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Bullying at School - What We Know and What We Can Do
... Bullying, according to D. Olweus, is defined as "deliberate, repeated aggressive behavior based on an imbalance of social or physical power" (Olweus, 1993). ...
... Typically, "passive victims" are quiet, submissive, fearful children with low self-esteem, a lack of perceived attractiveness, physical weakness relative to peers, and a tendency to withdraw or cry when attacked. They tend to be socially isolated, having few friends or acquaintances, and are often labeled as individualists, outsiders, or eccentrics (Olweus, 1993). ...
... These adolescents are impulsive, easily wounded, and prone to provoking aggression, while simultaneously bullying others who are weaker than themselves. Their behavior illustrates the difficulty of drawing a clear line between typical aggressors and victims (Olweus, 1993). ...
This study addresses the issue of violence among children and adolescents. Its primary goal is to determine the prevalence of violence in families and educational institutions and to identify the key psychological and social contributing factors. A questionnaire developed by educational psychologist T. V. Loginova was used. An anonymous survey involved 94 adolescents aged 13 to 17. Data were processed using IBM SPSS Statistics 26 with Fisher’s exact test, Pearson’s chi-squared test, Phi coefficient, and Cramer’s V. Results revealed a statistically significant correlation between family relationships and adolescents’ tendency toward violence. Additional factors considered included education level, social status, and emotional condition. The research integrates quantitative and qualitative methods. Theoretical significance lies in explaining the influence of family and school on adolescent behavior. The results are very useful because they may be used in schools, social assistance centers, and programs that teach parents how to keep their kids from becoming violent. This research adds important information to the area and encourages the creation of more programs. Keywords: violence prevention, children, adolescents, emotional state, aggressive behavior.
... It is evident that there are serious and lifelong consequences from being bullied at school; victims often suffer from lower self-esteem, chronic absenteeism, school avoidance, feeling unsafe and insecure in the school setting. Bullying derails educational progress and success, and in rare situations even leads to suicide (Espelage and Swearer 2010;Finkelhor 2008;Olweus 1993). Bullying is particularly problematic because schools are institutions of socialization (Espelage and Swearer 2010;Finkelhor 2008;Olweus 1993); therefore, understanding and addressing bullying that occurs in schools is essential for establishing a safe and healthy learning environment for all youth (Espelage and Swearer 2010;Olweus 1993;Muschert and Peguero 2010;Muschert, Henry, Bracy, and Peguero 2013). ...
... Bullying derails educational progress and success, and in rare situations even leads to suicide (Espelage and Swearer 2010;Finkelhor 2008;Olweus 1993). Bullying is particularly problematic because schools are institutions of socialization (Espelage and Swearer 2010;Finkelhor 2008;Olweus 1993); therefore, understanding and addressing bullying that occurs in schools is essential for establishing a safe and healthy learning environment for all youth (Espelage and Swearer 2010;Olweus 1993;Muschert and Peguero 2010;Muschert, Henry, Bracy, and Peguero 2013). Although research demonstrates that physical characteristics (e.g., gender and weight) conditionally determine the likelihood of being bullied at school, it remains unknown if the intersection of gender and weight contributes to school bullying. ...
... Bullying derails educational progress and success, and in rare situations even leads to suicide (Espelage and Swearer 2010;Finkelhor 2008;Olweus 1993). Bullying is particularly problematic because schools are institutions of socialization (Espelage and Swearer 2010;Finkelhor 2008;Olweus 1993); therefore, understanding and addressing bullying that occurs in schools is essential for establishing a safe and healthy learning environment for all youth (Espelage and Swearer 2010;Olweus 1993;Muschert and Peguero 2010;Muschert, Henry, Bracy, and Peguero 2013). Although research demonstrates that physical characteristics (e.g., gender and weight) conditionally determine the likelihood of being bullied at school, it remains unknown if the intersection of gender and weight contributes to school bullying. ...
The Causes and Consequences of Group Violence: From Bullies to Terrorists offers a transnational and transdisciplinary investigation of the causes and consequences of violence, ranging from bullying and hate crimes to revolutions, genocide, and acts of terrorism. Editors James Hawdon, John Ryan, and Mark Lucht bring together empirical investigations of these specific types of violence as well as theoretical discussions of the underlying similarities and differences among them. Focusing on both the perpetrators and targets of violence, The Causes and Consequences of Group Violencethis book is a valuable resource for sociologists, criminologists, political scientists, behavioral scientists, peace studies scholars, and psychologists.
... Multiple research studies have been published regarding bullying, and the majority of these studies suggest bullying has a pejorative, pervasive, and persistent impact on children's psychosocial functioning and emotional development (Gladstone, Parker, & Malhi, 2006;Pranji´c, & Bajraktarevi´c, 2010). Youth suicides are commonly associated with bullying (Olweus, 1993(Olweus, , 1999. ...
... The findings of this present study suggest both CRBTG and their grandparents, as well as their teachers, may benefit from specific prevention and intervention strategies to ameliorate risk of bullying and bullying behavior. First, it is certainly important and substantiated by research that school-wide bullying prevention programs (e.g., Olweus Bullying Prevention Program;Olweus, 1993) reduce incidence of bullying and advance collaboration among school staff and students to foster a positive school climate and ameliorate social norms associated with bullying (Bradshaw, Sawyer, & O'Brennan, 2007). The aforementioned notwithstanding, it is likely CRBTG need highly targeted interventions because of their alternate caregiver arrangement. ...
... Despite decades of preventive efforts, bullying remains one of the major forms of violence frequently experienced by youths in the United States (Irwin et al. 2023). Bullying is commonly defined as repeated violent behaviour intended to harm a victim who has less physical or social power than the perpetrator (Olweus 1993). Based on this definition, a recent study finds that approximately 19% of school-aged youth in the United States reported being bullied at school, and 16% reported being cyberbullied (Centers for Disease Control and Prevention 2024). ...
... Bullying involves a power imbalance between the bully and victim (Olweus 1993), and power among youth may not only mean physical force but can also materialise in the form of greater social power by belonging to a group with larger social privileges. For example, among boys in many different cultures, those who identify with and adhere to the traditional norms of masculinity (e.g., possessing physical toughness; avoiding expressions of vulnerable emotions; and displaying heterosexuality) have a more socially privileged position, compared to those who do not (Rosen and Nofziger 2018). ...
This phenomenological study explores how violence‐exposed adolescent boys construct masculinities and perceive the relationship between masculinity and bullying. Eight boys (ages 12–17, mean age = 14.1) from diverse racial, socioeconomic and sexual identity backgrounds were individually interviewed. Findings reveal the influence of violence exposure on boys' adherence to hegemonic masculinity and their reliance on aggression and dominance as protective strategies. Findings also highlight boys' internal conflicts as they grapple with restrictive norms of masculinity. Despite these conflicts, some boys exhibit resilience and agency, challenging hegemonic masculinity norms and constructing more inclusive perspectives. This study uncovers the gendered and intersectional nature of bullying, which functions as a mechanism for policing masculinity through homophobic and misogynistic behaviours. By situating these findings within relevant frameworks including gender performativity and hegemonic masculinity, this study provides novel insights into the intersection of violence, masculinities and bullying. Implications for prevention, intervention and fostering positive masculinities among violence‐exposed boys are discussed.
... These behaviors bring about many problems. Because peer bullying is the constant and regular exposure of an individual to the negative behavior of a person or people (Olweus, 1993). In other words, bullying is the physical, verbal or emotional attacks of the strong against those who are weaker than themselves, or, more generally, the oppression and oppression of the weak by the strong (Besag, 1989). ...
... Akran zorbalığı, okullarda öğrenciler arasında fazlaca karşılaşılan şiddet davranışları arasında yer almakta (Yurtal ve Cenkseven, 2007) ve son yıllarda öğrenciler arasında artış göstermektedir (Bayar & Balcı, 2023;Kurtça, vd., 2020;Lim & Hoot, 2015;Radwan, vd., 2021). Zira akran zorbalığı bireyin, sürekli ve düzenli şekilde kişi veya kişilerin olumsuz davranışlarına maruz kalmasıdır (Olweus, 1993). Başka bir deyişle zorbalık, güçlü olanların kendinden zayıf olanlara karşı fiziksel, sözel veya duygusal biçimlerde yaptıkları saldırılar veya daha genel bir ifadeyle güçlü olanların zayıf olanları ezmesi, baskı altına almasıdır (Besag, 1989). ...
Bu araştırma, ilkokul öğrencilerinin okulda akran zorbalığına maruz kalma düzeylerini belirlemek ve bu düzeyleri cinsiyet, sınıf düzeyi, televizyon izleme süresi ile tablet ve cep telefonu kullanım süresi gibi değişkenler açısından incelemek amacıyla gerçekleştirilmiştir. Araştırmada betimsel tarama yöntemi kullanılmıştır. Araştırmanın çalışma grubunu, 2022-2023 eğitim-öğretim yılında Ege Bölgesi'ndeki bir ilde öğrenim gören 282 ilkokul öğrencisi oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından hazırlanan kişisel bilgi formu ile "Okullarda Şiddet/Zorbalık" adlı ölçek kullanılmıştır.
Elde edilen bulgular incelendiğinde, öğrencilerin %41’inin okulda zorbalığa maruz kaldığı ve en çok karşılaşılan zorbalık türünün sözel zorbalık olduğu görülmüştür. Fiziksel zorbalık kategorisinde itme, saç ve kulak çekme; sözel zorbalıkta isim takma ve alay etme; duygusal zorbalıkta ise gruptan dışlama ve küçük düşürme davranışlarının akranlar arasında daha yaygın olduğu belirlenmiştir. Tüm zorbalık türlerinde erkek öğrencilerin kız öğrencilere göre daha fazla akran zorbalığına maruz kaldığı ve 4. sınıf öğrencilerinin diğer sınıf düzeylerine göre daha yüksek düzeyde zorbalık yaşadığı sonucuna ulaşılmıştır. Televizyon izleme süresi ile zorbalık türleri arasında anlamlı bir ilişki bulunamazken, cep telefonu ve tablet kullanımı süresi ile zorbalık türleri arasında yüksek düzeyde pozitif ilişkiler tespit edilmiştir.
... According to Olweus's (1993) definition, bullying is a kind of intentional, unwanted and repetitive aggression among school-aged youth toward victims, which involves a real or perceived power imbalance. Based on this definition, this study chose six indicators from the data. ...
... Answers were coded using a 4-point Likert scale, with responses ranging from 1 = never to 4 = very often. When responding to this measure, students were provided with instructions to ensure that the acts recorded were consistent with the features of bullying as identified by Olweus (1993). Higher scores indicated that respondents were engaged in higher levels of BP in school. ...
While numerous studies of bullying victimization across the world have been conducted, relatively few studies have examined bullying through the lens of the general theory of crime. Using Gottfredson and Hirschi’s (1990) low self-control theory, this study analysed data from Trinidad. The total sample size was 1,248 students who had an average age of 10.3 years. The results indicated that exposure to family violence and low self-control had a significant influence on bullying perpetration in schools. Particularly, the mediation effect of low self-control – between exposure to family violence and bullying perpetration – was significant. Overall, the findings in this study strongly supported self-control theory. The results of this study can help guide investigations of bullying perpetration in schools. In addition, the results show possible applications of the theory in Trinidad as well as suggest approaches to prevent and remediate bullying.
... Bullying as a classical term originates from the education sector research, a topic that caught the public attention since 1970 (Olweus, 1993;Espinosa, 2018;Crețu & Morândău, 2024;Slonje et al., 2025), where it describes the school violence, as an imbalanced power relation act, both intentional and repetitive, usually as a one to one interaction. The adoption of workplace bullying was quickly integrated in the organizational research from the late '80s, continuing and developing a specific path, apart from the educational field as expected. ...
Aggression at the workplace has been defined under many forms and instances across the scholarly literature, and also throughout time, the organizational sector constantly systematizing incoming approaches, paradigms, theories and trends. Since the early ‘80s and all the way through the ‘90s the concept development and expansion on the specific collective aggression at work have led to numerous discussions and term approval. This theoretical article presents in short the major trends and updates on most known forms of collective aggression at work, in order to structure concisely several acceptances and interpretations of organizational pathology expressions such as mobbing, workplace bullying and workplace harassment. The overview results highlight several directions of comprehension and analysis outcomes, which in turn solicit a conceptual refining and the establishment of a unitary acceptance in addressing collective aggression at work, sources and effects, term similarities and distinctions.
... Šikanovanie je agresívne správanie spojené s nerovnováhou síl medzi jednotlivcami (Olweus, 2013). Podľa Rosovej (2018) musí byť zároveň úmyselné, opakované a spôsobovať psychické ujmy či pocit nespravodlivosti. ...
Hľadanie toho, čo v preventívnych programoch proti šikanovaniu funguje, nás privádza k neustálemu zlepšovaniu ich koncepcie a realizácie. Cieľom tohto článku je poskytnúť prehľad výskumov o účinnosti programov prevencie šikanovania, ktoré sa uskutočnili za posledné desaťročie, a zjednodušiť tak prístup k informáciám pre odbornú verejnosť na Slovensku a v Čechách. Na vyhľadávanie literatúry bola použitá databáza Web of Science. Zadané boli kľúčové slová "program proti šikanovaniu", "prevencia" a "účinnosť". Z 57 článkov v anglickom jazyku bolo vybraných 24 relevantných článkov, ktoré boli publikované v rokoch 2013 až 2023 v európskych krajinách. Ďalšia relevantná literatúra bola získaná zo zdrojov, ktoré boli citované vo vybraných odborných článkoch. Výsledky sú rozdelené do niekoľkých oblastí. Zložky, ktoré tvoria preventívne programy, výrazne ovplyvňujú ich účinnosť. Niektoré komponenty boli spojené s výrazným redukovaním šikanovania a viktimizácie súčasne. Preventívne programy majú veľmi malý, aj keď stále štatisticky významný vplyv na zníženie všeobecných internalizačných príznakov úzkosti a depresie.
Klíčová slova:
program proti šikanovaniu; šikanovanie; kyberšikanovanie; prevencia; efektivita
... Bullying adalah bentuk kekerasan dimana pelaku dan korban memiliki kekuatan atau relasi kuasa yang tidak sebanding (OECD 2019). Jauh sebelum itu, Olweus (1994) menyatakan bahwa bullying adalah bentuk tindakan negatif yang dilakukan oleh satu individu atau lebih dan dilakukan secara berulang, dari waktu ke waktu. Sejalan dengan Olweus, Rigby (2007) menguraikan unsur-unsur bullying antara lain yaitu adanya keinginan untuk menyakiti, berupa tindakan yang negatif, kekuatan yang tidak seimbang, terjadi berulangulang (repetisi), pelaku merasakan kesenangan sedangkan korban merasa tertindas. ...
Menurut Survei Nasional Pengalaman Hidup Anak dan Remaja (SNPHAR) oleh Kementerian Pemberdayaan Perempuan dan Perlindungan Anak (KPPPA), 2 dari 3 anak usia 13-17 tahun di Indonesia pernah mengalami kekerasan. Salah satu bentuk kekerasan yang sering terjadi adalah bullying. Hal tersebut terjadi karena kurangnya pemahaman mengenai bullying. Penelitian ini bertujuan untuk mengetahui upaya yang dilakukan dalam meningkatkan pemahaman siswa mengenai bullying dan mengetahui seberapa besar peningkatan pemahaman anak terhadap upaya yang dilakukan. Penelitian menggunakan pendekatan kuantitatif dengan metode pre-eksperimental dan desain penelitian yang digunakan adalah one group pre-test post-test design. Penelitian ini dilakukan di MI TF Al-Baenuriyah dengan jumlah responden sebanyak 33 siswa. Hasil penelitian menunjukan bahwa upaya yang dilakukan melalui media seperti video, big book, dan poster yang membahas bullying dapat meningkatkan pemahaman anak mengenai bullying di MI TF Al-Baenuriyah. Peningkatan ini mencapai nilai 0,5908 atau 59,08% termasuk kategori peningkatan yang sedang atau jika kita menggunakan tabel representasi terhadap persentase hasil N-Gain maka upaya peningkatan pemahaman anak terhadap bullying cukup efektif.
... O'smirlarning guruhga mansubligi, ommaviy axborot vositalarining ta'siri, filmlar va kompyuter o'yinlaridagi zo'ravonlik, ijtimoiy tarmoqlardagi xatti-harakatlar kabi muhim ijtimoiy omillar turli tadqiqotlar doirasida o'rganilgan [6]. Biroq, o'tkazilgan tadqiqotlar ushbu omillar va o'smirlarning agressiv xatti-harakati o'rtasida bevosita bog'liqlikni to'liq aniqlamagan. ...
Mazkur maqolada bolalar orasida kuzatiladigan agressiv xulq-atvorning shakllanishiga ta’sir etuvchi ijtimoiy-psixologik omillar tahlil qilinadi. Agressiv xulqning kelib chiqish sabablari, uning rivojlanishiga ta’sir qiluvchi omillar hamda oldini olish choralari ko‘rib chiqiladi. Ommaviy axborot vositalari va internet – zo‘ravonlikni targ‘ib qiluvchi kontent bolalarning ongiga salbiy ta’sir ko‘rsatishi mumkin. Bolalar psixologiyasi nuqtayi nazaridan, agressivlikning rivojlanishiga quyidagi omillari yoriyilgan.
... According to the well-known de nition, school bullying refers to the implicit and repeated aggression by one student (bully) against another student (victim), between whom there is an inequality of power (Juvonen & Graham, 2014;Olweus, 1993). Forms of school bullying are verbal (e.g., name-calling), physical (e.g., kicking and hitting), relational (e.g., rumor spreading and social exclusion) and cyberbullying through messages and/or social media posts (Olweus et al., 2019; Rettew & Pawlowski, 2016). ...
The present study was designed to investigate the association between post-traumatic stress, mental resilience and self-compassion in adolescents involved in bullying incidents at school. It also examined whether there are differences between: a) boys and girls and b) victims, bullies, bully/victims, observers and students non-involved in bullying, in terms of levels of post-traumatic stress, resilience and self-compassion. A total of 658 students, 277 boys (42%) and 381 girls (58%), attending the first grade of 17 different high schools in Thessaly, Greece, participated in the study by completing a series of self-report questionnaires. The results indicated higher scores for girls compared to boys on PTSD, “self-efficacy and ability to achieve” (sub-scale of mental resilience) and “self-kindness” (sub-scale of self-compassion). Moreover, victims and bully/victims showed higher levels of PTSD compared to bullies, observers and students non-involved in bullying. Observers showed higher levels of mental resilience compared to victims and bully/victims. Observer and non-involved students showed higher levels of self-compassion compared to victims and bully/victims. Finally, mental resilience was positively correlated to self-compassion and PTSD was negatively correlated to mental resilience and self-compassion. These findings may significantly contribute toward designing interventions for strengthening mental resilience and cultivating self-compassion to address bullying.
... Pengaruh negatif penggunaan gadget yang berlebihan adalah anak menjadi tertutup dan suka menyendiri, kesehatan otak terganggu, kesehatan mata dan tangan terganggu, gangguan tidur, pudarnya kreativitas, terpapar radiasi, dan perilaku kekerasan yang berpotensi mengancam cyberbullying (Iswidharmanjaya, 2002 Bullying adalah tindakan agresif yang dilakukan secara sengaja dan berulang oleh seseorang atau kelompok terhadap orang lain yang lebih lemah, baik secara fisik, verbal, sosial, maupun melalui media digital, dengan tujuan menyakiti, mengintimidasi, atau mendominasi korban (Olweus, 1993). Ciri-ciri utama bullying adalah adanya ketidakseimbangan kekuatan dimana pelaku biasanya lebih kuat secara fisik, sosial, atau memiliki kekuasaan. ...
Pengabdian kepada masyarakat ini bertujuan untuk menumbuhkan kesadaran anti-bullying dalam diri siswa SMA Negeri 01 Indralaya Utara di era Society 5.0, di mana digitalisasi dan globalisasi memberikan berbagai dampak bagi kehidupan sosial remaja. Metode yang digunakan adalah teknik persuasif dengan pendekatan penyuluhan terhadap siswa mengenai bahaya bullying, dampak bullying bagi korban, serta konsekuensi hukum bagi pelaku bullying ditinjau dari perspektif hukum, psikologis, dan pendidikan karakter. Kegiatan dilaksanakan secara tatap muka dengan melibatkan 100 lebih peserta. Hasil pengabdian menunjukkan bahwa masih kurangnya pengetahuan siswa mengenai bentuk-bentuk perilaku bullying, strategi menghadapi ancaman bullying, dan konsekuensi hukum bagi pelaku bullying. Program penyuluhan ini berhasil meningkatkan pemahaman siswa tentang pentingnya menyeimbangkan kemampuan teknologi dengan akhlak, serta menumbuhkan kesadaran akan peran guru, orang tua, dan teman sebaya dalam menciptakan lingkungan bebas bullying. Kegiatan ini memberikan manfaat positif dalam membentuk karakter religius dan sikap anti-bullying pada siswa di era Society 5.0.
... Bullying refers to aggression, generally repeated, towards a victim by one or more perpetrators who hold power relative to the victim (Olweus 1993). Bullying often takes place in the presence of peers, who play an important role in prolonging the episodes of perpetration and/or triggering further power imbalance (Salmivalli 2010). ...
Background
Previous studies have shown that when young people witness bullying, perceived social norms of their peer group affect their behavior. However, few studies have examined the specificity of norm misperception (i.e., overestimation of peer antisocial responses and the underestimation of prosocial responses relative to the objective group norm) on specific witness responses (joining in, bystanding or active defending).
Objective
The present study analyzed the effect of norm misperception on witnessing bullying behaviors, as well as the moderating role of individual (gender and deviant peer pressure) and contextual characteristics (classroom descriptive norms).
Methods
Multivariate multilevel analyzes were conducted on a Spanish sample (n = 2,054 adolescents, 52% girls; Mage = 12.31; SD = 1.08; 87 classrooms from 13 middle schools).
Results
The results show that young people who overestimate classmates' pro‐bullying behaviors are more likely to nominate pro‐bullying responses themselves, with higher effects in boys, and those adolescents with higher deviant peer pressure and in classrooms with higher pro‐bullying. Overestimations of classmates' passive bystander behaviors was associated with more individual bystanding, with higher effects in boys. Underestimations of classmates' defending was associated with lower individual defending, with higher effects in those adolescents in classrooms with lower defending. This knowledge provides valuable empirical insights for developing bullying interventions to work adolescents' misperceptions.
... Consequently, their academic performance may decline, resulting in lower grades, reduced self-esteem, and a lack of self-confidence. Recognizing the impact of bullying and body shaming on academic behavior is essential for fostering supportive and inclusive learning environments (Olweus, 1993). These can occur in various settings, including universities or more prominent societies, and severely affect their victims. ...
Bullying and body shaming are pervasive social issues that negatively affect students’ self-esteem, mental health, and overall academic behavior. While substantial research has been conducted on these issues in secondary schools, inadequate studies remain among university students in Nigeria. This study aimed to ascertain the significant impact of body shaming on undergraduate students’ academic behavior, investigate the relationship between body shaming and bullying among undergraduate students, and ascertain the influence of bullying on undergraduate students’ academic behavior using the structural equation model. This study was framed around the correlational survey design method; bullying and body shaming were utilized as independent variables and academic behavior was used as the dependent variable. The study respondents comprised 636 undergraduate students from private and public universities in Nigeria. The bullying, body shaming, and academic behavior questionnaire were adapted instruments used to elicit information from the participants with an acceptable composite reliability of 0.838, 0.85, and 0.841 for academic behavior, body shaming, and bullying, respectively. Data analysis was performed using SmartPLS 4.0.9.6. The study’s results revealed that both independent variables (i.e., body shaming and bullying) significantly influenced the dependent variable (i.e., undergraduate students’ academic behavior). In addition, the findings indicated a significant positive relationship between body shaming and bullying among undergraduate students. We discussed our results and made recommendations and suggestions for future directions.
... Bullying can be manifested directly through physical and verbal actions such as kicking, pushing, hitting, teasing, and mocking, or indirectly through isolation intentionally from social situations, the spread of rumors, etc. (Smith et al., 2013). Direct bullying is easily identified, whereas indirect bullying is often hidden and less readily recognized (Olweus, 1993). ...
School is essential for learning and development, but bullying occurs frequently in schools, impacting a significant number of students. Preventing bullying on school premises enables healthy school environments to promote emotional well-being among adolescents. This systematic review focuses on exploring, identifying, and critically appraising various types of school-based antibullying interventions implemented in Indian high schools. The study was registered with PROSPERO (CRD42022337327). A comprehensive literature search covered databases such as EBSCO Host (Psychology and behavioral sciences collection), PubMed, PsycINFO, ProQuest Dissertations and Theses Global: The Humanities and Social Sciences Collection, Web of Science, Google Scholar, Cochrane Library, ERIC, and Shodhganga. The review includes randomized controlled trials, pilot and feasibility studies, quasi-experimental studies, pre-posttest studies, descriptive and explorative/qualitative studies published in peer-reviewed journals, and gray literature published between January 2000 and April 2023. The main outcome of the current review was the reduction in bullying practices on school premises, with the additional outcome of an improvement in the school climate. Two reviewers identified and screened a total of 273 studies. Twenty studies were selected for full-text screening after title and abstract screening, and six studies were included in this review. The intervention programs reviewed among the included studies demonstrated their effectiveness in reducing bullying, although the effect sizes varied, with some interventions showing substantial effects and others showing moderate or marginal effects. The implementation of a whole-school approach, such as engaging teachers, non-teaching staff, students, parents, and the school development committee through targeted workshops and small educational modules related to bullying prevention, is more effective in reducing bullying and promoting a safe and supportive learning environment.
... Bullying in the school, though, is an older phenomenon; however, it was the 1970s when Dan Olweus started conducting systematic research on bullying and related aspects of it. Olweus framed the questionnaire with the title Olweus Bully/Victim Questionnaire (OBVQ) acknowledgement by scholars across the globe (Koo, 2007, Olweus, 1978, 1993. The adolescent stage is extremely volatile. ...
Bullying is a multifaceted relationship problem among children, associated with many psychosocial complications for perpetrators and victims. It affects the psychosocial and mental well-being and can disrupt the bullied's physical, social, emotional and cognitive development. Bullying is a problem that begins at an early age and continues into adulthood. Victims of bullying often carry traces of their trauma throughout their lives. If the child is bullied, parents must know the laws passed to combat bullying in India to stifle bullying in the bud. Bullying is one of the forms of violent behaviour among school-going and out-of-school children, which has become a universal phenomenon. Often practised in the absence and in the presence of adult members who do not interfere, bullying has long been considered an inevitable and, in some ways, uncontrollable part of growth. Bullying can affect a school's social environment, creating a climate of fear among students, impairing their learning ability and leading to other antisocial behaviours. Many ways to reduce bullying depend on children who know that what they are doing is called bullying and that this is not an acceptable way to behave because of its consequences for victims and other children. Anti-bullying interventions require a combination of scaffolding and social architecture to provide comprehensive support and change the social dynamics that allow bullying. From an empirical point of view, we could perhaps reduce the burden of these relationship problems in the lives of children and young people. In this paper, we explored the bullying phenomenon and suggested possible interventions to reduce the problem in and outside school settings.
... Perundungan yang terjadi sesuai dengan definisi bullying victimization, yaitu kondisi ketika seseorang menjadi sasaran tindakan negatif dari individu atau kelompok lain, baik secara fisik, verbal, maupun sosial (Olweus, 1993). Mahasiswa korban perundungan berisiko mengalami berbagai dampak negatif seperti tekanan emosional, gangguan kecemasan, stres pascatrauma, depresi, penurunan motivasi belajar, bahkan tindakan bunuh diri (Andriyani, Idrus, & Suhaeb, 2024;Treadway, Yang, Yang, Duke, & Bentley, 2021). ...
School climate is a crucial factor in creating a safe and supportive learning environment for students, particularly in preventing various social issues such as bullying victimization. Bullying victimization refers to an individual’s experience of being targeted by bullying within an educational context, including verbal, physical, and social exclusion forms. This study aims to analyze the relationship between school climate and bullying victimization among health science students in Sumatera Barat. A quantitative approach was employed, involving 344 students selected through cluster sampling. The research instruments were developed by the authors, with school climate measured based on the theory of Aldridge and Ala’I (2013) and bullying victimization based on the framework of Smith et al. (1999). Data were analyzed using Pearson correlation, which revealed a significant negative relationship between school climate and bullying victimization (r = -0.939, p < 0.05). These findings indicate that the more positive students' perceptions of the school climate, the lower the level of bullying they experience. Conversely, a negative school climate tends to increase the risk of bullying within higher education settings. The results underscore the importance of institutional efforts in fostering a healthy school climate as a preventive strategy against bullying among university students.
... Melihat banyaknya dampak negatif yang ditimbulkan dari perilaku bullying, maka sudah sepantasnya dilakukan intervensi untuk mengatasi dan mencegah terjadinya perilaku bullying tersebut. Olweus (1993) menyatakan bahawa pencegahan perlu dilakukan sehingga dapat menolong korban lebih dini dan menciptakan lingkungan yang kondusif. ...
The purpose of this community service is to educate adolescents at SMA Negeri 31 Central Maluku about the importance of having an adequate level of psychological well-being in order to avoid deviant behaviors such as bullying. This psychoeducation is also carried out with the hope that adolescents are able to complete their developmental tasks responsibly, are able to achieve their maximum potential and are able to get along in a “healthy” manner. Another goal is to present adolescents who have a positive attitude towards themselves and others with all the advantages and disadvantages, are able to make their own decisions and regulate their own behavior, and choose or shape the environment to suit their needs. Community service with the implementation of the activity “Psychoeducation for the Prevention of Bullying Behavior in Adolescents - Improving Adolescent Psychological Wellbeing at SMA Negeri 31 Central Maluku has been successfully carried out. with extraordinary participant interest. Students' interest was shown by their enthusiasm in responding to every question during the presentation of the material, as well as active participation in quizzes and games presented by the speaker. This psychoeducation also aims to provide understanding, skills, and support so that students can not only identify bullying, but also prevent it, while creating a psychologically healthy generation. In this context, the psychoeducation activities also introduced skills and strategies that students can use to address and prevent bullying.
... Öğretmen tutumunun koruyucu etkisi ise, etkili okul ikliminin zorbalığı önlemedeki rolünü vurgulayan çalışmalarla (Olweus, 1993) uyumludur. Öğretmenlerin sınıfta adil ve tutarlı davranışlar sergilemesinin, öğrenciler arasında güvenli bir ortam yarattığı ve zorbalık davranışlarını caydırdığı düşünülebilir. ...
ÖZET Bu çalışma, ilkokul öğrencilerinin zorbalığa maruz kalma düzeylerini ve demografik ile kişisel faktörlerle olan ilişkisini incelemeyi amaçlamaktadır. Araştırmada fiziksel, sözel, duygusal ve dijital zorbalık türlerine odaklanılmış ve zorbalığa maruz kalma oranları ile bu oranların cinsiyet, yaş, aile yapısı ve medya kullanım alışkanlıkları gibi değişkenlerle olan ilişkileri analiz edilmiştir. Bulgular, fiziksel zorbalığın en yüksek oranda gözlemlenen zorbalık türü olduğunu, erkek öğrencilerin hem zorbalık uygulama hem de mağdur olma oranlarının kız öğrencilere göre daha yüksek olduğunu ortaya koymaktadır. Ayrıca, dijital zorbalık oranının düşük olmasına karşın, dijital medya kullanım süresi ile zorbalık arasında güçlü bir ilişki olduğu tespit edilmiştir. Çalışma, zorbalık oranlarının yaş ilerledikçe arttığını ve baba eğitim düzeyi yüksek olan öğrencilerin zorbalığa daha fazla maruz kaldığını göstermektedir. Öğretmenlerin olumlu tutumlarının, öğrencilerin zorbalık deneyimlerini azaltmada koruyucu bir etken olduğu vurgulanmıştır. Ayrıca, medya kullanım alışkanlıklarının zorbalık davranışlarıyla ilişkili olduğu ve uzun süreli TV izleme ile dijital oyun oynama sürelerinin zorbalık oranlarını artırdığı bulunmuştur. Bu bulgular, zorbalıkla mücadelede eğitim, aile desteği ve medya kullanımı konularında alınacak önlemlerin önemini ortaya koymaktadır.
... Victims tend to display passive personalities and low self-confidence, while perpetrators often show aggressive behavior and a lack of empathy toward others or peers. 2) Olweus, (1993) suggests that bullying may cause long-term psychological effects on victims, such as decreased self-esteem, excessive anxiety, and depression. These conditions hinder the development of positive character traits such as courage, independence, and empathy. ...
Bullying is not a new phenomenon, yet its prevention and management must be pursued in a continuous, collaborative, and systematic manner, particularly through character education, active teacher involvement, and support from families and communities. This study aims to explore the forms of bullying behavior and their implications for character development among students at UPT SPF SD Negeri Sangir, Makassar. Using a qualitative descriptive approach in the form of a case study, data were collected through observation, in-depth interviews, and documentation involving 12 informants, including students, teachers, and parents. The results show that bullying occurs in almost all grade levels, predominantly in the forms of verbal and physical abuse. The impacts of bullying are highly significant on student character, affecting victims—who tend to become passive, anxious, and lack self-confidence—as well as perpetrators—who display aggressive behavior and a lack of empathy. The development of positive character traits such as empathy, responsibility, and respect are hindered by an unsupportive environment. This study highlights the crucial role of teachers, parents, and the school environment in preventive, curative, preservative, and referral (reveral) efforts to address bullying. Systematic and continuous character education is key to creating a safe learning climate that supports students’ holistic personality development.
... [8]. 따돌림 피해자가 무기력감을 경험하고 문제해결 의지를 상실하는 과정은 학습된 무기력 이론을 통해 설명될 수 있다 [9].무기력감은 ...
... Bullying is a significant public health issue [1], defined as involving intentional harm, repeated over time, and usually accompanied by an imbalance of power [2,3]. In England and Wales, over a third (35%) of 10-15 yearolds have experienced a face-to-face bullying event, while a fifth (19%) have reported experiencing cyber bullying (the latter being more common in girls, 23% vs. 16%) [4]. ...
Introduction
Weight is reported to be the most common target for bullying at school - far more common than other targets such as ethnicity, religion or sexual orientation. Research suggests weight bias and stigma - including negative beliefs, attitudes and discriminatory behaviours related to a person’s weight - is prevalent in educational settings among both pupils and staff. Most schools have anti-bullying policies. Best practice recommendations advise policies should explicitly identify forms of unacceptable behaviour, such as racism or homophobia. We conducted an audit of secondary schools in southwest England to determine if/how they mention weight-related bullying in their policies, and whether this differs by school-level factors.
Methods
We obtained lists of all secondary mainstream state, private, and special schools in seven local authorities and downloaded anti-bullying policies from their websites. Policies were searched for key words related to weight and size. We also recorded whether policies mentioned appearance or other key targets for bullying, such as race, religion, sexuality etc. We obtained school level data including size, gender mix, academic performance and quality ratings.
Results
From 255 schools with an available bullying or behaviour policy, only 6.7% specifically mentioned weight-related bullying. Just under half (48.6%) mentioned bullying in relation to appearance. Bullying was most often mentioned in relation to race/ethnicity (94.5%), sexual orientation (93.3%), gender (85.9%), religion (84.9%) or gender identity (67.5%). Private schools (N = 40) were more likely to mention weight-related bullying (17.5%) than mainstream state schools (N = 148, 6.1%). No special schools, whether state (N = 41) or private (N = 26), mentioned weight-related bullying in their policies. There was no strong evidence that other school characteristics made a difference, but small numbers limited statistical power of these comparisons.
Conclusion
There is a significant mismatch between the prevalence of weight-related bullying in schools and its representation within school anti-bullying policies. Some types of school are more likely than others to mention weight-related bullying in their policies. We recommend that schools explicitly recognise weight-related bullying in their anti-bullying policies and explore how to support staff and pupils to take action.
... Building on traditional bullying, cyberbullying is defined as 'willful and repeated harm inflicted through the use of computer, cell phones, and other electronic devices [9][10][11].' Similar to traditional bullying, it often arises from an imbalance of power, which may stem from differences in numbers of people, competence in information and communications technology, or popularity in a peer group [21][22][23]. Collectively, academic research has contributed to conclude five distinctive features of cyberbullying: aggressiveness, hostile intent, repetition, power imbalance, and use of electronic devices. Despite the fruitful achievements of pervious research on cyberbullying in fields such as psychology, criminology, education, and computer science, several critical issues remain unresolved. ...
Studies show that identity cannot only be self-constructed but also be other-constructed, taking on cultural-specific features and being dynamically constructed in interaction. In cyberbullying incidents, netizens construct identities for victims and wield these images as a fist to launch their attacks. Adopting Bucholtz and Hall’s principles on identity, this paper conducts a corpus-based study of other-constructed victim identities in a Chinese cyberbullying case on Sina Weibo. Three questions are addressed: What identities are constructed for the victim by netizens? How are these identities discursively and intersubjectively constructed in cyberbullying? And what cultural norms and social practices influence the construction of these identities? Data analysis shows that three other-constructed victim identities, employing Chinese cultural and social elements under the principles of indexicality and relationality, are identified: (i) a party member who undermines the social trust; (ii) a ‘fairy’ who exhibits double standards; and (iii) a ‘good student’ who manipulates social media. This study concludes that in cyberbullying cases, netizens utilize linguistic tools including labelling, implicature, and stance staking to construct negative identities for the victim through intersubjective relations, and resort to cultural and social contexts rooted in Chinese traditions, beliefs, and values to launch attacks. This case study may hopefully shed light on the detection of cyberbullying through corpus-based analysis.
... Bullying is an internationally recognized concept used to demarcate some of the most damaging forms of interpersonal aggression (Lereya et al., 2015). The established definition maintains that bullying involves acts that are intended to cause harm, are repeated, and occur in unequal relationships where the social and/ or physical balance of power favors the person/s aggressing, which makes it difficult for the person being targeted to defend themselves or make the behavior stop (Gladden et al., 2014;Olweus, 1993). The concept was introduced to describe the aggressive actions of children against other children in a way that excluded potentially trivial incidents of peer victimization or single-incident aggression that does not exist within the context of an ongoing relationship (Finkelhor et al., 2016;Skrzypiec et al., 2023). ...
To examine the population prevalence of bullying victimization by peers and siblings reported in a nationally-representative sample of Australian adults. Australians 16 years and older participated in a computer-assisted telephone interview survey (N = 8503) and answered questions about childhood bullying victimization perpetrated by peers and siblings. For peer bullying victimization, they were also asked about the duration of their experiences, and experiences of bias-based bullying victimization (i.e., bullying targeting identity characteristics). Overall, 28.7% (27.5–29.9) of Australian adults reported being bullied by peers and 11.5% (10.6–12.4) by siblings during childhood. Prevalence of peer bullying and sibling bullying victimization was significantly higher for gender diverse individuals and women (as compared with men) and for sexuality diverse individuals (as compared with heterosexual individuals). The most common experience was for peer bullying victimization to have endured for more than 3 years (56.9% [54.5–59.4] of those bullied by peers). Around 67.1% (64.7–69.3) of those who reported being bullied by peers experienced at least one type of bias-based bullying. Being bullied about weight or height (12.8% [11.9–13.7]) was more prevalent than other forms of bias-based bullying (race or ethnicity: 6.1% [5.5–6.8]; disability or impairment: 4.9% [4.3–5.5]; sexuality or gender identity: 3.8% [3.4–4.4]). Peer and sibling bullying victimization are common experiences of childhood in Australia. The prevention of bullying victimization remains a priority for creating safer environments for children.
... baik secara fisik maupun psikologis, telah menjadi isu global yang menggerogoti rasa aman dan semangat belajar para siswa (Olweus, 1993 (Silbey, 2005;Cornish & Clarke, 2014), dan juga dapat memberikan perlindungan hukum bagi korban melalui praktik pendidikan yang tepat (Cornell & Limber, 2015 (Rahardjo, 2010), penggunaan bimbingan konseling dalam menangani masalah siswa (Corey, 2013), dan model-model perundungan di lingkungan sekolah (Olweus, 1994;Smith, 2016 ...
ABSTRAKTujuan dari penelitian ini adalah untuk menganalisis efektivitas kolaborasi antara pengetahuan hukum dan konseling dalam konteks perundungan di SMKN 3 Medan. Kolaborasi ini diharapkan dapat menciptakan lingkungan sekolah yang aman dan meningkatkan proses belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain deskriptif korelasional. Data diperoleh melalui kuesioner dan wawancara dengan siswa serta tenaga pendidik. Kemudian dianalisis dengan menggunakan teknik statistik deskriptif dan korelasional. Hasil penelitian menunjukkan bahwa kerja sama antara pihak yang memahami aspek hukum (PKn dan praktik hukum) dan guru bimbingan konseling memiliki dampak yang signifikan terhadap prevalensi perundungan di sekolah. Salah satu model kolaboratif yang telah dikembangkan, yaitu Integrated Legal-Counseling Approach (ILCA), efektif dalam meningkatkan pengetahuan hukum dan kecerdasan sosial-emosional siswa. Penelitian ini merekomendasikan kolaborasi interdisipliner sebagai strategi pencegahan berdasarkan prinsip-prinsip yang baik untuk menciptakan lingkungan sekolah yang aman dan sehat.Kata Kunci: Kolaborasi, Ilmu Hukum, Bimbingan Konseling, Pencegahan Bullying, Lingkungan Sekolah, SMKN 3 MedanABSTRACTThe purpose of this study is to analyze the effectiveness of collaboration between legal knowledge and counseling in the context of bullying at SMKN 3 Medan. This collaboration is expected to create a safe school environment and improve students' learning process. This study used a quantitative approach with a descriptive correlational design. Data were obtained through questionnaires and interviews with students and educators. Then analyzed using descriptive and correlational statistical techniques. The results showed that cooperation between those who understand legal aspects (Civics and legal practice) and counseling guidance teachers had a significant impact on the prevalence of bullying in schools. One collaborative model that has been developed, the Integrated Legal-Counseling Approach (ILCA), is effective in improving students' legal knowledge and social-emotional intelligence. This research recommends interdisciplinary collaboration as a prevention strategy based on sound principles to create a safe and healthy school environment.Keywords: Collaboration, Legal Studies, Guidance Counseling, Bullying Prevention, School Environment, SMKN 3 Medan
... Siber zorbalığın tanımlanması, araştırmacılar arasında tam bir fikir birliğinin olmadığı, dinamik ve gelişim gösteren bir alandır. Geleneksel zorbalık tanımlarından (Olweus, 1993) hareketle siber zorbalık genellikle kasıtlılık, tekrarlayıcılık ve güç dengesizliği unsurlarını içeren, elektronik iletişim araçları yoluyla gerçekleştirilen saldırgan davranışlar olarak kavramsallaştırılır (Smith vd., 2008). Ancak, bu unsurların siber ortama uyarlanması bazı zorlukları beraberinde getirmektedir. ...
Araştırmamız, ergenlik dönemindeki bireylerin maruz kaldığı siber zorbalığın çeşitli psikolojik etkilerini klinik psikoloji perspektifinden derinlemesine incelemeyi amaçlamaktadır. Dijital teknolojilerin yaygınlaşmasıyla birlikte siber zorbalık, ergenlerin ruh sağlığını tehdit eden önemli bir sorun haline gelmiştir. Geleneksel zorbalıktan farklı olarak anonimlik, süreklilik ve geniş kitlelere ulaşabilme gibi özellikleriyle siber zorbalık, mağdurlar üzerinde özgül ve karmaşık psikolojik sonuçlar doğurabilmektedir. Mevcut derleme, siber zorbalığın ergenlerde yol açtığı duygusal, bilişsel ve davranışsal sorunları kapsamlı bir şekilde ele almaktadır. Depresyon, anksiyete bozuklukları, düşük benlik saygısı, yalnızlık, akademik başarısızlık, madde kullanımı, kendine zarar verme davranışları ve intihar düşünceleri gibi ciddi psikolojik problemler, siber zorbalık mağduriyetinin sıkça rastlanan sonuçları arasında yer almaktadır. Ayrıca, siber zorbalığın etkilerini şiddetlendirebilen veya hafifletebilen bireysel, ailesel ve sosyo-çevresel faktörler de incelenmiştir. Kişilik özellikleri, başa çıkma mekanizmaları, aile desteği, akran ilişkileri ve okul iklimi gibi unsurların, siber zorbalığın psikolojik sonuçları üzerindeki moderatör ve mediyatör rolleri literatürdeki bulgular ışığında tartışılmıştır. Elde edilen veriler, siber zorbalıkla mücadelede erken tanılama, etkili müdahale stratejileri ve koruyucu önlemlerin geliştirilmesinin kritik önem taşıdığını göstermektedir. Klinik psikologlar, eğitimciler, ebeveynler ve politika yapıcılar için siber zorbalığın psikolojik etkilerine yönelik farkındalığın artırılması ve multidisipliner bir yaklaşımla önleme ve müdahale programlarının hayata geçirilmesi gerekliliği vurgulanmaktadır. Bu derleme, siber zorbalığın ergen ruh sağlığı üzerindeki derinlemesine etkilerini ortaya koyarak, gelecekteki araştırmalara ve uygulamalara yön vermeyi hedeflemektedir.
... Secara umum, bullying didefinisikan sebagai bentuk kekerasan, baik secara fisik maupun psikologis, yang dilakukan berulang kali oleh individu atau kelompok terhadap individu lain yang tidak memiliki kemampuan untuk melindungi dirinya sendiri. Menurut Olweus (1993), bullying merupakan tindakan yang merugikan dan dilakukan secara berulang kali oleh satu atau beberapa orang yang tidak memiliki kemampuan untuk membela diri, dengan tujuan menimbulkan ketidaknyamanan atau rasa sakit. Perilaku ini merupakan tindakan negatif yang mencerminkan kekerasan dan diskriminasi di lingkungan sekolah tanpa memandang usia, jenis kelamin, agama, ras, maupun status ekonomi. ...
Latar belakang penelitian ini didasari oleh tingginya angka kasus bullying disekolah yang dapat berdampak negatif pada perkembangan psikologis dan sosial siswa. Tujuan dari penelitian ini adalah untuk menggali berbagai strategi yang dapat dilakukan oleh guru dalam upaya mencegah dan menangani perilaku bullying dikalangan anak dan remaja. Metode yang digunakan adalah analisis isi, yang melibatkan identifikasi dan analisis data. Sample yang digunakan adalah artikel yang dipublikasikan di googlescholar dan researcghate mulai dari tahun 2015-2024. Hasil penelitian mengungkapkan bahwa bullying merupakan perilaku negatif yang mencerminkan tindakan kekerasan dan diskriminatif, yang dapat timbul akibat perbedaan status sosial, gaya hidup, serta kepentingan antar siswa. Temuan ini menyoroti pentingnya peran guru sebagai komponen utama dalam sistem pendidikan untuk mencegah serta menangani perilaku bullying di lingkungan sekolah.Pelatihan dan workshop bagi guru juga dibutuhkan untuk mencegah serta menangani perilaku bullying dan juga untuk meningkatkan keterampilan komunikasi dan intervensi yang tepat.
... Dependent variable. According to Olweus's (1993) definition, bullying is a kind of intentional, unwanted and repetitive aggression among school-age youth towards victims that involves a real or perceived power imbalance. Based on this definition, this study selected six indicators from the data as observed variables of bullying perpetration. ...
While numerous studies of bullying perpetration have been conducted across the world, relatively few studies have examined whether school climate towards bullying moderates the impact of low self-control on bullying. The purpose of this study was to test whether low self-control influences bullying perpetration at school; whether school climate towards bullying moderates the relationship between low self-control and bullying perpetration and whether gender differences would occur in this hypothesized relationship. This study utilized several regres-sion models with a total of 1,248 respondents (data from ten elementary schools in Port of Spain, Trinidad). The results indicated that low self-control, school climate towards bullying and gender had a significant influence on bullying perpetration in schools. In addition, school climate towards bullying moderated the effect of low self-control on bullying for male students but not for female students. The results suggest possible approaches for reducing bullying in schools in Trinidad.
... A holistic perspective that accounts for both in-person and online experiences is essential to better understand and support adolescent well-being. [29]. Notably, being victimized in adolescence has been associated with an increased risk of internalizing problems (e.g., emotional problems, depression, anxiety) up to 17 years later, as well as reduced life satisfaction [7,17,[19][20][21][22][23]. ...
Background and Aims
Adolescent mental health has declined in recent decades. Few studies have explored whether shifts in interpersonal behaviours– both in-person and online– can help explain this decline. Using data from two Swedish cohorts (2007–2008, 2023–2024), we examined (1) 15-year time trends (2007–2008 vs. 2023–2024) in interpersonal behaviours (victimization, aggression, prosocial behaviours) and mental health (externalizing/internalizing problems); (2) one-year bidirectional associations between them; (3) the unique role of cybervictimization/cyberaggression in relation to mental health; and (4) adolescents’ accounts of online experiences that made them ‘feel bad’.
Methods
Two longitudinal school cohorts of Swedish adolescents (2007–2008: N = 911–987, Mage = 13.71–14.76 years; 2023–2024: N = 768–806, Mage = 13.89–14.89 years) completed self-report measures of interpersonal behaviours and mental health. In 2023–2024, a subset of adolescents (n = 127, 16.5%) answered open-ended questions about negative online experiences.
Results
From 2007 to 2008 to 2023–2024, prosocial behaviours moderately declined for girls and boys, while internalizing problems increased moderately for girls and weakly for boys. Meanwhile, victimization, aggression, and externalizing problems increased at a weak-to-moderate level among girls. Victimization and being treated well by others showed moderate bidirectional relationships with mental health. Cybervictimization/cyberaggression had weaker associations with mental health than did in-person behaviours. According to the qualitative analysis of negative online experiences, adolescents reported harassment, social exclusion, perceived standards/expectations, time-consuming activities, and exposure to distressing content.
Conclusions
Deteriorating adolescent mental health over the past 15 years has occurred alongside rising interpersonal difficulties. The findings further suggest a reciprocal relationship between social challenges and mental health, with hostile online environments amplifying– but not primarily driving– these issues. A holistic perspective that accounts for both in-person and online experiences is essential to better understand and support adolescent well-being.
Several studies point to Physical Education as a suitable subject for the prevention of bullying. Purpose: The present study aims to identify and analyse the perpetration and victimisation which occur at a general level and in Physical Education in Secondary Education. Method: The study was conducted with 1,352 students from public schools. Results: The analysis of the results shows differences in victimisation; with direct and verbal violence in the general context and insults and exclusion in Physical Education; and perpetration; with direct and verbal violence in the general context and insults and hitting in Physical Education. There is a lower occurrence of bullying among older students and differences in the type of bullying according to gender, among girls and boys. Conclusion: Victimisation and perpetration behaviours are reproduced in a similar way in the general educational context and in the specific context of Physical Education.
In the context of bullying the developmental progression of how and why most children remain as passive bystanders is unclear. Early socialization practices such as how parents read storybooks that depict bullying to their young children may be a contributing factor. Structured video‐recorded observations of 97 parent–child dyads (85 mothers) (M age of children = 37.9 m) were conducted in participants’ own homes. Participants were instructed to read a specifically adapted book that included child and adult witnesses, and the repetition of inappropriate—but developmentally typical—preschool behavior. Of the 1767 comments made by the parents (that were not part of the story script), 614 referred to the moral messages conveyed in the story; however, only nine of these comments were bystander‐related and were made by five parents. One parent made suggestions about what a witness could do to help the victim. There were no statistically significant relationships between the likelihood of parents highlighting bullying/bystander behaviour and their own experiences of child/adolescent bullying. The findings from this study suggest that children may be inadvertently socialized into passive bystanding behaviour when witnessing bullying because defending behaviours are not typically taught to young children. This omission may be considered as a type of silent socialization.
Вступ. Наукове дослідження зумовлене існуванням надзвичайно гострої проблеми насильницьких та агресивних поведінкових проявів в підлітковому (учнівському) середовищі підлітків. У процесі соціалізації беруть до уваги певні морально-етичні норми взаємодії підлітків з іншими учасниками соціальної групи, де цькування та насильство займають провідне місце. Наукова новизна. Розглянуто першопричини формування та шляхи локалізації насилля серед дітей. Висвітлено головні чинники, з-поміж яких вирізняються сім’я, педагоги та референтні групи, що можуть слугувати головною передумовою зародження насильницької політики в дитячому / підлітковому середовищі. Вказано соціологічні дані щодо булінгу в учнівському середовищі. Публікація містить результати практичних напрацювань з вивчення рівня агресивності школярів, що є передумовою скоєння насилля одними учнями над іншими. Мета статті полягає у виокремленні булінгу як однієї з ключових соціально-психоло-педагогічних проблем сучасного українського суспільства. Результати. В ході наукових розвідок щодо булінгу як соціального явища нами встановлено його можливі складові – нетолерантність та нетерпимість до інших дітей, серед яких першими жертвами стають особи з фізичними вадами, поведінковими особливостями, особливостями зовнішності, поганими соціальними навиками, хворобами, затримкою розумового розвитку, труднощами у навчанні тощо. Запропоновано низку рекомендацій, що слугуватимуть дієвим соціально-педагогічним інструментом щодо профілактики та локалізації підліткового булінгу (негайна реакція на прояви насильства в освітньому середовищі та поза ним, систематична просвітницька робота щодо ознак та його наслідків, вивчення динаміки булінгу, його аналіз, висвітлення чіткого механізму повідомлення учнями про факти насильства з забезпеченням конфіденційності). Надано рекомендації щодо активізації командної роботи науковців та педагогів, батьків, осіб, дотичних до становлення підлітків з метою превенції та локалізації досліджуваного явища. Педагогам запропоновано підвищувати власний компетентнісний рівень шляхом участі у тренінгах та програмах; інтенсифікувати інформаційно-просвітницьку роботу з батьками щодо проявів булінгу та шляхів його локалізації.
Penelitian ini membahas implementasi Projek Penguatan Profil Pelajar Pancasila (P5) dalam pembentukan karakter peseta didik kelas IV SDN Gunung Picung 07 Pamijahan Bogor. Tujuan dari penelitian ini adalah Untuk menganalisis implementasi Projek Penguatan Profil Pelajar Pancasila dalam pembentukan karakter peserta didik serta menganalisis kendala yang dihadapi guru dalam mengimplementasikan Projek Penguatan Profil Pelajar Pancasila. Metode penelitian menggunakan Kualitatif dengan jenis penelitian lapangan. Objek peneliti terdiri dari informan kunci yaitu kepala sekolah dan informan spesialisasi guru kelas IV. Teknik pengumpulan data dalam penelitian ini menggunakan wawancara, observasi, dan dokumentasi. Analisis data dilakukan dengan teknik Triangulasi. Hasil penelitian menyimpulkan dua poin utama. Pertama, implementasi P5 di SDN Gunung Picung 07 dalam pembentukan karakter peserta didik yaitu dengan menerapkan enam dimensi pada Profil Pelajar Pancasila, yaitu: 1) Beriman, bertakwa kepada Tuhan yang Maha Esa dan berakhlak mulia; 2) Mandiri; 3) Bergotong-royong; 4) Berkebhinekaan global; 5) Bernalar kritis; dan 6) Kreatif. Kedua, kendala yang dihadapi oleh guru dalam mengimplementasikan P5 di SDN Gunung Picung 07, yaitu: 1) kurangnya pemahaman dan dukungan terhadap implementasi P5 dalam kurikulum merdeka; 2) kesulitan pembuatan Modul Projek P5; dan 3) kesulitannya menanamkan nilai-nilai Projek Penguatan Profil Pelajar Pancasila terhadap peserta didik.
Perilaku bullying merupakan tindakan agresif ataupun kasar yang dapat menimbulkan konflik bagi pelaku dan korbannya. Perundungan (bullying) di sekolah dasar merupakan salah satu masalah sosial yang sering kali diabaikan meskipun dampaknya terhadap psikologi anak dapat merusak. Tindakan bullying tidak hanya berdampak pada korban, tetapi juga dapat mempengaruhi kualitas pendidikan di sekolah. Pendampingan dalam bentuk penyuluhan serta pencegahan perundungan kepada siswa Sekolah Dasar No.13 Kecamatan Syamtalira Aron agar para siswa tidak melakukan Tindakan bullying di lingkunan sekolah maupun di luar sekolah. Metode yang di gunakan dalam pengabdian ini berupa ceramah serta tanya jawab, juga memberikan permainan dan quis agar kegiatan tersebut menjadi menarik bagi para peserta. Penyuluhan dan upaya pencegahan perundungan di Sekolah Dasar No 13 Kecamatan Syamtalira Aron ini dilakukan melalui pendekatan edukatif, psikososial, dan partisipatif. Penyuluhan ini bertujuan untuk memberikan pemahaman kepada siswa, guru, dan orang tua mengenai bentuk-bentuk bullying serta dampaknya, serta membekali mereka dengan strategi pencegahan yang efektif. Hasil dari penyuluhan ini menunjukkan adanya peningkatan kesadaran siswa dan guru dan antusiasme mengenai pentingnya menciptakan lingkungan belajar yang bebas dari perundungan Implikasi dari kegiatan ini agar siswa menyadari akan dampak negatif dari perilaku bullying serta bertanggung jawab dalam upaya mencegah perilaku tersebut dalam lingkungan sehari-hari.
Aggressiveness among schoolchildren can be shaped by specific school-related situations that elicit stress. Accordingly, this study aimed to identify differentiated profiles of secondary school students based on the levels of aggressive behavior they exhibit. A further objective was to examine whether various stress-related factors differ significantly across these behavioral profiles. The sample consisted of 386 secondary school students (M = 13.73; SD = 1.14), of whom 52.6% were female. Data were collected using the Aggression Questionnaire (AQ) by Buss and Perry and the School Situation Survey (SSS) developed by Helms and Gable. Latent profile analysis revealed three distinct profiles: (a) students exhibiting high levels of aggressive behavior (Cluster 1), (b) students showing moderate levels of aggressive behavior (Cluster 2), and (c) students displaying low levels of aggressive behavior (Cluster 3). Students in the high-aggression profile reported significantly higher scores on most sources of stress compared to their peers in the moderate and low aggression profiles. From an educational standpoint, these findings underscore the importance of addressing school-related stressors, as they appear to play a critical role in influencing student behavior.
У статті досліджено феномен насильства щодо дітей в освітньому середовищі. Розглянуто поняття насильства в закладах освіти, а також визначено основний зміст поняття «булінг».Наведено статистичні дані стану булінгу в Україні. Здійснено порівняльний аналіз поняття «насильство в закладах освіти» та інших понять, що є близькими за своєю суттю. Проведено аналіз правових, соціальних і психологічних аспектів проблеми, а також запропоновано шляхи її попередження. Роботу побудовано на даних досліджень, законодавчих актах та експертних оцінках.
Sikap adalah ekspresi perasaan (Inner feeling) seseorang yang ditunjukkan dengan perasaan senang atau tidak senang, suka atau tidak suka, dan setuju atau tidak setuju dengan suatu hal. Pengalaman pribadi membentuk sikap ini. Banyak film domestik dan asing muncul di Indonesia, dan mereka sering ditayangkan di bioskop dan pertelevisian. Film Berbalas Kejam memiliki beberapa adegan kekerasan, yang dapat memengaruhi sikap remaja, terutama generasi Z. Penelitian ini meneliti sikap generasi Z terhadap adegan kekerasan dalam film berbalas kejam. Penelitian kuantitatif deskriptif digunakan dan akan didistribusikan melalui kuesioner berbentuk google formulir yang akan disebarkan melalui berbagai platform seperti Instagram, Telegram, Twitter, Facebook, dan juga WhatsApp. Gen Z, yang telah menonton film berbalas kejam, adalah subjek penelitian ini. Metode sampling purposive akan digunakan untuk mengumpulkan subjek sebanyak lima puluh orang. Hasil analisis memperlihatkan bahwa Secara kognitif, pengetahuan generasi Z masih terpengaruh oleh informasi yang mereka terima melalui media massa film. Hampir sekian banyak jawaban itu masih mencerminkan hasil pengetahuan mereka melalui media massa film itu diterapkan dalam kehidupan sehari-hari. Secara afektif, menunjukan emosi responden terhadap tokoh tertentu yang memperlihatkan emosi negatif seperti sedih.
تركز هذه الدراسة على تحديد وفهم التحديات المحددة التي يواجهها المقيمون في مراكز رعاية الأحداث في دولة الإمارات العربية المتحدة وتحويل التركيز من القضية الأوسع لجنوح الأحداث إلى الديناميكيات والتجارب الداخلية لهؤلاء الأحداث وعلى الرغم من أن انحراف الأحداث ظاهرة منتشرة تشكل انحرافاً عن أعراف وتقاليد المجتمع الإماراتي، إلا أن الهدف الأساسي هنا هو تشريح وتحليل المشكلات التي يواجهها الأحداث المقيمين في مراكز الرعاية، مثل الاضطرابات النفسية والنكسات التعليمية والاندماج الاجتماعي، مشاكل يتعمق البحث في طبيعة بيئة الرعاية، ويدرس كيفية تأثيرها على عملية إعادة التأهيل والرفاهية العامة لسكانها، ويهدف إلى استكشاف الظروف المعيشية وتوفير التدريب التعليمي والمهني والدعم النفسي المتاح والاستراتيجيات المنفذة لتسهيل إعادة إدماج الأحداث في المجتمع. وينصب التركيز بشكل مباشر على تقييم فعالية مراكز رعاية الأحداث هذه في تلبية احتياجات المقيمين فيها وتحديد المجالات التي تحتاج إلى تحسينات، ومن خلال التركيز على التحديات الداخلية داخل هذه المراكز، تسعى الدراسة إلى المساهمة برؤى قيمة في تعزيز الرعاية والدعم المقدم للمقيمين الأحداث، لا يساعد هذا النهج في فهم الاحتياجات المباشرة لهؤلاء الأفراد بشكل أفضل فحسب بل يوفر أيضاً أساساً لتطوير برامج إعادة تأهيل أكثر فعالية، ومن خلال هذا الفحص المركز، تسعى الدراسة إلى تقديم استراتيجيات يمكن أن تحسن بشكل كبير نوعية حياة الأحداث في مراكز الرعاية في دولة الإمارات العربية المتحدة، وبالتالي المساعدة في إعادة إدماجهم بنجاح في المجتمع وتعزيز التماسك الاجتماعي والسلوك الأخلاقي في السياق الإماراتي.
One phenomenon that really attracts our adult attention in the world of education is bullying. Every year there are always new cases of student behavior which is categorized as deviant behavior, whether carried out deliberately with the intention to weaken the victim, humiliating, and carried out repeatedly so that bullying behavior is considered frightening and commonplace among students. Muhammadiyah, as the oldest religious community organization in Indonesia, has made many contributions to this nation in various fields. Of the many business charities initiated and owned by this association, this is a charity business in the field of education. It is recorded that Muhammadiyah has established many educational institutions in almost all regions of Indonesia totaling 3,334 with details of 1,904 elementary schools, 1,128 junior high schools, 558 high schools, 554 vocational schools, and 172 tertiary institutions consisting of 83 universities, 28 institutes, 54 high schools, 6 polytechnics and 1 academy. This shows that the problem of bullying or bullying is certainly also a classic problem faced by this organization. Therefore, various kinds of efforts are needed in order to overcome and minimize the occurrence of bullying in schools or educational institutions under the auspices of the Muhammadiyah Association. The efforts carried out in this community service program include: outreach about bullying, the trigger factors and its impact on students, and the preparation of a curriculum to create a child-friendly school and eliminate bullying in the school environment. Furthermore, the establishment of a "Character House" was initiated to handle various kinds of actions and impacts of bullying, aimed at victims and perpetrators of bullying.
Este estudo se caracteriza como uma pesquisa qualitativa, fundamentada em um procedimento de revisão bibliográfica, cujo foco central recai sobre os conflitos violentos advindos do bullying no ambiente escolar e suas inter-relações com os princípios da Justiça Restaurativa. O propósito principal da investigação é analisar de que forma tais conflitos se manifestam no contexto escolar, identificando as especificidades que delineiam as práticas de bullying, os sujeitos envolvidos e as possíveis estratégias de intervenção. A reflexão proposta ainda problematiza o fenômeno da judicialização das situações conflituosas no espaço escolar, destacando a necessidade de uma abordagem alternativa para a resolução de conflitos, pautada em uma perspectiva restaurativa. Nesse sentido, a pesquisa aborda a concepção de Justiça Restaurativa, sua implementação no cenário brasileiro e a dinâmica dos Círculos Restaurativos como método de mediação e reconstrução de vínculos. Os achados da investigação evidenciam que a aplicação da Justiça Restaurativa no ambiente escolar se revela como um recurso eficaz para fortalecer a atuação de educadores e estudantes, contribuindo significativamente para a prevenção e o enfrentamento de episódios de bullying e outras formas de violência.
Bu çalışmada, toplumsal cinsiyet, okul kültürü ve aile özelliklerinin akran zorbalığı ile ilişkisi ele alınmıştır. Karma yöntemin uygulandığı araştırmada nicel veriler için akran zorbalığı belirleme ölçeği ergen formu, nitel veriler için de yarı yapılandırılmış görüşme formu kullanılmıştır. Anket çalışmasına Batman ilinde ikamet eden ve 14-18 yaş aralığında bulunan 165’i kadın 199’u erkek olmak üzere 364 kişi katılmıştır. Nitel araştırmada ise 6’sı erkek, 6’sı kadın 12 kişi ile görüşülmüştür. Çalışmada elde edilen nicel verilerde hem akran zorbalığı hem de akran zorbalığı mağduriyetinde cinsiyetin anlamlı bir değişken olduğu görülmüş ve erkeklerin daha fazla zorbalık davranışında bulunup daha fazla zorbalık mağduru olduğu belirlenmiştir. Yine katılımcıların lise türleri ve akran zorbalığı ile akran zorbalığı mağduriyeti arasındaki ilişki incelenmiş ve anlamlı farklıların olduğu belirlenmiştir. Meslek lisesi öğrencilerinin ortalama puanlarının diğer lise öğrencilerine göre yüksek olduğu ve meslek lisesi öğrencilerinin daha fazla zorba ve zorbalık mağduru oldukları ortaya çıkmıştır. Son olarak aile ile ilişkili değişkenlere bakıldığında, düşük sosyo-ekonomik koşulların ve anne-baba eğitim düzeyinin güçlü birer faktör olduğu dikkat çekmiştir. Alt gelir grubunda olduğunu beyan eden öğrencilerinin ortalama puanlarının üst gelir grubunda olduklarını beyan eden öğrencilere göre yüksek olduğu; yine alt gelir grubunun hem orta gelir hem de üst gelir grubuna göre daha fazla zorbalık davranışında bulunup daha fazla akran zorbalığına maruz kaldıkları belirlenmiştir. Nitel araştırma bulgularında ise toplumsal cinsiyet, okul kültürü ve aile özelliklerinin önemli olduğu görülmüştür. Tüm bu veriler akran zorbalığı ve mağduriyetinin eşitsizliklerin yeniden ortaya çıktığı toplumsal bir davranış olduğunu gösterebilmektedir.
The current meta-analysis study is to investigate the prevalence of student bullying behavior against teachers in K-12 schools around the world. Compared to the previous meta-analysis study on a similar topic, the current study recorded various categories of students' bullying behaviors, such as verbal, physical, sexual, and cyberbullying. Following PRISMA method, this study included 23 peer-reviewed journal articles that provided sufficient information on teachers' personal experiences of being bullied by students, with a pooled prevalence of 51.1%. A moderator analysis revealed that the participants' country of origin significantly influenced the results of bullying prevalence.
Relevance. The problem of bullying, as deliberate and systematic aggressive behavior, is becoming increasingly relevant, attracting the attention of both researchers and the general public. Currently, due to the growth of digital technologies, traditional forms of bullying are being transformed, cyberbullying is emerging, which requires rethinking classical approaches to the problem and developing new intervention strategies. The study of bullying in a socio-philosophical context can become the basis for social transformations aimed at combating aggression and violence in society, as well as allow the development of more effective approaches to its prevention and minimization of negative effects. The purpose of this work is a socio-philosophical analysis of the phenomenon of bullying and its consequences. Objectives : to reveal the conceptual framework for analyzing the phenomenon of bullying, its forms and consequences; to trace the features of the historical development of the concept of "bullying"; to identify the level of knowledge of young people about the phenomenon of bullying; to develop recommendations for improving awareness of bullying and its prevention. Methodology. The research procedures are based on the synthesis of theoretical principles of philosophy, sociology and psychology, using general scientific methods of comparison, analysis and synthesis. The empirical basis of this work is the results of the author's sociological research conducted by online survey (N=150). Results . The presented materials present the results of a socio-philosophical analysis of the available scientific ideas about the phenomenon of bullying, as well as quantitative and qualitative sociological measurements that made it possible to determine the level of knowledge of the young population about this phenomenon, its forms and consequences. Conclusions . Many people do not realize the severity of the consequences of bullying, which can occur for both victims and aggressors. This underlines the importance of carrying out a socio-philosophical dimension of this problem and, based on it, developing and implementing programs aimed at raising awareness about bullying, as well as developing skills to counter this phenomenon.
The purpose of the study was to examine the critical role of conflict resolution in the English classroom where diverse ethnic and linguistic backgrounds often contributed to misunderstandings, power struggles, and behavioral differences. This research focuses on common classroom conflicts, the drivers of conflicts, and the methods provided for effective resolution that are used in public schools. The research was conducted among six secondary public school English teachers who were interviewed, with all providing their perspectives and approaches to conflict resolution. Researchers use semi- structured interview methods with teachers. Data were analyzed following Creswell’s qualitative design and inductive coding techniques. The research revealed the primary challenge of English classroom environments: conflicts are often the result of language difficulties, cultural issues, and interpersonal relationship problems, all of which weaken from student participation and upset the overall classroom environment. Teachers resolve these conflicts mainly through collaborative learning experiences using mediation, encouraging empathy, and using systematic classroom management strategies. The research emphasizes the need to empower and develop educators with high-level conflict resolution skills that are needed in promoting peaceful and inclusive learning communities towards the aspirations of sustainable development.
Este estudo teve como objetivo investigar como professores e alunos percebem e vivenciam o bullying no ambiente escolar, a fim de contribuir para uma compreensão mais ampla do problema e para o desenvolvimento de estratégias eficazes de prevenção e intervenção. A escolha do tema justificou-se pela crescente incidência de comportamentos agressivos entre alunos e pela urgência em compreender seus impactos no cotidiano escolar. O bullying, por ser uma forma sistemática de violência, compromete o desenvolvimento acadêmico, emocional e social das vítimas, além de afetar o clima escolar como um todo. A pesquisa foi realizada em uma escola pública de tempo integral, abrangendo turmas do 6º ao 9º ano do Ensino Fundamental II. A metodologia adotada foi mista, combinando abordagem qualitativa e quantitativa. Utilizou-se o estudo de caso como delineamento, com aplicação de questionários, entrevistas e observações diretas. Os dados foram analisados por meio de gráficos e da análise de conteúdo. Os resultados revelaram a naturalização do bullying entre os estudantes e a dificuldade dos professores em intervir, muitas vezes, por falta de formação adequada. Verificou-se que os alunos mais atingidos são aqueles considerados diferentes em relação ao padrão dominante. Concluiu-se que é fundamental investir em formação docente, criação de espaços de escuta ativa e implementação de políticas escolares de enfrentamento ao bullying, com o envolvimento de toda a comunidade escolar.
El bullying escolar es un problema que afecta significativamente el bienestar emocional, social y académico de los estudiantes. Esta investigación analiza el impacto del bullying en alumnos de cuarto grado, un grupo en una etapa clave de su desarrollo, donde comienzan a formar su identidad y habilidades sociales. A través de encuestas, entrevistas y observaciones, el estudio busca identificar los tipos más comunes de acoso, las consecuencias que enfrentan las víctimas y los factores que contribuyen a su aparición. Se examinan aspectos como la autoestima, la confianza en las relaciones interpersonales y el rendimiento académico de los estudiantes afectados.
Los hallazgos de esta investigación destacan la necesidad de estrategias efectivas para la prevención y mitigación del bullying en el entorno escolar. La falta de intervención adecuada puede generar problemas a largo plazo, como ansiedad, depresión y dificultades en el aprendizaje. Con base en los datos recopilados, se propone el desarrollo de programas de sensibilización y protocolos de actuación dirigidos a docentes, familias y estudiantes, con el objetivo de fomentar un ambiente escolar seguro y saludable.
Introduction
Parent‐adolescent conflict is associated with bullying perpetration among adolescents. However, few studies have explored the underlying mechanisms of these relationships. Understanding these mechanisms is crucial for developing effective interventions to reduce bullying behaviors.
Methods
The study involved 899 Chinese adolescents (50.9% female, baseline Mage = 14.55 years, SD = 1.60) from ten middle schools in Henan Province, China. Data were collected in three waves between December 2017 and December 2019. Traditional and random intercept cross‐lagged panel models were used to assessed the longitudinal relationships between parent‐adolescent conflict and bullying perpetration over time. Additionally, mediation analysis was conducted to examine the role of self‐control, and moderation analysis was performed to explore the impact of school climate on the mediation effect of self‐control.
Results
Both traditional and random intercept cross‐lagged panel models revealed a significant longitudinal relationship between parent‐adolescent conflict and bullying perpetration. Mediation analysis showed that self‐control mediated this relationship, indicating that higher levels of conflict were associated with lower self‐control, which in turn predicted higher levels of bullying perpetration. Furthermore, the moderation analysis demonstrated that school climate moderated the effect of self‐control on bullying perpetration, with a positive school climate weakening the negative impact of low self‐control.
Conclusions
These findings contribute to understanding the dynamic relationship and underlying mechanisms between parent‐adolescent conflict and bullying perpetration, emphasizing the need for joint efforts from families and schools to reduce bullying perpetration. Interventions targeting self‐control and improving school climate may be particularly effective in reducing bullying perpetration among adolescents.
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