School Bullying: Present-Day Evil or Ghost from the Past?

2012 ◽  
Author(s):  
Gloria da Costa ◽  
Madeleine Victor-Zietsman
Keyword(s):  
School Bullying ◽  
The Past

scholarly journals Peer Victimization in Middle Childhood: Characteristics, Causes, and Consequences of School Bullying

1999 ◽  
Vol 9 (1) ◽  
Author(s):  
Zopito Marini
Keyword(s):  
Peer Victimization ◽  
Middle Childhood ◽  
Empirical Data ◽  
School Bullying ◽  
Long Term Effects ◽  
School Life ◽  
The Past

This paper focuses on a particular type of peer victimization commonly identified as school bullying. In the past. myths and inaccurate assumptions coupled with the lack of empirical data on the long term effects and stability of peer victimization have presented serious obstacles toward a greater understanding of bullying. Recent research, however, suggests that the number of students affected is much higher than previously believed, the range of behaviours involved more severe, and the consequences long-lasting; in many cases, the maladjustment for both victims and bullies can extend well into adulthood. Clearly, peer victimization is a complex and multidimensional aspect of school life that needs to be understood in greater depth and taken much more seriously because of the associated consequences. This paper will provide an overview of four central aspects of bullying, namely, the myths, characteristics, callses, and consequences.

Frenemy: A New Addition to the Bullying Circle

2019 ◽  
pp. 088626051988016 ◽  
Author(s):  
Małgorzata Wójcik ◽  
Wojciech Flak
Keyword(s):  
Peer Relations ◽  
Thematic Analysis ◽  
School Bullying ◽  
Effective Prevention ◽  
The Past ◽  
The Social ◽  
Being Bullied ◽  
Bullying Behavior ◽  
Participant Role ◽  
Definition Of

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.

Prevalence and correlates of suicidal ideation and attempts among children and adolescents

2017 ◽  
Vol 29 (2) ◽  
Author(s):  
Hugues Sampasa-Kanyinga ◽  
Lorette C. Dupuis ◽  
Robin Ray
Keyword(s):  
Public Health ◽  
High School Students ◽  
Suicidal Ideation ◽  
Children And Adolescents ◽  
Suicide Attempts ◽  
School Connectedness ◽  
School Bullying ◽  
Public Health Issue ◽  
School Students ◽  
The Past

Abstract Suicide is a potentially preventable public health issue. It is therefore important to examine its immediate precursors, including suicidal ideation and attempts, to help in the development of future public health interventions. The present study reports the prevalence of suicidal ideation and attempts in the past 12 months in children and adolescents and identifies correlates of such behaviors in a large and diverse sample of middle and high school students. Data were drawn from a representative sample of Ottawa students (n=1922) aged 11–20 years (14.4±1.9 years) from three cycles (2009, 2011 and 2013) of the Ontario Student Drug Use and Health Survey (OSDUHS), a cross-sectional school-based appraisal of students in grades 7–12 across Ontario, Canada. Overall, 10.8% of students exhibited suicidal ideation and 3.0% reported suicide attempts in the past 12 months. The conditional probability of making an attempt was 25.5% among suicide ideators. Multivariable analyses indicated that being a girl and using alcohol and cannabis were positively associated with suicidal ideation, while tobacco was positively associated with suicide attempts. Being a victim of school bullying was significantly associated with reports of suicidal ideation and attempts, whereas school connectedness had protective effects against both suicidal ideation and attempts. These results indicate that suicidal ideation and attempts are related to other risky behaviors. Suicide-prevention efforts should be integrated within broader health-promoting initiatives.

scholarly journals School Bullying Experience and Current Well-Being Among Students

2021 ◽  
Vol 26 (2) ◽  
pp. 17-27
Author(s):  
A.A. Bochaver
Keyword(s):  
Well Being ◽  
School Bullying ◽  
Depression And Anxiety ◽  
Negative Consequences ◽  
Qualitative And Quantitative Analysis ◽  
Educational Organization ◽  
Qualitative And Quantitative ◽  
The Past ◽  
Self Reports ◽  
Resource Environment

The article aims to research the relationships of the actual well-being of students with their experience of participating in bullying at school age.The materials of qualitative and quantitative analysis of empirical data obtained on a sample of 274 students of the Moscow university (average age M=19.2, 20% men) are presented.The methods used were the Scale of Well-being, the Scale of Authenticity, the Scale of Depression, the Scale of Experiences in Close Relationships, as well as several questions about the experience of bullying in school.The results show that the frequency of school bullying and the role, played in these situations in the past, are significantly associated with the current level of depression and anxiety and avoidance in close relationships.It is also shown that, according to self-reports, the experience of bullying in school can be followed by delayed negative consequences, manifested in difficulties in self-attitude and relationships with other people, physical and mental disorders, as well as problems with social achievements.A comparison of the experience of socialization in school and university shows that there are different trajectories of experiencing one’s well-being within an educational organization: a university can become a resource environment after a difficult school experience; it can be perceived as a more formal space after close-knit communication in school; and a school and a university can be perceived as environments similar in friendliness or, conversely, in hostility.

The Associated Risk Factors and Psychosocial Adjustments among the Peer Victimized Adolescents in Malaysia: A Population-based Nationwide Study

2020 ◽  
Author(s):  
pei pei heng ◽  
Kuang Hock Lim ◽  
Chien Huey Teh ◽  
Balvinder Singh Gill PS
Keyword(s):  
Risk Factors ◽  
Logistic Regression ◽  
Secondary School ◽  
Health Care Providers ◽  
Parental Support ◽  
School Bullying ◽  
Care Providers ◽  
The Past ◽  
Multivariable Logistic Regression ◽  
Associated Risk Factors

Abstract Background Bullying and victimization among secondary school – going adolescents is a severe social issue which demands concerted attention from the policy-makers, health-care providers and community. The victimized children, in the long term might develop the deleterious consequences on mental health. This study aimed to determine the prevalence of victimization among Malaysian school-attending adolescents, the associated risk factors and its psychosocial impacts among victims. Methods Data was derived from the Global School Health Survey Malaysia (GSHS-M). A total of 25,461 students aged 13–18 years from 234 randomly selected schools were recruited utilizing a two-state cluster sampling design. The study tool employed standardized self-administered questionnaire. Data was analyzed descriptively and multivariable logistic regression using SPSS version 20.0. Results About one fifth (17.9%, 95%CI 16.8–19.0) of the respondents reported being victimized at least once in the past 30-days. Made fun of gender and body image was the most prevalent type of bullying (41.0%, 95%CI 38.3–43.8). Multivariable logistic regression analysis further substantiated that likelihood of victimization was higher among the boys (aOR 1.30, 95%CI 1.17–1.44), students of lower secondary form (aOR 1.87, 95%CI 1.64–2.13), those without close friend (aOR 2.09, 95%CI 1.66–2.64) as well as the obese respondents (aOR 1.29, 95%CI 1.13–1.47). Victims without parental support were more likely to missed school (aOR 0.81, 95%CI 0.59–1.13), considered suicide (aOR 1.60, 95%CI 1.18–2.18), made suicide plan (aOR 1.45, 95%CI 2.01–1.08), as well as attempted suicide at least once in the past 12 months (aOR 0.48, 95%CI 0.33–0.69). Conclusion School bullying among secondary school-going adolescents warranted specially tailored intervention strategies, particularly to minimize the physical as well as psychosocial impact among the victims.

scholarly journals Reframing school bullying: The question of power and its analytical implications

2019 ◽  
Vol 12 (2) ◽  
pp. 213-220 ◽  
Author(s):  
Paul Horton
Keyword(s):  
School Context ◽  
School Bullying ◽  
Ecological Framework ◽  
Social Difference ◽  
Research Paradigms ◽  
The Past ◽  
Social Ecological ◽  
Power And Resistance ◽  
The Social ◽  
Social Ecological Framework

The past 30 years has seen a significant increase in research interest and public discussion about school bullying and an associated diversification in perspectives on the issue. In attempting to bridge divisions between different research paradigms, there have been calls for cross-paradigmatic dialogue. In this short think piece, I seek to facilitate such dialogue by addressing the question of power and considering its analytical implications for school bullying research, anti-bullying initiatives, and education more generally. In doing so, I relate the discussion to the various systems of the widely used social–ecological framework. I argue that a focus on power suggests a need for more consideration of the various levels of the social–ecological framework, more consideration of the importance of social difference, and more consideration of the importance of the school context and issues of power and resistance therein.

scholarly journals TWO SIDES OF THE COIN: A PERSON- AND PROCESS-CENTERED ANALYTICAL APPROACH TO SCHOOL BULLYING PHENOMENON

2017 ◽  
Vol 1 (1) ◽  
pp. 75-87
Author(s):  
Aleksandra Tłuściak-Deliowska
Keyword(s):  
Research Methods ◽  
Analytical Approach ◽  
School Bullying ◽  
The Past ◽  
Foreign Literature ◽  
Body Of Knowledge ◽  
Individual Traits ◽  
Wide Range ◽  
Extensive Body ◽  
Two Sides

Over the past four decades of research on school bullying have produced an extensive body of knowledge about the nature of this phenomenon, its determinants and consequences. Bullying has been examined and explained in individual as well as in contextual terms, and from a wide range of different theories and research methods. In the literature, it can be found some attempts to sort out scientific approaches to bullying.In this article, which should be treated as review-style essay, I will present two complementary approaches to analyzing school bullying, namely (1) person-oriented analytical approach which focuses on analyzing of individual traits and characteristics of children involved in school bullying, and (2) processual analytical approach that emphasizes the processes involved. These approaches were distinguished based on the review of Polish and foreign literature on school bullying.

Risk Factors Associated With School Bullying Behaviors: A Chinese Adolescents Case-Control Study, 2019

2020 ◽  
pp. 088626052097621
Author(s):  
Yining Qian ◽  
Yaming Yang ◽  
Ping Lin ◽  
Yue Xiao ◽  
Yan Sun ◽  
...  
Keyword(s):  
Risk Factors ◽  
Logistic Regression ◽  
Regression Analysis ◽  
Alcohol Use ◽  
Conditional Logistic Regression ◽  
School Bullying ◽  
Individual Characteristics ◽  
Conditional Logistic Regression Analysis ◽  
Bullying Perpetration ◽  
The Past

This research aimed to identify risk factors including individual characteristics and environment circumstances related to different types of school bullying (physical, relational, verbal, sexual, and possession bullying) among middle school students in China. Cases were the respondents reporting perpetrating bullying behaviors three or more times in the past year. One control was selected for each case from those participants who were not involved in school bullying in the past 12 months. Data were collected between April 2019 and May 2019 in China. After considering potential confounding variables including gender, grade level, and school, multivariable conditional logistic regression analysis was performed based on the univariate logistic analysis including 1,594 adolescents. According to conditional logistic regression analysis, alcohol use and lack of emotional management and control were the significant individual characteristics positively associated with involvement in school bullying. Alcohol use was related to all five types of school bullying perpetration. Poor relationships between family members, father’s alcohol use, and parental neglect were strong risk factors for relational bullying. Lack of a sense of safety and absence of trusted people were associated with physical, relational, and verbal bullying perpetration. Results of this study provide evidence about risk factors for school bullying and have implications for potential policies to reduce bullying. Effective policies and programs need to take individual characteristics (social-emotional skills, anger control), family (parent training in conflict resolution, appropriate disciplining), peer and school factors (promoting prosocial networks, zero tolerance for bullying, appropriate disciplining policies against students who bully others, teacher training on building positive teacher–student relationships and positive discipling techniques) into consideration in order to develop effective prevention programs.

Observations of the continuum near the galactic centre

1967 ◽  
Vol 31 ◽  
pp. 405
Author(s):  
F. J. Kerr
Keyword(s):  
Galactic Centre ◽  
The Past ◽  
Centre Region ◽  
The Continuum

A continuum survey of the galactic-centre region has been carried out at Parkes at 20 cm wavelength over the areal11= 355° to 5°,b11= -3° to +3° (Kerr and Sinclair 1966, 1967). This is a larger region than has been covered in such surveys in the past. The observations were done as declination scans.

The Origin of the Moon and its Relationship to the Origin of the Solar System

1962 ◽  
Vol 14 ◽  
pp. 133-148 ◽  
Author(s):  
Harold C. Urey
Keyword(s):  
Solar System ◽  
The Moon ◽  
The Past ◽  
The Earth ◽  
Short Period ◽  
Origin Of The Moon

During the last 10 years, the writer has presented evidence indicating that the Moon was captured by the Earth and that the large collisions with its surface occurred within a surprisingly short period of time. These observations have been a continuous preoccupation during the past years and some explanation that seemed physically possible and reasonably probable has been sought.

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