Body dysmorphic disorder (BDD) is a common and debilitating disorder in adolescents, yet there is little research on the disorder in young people. The current study aimed to investigate peer relationship factors in 26 adolescents (aged 12 to 17 years) with BDD, compared to 27 adolescents with anxiety disorders and 25 adolescents without mental disorders. Participants completed self-report measures on peer appearance and general victimisation, peer support, appearance co-rumination and social media use. Adolescents with BDD and anxiety disorders perceived significantly less peer support than adolescents in the non-clinical control group. Although the frequency of perceived appearance and general victimisation did not differ significantly between groups, adolescents with BDD reported significantly more distress due to appearance victimisation than the non-clinical control group. Adolescents with BDD and anxiety disorders reported spending more time on social media than the non-clinical control group, and the BDD group engaged in significantly more online appearance comparisons than both the anxiety and control group. The relationships between BDD, victimisation, social media use, and other peer factors require further empirical investigation.
... Victimization was assessed twice a year in the two years prior to the lab visit, as part of the data collection within the anti-bullying intervention program at school, as well as on the day of the lab visit. The Olweus' Bully/Victim questionnaire was used to measure victimization (Olweus, 1996). The Olweus' Bully Victim questionnaire consists of six items. ...
The aim of this study was to examine whether repeated victimization relates to differential processing of social exclusion experiences. It was hypothesized that experiences of repeated victimization would modulate neural processing of social exclusion in the insula, anterior cingulate cortex, and lateral prefrontal cortex. Furthermore, we hypothesized that repeated victimization relates positively to intentions to punish excluders. Exploratively, associations between neural processing and intentions to punish others were examined. The sample consisted of children with known victimization in the past two years (n = 82 (behavioral) / n = 73 (fMRI), 49.4% girls, Mage = 10.6). The participants played Cyberball, an online ball-tossing game, which was manipulated so that in the first block participants were equally included and in the second block they were excluded from play. Victimization was not related to neural activation during social exclusion, although there were indications that victimization may be related to increased insula activation during explicit exclusion. Behaviorally, repeated victimization was related to more intention to punish excluders. Neural activation during social exclusion did not predict intentions to punish excluders, but results tentatively suggested that increased insula activation during social exclusion may be related to increased intentions to punish. Together, these results provide a replication of earlier Cyberball studies and point toward differential processing of social exclusion by children who are victimized.
... This variable is based on 29 questions asking if respondents have been victims of bullying-related behaviors in the past year by other youth in their life that they are not currently or recently in a romantic relationship with. The items that make up this variable are commonly used to measure physical, verbal, indirect, and cyber bullying, and are similar to items in the Olweus Bully/Victim Questionnaire found to represent a valid and reliable construct of bullying (Kyriakides, Kaloyirou, and Lindsay 2006;Olweus 1996). For example, items include being: pushed or shoved; having something thrown at them; comments made about how they look; being left out of activities; being sent a nasty email (see Appendix A for complete list). ...
While previous research has examined the extent to which bullying victimization relates to delinquency via negative emotions, few studies have considered how this process may vary by subgroups of the population. Moreover, studies have yet to consider specifically how these processes may vary among youth who identify as LGBTQ+, an at-risk group who experiences higher rates of bullying victimization and higher rates of negative emotions than others. This study uses data from the Technology, Teen Dating Violence and Abuse, and Bullying in Three States, 2011-2012 survey (N = 4,776) to test if relationships between bullying related victimization and delinquency are mediated by negative emotions , and if the mediation processes are moderated by LGBTQ+ identity. Results show that relationships between bullying-related victimization and both general delinquency and substance use are largely mediated by anger. Results further show that the effect of bullying-related victimization on depression and anxiety is stronger for youth who identify as LGBTQ+ compared to youth who identify as heterosexual and cisgender, but the effects of bullying-related victimization and negative emotions on general delinquency and substance use do not vary by LGBTQ+ identity.
... We used the Dutch version of the Olweus Bully/Victim Questionnaire (Olweus, 1996). We provided students with a description of bullying and asked "In the last 3 months, how often were you bullied?" ...
Students around the globe still experience bullying daily. Teachers play a key role in supporting victimized students and they could do so using their classroom seating arrangement. Common teacher strategies are to separate victims and bullies and to seat victims close to supportive others, but research has not examined whether these strategies support victims' wellbeing. Therefore, the current study tested an intervention in which victims in experimental classrooms were seated far away from their bullies and next to their best friends, whereas a random seating arrangement was implemented in control classrooms. The underlying reasoning was that victims would experience a sense of safety next to their best friend and to limit bullies' opportunities to harass the victim. The outcomes were classroom comfort, internalizing problems, academic engagement, and victimization frequency. We used a sample of 1746 Dutch upper elementary school students ( M age = 10.21) of whom 250 students reported to be chronically and frequently victimized ( M age = 9.96 years). Ethical and practical reasons rendered the conditions similar regarding victims' distances to their bullies. Consequently, the intervention in the end tested the effect of victims sitting next to their best friend. Several mixed‐effects models showed that no support was found for the effectiveness of this intervention. Additional exploratory analyses testing the effect of victims' continuous distances to their bullies on their wellbeing also found no effects. These findings suggest that changing victims', bullies', and best friends' seats do not improve victims' classroom wellbeing. Alternative explanations, directions for future research, and practical implications are discussed.
... Items were rated from strongly disagree (1) to strongly agree (5). Finally, four items from the Revised Olweus Bully/Victim Scale(Olweus, 1996) measuring frequency of bullying perpetration in the past six months (e.g., "I kicked, pushed, shoved, or locked another student indoors") were rated from none (0) to several times a week (4). ...
More comprehensive modeling of psychopathology in youth is needed to facilitate a developmentally informed expansion of the Hierarchical Taxonomy of Psychopathology (HiTOP) model. In this study, we examined a symptom-level model of the structure of psychopathology in children and adolescents—most aged 11 to 17 years—bringing together data from large clinical, community, and representative samples ( N = 18,290) covering nearly all major forms of mental disorders and related content domains (e.g., aggression). The resulting hierarchical and dimensional model was based on the points of convergence among three statistical approaches and included 15 narrow dimensions nested under four broad dimensions of (a) internalizing, (b) externalizing, (c) eating pathology, and (d) uncontrollable worry, obsessions, and compulsions. We position these findings within the context of the existing literature and articulate implications for future research. Ultimately, these findings add to the rapidly growing literature on the structure of psychopathology in youth and move a step closer toward quantifying (dis)continuities in psychopathology’s structure across the life span.
... Peer Victimization: The Revised Olweus Bully / Victim Questionnaire was used to examine whether children are victims of bullying (Olweus, 1996). It is a self-report scale consisting of 40 questions. ...
The present study aimed to investigate the role of children's characteristics, parenting practices, and peer relationships in school victimization. The research employed a mixed methodology. The quantitative phase of the research included 374 children and their parents. The children completed the Revised Olweus Bullying and Victimization Questionnaire, the Behavioral Inhibition Instrument, the Parental Bonding Instrument, and the Social Acceptance Scale. The qualitative phase of the research included eight children, who were randomly selected from the quantitative phase. Data in this phase were collected through a focus group. The results of the quantitative phase showed that victimization is positively predicted by behavioral inhibition, while it is negatively predicted by maternal and paternal care, and peer relationships. The results of the qualitative phase were consistent with the results of the quantitative phase. In addition, new characteristics and concepts emerged from the qualitative data, such as the victim's characteristics (low self-esteem, inability to support oneself and express one's opinion, low success, victim diversity). Therefore, a complex and comprehensive profile of school victims was developed through the mixed methodology, which includes the child's behaviors and characteristics and parental and social factors. The research results are useful for designing prevention and intervention programs related to children and adolescents' psycho-emotional empowerment.
... 2021) and is a subset of school violence, which encompasses all forms of aggression that happen in the school environment (Longobardi et al., 2017). Bullying is defined by three main characteristics: intent to cause harm, a power imbalance between the bully and victim, and repeated behaviour (Olweus, 1986) and can have a long-lasting negative impact on victims, perpetrators and witnesses (Vaillancourt et al., 2013), including socially withdrawn behaviour, difficulties in school and anxiety or depression (Currie et al., 2012). The different types of bullying are categorised as physical, verbal, relational (also called indirect) and cyberbullying (Casper, 2021). ...
Given the probable influence parents have on the development and maintenance of bullying and victimization in their children, there is potential for an intergenerational transmission of coping strategies in response to bullying incidents. Cross-sectional data is presented from an online anonymous questionnaire conducted in New Zealand. Parents gave responses about their own childhood experiences of various forms of bullying, how they responded, whether the responses were effective and whether they would recommend the response to their own children. The study had 104 parent participants (72 mothers and 32 fathers) with an average age of 40 years (range 21 to 62 years), and their children were aged between 5 months and 17 years; 93% resided in New Zealand. During childhood, the majority of participants had experienced verbal bullying (90%), 55% experienced relational bullying and 43% physical bullying. The strategies tell someone else and ignore the bullying were the most frequently recommended, and about half the participants had found them effective. Talk to the bully about their behaviour was recommended by almost a third of participants and had been used by a similar number. In contrast, although retaliate was not recommended by participants, it had been used by over 50%, half of whom found it effective in response to physical bullying. Overall, there was considerable variation with regard to which strategies parents had used, how effective they were for differing forms of bullying and whether they themselves would recommend a particular strategy to their child. Implications for how parents’ own varied experiences may contribute to the conversations both at home and in school about what we should recommend to children are discussed.
... We used three measures to assess bullying victimization. First, we used the Olweus Bullying Questionnaire [23] to measure the frequency of witnessing bullying in the past 30 days. As part of the questionnaire, participants were provided with a definition of bullying that includes specific examples of different types of bullying (i.e., physical, verbal, and relational bullying). ...
Bullying is a significant public health concern associated with mental health risks. Negative bullying outcomes extend beyond targets, with students who witness bullying reporting negative associated mental health consequences. Because bullying often occurs within the school setting, understanding the relationship between witnessing bullying and internalizing symptoms within the school environment can help shape school-based bullying prevention. The purpose of this study was to examine sense of school belonging as a mediator of the relationship between witnessing bullying and internalizing symptoms. We conducted two studies with middle school students (N = 130; N = 147) in which we used structural equation modeling (SEM) to test the mediational model. Results from Study 1 and Study 2 supported the mediational model, indicating that one explanation for the relationship between witnessing bullying and internalizing symptoms is that witnessing bullying negatively impacts students’ sense of school belonging, which in turn increases internalizing symptoms. Results from this study provide support for the importance of students’ perceptions of school climate in the development of internalizing symptoms related to witnessing bullying. Implications for school-based bullying prevention programs are discussed.
... While traditional (face-toface) bullying victimisation among school-going adolescents takes place offline in social environments such as schools and communities [10], cyberbullying victimisation occurs online due to the rapid growth of technology, resulting in the intense and frequent use of the internet, social media, and other digital platforms by adolescents across countries [11]. The term "traditional bullying victimisation" refers to repeated aggression and intentional harm or disturbance experienced by the less powerful person or group through negative verbal or psychological, physical, and relational actions perpetrated by a more powerful person or group [10,12]. In contrast, cyberbullying victimisation is defined as exposure to diverse types of repeated aggression and intentional harm (i.e., psychological and relational harm) and humiliation perpetrated by the more powerful person or group through electronic media, including cyber stalking, name-calling, rumours, or gossip sent via emails, hurtful text messages, unpleasant photos or videos posted/disseminated on social media platforms, and exclusion from online communities or social networks [11]. ...
Existing research has documented the association between bullying perpetration and bullying victimisation. However, it is still unclear how different sources of social support moderate the association between bullying perpetration and bullying victimisation at a cross-national level. Using multilevel binary logistic regression models, this study examined the moderating role of public health care spending and perceived social support (i.e., family and teacher support) in the association between traditional bullying perpetration and victimisation by traditional bullying and cyberbullying among adolescents across 27 European countries. Country-level data were combined with 2017/18 Health Behaviour in School-aged Children (HBSC) survey data from 162,792 adolescents (11-, 13-, and 15-year-olds) in 27 European countries. Results showed that adolescents who perpetrated traditional bullying had a higher likelihood of being victimised by traditional bullying and cyberbullying than adolescents who did not bully others. Results also indicated that the magnitude of the positive association between traditional bullying perpetration and victimisation by traditional bullying and cyberbullying was mitigated among adolescents with more family, teacher, and public health care support. These findings support the notion that multilayered systems of social support could play a vital role in bullying prevention and intervention strategies to address bullying among adolescents.
... The Bully, Victim Questionnaire [24] asks students to indicate how often each type of bullying (physical, verbal, neglect, and cyber) was experienced in the last six months (S1 Supplementary Methods). Students answered on a fivepoint scale from never to several times a week. ...
Purpose
Paranoid ideation is common among adolescents, yet little is known about the precursors. Using a novel immersive virtual reality (VR) paradigm, we tested whether experiences of bullying, and other interpersonal/threatening events, are associated with paranoid ideation to a greater degree than other types of (i) non-interpersonal events or (ii) adverse childhood experiences.
Methods
Self-reported exposure to adverse life events and bullying was collected on 481 adolescents, aged 11–15. We used mixed effects (multilevel) linear regression to estimate the magnitude of associations between risk factors and paranoid ideation, assessed by means of adolescents’ reactions to ambiguously behaving avatars in a VR school canteen, adjusting for putative confounders (gender, year group, ethnicity, free school meal status, place of birth, family mental health problems).
Results
Lifetime exposure to interpersonal/threatening events, but not non-interpersonal events or adverse circumstances, was associated with higher levels of state paranoid ideation, with further evidence that the effect was cumulative (1 type: ϐadj 0.07, 95% CI -0.01-0.14; 2 types: ϐadj 0.14, 95% CI 0.05–0.24; 3 + types: ϐadj 0.24, 95% CI 0.12–0.36). More tentatively, for girls, but not boys, recent bullying was associated with heightened paranoid ideation with effect estimates ranging from ϐadj 0.06 (95% CI -0.02-0.15) for physical bullying to ϐadj 0.21 (95% CI 0.10–0.32) for cyber bullying.
Conclusions
Our data suggest a degree of specificity for adversities involving interpersonal threat or hostility, i.e. those that involve unwanted interference and/or attempted control of an individual’s personal boundaries being associated with heightened levels of state paranoid ideation among adolescents.
... Based on the prescribed cut off(4) students who always become the target and do not act as offenders are known as victims; those who always perpetrate and not victimized are referred to as bullies; while those who are frequently targeted and mostly act as offenders are said to be the bully-victims. Those who never or very rarely involved in offending others or being targeted are classified as uninvolved 27 . ...
OBJECTIVE The present study investigated psychological distress experienced by students as a result of bullying and victimization. Gender and grade differences were also observed. STUDY DESIGN This study based on correlational research design and cross sectional method was also followed. PLACE AND DURATION OF THE STUDY Different public sector secondary schools of Faisalabad were approached during a period of 3 months from February 2016 to September 2016. SUBJECTS AND METHODS A convenient sample of 247 students was drawn from respondents and Olweus Bully Victim Questionnaire was used to classify students into bullies, victims, bully-victims and the students who were not involved. Depression Anxiety and Stress Scale was used as measure of psychological distress. RESULTS Results of One way ANOVA showed that Victims of bullying was the most vulnerable group to be affected by depression and anxiety, as compared to uninvolved students, all the three involved groups experienced significantly greater levels of depression, anxiety and stress. Multivariate Analysis of Variance (MANOVA) showed significant main effects of gender and grade on depression and anxiety and the same was true for interaction effect. Girls in lower grades were more depressed and anxious. CONCLUSION Psychological distress among bully/victim groups is discussed for contributory factors and necessary preventive actions.
... However, three elements that reoccur are repetition, harm, and unequal power [1,2]. The term "traditional bullying victimization" in this study is defined as repeated aggression and intentional harm or disturbance experienced by the less powerful person or group through negative verbal or psychological, physical and relational actions perpetrated by a more powerful person or group [3][4][5]. With recent innovations in technologies, cyberbullying victimisation has become so prevalent resulting from the intense and frequent use of internet, social media and other digital platforms by adolescents across countries [6][7][8]. ...
Literature indicates scarcity of cross-national research on the association between physical fighting and bullying victimisation among adolescents, and the moderating role of perceived social support and education spending on this association. Using multilevel binary logistic regression, this study examined the association of physical fighting with traditional bullying and cyberbullying victimisation, with public education spending and perceived social support from families and teachers as moderators. Country-level data were combined with 2017/18 Health Behaviour in School-aged Children (HBSC) survey data from 162,792 adolescents (11-, 13- and 15-year-olds) in 27 European countries. Results showed that physical fighting was positively and significantly associated with cyberbullying and traditional bullying victimisation. These results signify that physical fighting is a robust predictor of bullying victimisation. The findings demonstrate that perceived social support and education spending buffered the association of physical fighting with traditional bullying and cyberbullying victimisation. The findings imply that social support not only prevents adolescents from engaging in physical fights, but also reduces the risk of bullying victimisation. Accordingly, to deter adolescents from engaging in physical violence and reduce the risk of bullying victimisation, there is need to fully comprehend the influence of physical fighting on bullying victimisation, and the moderating role of social support.
... Bullying victimisation. Bullying victimisation was assessed using the Eight-Item Bullying Checklist derived from the Revised Olweus Bully/Victim Questionnaire (R-OBVQ) [32,33]. Total scores range between 8-40, with higher scores indicative of bullying victimisation. ...
Objectives
The Social media, Smartphone use and Self-Harm (3S-YP) study is a prospective observational cohort study to investigate the mechanisms underpinning associations between social media and smartphone use and self-harm in a clinical youth sample. We present here a comprehensive description of the cohort from baseline data and an overview of data available from baseline and follow-up assessments.
Methods
Young people aged 13–25 years were recruited from a mental health trust in England and followed up for 6 months. Self-report data was collected at baseline and monthly during follow-up and linked with electronic health records (EHR) and user-generated data.
Findings
A total of 362 young people enrolled and provided baseline questionnaire data. Most participants had a history of self-harm according to clinical (n = 295, 81.5%) and broader definitions (n = 296, 81.8%). At baseline, there were high levels of current moderate/severe anxiety (n = 244; 67.4%), depression (n = 255; 70.4%) and sleep disturbance (n = 171; 47.2%). Over half used social media and smartphones after midnight on weekdays (n = 197, 54.4%; n = 215, 59.4%) and weekends (n = 241, 66.6%; n = 263, 72.7%), and half met the cut-off for problematic smartphone use (n = 177; 48.9%). Of the cohort, we have questionnaire data at month 6 from 230 (63.5%), EHR data from 345 (95.3%), social media data from 110 (30.4%) and smartphone data from 48 (13.3%).
Conclusion
The 3S-YP study is the first prospective study with a clinical youth sample, for whom to investigate the impact of digital technology on youth mental health using novel data linkages. Baseline findings indicate self-harm, anxiety, depression, sleep disturbance and digital technology overuse are prevalent among clinical youth. Future analyses will explore associations between outcomes and exposures over time and compare self-report with user-generated data in this cohort.
... Peer victimization was assessed using the revised Olweus Bully/Victim Questionnaire (OBVQ) developed by Olweus (1989) and modified by Zhang and Wu (1999). The Chinese version of the OBVQ is a self-report questionnaire consisting of 12 items, measuring the dimensions of being bullied (6 items) and bullying others (6 items). ...
Introduction
Childhood maltreatment, peer victimization, and borderline personality traits have all been shown to be linked to suicidal risk. However, there remains a need to illuminate the possible direct and indirect pathways among them from a developmental perspective that could serve as intervention targets. This study thus aimed to investigate the direct and indirect relationships among developmental trajectories of childhood maltreatment, peer victimization, borderline personality feature, and suicidal risk in adolescents.
Methods
A total of 1648 Chinese adolescents (48.12% boys; Mage = 13.69; SD = 0.82) in junior middle schools completed self‐report measures on three‐time points across 1 year. Latent growth curve modeling was used to evaluate the direct and indirect relationships among the developmental trajectories of the aforementioned study variables.
Results
The developmental trajectories of childhood maltreatment, peer victimization, and borderline personality feature were positively and directly related to the developmental trajectory of suicidal risk; and the developmental trajectories of childhood maltreatment, peer victimization were indirectly related to the developmental trajectory of suicidal risk through the mediating effect of the developmental trajectory of borderline personality feature.
Conclusions
The findings elucidated the direct and indirect longitudinal relationships among childhood maltreatment, peer victimization, borderline personality feature, and suicidal risk, highlighting that interventions should target childhood maltreatment, peer victimization, and borderline personality feature to decrease suicidal risk in adolescents with a developmental perspective.
... The Olweus Bullying and Victimisation Questionnaire (OBVQ; Olweus, 2006) was completed by the children pre-and post-national school closures. Scores were used to categorise each child's bullying involvement into one of the four possible categories: bully, victim, bully-victim and not involved. ...
Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID‐19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre‐disaster involvement in bullying. Cross‐sectional data were collected from 4316 children aged 6–11 years old, from 57 schools across England and Wales. Data were collected before the national lockdowns, early 2020, and 3–5 months after the final return to school, summer 2021, when schools were operating under a range of context restrictions. Child data included bullying involvement at school and health‐related quality of life; teacher data included reports of each child's internalising, externalising and prosocial behaviours. School‐level disadvantage was determined by the proportion of children in each school eligible to receive free school meals (an indicator of family disadvantage). The results showed that victims of bullying pre‐lockdown, and pupils from schools with a higher concentration of disadvantage, had significantly reduced externalising behaviours once back in the restricted school context. Victims had also increased their prosocial behaviours. It is possible that the restricted school context may have been a relief for the most vulnerable pupils. This study adds a new phase of understanding to the global disaster literature and the initial return to school when the environment is the same but the context has changed.
... reflecting the global item of the traditional Olweus ' (1996) bully/victim questionnaire. Before asking this question, students watched an introductory clip that defines bullying as intentional, repeated harassment where the victim has problems defending themselves (Olweus, 1996;. The clip explains that bullying can take different forms, such as hitting or kicking, damaging belongings, gossiping, making fun of someone, or excluding someone, and that bullying can also take place online. ...
Previous studies on peer relationships in school transitions neglected individual differences, or did not examine the relation with academic performance in secondary school. This study followed 649 students from their last year of primary school to their first year in secondary school (Mage at T1 = 11.6 (SD = 0.6); 53.6% girls). Results revealed that students became more attached to peers, less lonely, and were stable in victimization across the transition. Particularly students with more negative peer experiences in primary school enjoyed a “fresh start” in terms of peer experiences in secondary school. Students who had more co-transitioning peers experienced greater reductions in loneliness. Changes in peer experiences over the transition did not relate to academic performance in secondary school.
... I Dan Olweus´ internasjonale publikasjoner gav han skjemaet navnet, The Olweus Bully/Victim Questionnaire (OBVQ; Olweus, 1986). Ti år senere publiserte Olweus en revidert utgave av spørreskjemaet som på engelsk ble kalt The Revised Olweus Bully/Victim Questionnaire (OBVQ-R; Olweus, 1996). Det er først og fremst disse to utgavene av spørreskjemaet som Olweus har referert til i publikasjonene sine. ...
Beskrivelse: Olweus spørreskjema om mobbing for elever ble utviklet på 1980-tallet og brukes til å kartlegge mobbing i skolen basert på elevers selvrapportering. I Norge brukes skjemaet først og fremst i grunnskolen på 4. til 10. trinn. Skjemaet ble utviklet på norsk, men er senere oversatt til flere språk, inkludert engelsk: The Olweus Bully/Victim Questionnaire (OBVQ; Olweus, 1986) og The Revised Olweus Bully/Victim Questionnaire (OBVQ-R; Olweus, 1996). De mest brukte spørsmålene er to globale spørsmål om mobbing og to skalaer basert på 7–9 spørsmål om ulike former for mobbing. Rettighetene til å bruke spørreskjemaet i Norge eies av Regionalt Kunnskapssenter for barn og Unge (RKBU Vest), NORCE Norwegian Research Centre AS. Litteratursøk: Litteratursøket resulterte i 15 norske artikler (14 uavhengige studier) og 6 svenske/danske artikler (5 uavhengige studier). Psykometri: Reliabiliteten til de to enkeltspørsmålene om mobbing er ikke undersøkt, men for de to skalaene er det funnet god indre konsistens. Det foreligger ikke norske normer, men for de to enkeltspørsmålene er det gjennomført flere svært store studier av forekomsten av mobbing. Det foreligger ikke normdata for de to skalaene. Resultatene viser god begrepsvaliditet for enkeltspørsmålene og for skalaene, men datagrunnlaget er betydelig mindre for sistnevnte. Konklusjon: Det er god dokumentasjon på testens begrepsvaliditet, men det mangler delvis studier av testens reliabilitet. De to globale spørsmålene egner seg til å måle forekomsten av mobbing ved skoler og andre større enheter, og til å klassifisere barn og unge i fire grupper som beskriver deres selvopplevde rolle eller posisjon i mobbesituasjoner. Det er ikke gjennomført egne normstudier, men det foreligger resultater fra store utvalg for deler av spørreskjemaet som kan anvendes som sammenligningsgrunnlag for skoler og til forskningsformål.
... Bullying behaviours were measured with the Revised Olweus Bully/Victim Questionnaire (OBVQ -R) (Olweus, 1996), with some revisions made by the study coordinators to include 42 items. From this measure, five bullying and five victimization questions were relevant for this study: ...
Bullying is defined as persistent hostile actions intended to harm the recipient in a power imbalance relationship. While children and adolescents have been identified as either victims, bullies or bully-victims in past research, few studies have identified patterns of more specific forms of bullying and victimization that have not been examined. This study aimed to characterize classes of bullying behaviour and its associations in students aged 9 to 14 years from schools serving socially vulnerable students. The study used secondary self–report data from Chilean school students (n = 5151) aged 9–13 years. Using latent class analysis and ten observed items that report different forms of victimization and bullying, we identified five classes of bullying behaviour. Overall, 54% of the sample was included in a class associated with bullying behaviour, either as a victim, a bully, or a bully-victim. The most prevalent classes were non-involved (46%) and teasing victim (25%). Regarding predictors, emotional symptoms were associated with higher odds of belonging to the bully-victim, victim and victim teasing classes, in contrast to non-involved classes. In contrast, conduct problems were associated with higher odds of belonging to any class other than the non-involved class. Identifying heterogeneous classes of bullying and victimization and specific correlates may allow for tailoring intervention to prevent specific forms of bullying behaviour.
... The school type was recorded by the survey team using the school data. The respective school types within the federal states were divided into six categories in the 2022 survey year: Primary schools, secondary general schools, intermediate schools, grammar schools as well as the groups of comprehensive schools etc. (different types of comprehensive schools in the different federal states in Germany, i.e. schools in which different graduations can be obtained) and secondary schools etc. (secondary schools/combined the Revised Olweus Bully/Victim Questionnaire (OBVQ) [32]. Students were asked how often they had 'participated in bullying at school in the last few months' and how often they had been 'bullied at school in the last few months'. ...
Background
Bullying is a form of violence that is carried out repeatedly, with the intention of causing harm and with an imbalance of power between those involved. Bullying has serious negative effects on the mental health of adolescents and thus represents a significant health risk in childhood and adolescence.
Methods
Based on data from the Health Behaviour in School-aged Children (HBSC) study from the survey year 2022 in Germany (N = 6,475), the prevalence of school bullying and cyberbullying among 11-, 13- and 15-year-olds in Germany was analysed. In addition, the prevalence of school bullying and cyberbullying was analysed as a trend from 2009/10 to 2022 (bullying) and from 2017/18 to 2022 (cyberbullying).
Results
Around 14 % of the learners surveyed reported direct experience of bullying at school, and around 7 % reported cyberbullying experiences as bullied and/or bullying victims. Adolescents who identified as gender diverse were particularly likely to report bullying experiences. School bullying decreased over time, but remained stable between 2017/18 and 2022. Cyberbullying, on the other hand, increased in 2022 compared to 2017/18.
Conclusions
Experiencing bullying at school and online is an everyday experience for many children and young people, so there is still a need for the broad implementation of effective anti-bullying measures in schools.
Background
Bullying in school is a vital issue as researchers increasingly find that it can be detrimental to students’ well-being and academic excellence. From an ecological systems theory perspective, examining school bullying reveals that numerous psychosocial factors influence student behavior. Hence, the present study aims to investigate the role of sociodemographics—at the individual (age, gender), microsystem and mesosystem (grade level, school type), exosystem (region), macrosystem (socioeconomic status), and chronosystem (shift from traditional to virtual classroom during COVID-19) levels—in the victimization of traditional and online bullying.
Methods
After obtaining ethical clearance, an online survey form was deployed to collect sociodemographic information and assess traditional and online bullying victimization among 120 school-going adolescents from the Southern regions of India.
Results
A linear regression analysis showed age and region (urban and rural) predicting traditional and online victimization, respectively. Other sociodemographic factors of gender, school type, and grade level did not predict either victimization type.
Conclusions
Sociodemographic factors play a significant role in the victimization experiences of students both in traditional and online.
Peer victimization and literacy failure are on the rise. Yet, there is little understanding of their interplay, particularly during adolescence–a period of heightened sensitivity to social–emotional and academic maladjustment. Guided by the Developmental Cascades Framework, this systematic literature review elucidated how peer victimization and literacy are directly and indirectly linked via negative behaviors, sex, and grade. A total of 21 studies were published between 1993 and 2022 that focused on typically developing 5th- to 8th-graders. Sample sizes ranged from 140 to 86,372 participants. Results indicated a bidirectional connection between increased peer victimization and poorer literacy. Preliminary evidence was found in support of an indirect link via internalizing behaviors, externalizing behaviors, and school engagement, but ambiguous support for the effect of sex. Taken together, adolescents who experience peer victimization are likely to struggle in literacy, as well as exhibit negative behaviors that may only serve to exacerbate this connection.
The International Criminal Law is in the progressive development stage which was initiated by
the Nuremberg Tribunal, Tokyo Tribunal’s contributions on assessing and judging the serious
violations of international human and humanitarian rights committed during World War II.
These serious violations are the sources for International Crimes. The recognition of International
Crimes and Procedures was adopted through the Rome Statute, 2000. The Rome Statute
recognized Crime of Genocide, Crimes against Humanity, War Crimes and Crime of Aggression
as international crimes under Arts. 6 to 8bis. The International Criminal Court (ICC) practicing
complementary jurisdiction to over these crimes. Unlike the domestic legal system, the Rome
Statute or the Rule of Procedure and Evidence has not incorporated any investigating agencies or
Police System to investigate and submit the report for any violation of international human rights
and humanitarian rights which resulted in the above said crimes. The Rome Statute, 2000 comes
with a unique procedure for referring a situation on the commission any one or more than one
prohibited acts enumerated under Arts. 6-8bis. Arts. 13 to 15ter of the Rome Statute of the ICC
dealt about the referral procedures and Art. 16 speaks about the deferral procedures by the Office
of the Prosecution and Arts. 17-19 dealt with admissibility and its challenges of cases. The Rome
Statute of the ICC imposes the responsibility on the Office of the Prosecution (OTP) to conduct
investigation on any such referral of situation made by either the State Parties, Security Council
or by the OTP suo motto. In this paper, the author will discuss about the complexities in referring
a situation to the OTP, investigation mechanism, accepting or deferring the situation, admissibility
and challenges to the admissibility of a situations. One of the major critique faced by the ICC is
the referral procedures and its complexities.
KEY WORDS
International Criminal Court, Office of the Prosecution, International Crimes, Rome Statute
2000, Reference of situation.
RESUMO Introdução: Bullying é uma forma de violência que se dá nas relações sociais dentro do campo escolar. No Brasil os estudos sobre bullying escolar começaram a ter uma maior atenção nos anos 2000. Objetivo: Realizar um levantamento das principais características do comportamento bullying escolar em estudos do Brasil e do exterior, através do Scoping Review. Método: Baseou-se no Scoping Review de Arksey & O'Malley (2005) Resultados: Foram encontrados em 23 estudos distribuídos entre quatro continentes: América, Ásia, Europa e Oceania. As principais características do bullying escolar encontradas são as físico-corporais, comportamentais, de gênero, étnico-raciais e socioculturais. Conclusão: As características do bullying escolar destacadas nas pesquisas se tornam um habitus devido à forma como os(as) estudantes agem, percebem e as incorporam dentro do campo escolar. Palavras-Chaves: Bullying escolar. Características. Habitus. ABSTRACT Introduction: Bullying is a form of violence that occurs in social relationships within the school field. In Brazil, studies on school bullying began to receive greater attention in the 2000s.Objective: Carry out a survey of the main characteristics of school bullying behavior studies in Brazil and abroad, through the Scoping Review.
Zusammenfassung: Schülerinnen und Schüler, die bei Bullying-Prozessen als Täter auftreten, verfolgen bestimmte persönliche Ziele. Dabei kann es darum gehen, die psychologischen Grundbedürfnisse nach sozialer Eingebundenheit, Kompetenzerleben und Autonomie zu befriedigen. Entsprechend geht eine Frustration dieser Bedürfnisse oft mit Bullyingverhalten einher. Es ist jedoch anzunehmen, dass des Weiteren auch Wettbewerbsorientierung eine erklärende Rolle einnimmt. Daher wird die Hypothese untersucht, dass Bullyingverhalten neben einer erhöhten Bedürfnisfrustration mit einer gesteigerten bedürfnisbezogenen Wettbewerbsorientierung einhergeht. Zum Prüfen der Hypothese wurde eine Stichprobe von N = 561 Jugendlichen der Klassenstufen sieben bis zehn mittels Selbstauskunftsfragebögen hinsichtlich der zentralen Variablen befragt. Im Rahmen von gemischten hierarchischen Regressionsmodellen wurden sowohl die Beziehung zwischen Bedürfnisfrustration und bedürfnisbezogener Wettbewerbsorientierung als auch die Effekte der Bedürfnisfrustration und der bedürfnisbezogenen Wettbewerbsorientierung auf Bullyingverhalten geprüft. Die Analysen berücksichtigen dabei die genestete Datenstruktur. Die Ergebnisse weisen auf eine Verbindung von Bedürfnisfrustration und bedürfnisbezogener Wettbewerbsorientierung hin und deuten an, dass die bedürfnisbezogene Wettbewerbsorientierung wesentlich zur Aufklärung von Varianz im Bullyingverhalten beiträgt. Dieser Befund kann hinsichtlich aller betrachteten psychologischen Grundbedürfnisse beschrieben werden.
Previous research has provided clues to the association between bullying victimization, non-suicidal self-injury (NSSI), and psychotic-like experiences (PLEs). However, these studies have been limited in their failure to examine both the directions of the associations and the underlying mediating mechanisms. Furthermore, there has been little investigation into the longitudinal associations among these variables in rural adolescents. This study aimed to address the aforementioned limitations by examining the bidirectional associations and the potential mediating mechanisms among bullying victimization, NSSI, and PLEs in a sample of Chinese rural adolescents. A total of 526 junior middle school students (42.6% males; average age = 14.62, SD = 1.15, age range = 12 to 16 years old) from a rural county in Guangdong province, China were recruited and assessed at three time points spanning one year. Cross-Lagged Panel Models (CLPMs) were employed to investigate the prospective focal longitudinal associations. CLPMs revealed that notable reciprocal associations were observed between bullying victimization and NSSI, as well as between NSSI and PLEs. Moreover, PLEs at Time 1 significantly predicted bullying victimization at Time 2. Additionally, only the indirect path from Time 1 PLEs to Time 3 bullying victimization via Time 2 NSSI was significant. This study sheds light on the bidirectional associations and underlying mediating mechanisms among bullying victimization, NSSI, and PLEs in rural adolescents. The findings highlight the importance of considering the complex interplay between these factors and the need for targeted interventions to address the mental health concerns in this population.
Back pain is a common and recurrent health complaint in adolescence. Psychosocial factors may be associated with the onset and persistence of back pain symptoms. This systematic review aims to determine the association between bullying victimization and back pain in young people. Observational studies that quantified the association between bullying victimization and back pain in participants were included in this systematic review. Estimates of associations and confidence intervals were extracted. A random effects meta-analysis of estimates of association was performed. The quality of evidence was assessed using the Joanna Briggs Institute critical appraisal checklist for analytical cross-sectional studies. Database searches yielded 18,311 citations. Nineteen studies (n = 212,058, 51.4% female) were included in our review. Meta-analysis showed a positive association between bullying victimization and back pain (odds ratio 1.93, confidence interval 1.75-2.13). Subgroup analysis showed no statistically significant effect of sex, age, bullying type, pain type, recall periods, bullying frequency, back pain frequency, risk estimate adjustment, and study critical appraisal rating. All studies were rated at moderate-high risk of bias. Our synthesis of evidence found a weak-moderate association between bullying victimization and back pain in young people. Methodological shortcomings and heterogeneity in the field limit causal inference. Future longitudinal studies are required.
The aim of this study was to investigate the prevalence of peer bullying in adolescents of the Turkish Republic of Northern Cyprus and the factors affecting them. The research is a descriptive type research. Target population of the study comprises of 3016 students who study at Famagusta district of TRNC at 2018-2019 academic year. Sample of this research was detected by using the stratification sample method. In this study used Peer Bullying Scale Was Used For Students Developed by Olweus. It was detected that male students are both victim and bully in peer bullying more than female students; vocational high school students are more victims of peer bullying than other students; 6th and 7th grades students or students who do not live with their parents are more victims; students who have bad relations with their parents are more bullies. Nurses must observe the main reason of this problem by visiting both victim and bully students’ houses.
Bullying is a common experience among youth around the world, but is not commonly thought of as a traumatic event. However, previous research suggests the outcomes and symptoms children and adolescents experience after bullying parallel those experienced after a traumatic event. This mixed-methods study aimed to explore adolescents’ experiences being bullied and the consequences experienced following being bullied. Contextual factors were explored to understand under which circumstances participants endorsed symptoms consistent with trauma. Ten adolescents (M age = 12.5 years, 50% boys, 90% White) who reported being bullied at least “sometimes” over a period of “weeks” or more, per a single parent report, in the past year agreed to complete surveys and a semi-structured interview about their bullying experiences. Thematic analysis revealed six themes related to consequences of bullying experiences: Emotional Distress, Avoidance of School Settings, Somatic Complaints, Importance of Social Support, Disruptions within Peer Groups, and Impaired School Performance. Nine participants endorsed at least one posttraumatic stress symptom and three participants endorsed clinical levels of PTSD qualitatively. Contextual factors associated with endorsing posttraumatic stress symptoms in this study were gender, duration and frequency of bullying, age and number of perpetrators, and seriousness of bullying. Results from this study suggest that consequences of bullying vary between victims and that while some participants reported consequences consistent with PTSD, other participants’ consequences seem to parallel other depressive or anxiety disorders. These results have implications for future research and interventions for working with youth who have experienced repeated bullying.
Background and Aim: Academic problems affect students' performance inside and outside the learning environment. Therefore, it is necessary to employ interventions based on novel and tested methods. This study examines the "effectiveness of emotion regulation training and mindfulness skills training on reducing traditional and cyberbullying among high school students in Tehran." Methods: The present study is a quasi-experimental research with a pretest-posttest and follow-up design with a control group. The statistical population consisted of high school students in Tehran, and the sampling method was multi-stage cluster sampling. Two schools and 45 students were randomly selected as the research sample. They were randomly assigned to three groups of 15. The data obtained through the questionnaire were analyzed using SPSS 25 software. Results: During the emotion regulation training period, there was a significant difference between the pretest and posttest mean scores of traditional bullying, and the pretest and posttest mean scores of cyberbullying. Additionally, during the mindfulness training period, the pretest mean scores of traditional bullying showed a significant reduction in the posttest, as did the pretest mean scores of cyberbullying. In the control group, there was no significant difference between the pretest mean score of traditional bullying (90.07) and the posttest, nor between the pretest mean score (40.07) and the posttest of cyberbullying. Conclusion: The results showed that emotion regulation skills and mindfulness were effective in reducing traditional and cyberbullying among students, with no significant difference between the impact of emotion regulation and mindfulness on traditional bullying. Mindfulness training reduces violence in students. Mindful individuals possess problem-solving skills, actively seek methods to solve their problems, monitor them, and better overcome situational obstacles and problems in life. Therefore, violence is a characteristic of individuals with low mindfulness and emotion regulation who lack problem-solving skills.
The dopamine hypothesis of schizophrenia posits that elevated striatal dopamine functioning underlies the development of psychotic symptoms. Chronic exposure to social stressors increases psychosis risk, possibly by upregulating striatal dopamine functioning. Here we systematically review single photon emission computed tomography (SPECT) and positron emission tomography (PET) studies that examined the relationship between chronic social stress exposure and in vivo striatal dopamine functioning in humans. We searched the scientific databases PubMed and PsycINFO from inception to August 2023. The quality of the included studies was evaluated with the ten-item Observational Study Quality Evaluation (PROSPERO: CRD42022308883). Twenty-eight studies were included, which measured different aspects of striatal dopamine functioning including dopamine synthesis capacity (DSC), vesicular monoamine transporter type 2 binding, dopamine release following a pharmacological or behavioral challenge, D2/3 receptor binding, and dopamine transporter binding. We observed preliminary evidence of an association between childhood trauma and increased striatal DSC and dopamine release. However, exposure to low socioeconomic status, stressful life events, or other social stressors was not consistently associated with altered striatal dopamine functioning. The quality of available studies was generally low. In conclusion, there is insufficient evidence that chronic social stressors upregulate striatal dopamine functioning in humans. We propose avenues for future research, in particular to improve the measurement of chronic social stressors and the methodological quality of study designs.
(1) Objective: This systematic review explores the intricate relationship between cyberbullying and non-suicidal self-injury (NSSI) in adolescents, acknowledging the dynamic nature of these phenomena in the evolving landscape of technology and social norms. (2) Methods: PubMed/MEDLINE, Web of Science, and EMBASE were searched, and 14 studies were selected based on the eligibility criteria, focusing on participants aged 10 to 19, cyberbullying roles, and NSSI as the predictor and outcome variables, respectively. (3) Results: Internalizing symptoms, specifically depression and anxiety, emerged as the most prominent mediators. However, factors such as externalizing symptoms, stress, and negative emotional responses (emotion reactivity, negative emotions) were also identified to play a significant role in the relationship between cyberbullying and NSSI. On the other hand, protective factors against the negative impact of cyberbullying on NSSI risk, such as strong peer connections and school engagement, were identified. (4) Discussions: This review underscores the multidimensional nature of the cyberbullying–NSSI association, emphasizing the roles of potential risk factors such as internalizing and externalizing symptoms, stress, and negative emotional response. Internalizing symptoms played a central role as pathways between cyberbullying victimization and NSSI. Additionally, social factors, including peer connections and school engagement, were found to act as protective elements. (4) Conclusion: Continuous investigation is crucial in order to adapt interventions to the evolving technological and social landscape. The study advocates for targeted interventions that prioritize positive social connections to mitigate the impact of cyberbullying on adolescent well-being.
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