Bullying Scars: The impact on adult life and relationships
Abstract
While there is a great deal of research on the impact of bullying on children, much less is know about enduring effects that last into adulthood. Bullying Scars is based on interviews with hundreds of adults who experienced bullying as children or adolescents. They report varying consequences to their health and mental health and in their important relationships. Filled with poignant vignettes, the book gives a clear voice to the struggles adults are left with and demonstrates that childhood bullying can be traumatic. Scars can be seen in friendships and in intimate relationships. Interestingly, some participants for the study describe what they feel are positive outcomes as a result of the maltreatment they experienced at the hands of peers, parents, or teachers.
... Consequences may be psychological, physical, or behavioral such as generalized anxiety, social anxiety, depression, self-harming behavior, and suicidality. Eating disorders and substance disorders are present among adults bullied as children (Arseneault, 2018;deLara, 2016deLara, , 2019Klomek et al., 2015;Lereya et al., 2015). Adults who were victims are more likely to develop diabetes and heart disease than adults who were not (Almquist & Brännström, 2014;Copeland et al., 2014). ...
... Further, research demonstrates a connection between childhood bullying and unhealthy adult relationships. Adult decision-making may be altered based on childhood bullying experiences reflecting both positive and negative choices, e.g., helping careers vs. violence and criminality (deLara, 2016(deLara, , 2019. ...
... Research on shame describes its pathway to aggression (Velotti et al., 2014). Rage, a need for revenge, and feelings of shame are precipitants of violence at school (deLara, 2016;Runions et al., 2018). In the United States, the National Threat Assessment Center (2021) published a report on targeted school violence focused mainly on high schools. ...
... Interventions are usually effective when coordinated by someone of influence (DeLara, 2016;Rigby, 2007). Those who carry out therapeutic interventions must be empathetic and wish to see positive changes in clients. ...
... Participants explained that relationships had been affected through their childhood bullying; these relationships were affected depending on the social setting. DeLara (2016) suggests that adults will find it constantly difficult to gain intimate and social relationships. ...
... McGrath (2004) suggests that children who are bullied often develop mental health problems in later life; these include self-mutilation and suicidal ideation. The more a person is bullied, the more they become traumatised (DeLara, 2016). Olweus (1993) found that adults who were bullied as children had multiple instabilities in adulthood and they stated that they believed this was due to their bullying experiences. ...
This piece discusses the potential use and misuse of congruence within counselling training and practice. A definition of congruence is provided, and how deliberate misuse of congruence could result from two separate emotional communications (bullying and gaslighting) is discussed. Current representations and misrepresentations of congruence in counselling and psychotherapy have been highlighted. A new term of “Intentional Congruence Misuse” was coined to explain this position (not to be confused with incongruence). “Intentional Congruence Misuse” is the deliberate bullying of another individual using terms related to congruence. A discussion has been provided to emphasise the evident implications for counselling, psychotherapy practice and training. The author acknowledges that this opinion piece will be from a biased perspective. Still, it does not aim to detract from others who have found their therapy and counselling training beneficial.
... Ενδεικτικά, ορισμένα θετικά αποτελέσματα αποτελούν ότι τα θύματα μετά την εμπειρία αναζητούν ενεργά «σωστούς/ες» φίλους/ες και ομάδες για να συμμετέχουν (deLara, 2016), προσπαθούν να βοηθήσουν άλλα θύματα, έτσι αισθάνονται ενδυναμωμένα (Evans et al., 2017). Η ενδυνάμωση αναφέρεται και από άλλα θύματα εκφοβισμού (deLara, 2016. Thornberg et al., 2013 και αποτελεί μία από τις εκφάνσεις της μετατραυματικής ανάπτυξης, όπως επίσης οι βελτιωμένες σχέσεις, η μεγαλύτερη εκτίμηση της ζωής, ο εντοπισμός νέων δυνατοτήτων, η πνευματική αλλαγή και η κατανόηση του σκοπού της ζωής (Tedeschi & Moore, 2016). ...
... Επομένως, η ερευνητική υπόθεση (Υ6) επιβεβαιώνεται. Τα παραπάνω ευρήματα επιβεβαιώνουν ότι ο λεκτικός, ο σχεσιακός εκφοβισμός συσχετίζονται με την ΔΜΣ (βλ.Albuquerque & Williams, 2015) και προσθέτουν ότι ο σωματικός εκφοβισμός αποτελεί μορφή εκφοβισμού που συνδέεται με το μετατραυματικό στρες.Συνεπώς, τα θύματα μπορούν να βιώσουν ως ψυχολογικό τραύμα ποικίλες μορφές εκφοβισμού(deLara, 2016).Ακόμα, οι ομάδες θυμάτων που δέχθηκαν τρεις ή τέσσερις ή πέντε ή έξι μορφές εκφοβισμού παρουσιάζουν μεγαλύτερο μετατραυματικό στρες ή/και αναβίωση της τραυματικής εμπειρίας του εκφοβισμού ή/και μεγαλύτερο συναισθηματικό μούδιασμα/αποφυγή ερεθισμάτων συνδεόμενων με το τραύμα του εκφοβισμού ή/και υπερδιέγερση από τα θύματα που δέχθηκαν μία ή δύο μορφές εκφοβισμού. Συνεπώς, η ερευνητική υπόθεση (Υ7) επιβεβαιώνεται. ...
... ν ανακάλυψε την προσωπική δύναμη ξεπερνώντας τη δύσκολη εκφοβιστική συνθήκη, διαχειρίστηκε καλύτερα επόμενες δύσκολες καταστάσεις και αποδέχθηκε τις καταστάσεις που έφερνε η ζωή. Όλα τα παραπάνω παραπέμπουν στον παράγοντα της μετατραυματικής ανάπτυξης, προσωπική δύναμη, ο οποίος έχει αναφερθεί και από άλλα θύματα εκφοβισμού (βλ.Andreou et al., 2021. deLara, 2016. Ratcliff et al., 2017. Thornberg et al., 2013. Επιπλέον, ένας μεγάλος αριθμός ενηλίκων εξέφρασε ότι μετά την εμπειρία του εκφοβισμού συνήψε βελτιωμένες σχέσεις με σημαντικά πρόσωπα ή/και έδειξε ενσυναισθητική κατανόηση προς άλλους ανθρώπους όταν το είχαν ανάγκη. Το παραπάνω εύρημα συμφωνεί με τη βιβλιογραφία (βλ. deLara, 2016.Evans et ...
In the literature, few studies have retrospectively investigated the effects of school bullying, the role of mental resilience and post-traumatic growth in former victims. The present convergent mixed methods research design investigated the link between the post-traumatic growth and the mental resilience and the symptoms of post-traumatic stress disorder in former victims. Also, this study examined retrospectively the bullying experience, the role significant others, victims' personal reserves and coping strategies played in the experience and the results of bullying. The sample was composed of 263 women and 73 men, with the average age of 22.81 years old (SD=3.20). Six women and four men participated in the qualitative research, with the average age of 24.70 years old (SD=2.24). Four self-report questionnaires were given for the collection of quantitative data. Qualitative data collection was done by semi-structured interview with phenomenological orientation and data analysis was done by inductive thematic analysis. Post-traumatic growth was positively correlated, to a small extent, with post-traumatic stress and mental resilience. Respectively, in qualitative data positive outcomes (e.g. new life paths and possibilities, appreciation of life) coexisted with negative consequences (e.g. stress, flashbacks - feeling as though the bullying is happening again, interpersonal difficulties, withdrawal). Both databases agreed that, victims personal reserves, significant others’ support and retrospective cognitive coping strategies, reported by the interviewees, were resilience factors associated with post-traumatic growth (e.g. personal strength, improved relationships with others). However, qualitative data and quantitative data have identified different risk factors for appearance of post-traumatic stress disorder. The research findings contributed to the formulation of proposals based on factors such as cognitive processes and systems dynamics to cope with bullying.
... Victimized students depict themselves as unpopular, unhappy, and unsafe at school (Wójcik & Flak, 2019). They are at a great risk of developing severe adjustment problems, which may include depression, anxiety, suicidal tendencies, social withdrawal, emotional dysregulation, low self-esteem, loneliness, peer rejection, lack of friends, absenteeism, and a decline in academic performance (Bowes et al., 2013;DeLara, 2016;Smokowski & Kopasz, 2005). Furthermore, the aftermath of bullying is palpable throughout one's life in terms of adult psychological problems, described by Thornberg et al. (2013) as lingering internal victimizing. ...
... Despite this being a small-scale retrospective study, we tried to recreate the timeline of bullying and determine subsequent phases, stages, and turning points. While we are aware of the limited general applicability of the presented results, we hope that they advance our understanding of the single steps that lead to the long-term victimization of some students, which, in many cases, leads to serious after-effects in adult life (Bowes et al., 2013;DeLara, 2016;Moore et al., 2017;Thornberg et al., 2013). ...
... According to the casual dimension framework mentioned above, such attribution triggers belief in personal deservingness for past negative outcomes, expectations of future hostile behavior, perception of stability of peers' behavior, and lack of control over one's victimization. Consistent with previous research (Anderson et al., 1994;Janoff-Bulman, 1979), this research shows that individuals who begin to make characterological self-attributions for being bullied use emotion-focused coping skills (Olweus, 2002), going into secondary isolation by separating themselves from the peer group, developing warning and defense systems, social distancing strategies, and a strong sense of distrust toward others (Carlisle & Rofes, 2007;DeLara, 2016;Thornberg, et al., 2013). Thornberg et al. (2013) described this phase as one of double victimizing that presented similar coping strategies, ending in selfresignation, which was also the case with our participants, who declared that they perceived that nothing could be done to improve their situation. ...
The present study aimed to investigate how those who had been chronic victims of bullying perceive their bullying experience from their initial attacks to their bullying exit, how they understood processes and actions causing a situation to become progressively worse, and how they interpreted their own coping behaviors. Nine individuals who were victimized for at least 6 years were interviewed. The grounded theory approach was used to analyze the data, which generated a grounded theory of the downward spiral of bullying, demonstrating hidden aspects of bullying—the victim’s inner process as a response to external victimizing and accompanying events. The interdependence of those processes is presented in a timeline to show their cumulative nature as new vicious circles of bullying involving maladaptive coping strategies (e.g., self-blame), which form an overriding pattern of behavior that renders victims unable to break it even if they enter a new peer group. In terms of policy implications, the findings suggest the need to introduce school transition programs supporting school adaptation, identify chronic victims, and take every victimhood narrative seriously.
... Bullying victimization has been recognized as a potentially traumatic experience (deLara, 2016). In sexual minority individuals, bullying experiences predicted negative mental and physical health outcomes (e.g., Barnette et al., 2019;Rivers, 2011); in particular, posttraumatic stress symptoms (PTSS; Rivers, 2004Rivers, , 2011 and greater incidence of posttraumatic stress disorder (PTSD; Beckerman & Auerbach, 2014) were observed in sexual minority individuals who experienced frequent or severe bullying victimization. ...
... Posttraumatic growth (PTG)-positive psychological changes stemming from traumatic experiences (Tedeschi & Calhoun, 1996, 2004)-may emerge from bullying (deLara, 2016;Ratcliff et al., 2017). However, there has been a lack of investigation into bullying-based PTG in sexual minority individuals in particular-irrespective of whether that bullying was identity based (i.e., discriminatory) or general (i.e., nondiscriminatory; Gower et al., 2018). ...
... A preliminary body of research has demonstrated that PTG may emerge from bullying experiences (deLara, 2016;Ratcliff et al., 2017). Interviews with adults who had experienced bullying during childhood indicated that nearly half had experienced positive psychological outcomes from those experiences (e.g., greater empathy, moral development, personal strength; deLara, 2016). ...
The minority stress model posits that stigmatized identities expose sexual minority individuals to chronic stressors that contribute to health disparities, but that individual-level resources may mitigate psychological distress. Sexual minority adolescents experience one such stressor, bullying victimization, at higher rates than heterosexual peers. Whereas negative consequences of sexual identity-based bullying are well documented, potential positive outcomes are not well understood. The present work examined hypothesized pathways to posttraumatic growth (PTG)-positive psychological changes stemming from trauma-in sexual minority adults following adolescent bullying experiences. We predicted that attributing bullying to one's sexual identity, as opposed to other factors (e.g., weight/appearance, personality), would exacerbate perceived bullying severity but, in turn, enhance PTG. We also predicted that outness about sexual identity would enhance social support and, in turn, facilitate PTG. The hypothesized conceptual model was tested in two samples of sexual minority adults who had experienced bullying during adolescence (Sample 1: Community Sample [N = 139]; Sample 2: National Online Sample [N = 298]), using structural equation modeling with Bayesian estimation. Mediation hypotheses were tested using the PROCESS v3.4 macro. Participants reported their adolescent experiences with bullying, attributions for bullying, outness, social support, and PTG as a result of adolescent bullying experiences, in addition to demographics. Supporting the hypothesized model, in both samples, attributions to sexual identity-based bullying directly and indirectly (via bullying severity) predicted greater PTG, and outness predicted greater PTG through proximal impact on social support. This research underscores the importance of supportive responses to individuals who disclose sexual minority identities and of (re)framing attributions about bullying to facilitate growth.
... prominent definitional criteria typically endorsed by researchers: intentionality, repetition, and power imbalance" p. 486. Other research has found similar results (Cheng, Chen, Ho, & Cheng, 2011;Cuadrado-Gordillo, 2012;deLara, 2016). ...
... Actions by adults other than parents, such as teachers and coaches, are regarded as bullying toward children and they are designated as such (deLara, 2016;McEvoy, 2005). For example, research on teachers who bully children indicates they bully through humiliating, insulting, ridiculing, criticizing unfairly, and purposely hurting their feelings (Datta, Cornell, & Huang, 2017;Tremlow, Fonagy, Sacco, & Brethour, 2006). ...
... Even though now I can see it as their problem, I can't get rid of that feeling about myself." (female) Victims of school bullying experience a feeling of shame (Aslund, Leppert, Starrin, & Nilsson, 2009) that can extend into adulthood (Carlisle & Rofes, 2007;deLara, 2016). Similarly, in this study, victims of family bullying carried a sense of shame that pervaded their young adult lives. ...
... Interventions are usually effective when coordinated by someone of influence (DeLara, 2016;Rigby, 2007). Those who carry out therapeutic interventions must be empathetic and wish to see positive changes in clients. ...
... Participants explained that relationships had been affected through their childhood bullying; these relationships were affected depending on the social setting. DeLara (2016) suggests that adults will find it constantly difficult to gain intimate and social relationships. ...
... McGrath (2004) suggests that children who are bullied often develop mental health problems in later life; these include self-mutilation and suicidal ideation. The more a person is bullied, the more they become traumatised (DeLara, 2016). Olweus (1993) found that adults who were bullied as children had multiple instabilities in adulthood and they stated that they believed this was due to their bullying experiences. ...
Background
The effects of bullying on children have profoundly been researched; however, there is a gap in research on how therapy can assist children who are bullied. The aim of this research was to understand how person‐centred therapy may assist individuals who are being bullied within the school environment.
Methodology
Person‐centred therapy was chosen as it is the author's profession. When pursuing his master's degree and the allied research programme, the author conducted the therapy. This research was performed using interpretative phenomenological analysis. The researcher worked with four research participants, and the contributors were individuals who had left school due to childhood bullying. The participants also underwent person‐centred therapy to work through the issues that bullying had caused them. A series of interviews were conducted with the participants using pre‐decided questions. These interviews were then transcribed, and key themes were found within the text.
The themes, and the subordinate themes, include the following:
• Childhood bullying in the context of the experience of support, and the absence of support leading to trauma.
• Bullying as a multifaceted experience, and bullying as an emotional communication.
• Childhood bullying and its association to adult mental health and adult experiences of anxiety.
• How person‐centred counselling helped participants, and gaining support in schools.
Conclusions
The article found that in the school environment a lack of emotional support added to the trauma that the victims experienced from bullying. Bullying was experienced individually, but each participant reported it being an emotional way of communicating. The bullying the participants experienced during school lead to mental health problems in adulthood, the most reported mental health condition was anxiety. Finally, the article explored how the person‐centred approach assisted participants, whilst most participants found the approach to be very useful. A few participants believed that the limitations of the person‐centred approach lead to less exploration, many wished for techniques to help them cope with their bullying experiences something that CBT might be more adequate for.
... Studies that have adopted a qualitative approach Mazzone, Thornberg, Stefanelli, Cadei, & Caravita, 2018;Thornberg, Wänström, & Jungert, 2018) paint a complex picture of how cultural patterns, labeling, and stigma processes, power structures, social hierarchies, parallel cultures of bullying, exclusion and inclusion processes, and the social ordering of belonging can contribute to bullying. Many of these studies interviewed bullies and bystanders, surprisingly few interviewed victims, which is necessary to understand their process of becoming victims and their experiences in being the victim of school bullying (DeLara, 2016(DeLara, , 2018Thornberg, 2011;Thornberg, Halldin, Bolmsjö, & Petersson, 2013). Therefore, further qualitative studies should be conducted to explore victims' perspectives on bullying which may shed new light on the bullying process. ...
... This accords with studies showing how many students do not share adults' opinions of what behaviors are considered bullying (DeLara, 2012(DeLara, , 2016Haltigan & Vaillancourt, 2017;Hellström, Persson, & Hagquist, 2015). The respondents of our study also showed the same tendency as in Vaillancourt et al. (2008) in that they concentrated more on specific incidents than the notions of intentionality and power imbalance. ...
... Participants defined bullying differently than the standard definition (Gini & Pozzoli, 2009;Salmivalli, 2014) formulated by researchers, but they agreed with several studies exploring students' perceptions of bullying. Those past studies noted that intentionality and power imbalance are rarely included in victims' definitions of bullying and that students concentrate on incidents and particular bullying behaviors (DeLara, 2016;Thornberg, 2015;Wójcik, 2018). The results also confirmed students' concern with particular negative incidents (Vaillancourt et al., 2008;Wójcik, 2018) that lead to complex bullying situations, excluding rituals and secret performances. ...
Greater knowledge on the social complexities of bullying is crucial to reduce actual bullying behavior. Two main approaches have been used to study bullying: the participant role approach and the bullying circle. In this study, we explored bullying through interviewing adults who had been victims of school bullying in the past, investigating how they perceived their experiences, and how they interpreted the bullying context and their surrounding peer relations. We interviewed 20 participants (more than 18 years old), all of whom had experience of being bullied for more than 1 year. The interview data were then analyzed with a thematic analysis. We found that participants had a different definition of bullying compared with the standard definition formulated by researchers. They also confirmed the fluidity of participants’ roles and the changes in behavioral patterns toward victims, depending on the peer context. Most importantly, we revealed a new participant in the bullying circle: the frenemy, whose intervention style changes from pro-victim when alone with the victim to neutral or pro-aggressor when surrounded by members of the bullying circle. This new addition adds to our understanding of the bullying process and the relationships within the bullying circle, which may help with more effective prevention.
... In a study of Canadian youth, half of victims were unable to identify who had cyberbullied them; others were cyberbullied by peers, siblings, and friends (Mishna, Cook, Gadalla, Daciuk, & Solomon, 2010). Other research also supports the idea that bullying among friends is a common occurrence (deLara, 2012(deLara, , 2016Puhl, Peterson, & Luedicke, 2013). ...
... In a study by Allison, Roeger, and Reinfeld-Kirkman (2009) of almost three thousand Australian adults, poorer physical and mental health was found for those in their sample who were bullied as children. Other research has found comorbid mental health concerns such as generalized anxiety, social anxiety, agoraphobia, depression, panic disorder, antisocial personality disorder, substance abuse, post-traumatic stress, and suicidality (Copeland, Wolke, Angold, & Costello., 2013;deLara, 2016;Espelage, Hong, & Mebane, 2016). ...
... The definitions above were offered regardless of bullying perpetration by peers or school personnel. Similar to Smith and Sharp (1994) and deLara (2012, 2016, the participants defined bullying without reference to chronicity or power. Participants were clear that their experience of being bullied was not contained by the parameters of chronicity or power. ...
Childhood bullying is a well-known public health problem worldwide. Research has described numerous health and mental health effects on victims, bullies, and bystanders. While there are studies of contemporaneous consequences, there is still much to be discovered in terms of the impact of childhood bullying lasting into adult life. This qualitative inquiry investigated the aftermath of childhood bullying for young adults in terms of their health, mental health, and relationship issues. Further, it asked participants for their definitions of bullying. The study was part of a mixed methods inquiry. For the qualitative portion, seventy-two graduate and undergraduate students in the U.S., ages eighteen to twenty-nine, participated as a purposive sample. The majority of participants were Caucasian and female, though twenty-eight percent represented minority groups. Semi-structured interviews were conducted lasting approximately one hour each. A participatory action research approach was taken to understand the lived experiences and perceptions of the young adults. Grounded theory was utilized in reviewing the data for thematic responses. Member checks and triangulation were employed to substantiate credibility, authenticity, and coherence of the data. Content analysis revealed lasting 2 consequences in a) mental and psychological well-being b) eating disorders, weight, and body image, and c) relationship and trust issues. Results are indicative of the need for further research on childhood bullying as it affects later adolescent and young adult development. Understanding the aftermath of childhood bullying is important in informing bullying interventions and maintaining a focus on early prevention efforts.
... In a study of Canadian youth, half of victims were unable to identify who had cyberbullied them; others were cyberbullied by peers, siblings, and friends (Mishna, Cook, Gadalla, Daciuk, & Solomon, 2010). Other research also supports the idea that bullying among friends is a common occurrence (deLara, 2012(deLara, , 2016Puhl, Peterson, & Luedicke, 2013). ...
... In a study by Allison, Roeger, and Reinfeld-Kirkman (2009) of almost three thousand Australian adults, poorer physical and mental health was found for those in their sample who were bullied as children. Other research has found comorbid mental health concerns such as generalized anxiety, social anxiety, agoraphobia, depression, panic disorder, antisocial personality disorder, substance abuse, post-traumatic stress, and suicidality (Copeland, Wolke, Angold, & Costello., 2013;deLara, 2016;Espelage, Hong, & Mebane, 2016). ...
... The definitions above were offered regardless of bullying perpetration by peers or school personnel. Similar to Smith and Sharp (1994) and deLara (2012, 2016, the participants defined bullying without reference to chronicity or power. Participants were clear that their experience of being bullied was not contained by the parameters of chronicity or power. ...
Childhood bullying is a well-known public health problem world-wide. Research has described numerous health and mental health effects on victims, bullies, and bystanders. While there are studies of contemporaneous consequences, there is still much to be discovered in terms of the impact of childhood bullying lasting into adult life. This qualitative inquiry investigated the aftermath of childhood bullying for young adults in terms of their health, mental health, and relationship issues. Further, it asked participants for their definitions of bullying. The study was part of a mixed-methods inquiry. For the qualitative portion, 72 graduate and undergraduate students in the U.S., ages 18 to 29, participated as a purposive sample. The majority of participants were Caucasian and female, though 28% percent represented minority groups. Semi-structured interviews were conducted lasting approximately 1 h each. A participatory action research approach was taken to understand the lived experiences and perceptions of the young adults. Grounded theory was utilized in reviewing the data for thematic responses. Member checks and triangulation were employed to substantiate credibility, authenticity, and coherence of the data. Content analysis revealed lasting consequences in (a) mental and psychological well-being (b) eating disorders, weight, and body image, and (c) relationship and trust issues. Results are indicative of the need for further research on childhood bullying as it affects later adolescent and young adult development. Understanding the aftermath of childhood bullying is important in informing bullying interventions and maintaining a focus on early prevention efforts.
... Various forms of behavior that are called bullying when they are peer to peer, teacher to student, or sibling to sibling are referred to as "harsh parenting," "parental verbal abuse," "psychological aggression" (Conger et al., 2012;Straus & Field, 2003), and "child maltreatment" (Shields & Cicchetti, 2001). Actions by adults other than parents, such as teachers and coaches, are regarded as bullying toward children and they are designated as such (deLara, 2016;McEvoy, 2005). For example, research on teachers who bully children indicates they bully through humiliating, insulting, ridiculing, criticizing unfairly, and purposely hurting their feelings (Datta et al., 2017;Twemlow et al., 2006). ...
... As a result my self-image is not good, I have a lot of anxiety, and I am very sensitive to criticism. Victims of school bullying experience a feeling of shame (Aslund et al., 2009) that can extend into adulthood (Carlisle & Rofes, 2007;deLara, 2016). Similarly, in this study, victims of family bullying carried a sense of shame that pervaded their young adult lives. ...
This study investigated childhood family bullying and explored any ongoing impacts for young adults. Research has demonstrated that peer bullying leads to contemporaneous poor consequences and some inquiries establish adverse effects of peer bullying lasting into adult life. However, family bullying is much less studied and the effects are not well understood. While there is urgency to intervene in peer bullying, this does not extend to family bullying. The aims of this inquiry were to discover what types of childhood bullying occur in families, any ongoing consequences, and how young adults define bullying. The study was a retrospective qualitative inquiry with a purposive sample. There were 43 participants: the majority were female, mean age 24.3 years, and 27% represented minorities. A qualitative description approach based in naturalistic inquiry was employed for data analysis to understand the lived experiences of young adults. NVivo 11 was used for data storage and analysis. A multi-phase coding process was utilized along with thematic analysis. Types of family bullying and participants’ definitions of bullying were generated. Thematic analysis revealed lasting consequences in (a) low self-esteem and shame, (b) eating disorders, and (c) behavioral issues and relationship problems. Outcomes indicate the importance of further research on childhood family bullying as it affects young adult life and the need for researchers as well as practitioners to understand its lifelong impact.
... Adolescents who do not perform as well academically are more likely to feel socially isolated, stigmatized, and may become targets of bullying by their peers. Bullying can lead to a range of adverse outcomes, including increased risk of depression, anxiety, social withdrawal, and even suicidal ideation [6,7]. Given these serious consequences, bullying victimization represents a critical social issue that demands comprehensive intervention and prevention efforts. ...
Background: Bullying victimization remains a grave issue in early adolescence. However, existing research often lacks a longitudinal perspective and sufficient attention to protective factors, particularly the dynamic role of teacher–student relationships. Objective: This study explores the longitudinal protective mechanisms against bullying victimization, focusing on the roles of perceived control and teacher–student relationships. Methods: A sample of 1454 adolescents (mean age = 13.63 years, SD = 0.76, 51% female) was followed over the course of one year. Latent growth models were employed to examine the developmental trajectories of bullying victimization, perceived control, and teacher–student relationships, and to investigate the longitudinal mediating role of teacher–student relationships in the relationship between perceived control and bullying victimization. Results: Both perceived control and teacher–student relationships showed a consistent increase over time, while bullying victimization declined over time. The intercept of perceived control negatively predicted the intercept of bullying victimization, with this relationship mediated by the intercept of teacher–student relationships. Furthermore, the slope of perceived control affected the slope of bullying victimization solely through the slope of teacher–student relationships. Conclusions: These findings highlight that perceived control serves as a stable protective factor against bullying, while strong teacher–student relationships can further reduce bullying victimization. Enhancing students’ perceived control and fostering supportive teacher–student relationships should be key components of anti-bullying interventions.
... With the advent of the Internet, attention has shifted to online activities, encompassing concerns such as time spent online, parental supervision, exposure to age-inappropriate content, purposes of internet usage, socialization, and media consumption patterns (Hasebrink & Hasebrink, 2013;Smahel et al., 2020). Moreover, issues like risks, cyberbullying (DeLara, 2016), digital rights of children (Hasebrink et al., 2008;Livingstone, 2016), and misinformation (Bowman & Cohen, 2019;Christ & De Abreu, 2020) have gained prominence. ...
Keywords Abstract AI; artificial intelligence; fake news; generative artificial intelligence; media literacy; post-truth; social media. The migration of the public into online platforms, the full mediatization of everyday life, the transformation of individuals into media entities via social media, the emergence of new forms of bottom-up censorship, and the involvement of non-human actors (such as AI) as media communicators and producers, have profoundly reshaped contemporary society. For these reasons, this study aims to analyze these pivotal transformations and assess how effectively they are addressed by two seminal media literacy texts, which have dominated the 21st century with media literacy editions, one by author James Potter and the other by Stanley Baran. Utilizing a problematization methodology, the research identifies gaps in these texts' coverage of contemporary media phenomena and concepts. These two classic texts lack concepts that are very influential in today's online life, such as mob censorship, social media literacy, post-truth and the role of AI in online communications. Moreover, integrating artificial intelligence into media production necessitates a practical approach to media literacy. This paper advocates for a holistic approach to media literacy education that equips learners with the skills needed to navigate and critically engage with today's media landscape effectively. Article Info
... For all involved students in primary and secondary schools, bullying has significant psychosocial and health consequences. These include serious adjustment problems, anxiety, depression, social withdrawal, suicidal tendencies, emotional dysregulation, low self-esteem, loneliness, poor academic performance, school avoidance, peer rejection, primary and secondary isolation, and lack of friends (DeLara, 2016(DeLara, , 2019Halliday et al., 2021;Hawker & Boulton, 2000;Hodges & Perry, 1999;Tłuściak-Deliowska, 2017;. ...
The primary aim of this study was to determine whether perceptions of criminal sanctioning and school punishment predict students' willingness to report different types of bullying (material, physical, sexual, verbal, relational, and cyberbullying). An online survey was conducted with secondary school students (n = 1092) as participants. Traditionally included predictors (trust toward school staff, cost of reporting bullying, gender, and school agency) were also incorporated into a multiple linear regression analysis. The perception of criminal sanctioning for a particular type of bullying was a significant predictor of the willingness to report a given type of bullying, whereas anticipation of school punishment was relevant only in the case of cyberbullying. Trust toward school staff and gender were also significant predictors of willingness to report any type of bullying. School agency helped predict the willingness to report any kind of bullying except cyberbullying. Surprisingly, the costs of reporting bullying were relevant only in the case of material bullying. These results have important implications for stakeholders and school administration in identifying unreported bullying, developing and implementing anti‐bullying policies, and introducing programs aimed at improving students' legal awareness.
... Gejala-gejala korban APBS sering kali terlihat mirip seperti sindrom stres pasca-trauma (PTSD), namun perbedaannya orang dengan APBS mereka sering kali mencoba untuk menyembunyikan permasalahan dalam dirinya dan tidak seperti korban PTSD, korban APBS sering kali merenungkan permasahan masa lalu mereka saat dirundung oleh teman-temannya. 5 Banyak konsekuensi yang ditimbulkan dari perilaku perundungan terhadap teman sebaya, seperti peningkatan kecemasan sosial, 6 pengisolasian diri dari lingkungan, depresi, kesulitan ekonomi, gangguan kepribadian hingga ide bunuh diri. 7 Pada penelitian yang dilakukan Avon Longtudinal Study of Parents and Children, mengenai hubungan perundungan teman sebaya selama masa remaja dan diagnosis pada masa dewasa, dari 6.208 remaja yang menjadi subjek penelitian didapatkan hasil bahwa mereka dua hingga tiga kali lebih mungkin mengembangkan gangguan kecemasan sosial. ...
Perundungan ( bullying) merupakan salah satu perilaku yang muncul dalam berelasi dengan orang lain dan sering kali terjadi pada setting sekolah di berbagai jenjang. Korban perundungan selama masa kanak-kanak memiliki hubungan sosial yang lebih buruk, kesulitan ekonomi, dan masalah kesehatan yang lebih banyak pada usia 19 sampai 40 tahun dibandingkan dengan mereka yang tidak pernah mengalami perundungan. Konsekuensi dari perundungan selama masa kanak-kanak dapat mencangkup permasalahan sosial, salah satunya adalah kecemasan sosial. Kecemasan sosial didefinisikan sebagai pengalaman kognisi dan perasaan yang muncul karena adanya persepsi dievaluasi negatif oleh orang lain yang mencakup ketergugahan fisiologis yang tidak menyenangkan dan perasaan takut yang muncul ketika berinteraksi dengan orang lain. Tujuan penelitian ini adalah untuk memperoleh data empirik mengenai bagaimana efektifitas Mindfullness Based Cognitive Therapy dapat membantu menurunkan kecemasan sosial pada korban bullying di Kota Bandung. Desain penelitian yang digunakan adalah one group design pretest-posttest , dengan jumlah subjek penelitian sebanyak 5 (lima) orang. Berdasarkan hasil pengukuran dan hasil analisis menggunakan uji statistika non-parametrik Wilcoxon Signed Rank, didapatkan hasil p value sebesar 0,043 dengan taraf kepercayaan ɑ = 0,05. Hal ini menunjukkan bahwa terdapat penurunan tingkat kecemasan sosial secara signifikan pada korban bullying di Kota Bandung setelah diberikannya intervensi Mindfulness Based Cognitive Therapy (MBCT). Kata Kunci : Mindfulness Based Cognitive Therapy , Kecemasan Sosial, Korban Perundungan .
... In qualitative research, where young people attribute their bullying to a part of their identity, such as their body size or race, they report feeling significantly changed by the experience, in how they viewed themselves and others (Side & Johnson, 2014). Emerging research exploring bullying in school and PTG suggest that PTG can result from these experiences (Andreou et al., 2021;DeLara, 2016;Ratcliff et al., 2017). ...
Gender and sexuality diverse (GSD) young people (YP) frequently spend their youth exploring and discovering their identities. At this time, they often begin to think about how and when to disclose their GSD identity to others in a variety of contexts; this dynamic and ongoing process can be termed visibility management (VM). At school, GSD YP actively test social reactions, interpret attitudes, and assess safety; ultimately, seeking to be an authentic self and to find acceptance and community. This systematic review explored findings from 16 qualitative studies capturing GSD YP’s experiences of managing visibility in schools internationally. Data was thematically synthesised and seven themes were constructed: We need to explore, discover and accept who we are before we can be our authentic selves, Visibility management is a constant negotiation and a fluid process, We are influenced and oppressed by norms; our visibility breaks norms and changes culture, We are acutely aware and often fearful of social reactions to the visibility of GSD people and to disclosure, We need school staff to do more to support us, We need a visible community to feel safe and experience belonging and We fight for our right to be visible. Implications for practice are discussed.
GSD YP transgress social and gender norms and are at an elevated risk for bullying in secondary school. In the UK, GSD identity-based bullying is pervasive and colours the lives of many GSD YP. It constitutes trauma and often results in negative mental health outcomes. Posttraumatic Growth (PTG) is the perception of positive psychological growth following trauma and has been recorded following various traumata, including interpersonal trauma. In adults and YP, several predictors of PTG have been identified. However, little is currently known about its antecedents in GSD YP. This study aimed to address this gap in the field. Survey data was collected from 173 participants (aged 16-25 years) who self-identified as GSD. Independent variables included social acceptance and support from secondary school friends, social support from school staff, engagement in activism, GSD school culture and sense of school belonging. Data was analysed using multiple regression. Results demonstrate the model was statistically significantly predictive of PTG in this population, with social support and acceptance from school friends being the strongest predictors. The study concluded that multiple facets of social support and acceptance promote positive outcomes following GSD identity-based bullying and that the support and acceptance of friends is particularly critical.
... In this study, heterosexual but not sexual minority adolescents with caring parents reported higher levels of perceived school safety. Research indicates that often students are reluctant to tell their parents about bullying at school (deLara, 2012(deLara, , 2016. As Black students are already less likely to report bullying than their White peers (Lai & Kao, 2018), our results indicate that being a Black sexual minority individual may exacerbate this pattern. ...
The current study aims to explore whether the protective factors identified in the research literature for Black sexual minority adolescents in urban neighborhoods are similar to those of their heterosexual peers. Participants for the study consisted of 638 Black adolescents, aged 12 to 22 years, who resided in four neighborhoods in Chicago’s Southside. Findings indicated that for sexual minority adolescents, government assistance was negatively correlated with perceived school safety while having caring teachers was positively associated with perceived school safety. For heterosexual adolescents, caring parents, a lower level of peer victimization, caring teachers, and bonding to school were positively associated with perceived school safety. However, perceived connectedness to the neighborhood was negatively related to perceived school safety. Except for caring teachers, protective factors were not significantly associated with school safety among sexual minority adolescents as they were for heterosexual adolescents. Overall, findings from the study demonstrate that although identifying protective factors is critical; for Black sexual minority youth, it is especially important to consider macrosystem-level factors that would impede feeling safe in school, such as the presence of racism and homophobia in the school environment.
... Bullying is understood as an action or word that is done with the aim of making other people embarrassed or hurt [10]. Bullying can have negative effects on anyone who experiences it, both from the side of the victim, bullies, or bystanders [11]. Some of the consequences of bullying are drug abuse, skipping school, depression, depression, phobias, sleep disorders, eating disorders, self-harm, and even suicide [10]. ...
The Socratic method is one of many methods used in counseling guidance services. The simple Socratic method can be applied by counselors to reduce bullying. The purpose of this study was to determine whether high school counselors in Yogyakarta Province recognize the Socratic method and whether there is an opportunity for this method to be applied to increase the awareness of students about bullying. A qualitative research approach was used, with a focus on phenomenology. The data were collected using an open questionnaire. The subjects consisted of 19 counselors from 15 secondary schools in the Yogyakarta Province who were selected by purposive sampling. Data analysis was carried out based on the guidance of Narbuko and Achmadi; this process consisted of three steps, namely editing, coding, and tabulation. The results showed that there was a substantial opportunity for the Socratic method to be applied by secondary school counselors in Yogyakarta Province to increase students’ awareness about bullying. This was evidenced by: 1) bullying continued to occur among middle school students, even though the counselors had used various methods and services to discuss bullying; 2) only a small number of school counselors had received information about the Socratic method, but the procedure for implementing the Socratic method was considered simple; and 3) all counselors stated that guidance on implementing the Socratic method was necessary and were enthusiastic about applying the Socratic method in an effort to increase students’ awareness about bullying Keywords: Socratic method, opportunity, anti-bullying awareness
... Victims typically recoil from sharing their abusive experiences. Amid their own silence, the victim or target does not heal, and oft en these memories haunt victims for decades (deLara, 2016). Th e mere fact that N' didi was telling her story was a break from the norm. ...
... Można przypuszczać, że jest to jedna z przyczyn długoterminowych konsekwencji prześladowania. Atrybucja zewnętrzna, atrybucja wroga i obniżona samoocena mogą przyczynić się do obniżenia dobrostanu zarówno w krótkim, jak i długim terminie ( Carlisle, Rofes 2007, Thornberg et al. 2013, DeLara 2016. ...
Niniejszy raport jest poświęcony zależnościom między dwoma zjawiskami: bullyingu
w okresie adolescencji oraz procesów wchodzenia w dorosłość. W raporcie wykorzystujemy dane z badania jakościowego i skupiamy się na śledzeniu długoterminowych
konsekwencji przemocy rówieśniczej w okresie dzieciństwa i adolescencji. Co ważniejsze, pokazujemy jak te przykre doświadczenia są pamiętane i przedstawiane przez
młodych ludzi w okresie przejścia czy też wchodzenia w dorosłość. Innowacyjność raportu polega na pokazaniu dwóch czasookresów w odniesieniu do przemocy: w pierwszym skupiając się bullyingu jako doświadczanym przez adolescentów, w drugim zaś
pokazując jego wpływy teraźniejsze na życie dzisiejszych Millenialsów i Millenialsek
w Polsce. W pierwszej części prezentujemy retrospektywę bullyingu i zjawiska go
otaczające podczas okresu szkolnego (np. trudne relacje rówieśnicze, poszukiwania
pomocy). W drugiej części kierujemy naszą uwagę na szczegółową analizę wpływów
szkolnej przemocy na różne sfery życia kluczowe w procesach stawania się dorosłym.
Tu kreślimy konsekwencje bullyingu dla zdrowia psychicznego i dobrostanu, wyborów
edukacyjnych i zawodowych, relacji intymnych/romantycznych i rodzicielstwa, a także
życia społecznego w szerszym rozumieniu.
Najważniejsze wnioski z badania to wskazanie, że negatywne doświadczenia związane
z bullyingiem w okresie szkolnym niekoniecznie muszą mieć jednoznaczne czy też uniwersalne efekty dla wszystkich młodych ludzi. Jednocześnie dostrzeżono, że bullying
był znaczącym czynnikiem potęgującym wyzwania związane z wchodzeniem w dorosłość. Zdecydowana większość uczestników i uczestniczek wywiadów doświadczyła
bardziej rozciągniętych w czasie i fragmentarycznych przejść do dorosłości. Co więcej,
liczna grupa badanych wskazywała chroniczne konsekwencje bullyingu dla zdrowia
i życia społecznego, szczególnie w odniesieniu do lęku i depresji. Wyniki pokazują także, że ofiary szkolnej przemocy rówieśniczej preferują okazyjne i „wyłącznie zaufane”
kontakty społeczne, które z kolei wpływają na ich decyzje w innych sferach. Widzimy to
zarówno w wyborach zawodowych (praca indywidualna, unikanie oceny), jak i w kształcie ich relacji interpersonalnych, takich jak związki romantyczne.
Raport kończy się podsumowującą wyniki dyskusją, wraz z praktycznymi rekomendacjami i ogólnymi wnioskami w zakresie wpływu bullyingu w okresie adolescencji na
procesy wchodzenia w dorosłość.
... All participants stated that they tend to avoid most, if not all social interaction unless they are with people who make them feel safe or comfortable (which is a very select few). If their anxiety is peaking then they tend to withdraw into either their own personal space or within themselves, metaphorically speaking (Copeland et al, 2013;De Lara, 2016;McCabe et al, 2003;Teo et al, 2013;Baumeister & Leary, 1995;Reijntjes et al, 2006). ...
There have previously been distinct connections made between psychosocial and depressive disorders in adulthood and childhood recipients of bullying, as a consequence of maladaptive coping strategies in earlier research studies. The present investigation was conducted to ascertain whether there is an evident relationship between experiences of unresolved bullying in childhood and moderate to severe social anxiety disorder in adulthood. Using interpretive phenomenological analysis to examine the transcripts of semi-structured interviews with six individuals, who were currently suffering from moderate to severe social anxiety (the level of which was measured prior to interview using the social phobia inventory questionnaire), results showed that three main superordinate themes were identified (i) comparison through an assumed inadequacy (ii) insecurity due to low self-esteem and low self-worth, and finally; (iii) Social avoidance and situational control, leading to isolation, withdrawal and a fear of others. The analysis of the six individuals' subjective experiences confirmed that there is indeed a distinguishable connection between unresolved childhood bullying leading to social anxiety disorder in adulthood. Criticism include interviewer bias and preconceived assumptions distorting the dataset analysis. Recommendations for further extensive research have also been made.
... The costs are high and the effects far-reaching, both for victims and bullies. Victimization is associated with serious adjustment problems, including anxiety, depression, suicidal tendencies, social withdrawal, emotional dysregulation, low self-esteem, loneliness, school avoidance, poor academic results, peer rejection, and lack of friends (DeLara, 2016;Hodges & Perry, 1999;Wójcik & Flak, 2019). The impact of bullying can be felt throughout life, resulting in adult psychological problems, described by Thornberg et al. (2013) as lingering internal victimization and after-effects of bullying. ...
This study aimed to investigate the process of disclosing bullying victimization from the former victims' point of view. Twenty-three individuals with prior experience of victimization at school were interviewed. A grounded theory approach was used to analyze the data, which generated a grounded theory of help-seeking in victimization, comprising factors and conditions that influenced the willingness to ask for help when bullied. We concentrated on disclosure barriers and facilitators in a school context to identify important factors, which comprised type of peer harassment, type and form of initial attack, perception of available support at school, and perception of peer support. In terms of the practical implications of the present study, the identification of disclosure tendencies could provide a basis for developing school policies to facilitate disclosure.
... En temas de salud mental los adolescentes que pertenecen a este grupo pueden tener repercusiones durante su vida posterior a la institucional, debido a que son mayormente propensos a futuras conductas delictivas, de manera que la única forma en la que puedan conseguir lo que desean será a través de la violencia (Tobalino, Dolorier, Villa, & Vargas, 2017). Los estudiantes que se reconocen como víctimas de acoso escolar son aquellos que reciben de manera reiterada cualquier tipo de acoso durante un periodo de tiempo (Delara, 2016), suelen presentar repercusiones en su desempeño escolar, puesto que mantienen un rango de calificaciones entre bajo y medio, además de presentar escasas habilidades sociales y la falta de experiencia para confrontar los comportamientos agresivos (Ortega, 2015). El grupo de los observadores, a quienes Olweus (1995) denomina agresores pasivos, a pesar de no participar en las intimidaciones no toman ninguna iniciativa para contrarrestar el acoso, por lo tanto, se les incluye en una especie de seguidores o secuaces. ...
Fecha de recepción: 14 de agosto de 2020-Fecha de aceptación: 7 de septiembre de 2020 RESUMEN El objetivo de la investigación fue identificar a los adolescentes implicados en situaciones de acoso escolar y el impacto de este fenómeno psicosocial en su autoestima. Se utilizó un muestreo no probabilístico, de tipo no experimental con un enfoque cuantitativo, la muestra estuvo compuesta por 261 estudiantes correspondientes a todos los niveles de bachillerato con edades comprendidas entre los 13 y 18 años de ambos sexos, de una única institución educativa. En la recolección de datos se emplearon las escalas: European Bullying Intervention Project Questionnaire para la identificación de víctimas y agresores y la escala de Autoestima de Rosenberg que valora la autoestima. Se identificó un 31.8% de adolescentes víctimas, un 5.7% de agresores y un 9.6% de agresores victimizados. El sexo masculino se involucraba con mayor frecuencia que el femenino en conductas de victimización; el acoso verbal fue la tipología predominante. En cuanto a la autoestima de los adolescentes, se pudo evidenciar una tendencia al alza (aspectos positivos) siendo los agresores quienes presentaron menores índices de autoestima positiva. En conclusión, se puede evidenciar que la autoestima general de los estudiantes en situaciones de acoso escolar es positiva independientemente de si son víctimas, agresores o espectadores, evidenciándose un nivel alto de satisfacción personal. ABSTRACT The objective of the research was to identify the adolescents involved in situations of bullying and the impact of this psychosocial phenomenon on their self-esteem. A non-probabilistic sampling was used, as a non-experimental type with a quantitative approach. The sample was composed of 261 students corresponding to all high school levels between the ages of 13 and 18 of both sexes, from a single educational institution. In the data collection the scales of the European Bullying Intervention Project Questionnaire were used for the identification of victims and aggressors and the Rosenberg Self-Esteem scale for the assessment of the self-esteem. The investigation revealed that 31.8% of the adolescents were victim, 5.7% aggressors and 9.6% of victimized aggressors. The male sex was more frequently involved than the female in victimization behaviors and verbal harassment was the predominant typology. As for the adolescents' self-esteem, an upward trend (positive aspects) could be evidenced, with the aggressors who presented lower levels of positive self-esteem. In conclusion, the general self-esteem of students in situations of bullying is positive regardless of whether they are victims, aggressors, or bystanders, evidencing a high level of personal satisfaction.
... adult) definition of bullying reported being victimized less than did students who did not provide a definition but decided themselves on what needs to be reported (Vaillancourt et al., 2008). Students concentrate on negative behaviors: Younger children focus on physical and verbal aggression, whereas teenagers focus on relational aggression, particularly excluding behaviors (deLara, 2012(deLara, , 2016Vaillancourt et al., 2008;Wójcik & Kozak, 2015). Meta-analyzes of bullying prevalence studies show the decrease of physical aggression with age in favor of verbal and relational aggression (Pyżalski, 2017). ...
Bullying is observed in schools worldwide with as many as 35% of students bullied by others. Group context and dynamics are critical for preventing bullying and creating supportive school environment, and therefore the primary focus of this study was the importance of the group dynamics involved in the practice of bullying in school contexts. Fieldwork was conducted in 2 consecutive stages: field observations and interviews in 4 class units (with 102 students in total) in 3 public middle schools in Poland. During observation, 4 long-term bullying cases were identified, enabling the analysis of how middle school students perceive, understand, rationalize, and explain bullying behaviors encoded in the peer group dynamics. Subsequently, 47 semistructured individual interviews were carried out with the students from the observed classes. Grounded theory approach was used to analyze the data. The results show that students involved in a particular bullying case built and shared a system of beliefs and behavioral labels. That system comprised shared perceptions of class structure in which bullying is a punishment for threatening class reputations, a shared idea of normality that is shaped in opposition to victimized students’ appearance and behavior and self-labeling of their own behavior. In terms of policy implications, the findings suggest that it could be beneficial to plan antibullying programs as a targeted, nonpunitive restorative intervention involving peer influences to transform bullying relations by removing behavioral labels.
... Negative Folgen von Mobbing in der Schule beschränken sich auch nicht nur auf die Schulzeit. So wurde festgestellt, dass schulische Mobbingerfahrungen mit problematischeren Liebesbeziehungen und Be-rufskarrieren im Erwachsenenalter zusammenhängen (deLara, 2016). Letzteres kann unter anderem dadurch erklärt werden, dass Mobbingdynamiken zu schlechteren Schulleistungen führen (Crosnoe, 2011;van der Werf, 2014), unter anderem aufgrund vermehrt auftretenden Schulschwänzens (Gastic, 2008) und die Konzentrationsfähigkeit verringernden chronischen Stresses (Chi-hung, 2009;Totura, 2014). ...
Akademisches Schikanieren, definiert als das Schikanieren von Schüler*innen durch ihre Mitschüler*innen aufgrund von Fehlern, die erstere im Unterricht gemacht haben, ist eine Form von Mobbing, die mit reduzierter Anstrengung von Schüler*innen im Unterricht in Verbindung steht. Sie kommt disproportional stark in Schulen vor, in denen die Kinder bzw. Jugendlichen vermehrt aus sozioökonomisch benachteiligten Familienverhältnissen stammen. Die vorliegende Studie überprüft die Hypothese, dass der statistische Zusammenhang zwischen dem sozioökonomischen Klassendurchschnitt und akademischem Schikanieren, und zwischen Unterrichtsqualität und akademischem Schikanieren durch die Beziehungsqualität in Klassen erklärt werden kann. Zu diesem Zweck wird ein amerikanischer Datensatz aus den Schuljahren 2012-2015 herangezogen (N = 146.044 Schüler*innen), basierend auf Schüler*innen-Fragebögen. Eine Multi-Ebenen-Strukturregressionsmodellanalyse bestätigt die Hypothese. Aus den Ergebnissen ableitend wird empfohlen, die Professionalisierung von Lehrkräften in Deutschland im Bereich der Beziehungsarbeit vorantreiben. Auf diesem Weg ist es möglich, akademisches Schikanieren zu reduzieren, was die im internationalen Vergleich geringe Bildungsmobilität in Deutschland erhöhen würde.
Academic teasing, defined as teasing by peers for making mistakes in the classroom, is a form of bullying that predicts less academic engagement by students. It is particularly prevalent in schools with large numbers of students from socioeconomically disadvantaged family backgrounds. This study tests the hypothesis that the relationship between the average socioeconomic status of the class and academic teasing, and the relationship between the teaching quality in the classroom and academic teasing, are mediated by the quality of relationships in class. For this purpose, the study uses an American dataset based on student surveys from the academic years 2012-2015 (N = 146.044 students). A multilevel structural regression modelling analysis confirms the hypothesis. Based on the results, it is recommended that teacher professional training in Germany focuses more strongly on teachers’ relationship building skills. With this focus, it is possible to reduce academic teasing, thus improving equal opportunities in the German educational system, which is characterized by a comparatively strong relationship between socioeconomic status and educational outcomes.
... With the advent of the Internet, attention has shifted to online activities, encompassing concerns such as time spent online, parental supervision, exposure to age-inappropriate content, purposes of internet usage, socialization, and media consumption patterns (Hasebrink & Hasebrink, 2013;Smahel et al., 2020). Moreover, issues like risks, cyberbullying (DeLara, 2016), digital rights of children (Hasebrink et al., 2008;Livingstone, 2016), and misinformation (Bowman & Cohen, 2019;Christ & De Abreu, 2020) have gained prominence. ...
Media plays an important role in the development of intercultural communication in the era of globalization. They broadcast statements by political officials addressed to other countries or cultures. Depending on the choices of these statements, the public, who receives the message, reacts or creates a certain image to a particular country or culture. Cases of recent clashes in the world have caused media to be seen as being positioned based on the way of media coverage of a particular intercultural event. This has made the media message to be more sensitive, and added the need for media social responsibility and journalism ethics.
Also today, the media seem more rigid, more panic-stimulatory when covering developments affecting different cultures.
The paper aims to describe the role of the media in the era of globalization, at a time of increasing intercultural communication on the one hand and increasing intercultural intolerance on the other, and to identify cases in which the media with global reach have different coverage for the same events. This encourages the creation of a public image for different countries or cultures, but also encourages the creation of various stereotypes that develops barriers to intercultural communications.
Kaywords: intercultural communication, mass media, global media, CNN, Al Jazeera, Charlie Hebdo.
A mai társadalomban a különböző oktatási-nevelési intézményekben megfigyelhető agresszió és erőszak egyaránt próbára teszi a pedagógusok, az iskolavezetés és a szülők türelmét, konfliktuskezelési és cselekvőképességét. A probléma érzékenysége nemcsak a diák-diák kapcsolatokat, hanem a tanár-diák, illetve tanár-szülő kölcsönös bizalmi viszonyt is megnehezíti. A közösségi média egyre nagyobb szerepet tölt be a kapcsolattartásban, így az iskolai konfliktusok már nem csupán a fizikai térben nyilvánulhatnak meg, hanem a virtuális közegben is. Amíg az iskolai zaklatás után az áldozat az otthonában biztonságra lelt, addig az elektronikus zaklatásnak nincsenek térbeli, időbeli korlátai, így az áldozat még szorongóbbá válhat. A zaklatási esetek kihatnak az áldozat személyiségére, iskolai teljesítményére, ugyanakkor kortárskapcsolataiban is elszigetelődhet. Az iskolai zaklatás a passzív szemlélőkre is negatív hatással van, mind inter-, mind intraperszonális szempontból, a tehetetlenség érzése és bűntudat kísérti az esetek szemtanúit. Kutatási eredmények rámutatnak, hogy a zaklatás kapcsolatban áll az osztályklímával, a diákok közérzetével, tehát az iskolai agresszió nem egyéni, hanem osztály- még inkább iskolaszintű probléma. Az iskolai környezet önmagában növelheti vagy csökkentheti a zaklatásos esetek előfordulását. Az intervenció és prevenció szempontjából nem lehet figyelmen kívül hagyni azt a tényt, hogy a zaklatás összetett jelenség, ezért szükséges az egyéni, családi és iskolai együttműködés kialakítása és olyan program létrehozása, mely hatékony megoldás lehet a zaklatás minden résztvevője számára.
Wnioski płynące z wieloletniej tradycji badań nad przemocą rówieśniczą wskazują jednoznacznie na szereg negatywnych konsekwencji obejmujących zdrowie psychiczne dzieci i nastolatków. Liczne badania potwierdziły, że stan zdrowia osób doświadczających bullyingu jest znacząco gorszy w porównaniu z ich rówieśnikami i rówieśniczkami niemającymi podobnych doświadczeń. Należy jednak zwrócić uwagę, że konsekwencje te mogą mieć charakter długoterminowy. Badania podłużne wykazały destrukcyjny wpływ przemocy rówieśniczej na zdrowie psychiczne w życiu dorosłym. Ofiary znęcania się rówieśniczego borykały się z zaburzeniami depresyjnymi, lękowymi, jak również z trudnościami we wchodzeniu i podtrzymywaniu satysfakcjonujących relacji społecznych. Trudności te obejmowały również funkcjonowanie w rolach rodzinnych i zawodowych. W artykule ukazano negatywne znaczenie retrospektywnego czynnika psychologicznego, jakim jest doświadczenie szkolnej przemocy rówieśniczej w roli ofiary dla dobrostanu psychicznego w życiu dorosłym. Główną osią analizy uzyskanych wyników w ramach dwudziestu indywidualnych pogłębionych wywiadów z młodymi dorosłymi jest pojęcie zdrowia psychicznego jako złożonego procesu ciągłego reagowania na wyzwania związane z sytuacjami stresowymi. W tym kontekście bullying był nie tylko silnym stresorem, lecz także czynnikiem negatywnie wpływającym na kształtujące się w okresie adolescencji zasoby, które pozwalają utrzymywać zdrowie psychiczne, czyli stabilną samoocenę, wysoko rozwinięte umiejętności interpersonalne, sieć wsparcia społecznego rozumianą jako relacje przyjacielskie czy wewnętrzne umiejscowienie kontroli. Zdecydowana większość uczestników i uczestniczek badania wskazywała na chroniczne konsekwencje bullyingu dla zdrowia i życia społecznego, szczególnie w odniesieniu do lęku i depresji.
Violence involving romantic partners continues to be a public health concern for adolescents. This chapter applies the social-ecological perspective to examine the risk and protective factors of stalking, dating aggression, and sexual bullying and harassment among adolescents within the contexts of the family, peer groups, school, and community. Directions for clinical practice are then discussed.
This paper aims to explore the use of, experiences with, and risks of internet among children in Kosovo. This country has never been involved in the European project called Kids Online. Through a survey based on the Kids Online questionnaire, 437 children aged 11-16 were surveyed in 34 schools across the country. The results show that over 90% of children of this age stay online from one to six hours; YouTube and Instagram are the most preferred platforms; over 90% of them own smartphones. Conversely, many parents have admitted to being less knowledgeable about technology than their children. Parental mediation and schooling remain important, and the paper recommends the introduction of Media Literacy as a separate subject in pre-university education in Kosovo.
School-level bullying and workplace bullying are globally recognized as threats to organizational productivity, emotional safety, psychological wellness, and overall morale. Consequently, some countries have instituted legislation to prohibit bullying at various levels in society. This essay will proceed from two vantage points. First, workplace bullying will be addressed, considering the cost to organizations and individuals. Second, school bullying will be addressed with an examination of the bully as a threat to the school's reputation and individual student welfare. Further, cyberbullying affects both children and adults. Therefore, the purpose of this essay is to consider policy development for international leaders who are managing both students and professional educators.
Peer bullying is a problem that is difficult to notice and is increasingly affecting the health of society. Responding to peer bullying requires the determination and intense effort of school administrators, teachers, parents, and other school staff. Teachers who feel more competent about bullying are more likely to intervene in situations of bullying and victimization situations. However, many teachers have difficulty diagnosing bullying, do not know how to cope with bullying, or have trouble applying coping methods. This study aims to introduce the in-service teacher training program to prevent peer bullying. This program was developed using a problem-centered education program design. The content was determined with a thematic approach. The values emphasized by this program, the tools and methods it proposes, and the outcomes of the program reflect the progressive and existentialist perspectives. As a result of the evaluation of the program, it was seen that the in-service training program effectively improved teachers' competencies by increasing their awareness of peer bullying and combating bullying. It is recommended that future studies should be conducted in broad scope, including developing the competencies of teachers in dealing with cyberbullying that increased during online education.
This analytical volume uses qualitative data, quantitative data, and direct employee experiences to aid understanding of why workplace bullying occurs in universities throughout the US. To address higher education workplace bullying, this text offers data-driven interventions for human resource staff and departments to effectively tackle this destructive phenomenon. Drawing on Hollis' first-hand research which is supported by findings from a 2019 Human Resources data collection, this text identifies populations which are most vulnerable to discrimination within academia. The data shows how human resource departments, executive leadership, and faculty might proactively intervene to prevent workplace bullying. Divided into two parts, the book offers empirical analysis of structural interventions for human resource efforts to combat workplace bullying in higher education. Second, the book puts forth solutions based on empirical findings for organizations and human resources to combat workplace aggression and civility which hurts higher education. Further, the author examines the specific effect of workplace harassment and cyberbullying on women of color, junior faculty, women, and the LGBTQ community. This text will benefit researchers, doctoral students, and conducting higher education research. Additionally, the book focusses on structural issues which interfere with multicultural education more broadly. Those interested in Human Resource Management, the sociology of education, and gender and sexuality studies and will also enjoy this volume.
Cheap and accessible fashion from large retailers has, over the last decades, been thought of as a “democratic” form of consumerism. While embraced by masses of people with substantial environmental costs, many designers and researchers have questioned this mode of fast production and consumption. Designers try to create more sustainable models of consumption, often combined with ideas of other forms of consumer “inclusion” than cheap accessibility, yet they seldom define exactly what kind of inclusion is meant and what kind of desires they tap into. Using the example of nightclubs, this article asks some fundamental questions about the relationship between inclusion and exclusion in fashion, exclusivity and ability, and how to help cultivate a deeper interrogation of the dynamics these poles. © 2018
Free speech is one of the cornerstones of higher education. Professors and other knowledge workers should have the freedom to speak reasonably and collegially about a wide range of topics, even if their ideas are controversial or unpopular. However, just like any other tool, if misused, free speech can have results very different from those intended, restricting speech by silencing others. Workplace bullying, harassment, and hostile speech chill the environment and motivate those facing abuse to withhold valuable contributions. Stating that bullying and coercing others is one’s right as free speech is an excuse to sidestep the actions of the bully, instead of addressing the impact of bullying on the educational environment. This essay explores the right to free speech and its interplay with aggressive bullying speech. The discussion also reflects on how abusive free speech, whether in person or in cyberspace, hurts the academic environment and suppresses the expression of those it is meant to support.
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