Article

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

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

ABSTRACT

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

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    • "Being engaged in bullying at school therefore poses a severe developmental risk for individuals, whether they are in the role of bully, victim, or act in dual roles. In addition to causing several kinds of psychosocial and physical health problems (e.g., Due et al., 2005; Hawker & Boulton, 2000; Houbre, Tarquinio, Thuillier, & Hergott, 2006; Kaltiala-Heino, Rimpelä, M., Rantanen, Rimpelä, A., 2000), being engaged in bullying can prevent individuals from becoming integrated into their peer communities during childhood and adolescence, and even in young adulthood. "
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    ABSTRACT: This chapter explores the continuities in bullying from school contexts to university contexts, and discusses the possible reasons why some people remain in the role of bully or victim over time and through various social contexts, whereas others find a way to escape these roles. Two theories – peer community integration theory and positioning theory – are reviewed to examine: the ways in which engagement in bullying processes at school is associated with the development of individuals’ peer relationships and their position within the peer group; the impact of bullying on their perceptions of themselves and others; and how bullying affects the establishment of future peer relationships through which these individuals integrate into social communities in later life. The chapter concludes by discussing the impact that supportive peer relationships have for an individual who has been engaged in bullying. The significance of the social cognitive processes in which individuals make sense of their bullying experiences are emphasized, as they are able to re-determine their peer group position and change their role as bully or victim.
    No preview · Chapter · Jan 2016
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    • "Bullying is a major international social, physical and mental health concern owing to its effects and prevalence [2, 3]. Victimisation, or being bullied, carries numerous detrimental and long-term consequences, including depression [4, 5], psychological maladjustment [4,678, high-risk health behaviours, such as drinking, smoking and substance abuse91011 and suicidal ideation and sui- cide [4, 12]. Victimisation has also been associated with increased school absence [13], poorer educational attainment [14, 15] and lower lifetime earnings [16, 17]. "
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    ABSTRACT: Background Bullying refers to verbal, physical or psychological aggression repeated over time that is intended to cause harm or distress to the victims who are unable to defend themselves. It is a key public health priority owing to its widespread prevalence in schools and harmful short- and long-term effects on victims’ well-being. There is a need to strengthen the evidence base by testing innovative approaches to preventing bullying. KiVa is a school-based bullying prevention programme with universal and indicated elements and an emphasis on changing bystander behaviour. It achieved promising results in a large trial in Finland, and now requires testing in other countries. This paper describes the protocol for a cluster randomised controlled trial (RCT) of KiVa in Wales. Methods/Design The study uses a two-arm waitlist control pragmatic definitive parallel group cluster RCT design with an embedded process evaluation and calculation of unit cost. Participating schools will be randomised a using a 1:1 ratio to KiVa plus usual provision (intervention group) or usual provision only (control group). The trial has one primary outcome, child self-reported victimisation from bullying, dichotomised as ‘victimised’ (bullied at least twice a month in the last couple of months) versus ‘not victimised’. Secondary outcomes are: bullying perpetration; aspects of child social and emotional well-being (including emotional problems, conduct, peer relations, prosocial behaviour); and school attendance. Follow-up is at 12 months post-baseline. Implementation fidelity is measured through teacher-completed lesson records and independent school-wide observation. A micro-costing analysis will determine the costs of implementing KiVa, including recurrent and non-recurrent unit costs. Factors related to the scalability of the programme will be examined in interviews with head teachers and focus groups with key stakeholders in the implementation of school-based bullying interventions. Discussion The results from this trial will provide evidence on whether the KiVa programme is transportable from Finland to Wales in terms of effectiveness and implementation. It will provide information about the costs of delivery and generate insights into factors related to the scalability of the programme. Trial registration Current Controlled Trials ISRCTN23999021 Date 10-6-13
    Full-text · Article · Dec 2015 · BMC Public Health
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    • "The number of international studies was also much higher in this period, with 15.7% of papers written by authors from more than one country. A clear example of this international collaboration is a study in which bullying and symptoms are compared among 28 countries authored by researchers from 4 different countries (Due et al., 2005). Articles were published in 32 different journals, with the highest percentages in Aggressive "

    Full-text · Dataset · Oct 2015
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