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A profile of bullying at school
... Bullying is defined as negative actions that are repeated over time on other students [7]. It derives from unequal power, which can be physical or mental strength. ...
... Numerous correlated studies show that the consequences of school bullying have mainly appeared as psychological symptoms. Impacts on mental health, trauma symptoms, and life satisfaction are significantly related to bullying, in which depression and low self-esteem represent poor health outcomes [7]. Students tend to deny their selfworth, keep negative emotional reactions (anxiety, sadness, unhappiness, loneliness) and find it hard to make friends and maintain relationships with classmates or teachers after suffering bullying [22]. ...
School bullying is a severe issue that accounts for a considerable proportion of juvenile delinquency. The increasing amount of research from different countries and ages related to school bullying shows various findings that confuse the public. As a result, this paper aims to review the leading causes and impacts of general school bullying that covers elementary children to high school students and school response to students’ bullying behavior. Regarding the bully, their behavior is associated with gender, grades, relationships, family, and other factors. Not only individual and environmental risk factors triggering the bullying are interpreted, but also the mental health problems and academic achievement influence of victims who suffered from bullying are revealed in the result.
... Bullying is not a current phenomenon (Hirsch et al., 2012). Bullying among students is very old and well-known (Olweus, 2003). School bullying is pervasive and most children will probably experience it at some stage, either as a witness, a victim or by being a bully themselves. ...
... Although many teachers are aware of the problem, researchers began to study bullying systematically in the 1970s and focused mainly on schools in Scandinavia. However, in the 1980s and early 1990s, studies of bullying among students began to attract wider attention in some other countries, including the United States (Olweus, 2003). Furthermore, some studies assess bullying with global behavior categories, whereas others use concrete actions. ...
School bullying is a type of bullying that occurs in an educational setting. In the present study, we examine the differences in strategy towards parents followed by principals of public experimental and non-experimental primary schools in Greece in their effort to deal with bullying regarding issues related to the proper treatment of the phenomenon. A sample of 11 school principals was the focus of this research. In particular, the population examined were the principals of the three public experimental primary schools of the prefecture of Thessaloniki and eight randomly selected principals of non-experimental public primary schools of the same prefecture. In the prefecture of Thessaloniki, the problem of bullying seems to exist and concern to a great extent the principals of primary education who constitute the sample of this research and pursue their strategy to find appropriate solutions for its immediate and effective coping. At the same time, these principals follow, to a significant degree, common practices in dealing with the phenomenon in their effort to reduce it or even eliminate it, revealing however significant shortcomings on their part.
... Adolescent bullying victimization is mainly observed in schools through direct and indirect actions (Arseneault, 2018). Direct bullying includes open attacks, which can be classified as physical (such as pushing or kicking), verbal (such as threatening or taunting), or relational (such as shaming or rejection); indirect bullying includes actions such as spreading rumours (Espelage et al., 2000;Olweus, 2003;Shetgiri, 2013). ...
... It is the first study to report the psychometric properties of OBVQ-R for adolescents in Bangladesh. In line with previous literature, this study confirms the unidimensionality of Victim and Perpetration subscales and supports a two-factor correlated latent structure (Breivik and Olweus, 2015;Gaete et al., 2021;Olweus, 2003). ...
The assessment of bullying-related attributes is vital in developing anti-bullying intervention and prevention programs. The revised Olweus Bully/Victim Questionnaire (OBVQ-R) is one tool that has been widely used for this purpose. Thus, as we noticed a rising interest in research on bullying and there is a scarcity of proper psychometric tools to assess bullying-related attributes in Bangladesh, our study aimed to translate the OBVQ-R and test the psychometric properties of the Bangla version of this questionnaire on a large Bangladeshi adolescent sample.
In Bangladesh, we collected data from grade 8 to 10 students (N=567, 309 females, 258 males, AgeMean±SD=15.12±0.81). The participants completed Bangla OBVQ-R, Beck Youth Inventory (BYI), and Children’s Revised Impact of Events Scale-13 (CRIES-13).
The item response theory (IRT) analysis discarded five items and retained 15 items (Victimization=8, Perpetration=7). Both subscales had items with high discrimination (Victimization: 3.14±0.67; Perpetration: 3.40±1.04). Confirmatory factor analysis supported a correlated two-factor model (CFI=0.99; TLI=0.99). Both subscales (Victimization and Perpetration) and the 15-item full scale exhibited satisfactory reliability (>0.80). In line with our predictions, both subscales demonstrated significant positive correlations with BYI and CRIES-13, indicating satisfactory concurrent validity.
The results of the psychometric analyses supported the reliability and validity of the 15-item Bangla-version OBVQ-R to assess bullying involvement. Hence, this new, adapted measurement can facilitate further bullying research in Bangladesh and, thus, the development of prevention and intervention programs.
... Η κατηγορία των θυτών-θυμάτων είναι η λιγότερο κοινωνικά προσαρμοσμένη κατηγορία σε αντίθεση με την κατηγορία του ξεκάθαρου θύτη ή του ξεκάθαρου θύματος (Olweus, 2003;Perren & Alsaker, 2006: Stein, Dukes & Warren, 2006. Εσωτερικά προβλήματα παιδιών αυτής της κατηγορίας όπως κατάθλιψη, άγχος, μοναξιά και χαμηλή αυτοεκτίμηση (Haynie et al., 2001;Juvonen, Graham, & Schuster, 2003), αλλά και εξωτερικά προβλήματα όπως η επιθετικότητα καθώς και η επιρρέπεια που έχουν στην υπερκινητικότητα και στον θυμό (Besag, 1989;Haynie et al., 2001;Salmivalli & Nieminen, 2001). ...
Σκοπός της παρούσας έρευνας ήταν να εξεταστούν οι σχέσεις της αντιλαμβανόμενης λεκτικής επιθετικότητας των εκπαιδευτικών από τους μαθητές και του αυτό-αντιλαμβανόμενου εκφοβισμού που παρατηρείται μεταξύ των μαθητών στο μάθημα της Φυσικής Αγωγής. Τα δεδομένα συλλέχθηκαν από 203 μαθητές (99 αγόρια, 104 κορίτσια), ηλικίας 10-12 ετών (Μ=11.3, SD=.69), της Ε΄ τάξης (101 μαθητές) και της ΣΤ΄ τάξης (102 μαθητές) δημοτικών σχολείων της ευρύτερης περιοχής των Ιωαννίνων. Από τα αποτελέσματα, διαπιστώθηκαν στατιστικές σημαντικές διαφορές ως προς το φύλο στην έκφραση εκφοβισμού (t = 2.319, p = .021) και τη σωματική βίας (t = 2,250, p = .026) μεταξύ των μαθητών. Επίσης υπήρξε συσχέτιση (p<.05) μεταξύ αντιλαμβανόμενης λεκτικής επιθετικότητας και των παραγόντων εκφοβισμού (r = .310), θυματοποίησης (r = .570) και σωματικής βίας (r = .467). Συμπερασματικά τα αγόρια εκφράζουν περισσότερο εκφοβισμό και σωματική βία από τα κορίτσια κατά τη διάρκεια του μαθήματος της Φυσικής Αγωγής και η λεκτική επιθετικότητα του εκπαιδευτικού Φ.Α. ενθαρρύνει φαινόμενα εκφοβισμού, θυματοποίησης και σωματικής βίας μεταξύ των μαθητών, επηρεάζοντας έτσι την ομαλή διαδικασία του μαθήματος.
Λέξεις-κλειδιά: Φυσική Αγωγή, εκφοβισμός, λεκτική επιθετικότητα, σχολείο
... Zorba ise zorbalık sürecini başlatan ve sürdüren kişilerdir. Bunun yanında zorba ve zorbalığı destekleyen, ancak aktif olarak yapmayan kişiler "destekleyici-pasif zorba" olarak tanımlanmaktadır (Olweus, 2003). Pasif zorba çocuk, zorbalık sürecine aktif olarak katılmasa da zorbaların zorbalık davranışlarına seyirci kalan veya destekleyen çocuklardır (Özyürek ve Kurnaz, 2019). ...
Bu çalışmada okul öncesi dönemdeki çocukların zorba-kurban davranışları ile sosyal becerileri arasındaki ilişkinin incelenmesi amaçlanmıştır. Bu araştırmanın çalışma grubunu Karabük ili şehir merkezindeki okul öncesi eğitim kurumlarına devam eden 5-6 yaşındaki çocuklardan rastlantısal olarak seçilen 25 okul öncesi eğitim kurumundan 150 çocuk oluşturmuştur. Verilerin toplanmasında Zorba ve Kurban Çocuk Davranışlarını Değerlendirme Formu ile Okul Öncesi Sosyal Beceri Değerlendirme Ölçeği (OSBED) Öğretmen Formu kullanılmıştır. Verilerin analizinde Mann Whitney U ve Spearman Brown Korelasyon Katsayısı kullanılmıştır. Araştırma sonucunda çocukların zorba kurban davranışları ve sosyal becerileriyle cinsiyet ve yaşları arasında anlamlı fark olduğu belirlenmiştir. Kız çocukların akademik destek becerileri, arkadaşlık becerileri ve duygularını yönetme becerilerinin erkek çocuklardan daha yüksek olduğu, 6 yaşındaki çocukların arkadaşlık becerilerinin 5 yaşındaki çocuklara oranla daha yüksek olduğu tespit edilmiştir. Çocukların kurban-çocuk davranışları arttıkça sosyal becerilerden başlangıç becerilerinin arttığı, pasif zorba-çocuk davranışları arttıkça başlangıç becerileri, arkadaşlık becerileri, akademik destek becerileri ve duygularını yönetme becerilerinin arttığı; zorba-çocuk davranışları arttıkça başlangıç becerileri, akademik destek becerileri, arkadaşlık becerileri ve duygularını yönetme becerilerinin arttığı belirlenmiştir.
Objective
The current study examined whether bullying victimization was associated with bringing a weapon to school, fully or partly mediated by feeling unsafe in school, negative future education orientation, and skipping school.
Method
Data from 6199 students (12–18 years old), who had filled out the 2017 School Crime Supplement to the National Crime Victimization Survey, were analyzed.
Results
The results showed a positive association between bullying victimization and bringing a weapon to school. The link was both direct and indirect through the mediating roles of feeling unsafe in school, having a negative future education orientation, and skipping school.
Conclusion
Thus, victims of bullying tended to feel unsafe in school, have a negative future education orientation, and skip school—all of which were positively associated with bringing a weapon to school.
Cyberbullying in organizations refers to the use of technology, such as social media, email, instant messaging, or other digital platforms, to harass, intimidate, or humiliate someone in the workplace. Cyberbullying in organizations can have a significant impact on individuals and the workplace as a whole. It can lead to decreased morale, increased turnover, decreased productivity, and increased absenteeism. Cyberbullying can also have legal and financial consequences for both the victim and the organization. Organizations can take steps to prevent and address cyberbullying, such as establishing clear policies and procedures for online behavior, providing training to employees on appropriate digital communication, and responding quickly and effectively to reports of cyberbullying. By creating a culture of respect and accountability, organizations can work to prevent cyberbullying and promote a safe and supportive workplace for all employees.
Peer victimization is the most common category of victimization experienced by children and adolescents. It has many different forms. Peers can also be perpetrators of sexual abuse. Peer violence may be motivated by prejudices related to, e.g., gender, sexuality, ethnicity, disability or appearance. The chapter presents the available police statistics and a review of research on peer violence. Much of the research focuses on school violence, also known as bullying. In addition to the scale of victimization and perpetration of peer violence, the results of research on social attitudes and opinions about the problem, as well as its consequences, were also presented. Due to the methodological and definitional differences between the studies, it is difficult to determine the exact scale of the problem. Various forms of peer violence overlap and victims or perpetrators of cyberbullying often engage in traditional peer violence. More boys than girls are violent against their peers. It is difficult to indicate a clear tendency in those who experience it. Victims, perpetrators and witnesses are exposed to negative effects of peer victimization which can be observed both in childhood and adulthood.
Bireylerin ve toplumların maddi - manevi her türlü hayat konforunu zedeleyen eylem türü şiddet olarak tanımlanabilir. Küresel bir afet haline gelen şiddet eylemleri hayatın bütün alanlarında vuku bulmaktadır. Okul iklimi de bu şiddet eylemlerinden nasibini almaktadır. Bu çalışma, nitel yöntemin durum araştırması deseninde tasarlanmış, okulda öğretmene yönelen şiddet ile ilgili alanyazındaki çalışmaların taranmasıyla oluşturulmuş bir derleme makaledir. Çalışmada şiddet konusunda yapılan tanım ve açıklamalar ile şiddet türleri ve öğretmene yönelen şiddet yorumlayıcı bir yaklaşımla ele alınmıştır. Çalışmada birçok farklı şiddet tanımı ve türü bir arada tasnif edilip genel bir perspektif sunulduktan sonra okul ortamında öğretmene yönelen şiddete değinilmiştir. Şiddet eyleminin altında yatan birçok farklı boyut söz konusudur. Bu açıdan şiddet; sosyolojik, psikolojik, siyasal, ekonomik, ontolojik ve teolojik bağlamda kategorize edilmiştir. Şiddet eylemleri bu üst kategorilere uygunluklarına göre sınıflandırılmıştır. Bu bağlamda öğretmenlerin maruz kaldığı şiddet türleri açıklanmıştır. Okul ortamında öğretmene sosyal, kültürel, siyasal, ekonomik ve psikolojik sebeplerden ötürü şiddet yönelmektedir. Çalışma şiddetin farklı tanım ve türlerini ve okul ortamında öğretmene yönelen şiddeti bir arada tasnif ettiği, ayrıca şiddet konusunda çalışma yürüten ilgililere bilimsel veriler sunduğu için önem taşımaktadır.
Teachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need to identify relevant factors related to the degree to which teachers are attuned to bullies and victims. The major objective of the current investigation was to examine student‐ (gender, popularity status), classroom‐ (average bullying, norm salience of bullying, popularity hierarchy, class size), and teacher‐level (gender, teaching experience) factors associated with teachers’ attunement to bullies and victims. Using a sample of students in 5th‐grade classrooms, we analyzed the likelihood of teachers being attuned to 267 bullies (76.8% boys) nested in 112 classrooms and 343 victims (55.1% boys) nested in 120 classrooms using multilevel mixed‐effects generalized linear models. Results indicated that teachers were more likely to be attuned to boy bullies and victims but less likely to be attuned to bullies and victims with higher popularity status. No classroom or teacher level factors related significantly to the likelihood of teachers’ attunement. Implications for social dynamics management and bullying intervention efforts are discussed.
Evaluations of correctional treatment programs for criminal offenders and of school-based delinquency prevention programs based on Guided-Group Interaction (GGI) and similar interventions are critically reviewed. One study—the Provo Experiment—provided convincing evidence for the superiority of a community treatment program involving GGI over incarceration (for persons who would otherwise be incarcerated) and modest superiority over probation (for persons who would otherwise be assigned probation). Some evaluations of school-based prevention programs involving GGI derivatives that have been cited as supporting the efficacy of these programs are flawed and may be misleading. A new experimental evaluation of a school-based intervention based on a GGI derivative implies that it increased delinquent behavior among students exposed to it.
Developed a peer nomination scale to assess the degree to which children are subjected to direct physical and verbal abuse by peers. Ss were 165 boys and girls in the third through sixth grades. About 10% of the children could be classified as extremely victimized. Age and sex differences in victimization were nonsignificant. Children's victimization scores were uncorrelated with their aggression scores (also assessed by peer nominations), were negatively correlated with peer acceptance, and were positively correlated with peer rejection. When children's victimization and aggression scores were treated as dual predictors of peer rejection, over half of the variance in peer rejection could be accounted for. Implications of the fact that a small group of children consistently serve as targets of peer aggression are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Although violence among US youth is a current major concern, bullying is infrequently addressed and no national data on the prevalence of bullying are available.
To measure the prevalence of bullying behaviors among US youth and to determine the association of bullying and being bullied with indicators of psychosocial adjustment, including problem behavior, school adjustment, social/emotional adjustment, and parenting.
Analysis of data from a representative sample of 15 686 students in grades 6 through 10 in public and private schools throughout the United States who completed the World Health Organization's Health Behaviour in School-aged Children survey during the spring of 1998.
Self-report of involvement in bullying and being bullied by others.
A total of 29.9% of the sample reported moderate or frequent involvement in bullying, as a bully (13.0%), one who was bullied (10.6%), or both (6.3%). Males were more likely than females to be both perpetrators and targets of bullying. The frequency of bullying was higher among 6th- through 8th-grade students than among 9th- and 10th-grade students. Perpetrating and experiencing bullying were associated with poorer psychosocial adjustment (P<.001); however, different patterns of association occurred among bullies, those bullied, and those who both bullied others and were bullied themselves.
The prevalence of bullying among US youth is substantial. Given the concurrent behavioral and emotional difficulties associated with bullying, as well as the potential long-term negative outcomes for these youth, the issue of bullying merits serious attention, both for future research and preventive intervention.