Effects of Bullying on Pupil’s Self Esteem in Al-Basra Primary Schools

2021 ◽  
Keyword(s):  
Primary Schools ◽  
Self Esteem ◽  
Effects Of Bullying

scholarly journals PSIKOEDUKASI MENGENAI DAMPAK BULLYING DAN CARA MENINGKATKAN SELF-ESTEEM PADA REMAJA

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Grace Amin
Keyword(s):  
Young People ◽  
Negative Impact ◽  
Self Esteem ◽  
Religious Communities ◽  
Short Term ◽  
Aggressive Action ◽  
Effects Of Bullying ◽  
Anxiety Depression ◽  
The Impact

Bullying is deliberate aggressive action, using an imbalance of strength physically or mentally by hurting physical, verbal, or emotional / psychological forms repeatedly. In the last decade, cases of bullying in Indonesia continue to increase and if not handled properly will increasingly have a negative impact on the development of the children of the nation's next generation. Bullying does not only affect children who are bullied but can also affect children who bully, children who witness bullying. Some of the effects of bullying include anxiety, depression, and low self-esteem. The purpose of community engagement is to socialize the impact of bullying and how to increase self-esteem to adolescents. Through psychoeducation programs in adolescents such as schools and teenagers religious communities in the Cikarang - Bekasi region, young people gain an in-depth understanding of bullying, its effects and how to increase their confidence. Through this psychoeducation, teenagers understand the understanding, types and effects of bullying both short term and long term so they promise to resist bullying starting from themselves. Teenagers learn that humans are social beings who need each other. They learn about the meaning of diversity and bhineka tunggal ika and try to implement it in their next lives by respecting the differences in their environment. These teenagers learn to respect themselves more, see the positive things that God has given them. They try to always believe in themselves that they are perfect and valuable beings in God's eyes so that even though the environment around them may not appreciate, they can still see positive things in themselvesABSTRAK:Bullying adalah tindakan agresif yang disengaja, menggunakan ketidakseimbangan kekuatan secara fisik atau mental dengan cara menyakiti bentuk fisik, verbal, atau emosional/ psikologis secara berulang – ulang. Dalam satu decade terakhir, kasus bullying di Indonesia terus meningkat dan bila tidak ditangani dengan baik akan semakin berdampak negative bagi perkembangan anak – anak generasi penerus bangsa. Tindakan bullying tidak hanya berdampak pada anak yang di-bully tetapi juga dapat berdampak pada anak yang mem-bully, anak yang menyaksikan bullying. Beberapa dampak bullying diantaranya kecemasan, depresi, serta rendahnya harga diri (self-esteem). Tujuan dari pengabdian kepada masyarakat ini adalah untuk mensosialisasikan dampak bullying serta cara meningkatkan self-esteem kepada para remaja. Melalui program psikoedukasi di lingkungan remaja seperti sekolah maupun komunitas keagamaan remaja wilayah Cikarang – Bekasi, para remaja mendapatkan pemahaman mendalam mengenai bullying, dampaknya serta bagaimana cara meningkatkan kepercayaan diri mereka. Melalui psikoedukasi ini, para remaja memahami pengertian, jenis serta dampak bullying baik jangka pendek maupun jangka panjang sehingga mereka berjanji untuk bersikap menolak bullying mulai dari diri mereka sendiri. Para remaja belajar bahwa manusia adalah mahluk social yang saling membutuhkan. Mereka belajar tentang makna keberagaman dan Bhineka Tunggal Ika serta berusaha mengimplementasikannya dalam kehidupan mereka selanjutnya dengan cara menghargai perbedaan yang ada di lingkungannya. Remaja ini belajar untuk lebih menghargai diri mereka, melihat hal positif yang telah diberikan Tuhan kepada mereka. Mereka mencoba untuk selalu menanamkan dalam diri bahwa mereka adalah mahluk yang sempurna dan berharga di mata Tuhan sehingga walaupun lingkungan di sekitar mereka mungkin tidak menghargai, mereka tetap dapat melihat hal positif dalam diri mereka.

The Relationship of Self-Esteem and Attributional Styles with Self-Handicapping in Primary Schools

2017 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Yahya Kazemi ◽  
Zahra Nikmanesh ◽  
Masome Khosravi ◽  
Zahra Hassanzadeh
Keyword(s):  
Primary Schools ◽  
Self Esteem ◽  
Attributional Styles ◽  
Relationship Of ◽  
The Relationship

Cyberbullying in Australian Primary Schools: How Victims Differ in Attachment, Locus of Control, Self-Esteem, and Coping Styles Compared to Non-Victims

2016 ◽  
Vol 27 (1) ◽  
pp. 85-104 ◽  
Author(s):  
Rachel D. Muller ◽  
Jason L. Skues ◽  
Lisa Z. Wise
Keyword(s):  
Locus Of Control ◽  
Primary School ◽  
School Psychologists ◽  
Primary Schools ◽  
Coping Styles ◽  
Self Esteem ◽  
Coping Resources ◽  
Primary School Children ◽  
School Students ◽  
And Coping

This study explored cyberbullying, coping resources and coping styles in a sample of 107 10- to 12-year-old Australian primary school students. Approximately 13% of participants reported experiencing single episodes of cyberbullying victimisation, while almost half of the participants (48.6%) reported being repeatedly cyberbullied. Technological responses employed by cyberbullying victims included blocking, deleting, and changing passwords. Those who reported a single episode of cyberbullying had higher levels of self-esteem compared to the never cyberbullied or repeatedly cyberbullied groups, but there were no significant differences in attachment, locus of control, and coping styles. These findings have important implications for teachers, parents, school psychologists, and researchers in terms of defining and operationalising cyberbullying, and developing cyberbullying interventions for primary school children.

Cognitive behaviour therapy vs rational emotive education: Impact on children's self-talk, self-esteem and irrational beliefs

1995 ◽  
Vol 5 ◽  
pp. 59-66 ◽  
Author(s):  
Paul C. Burnett
Keyword(s):  
Primary Schools ◽  
Irrational Beliefs ◽  
Self Esteem ◽  
Behavioural Therapy ◽  
Behaviour Therapy ◽  
Cognitive Behaviour ◽  
Self Talk ◽  
Rational Emotive ◽  
Rational Emotive Education ◽  
The Impact

This study investigated the impact of Cognitive-Behavioural Therapy (CBT) and Rational-Emotive Education (REE) self-enhancement programs on children's self-talk, self-esteem and irrational beliefs. A total of 116 children (50.9% girls) with a mean age of 9.8 years attending Years 4 and 6 at two primary schools participated in the study. CBT resulted in a reduction in negative self-talk while REE seemed to enhance independence beliefs. Both programs were associated with increased positive self-talk and with having increased rationality in Conformity and Discomfort Intolerance beliefs.

Some Noncognitive Effects of Streaming and Tracking in the Primary School

1979 ◽  
Vol 23 (1) ◽  
pp. 64-69
Author(s):  
Penny Nicholson ◽  
L. B. Brown ◽  
C. P. Kenna
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
School Organization ◽  
Self Esteem ◽  
Self Concept ◽  
Random Allocation ◽  
Sociometric Choice

Children in primary schools can be horizontally grouped by ability and achievement, or by random allocation to classes. The present study aimed to explore some noncognitive concomitants of these two methods of school organization specifically in relation to self-esteem, academic self-concept, sociometric choice and attitude to the school environment. A significantly lower self-esteem was found among pupils streamed in lower socio-economic areas, but a higher self-esteem for those in streamed classes in higher status areas. In both of these areas social choices were less widely diffused in streamed than in tracked classes.

scholarly journals Challenges Teachers Encounter In Implementing Inclusive Education In Public Primary Schools In Nyamira County, Kenya.

2015 ◽  
Vol 3 (3) ◽  
pp. 217-230
Author(s):  
Peterson Ondieki Oosero
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Positive Attitude ◽  
Learning Experience ◽  
Negative Attitude ◽  
Education Programme ◽  
Self Esteem ◽  
Slow Learners ◽  
Inclusive Curriculum ◽  
Heavy Workload

The purpose of the study was to determine the challenges the teachers encounter in implementing inclusive education in Nyamira County, Kenya. The location of the study was Nyamira County in Kenya. The objective of the study was to find out challenges teachers encounter in implementing inclusive education in Nyamira County, Kenya. The study was limited to challenges teachers encounter in inclusive education. Challenges discourage teachers from carrying out teaching tasks as stipulated in the inclusive education programme. The study targeted all teachers 4000 and 5 education officers in Nyamira County. Teachers were targeted because they were implementers of inclusive curriculum and therefore better positioned to share experiences they undergo. Data was analyzed and results presented in tables, graphs and percentages the study found that teachers faced such challenges as: teachers lack of knowledge of the types of learners, indiscipline cases, heavy workload demanding more time, teachers’ negative attitude towards disabled, no facilities for teachers and learners, disabled have low self-esteem among others. The study concluded that the challenges were contributing to the negativity of teachers towards inclusive education and hence hindered the implementation of inclusive education. The recommended that teachers should plan to have more time to remedy the children such as slow learners and they should maintain class control by involving all learners within each learning experience. It also recommended that teachers should be encouraged to develop positive attitude towards the implementation of inclusive education in public primary schools in Nyamira County, Kenya.

scholarly journals Role of Self-Esteem and General Self-Efficacy in Teachers’ Efficacy in Primary Schools

Psychology ◽  
2015 ◽  
Vol 06 (01) ◽  
pp. 117-125 ◽  
Author(s):  
Azizuddin Khan ◽  
Eleni Fleva ◽  
Tabassum Qazi
Keyword(s):  
Self Efficacy ◽  
Primary Schools ◽  
Self Esteem ◽  
General Self Efficacy

scholarly journals Adopting healthy habits through the collaboration of health, education and culture systems

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A Puljak ◽  
M Maric Bajs ◽  
Z Sostar
Keyword(s):  
Primary Prevention ◽  
Health Education ◽  
Primary Schools ◽  
Emotional Health ◽  
Self Esteem ◽  
Communicable Diseases ◽  
Health Promotion Program ◽  
Non Communicable Diseases ◽  
Healthy Habits ◽  
The City

Abstract Background The ’Adopt healthy habits’ program is a health promotion program that links the health system, education system and the City of Zagreb library. It is based on the association of mental, physical and emotional health factors. It is done through work in smaller groups, using educational interactive materials and methods with selected books in accordance with the topic of the workshop and with the practice of applying the adopted knowledge. Methods of work The methodological basis of the programs are health workshops conducted in the libraries of the City of Zagreb in cooperation with the primary schools. They imply working with students by acting on risk factors: obesity, physical inactivity, smoking and low self-esteem. The skills used are promoting health, cognitive-behavioral methods, health education, kinesiology, nutrition and bibliotherapy. Objectives Educating students about the importance and ways of adopting healthy habits and gaining self-esteem and reducing the occurrence of risky behaviors. Long-term objectives are improvement of the psychophysical development of students, increase of the population of the City of Zagreb with balanced dietary habits and regular physical activity and normal body mass index and reduction of the occurrence of chronic non-communicable diseases in adulthood. Results In the period from 2015 to 2018, a total of 141 workshops were conducted through which 3,106 pupils were educated. The workshops were conducted in 12 primary schools of the City of Zagreb and 5 of the related city libraries. Conclusions Interactive approaches in the creative environment proved to be the most appropriate in educative work with children. It is necessary to continue to implement this form of primary prevention on a wider population. Key messages Adopting healthy habits in childhood is the basis for primary prevention of chronic non-communicable diseases. Multidisciplinary approach to health education in youth assures a more permanent adoption of positive health behavior.

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