scholarly journals Εκφοβισμός/Θυματοποίηση, προσκόλληση στο σχολείο και δοκιμή εξαρτησιογόνων ουσιών στην εφηβεία

2021 ◽  
Vol 26 (1) ◽  
pp. 211
Author(s):  
Ειρήνη Κουφάκη ◽  
Ελένη Ανδρέου
Keyword(s):  
School Bullying ◽  
Bullying Victimization ◽  
School Bonding ◽  
School Activities ◽  
School Based ◽  
Bully Victims ◽  
School Rules ◽  
Research Findings ◽  
School Based Interventions ◽  
The Relationship

Research findings have shown associations between smoking and bullying behavior, but they have not yet offered a clear picture concerning students involved in bully/victim incidents and whether they had tried addictive substances. Additionally, it seems that the less students feel connected to their school, the more they try addictive substances and the more they get involved in bullying/victimization. The main aim of the present study was to examine the relationship between bullying/victimization, school bonding during adolescence and whether students had tried substances. The sample consisted of 779 students (426 boys and 353 girls) of middle and high schools who were administered a questionnaire concerning school bullying/victimization (categorization of students in bullies, victims, bully/victims and not involved), four parameters of school bonding, namely commitment, attachment, involvement and faith in school rules, and whether they had tried legal and illegal addictive substances. Results showed that the more the students felt connected to their school, the less they had tried addictive substances. Bullies and bully/victims had tried more substances than victims and students not involved in bully/victim incidents, while they felt less connected to their school in terms of commitment and attachment. There was not any statistically significant relationship between involvement in school activities and bullying/victimization. As far as faith in school rules is concerned, not involved students exhibited the highest scores and bully/victims the lowest. The results of this study confirm previous findings in the field of bullying/victimization and are discussed in terms of their implications for school-based interventions.

scholarly journals School-based interventions to address bullying

2016 ◽  
Vol 4 (2) ◽  
pp. 142-164 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Bullying Prevention ◽  
School Bullying ◽  
Negative Consequences ◽  
School Based ◽  
History Of ◽  
School Based Interventions ◽  
Role Of Parents ◽  
Bullying Interventions ◽  
Meta Analyses

Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical underpinnings to interventions, and in tackling cyberbullying.

scholarly journals School bullying

2013 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Risk Factors ◽  
Research Program ◽  
Meta Analysis ◽  
School Bullying ◽  
Measurement Methods ◽  
Prevalence Rates ◽  
Research And Practice ◽  
School Based ◽  
School Based Interventions ◽  
Identity Based

Bullying is defined as a systematic abuse ofpower; the development of the research program on school bullying is outlined over four phases. The distinctive nature of cyberbullying, and also of identity-based bullying, is outlined. Measurement methods are discussed, and the kinds of prevalence rates obtained. Arange of risk factors for involvement as a bully, or victim, are ummarized. Arange of school-based interventions are described, together with discussion of a meta-analysis of their outcomes. In summary, research and practice have gone hand-in-hand in the researchreviewed, and have had some success in at least reducing what is a significant problem in the lives of many children.

scholarly journals Correlates of bullying victimization among school adolescents in Nepal: Findings from 2015 Global School-Based Student Health Survey Nepal

2020 ◽  
Author(s):  
Tamanna Neupane ◽  
Achyut Raj Pandey ◽  
Bihungum Bista ◽  
Binaya Chalise
Keyword(s):  
Mental Health ◽  
Suicide Attempt ◽  
Tobacco Use ◽  
Health Survey ◽  
Mental Health Problems ◽  
School Bullying ◽  
Bullying Victimization ◽  
Student Health ◽  
School Absenteeism ◽  
School Based

Abstract Background : Bullying is an emerging risk factor for poor mental health outcomes adversely affecting children and adolescents. However, it has rarely caught the attention of the health and education sector due to lack of evidence in many countries including Nepal. The aim of this study was to assess the prevalence and factors associated with bullying behavior among adolescent students in Nepal.Methods : We used nationally representative data from the Nepal Global School-Based Student Health Survey that involved two-stage cluster sampling design with the use of a standard set of self-administered questionnaires. Complex sample analysis was done to determine the prevalence and correlates of bullying among 6529 students of 68 schools studying in grade 7 to 11 using descriptive analysis and multivariable logistic regression.Results : The overall prevalence of bullying among Nepalese school adolescents was 51% (55.7% in male and 46.1% in female). Bullied adolescents more commonly reported mental health problems with higher risk of loneliness (aOR 1.39, 95% CI: 1.14, 1.69), anxiety (aOR 1.97, 95% CI: 1.57, 2.47), suicide attempt (aOR 1.99, 95% CI: 1.48, 2.67), school absenteeism due to fear (aOR 1.72, 95% CI: 1.36, 2.19) and school truancy (aOR 1.43, 95% CI: 1.14, 1.79). A significant association was seen between bullying victimization and negative health behaviors like involvement in physical fights (aOR 3.70, 95% CI: 3.00, 4.56) and tobacco use (aOR 1.99, 95% CI: 1.09, 3.61).Conclusion: School bullying is significantly associated with mental health factors like loneliness, anxiety, suicide attempt, school absenteeism and risky behavioral factors like smokeless tobacco use and involvement in physical fight. The insights provided by these findings have important implications for planning anti-bullying strategies in school settings in the Nepalese context.

scholarly journals Gender as a Moderator of the Association Between Exposure to Violent Media Contents and Aggressive Behaviour in a Sample of Nigerian In-School Adolescents

2019 ◽  
Vol 11 (14) ◽  
pp. 10
Author(s):  
Chinyere Augusta Nwajiuba ◽  
Chiedu Eseadi ◽  
Paul N. Onwuasoanya ◽  
Emenike N. Anyaegbunam ◽  
Oluchi Queen Onwudinjo ◽  
...  
Keyword(s):  
Aggressive Behaviour ◽  
Self Report ◽  
Violent Media ◽  
Anambra State ◽  
School Based ◽  
School Based Interventions ◽  
And Gender ◽  
Senior Secondary ◽  
The Relationship ◽  
Very High

This is a correlational survey research which was carried out to find out if gender is a moderator of the association between exposure to violent media contents and aggressive behaviour in a sample of Nigerian in-school adolescents. The respondents were 603 senior secondary class 2 adolescents in Onitsha Education Zone of Anambra State. Two self-report questionnaires measuring violent media contents consumption and aggressive behaviour respectively were used for collection of data. Chart, partial correlation, and regression statistics were utlized to analyze and interpret the data. The research hypothesis was considered significant at .05 probability level. Results indicate that, to a very high extent, gender moderated the relationship between exposure to violent media contents and aggressive behaviour among in-school adolescents. Also, it was found that gender significantly moderated the relationship between exposure to violent media contents and aggressive behaviour among in-school adolescents. It is recommended that Nigerian secondary schools should initiate and promote gender-friendly and gender-transformative school-based interventions that would help mitigate aggression among in-school adolescents.

Why interventions to reduce bullying and violence in schools may (or may not) succeed: Comments on this Special Section

2011 ◽  
Vol 35 (5) ◽  
pp. 419-423 ◽  
Author(s):  
Peter K. Smith
Keyword(s):  
Special Section ◽  
Research Area ◽  
School Bullying ◽  
Intervention Programs ◽  
Negative Effects ◽  
Prevention And Intervention ◽  
School Based ◽  
Key Issues ◽  
School Based Interventions ◽  
Meta Analyses

The research area around aggression and violence in schools, and especially that on school bullying, has grown enormously in the last 30 years. There are good grounds for concern about these issues, given the negative effects of school bullying on mental health and in the more extreme cases, links to suicides. Intervention and prevention programs have grown since their origins in the 1980s, and are now quite varied and international. Recent meta-analyses suggest that on average, antibullying campaigns have had some modest success; but there is still much to understand about why programs vary in effectiveness, and much to learn about making prevention and intervention efforts more successful in the future. The five papers in this Special Section contribute to our knowledge in this respect. They are discussed in relation to some key issues, including: the nature of both prevention and intervention programs, school policies and implementation issues, importance of teacher training, extent of national support for school-based interventions, and sustainability of effects.

scholarly journals Predicting School Bullying Victimization: Focusing on Individual and School Environmental/Security Factors

2013 ◽  
Vol 2013 ◽  
pp. 1-13 ◽  
Author(s):  
Seokjin Jeong ◽  
Dae-Hoon Kwak ◽  
Byongook Moon ◽  
Claudia San Miguel
Keyword(s):  
School Safety ◽  
The United States ◽  
School Bullying ◽  
Future Research ◽  
Bullying Victimization ◽  
School Students ◽  
Public School Students ◽  
Private And Public ◽  
School Rules ◽  
Nationally Representative

Bullying behavior continues to be a salient social and health-related issue of importance to educators, criminal justice practitioners, and academicians across the country. While discourse on school bullying is abundant, previous studies are limited in explaining the predictive effect of factors such as individual/demographic variables, school environmental variables, and school antibullying preventive measures. Using a nationally representative sample of 12,987 private and public school students in the United States, the current study examines school safety measures and students’ perceptions about school environments (or climate), especially school rules and punishment. Findings reveal that the variables of security guards, fairness and awareness of school rules, gangs and guns at school, students misbehaving, and teachers’ punishment of students were statistically significant predictors of bullying victimization. Implications of these findings for school anti-bullying programs as well as directions for future research are discussed.

Why the Victims of Bullying Are More Likely to Avoid Involvement When Witnessing Bullying Situations: The Role of Bullying Sensitivity and Moral Disengagement

2020 ◽  
pp. 088626052094814
Author(s):  
Shuyang Jiang ◽  
Ru-De Liu ◽  
Yi Ding ◽  
Ronghuan Jiang ◽  
Xinchen Fu ◽  
...  
Keyword(s):  
Structural Equation ◽  
Moral Disengagement ◽  
School Bullying ◽  
Sem Analysis ◽  
Bullying Victimization ◽  
Multiple Mediation ◽  
School Students ◽  
The Relationship ◽  
Bystander Behaviors

Recent studies have suggested a link between bullying victimization and passive bystander behaviors, such as more outsider behaviors and fewer defender behaviors. However, little is known about the internal mechanism underpinning this relation. The present study aimed to examine the direct and indirect relationships between bullying victimization and two types of bystander behaviors (defender behavior and outsider behavior), considering the possible mediator role of bullying sensitivity and moral disengagement among Chinese adolescents. Participants were 435 primary school students aged from 11 to 13 years ( M = 12.27, SD = 0.69) who completed measurements of bullying victimization, bullying sensitivity, moral disengagement, and bystander behaviors. The results of the total effect model indicated that bullying victimization was positively related to outsider behavior and negatively related to defender behavior. The results from the structural equation modelling (SEM) analysis showed that bullying sensitivity mediated the relationship between bullying victimization and defender behavior. The relationship between bullying victimization and outsider behavior was mediated by moral disengagement, as well as the multiple mediation of bullying sensitivity and moral disengagement. These results highlight the roles of bullying sensitivity and moral disengagement in explaining the relation between bullying victimization and bystander behavior among adolescent students. The findings provide important implications for developing intervention programs aiming at school bullying prevention.

Empathy and Callous–Unemotional Traits in Different Bullying Roles: A Systematic Review and Meta-Analysis

2016 ◽  
Vol 20 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Izabela Zych ◽  
Maria M. Ttofi ◽  
David P. Farrington
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
School Bullying ◽  
Inclusion Criteria ◽  
Bullying Perpetration ◽  
Callous Unemotional ◽  
Callous Unemotional Traits ◽  
Bully Victims ◽  
Unemotional Traits ◽  
The Relationship

Bullying is an extremely damaging type of violence that is present in schools all over the world, but there are still many gaps in knowledge regarding different variables that might influence the phenomenon. Two promising research lines focus on empathy and callous–unemotional traits but findings from individual studies seem to be contradictory. This article reports the results of a systematic review and a meta-analysis on empathy and callous–unemotional traits in relation to school bullying based on 53 empirical reports that met the inclusion criteria. Bullying perpetration is negatively associated with cognitive (odds ratio [ OR] = 0.60) and affective ( OR = 0.51) empathy. Perpetration is also positively associated with callous–unemotional traits ( OR = 2.55). Bully-victims scored low in empathy ( OR = 0.57). There is a nonsignificant association between victimization and empathy ( OR = 0.96), while the relationship between callous–unemotional traits and victimization is significant but small ( OR = 1.66). Defenders scored high on cognitive ( OR = 2.09) and affective ( OR = 2.62) empathy. These findings should be taken into account in explaining and preventing bullying.

Gender, Bullying Victimization, and Education

2014 ◽  
Vol 29 (5) ◽  
pp. 843-856 ◽  
Author(s):  
Ann Marie Popp ◽  
Anthony A. Peguero ◽  
Kristin R. Day ◽  
Lindsay L. Kahle
Keyword(s):  
Longitudinal Study ◽  
Significant Role ◽  
Educational Outcomes ◽  
Multivariate Regression ◽  
Educational Achievement ◽  
School Bullying ◽  
Bullying Victimization ◽  
Regression Analyses ◽  
The Relationship ◽  
Academic Self Efficacy

School bullying has detrimental consequences for its victims, including undermining students’ educational outcomes. Furthermore, gender has been shown to play a significant role in determining the type of bullying victimization experienced and educational outcomes. This research examines whether an interaction between gender and bullying victimization exists as well as its impact on educational outcomes (i.e., academic self-efficacy and educational achievement). Multivariate regression analyses, drawing on the Educational Longitudinal Study of 2002, reveal that the interaction between gender and bullying victimization is linked to disparate educational outcomes. The findings and their implications are discussed regarding understanding the relationship between gender, bullying victimization, and education.

The School as a Socialization Context

2017 ◽  
Vol 51 (8) ◽  
pp. 1145-1166 ◽  
Author(s):  
Gil Keppens ◽  
Bram Spruyt
Keyword(s):  
School Climate ◽  
International Student ◽  
Climate Model ◽  
Student Assessment ◽  
School Bonding ◽  
International Student Assessment ◽  
School Based ◽  
Individual School ◽  
Research Questions ◽  
The Relationship

This study contributes to the literature on school-based strategies to prevent and reduce truancy by investigating the relationship between an authoritative school climate and class skipping. We use data from The Programme for International Student Assessment with 15-year-old pupils ( N = 2,539) in secondary education in Flanders, the Dutch-speaking part of Belgium, to answer three research questions: (a) Is there a relationship between an authoritative school climate and class skipping? (b) Is this relationship mediated by individual school bonding? (c) Does school bonding moderate the relationship between an authoritative school climate and class skipping? In line with the authoritative school climate model, our results indicate that class skipping occurs less frequently in authoritative schools, irrespective of a pupil’s personal background or the school composition. In addition, this study demonstrates that (a) the influence of authoritative socialization at least partly acts through the enhancement of school bonding and (b) the link between school bonding and class skipping is stronger in authoritative schools. In the discussion, we elaborate on the implications of our findings.

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