PSYCHOLOGICAL AND PEDAGOGICAL PREVENTION OF BULLYING IN THE SCHOOL ENVIRONMENT

The article analyzes the concept of “bullying” and describes the areas of psychological and pedagogical prevention of this phenomenon. Bullying is considered as individual or group physical or psychological violence against a person who is unable to defend himself at the time of the violence against him; as a form of cruel behavior, when the physically or psychologically stronger (bully, abuser) gets pleasure from ridicule, bullying of the weaker (victim). The factors and reasons for the spread of bulling in the school environment are clarified. Bullying has been found to exist in two behavioral subcategories: direct and indirect bullying. Direct intimidation (active bullying) involves: threats, humiliation, insults, humiliation, harassment, causing trouble; indirect intimidation (passive bullying) includes: spreading rumors, spoiling personal belongings, lying, damaging reputation, isolation. Five stages of bulling were analyzed: creation of conditions, initial stage, active stage, social isolation of the victim, escalation of the conflict. Factors contributing to the development and spread of bullying in adolescence were identified: low socio-economic status of the family, intra-family conflicts, changes in the family (the appearance of a stepfather, stepmother, second child, etc.), hyperopia or indifference of parents; low school performance and inflated requirements for students achievement, which do not correspond to their abilities, capabilities; low level of education; self-affirmation by humiliating the victim, up to the satisfaction of their own sadistic needs; alcohol, drug and computer game abuse; the struggle for power in the group, the desire and need to dominate others; life experience, which includes manifestations of aggression, hostility, violence, etc. It was found that important in the practical activities of the school is the psychological and pedagogical prevention of bullying, which is implemented at the individual, group, school and family levels, and aimed at maintaining the mental health of students, as well as creating conditions that minimize or the influence of factors provoking violence, harassment, aggression, terror, etc. is leveled off.

Prevalence and Factors Associated with Bullying Phenomenon Among Pre-Adolescents Attending First-Grade Secondary Schools of Palermo, Italy, and a Comparative Systematic Literature Review.

Background: Bullying is recognized as one of the most significant social and health problems in the school environment for children and adolescents. In Italy, bullying involved 2 in 10 kids between 11-17 years that referred to have been bullied two or more times in a month. In Sicily, the estimated prevalence of children aged 11 to 15 that suffered at least one act of bullying in the last two months was 14% in 2011.Methods: A questionnaire consisting of 30 items investigating physical, verbal and indirect bullying, observers of bullying, resiliency, and prosociality was administered to preadolescents of ten first-grade secondary schools within the Palermo Province in order to analyze prevalence and factors associated with bullying phenomenon. Also, a systematic literature review (SLR) analyzing manuscripts that reported prevalence of the bullying phenomenon worldwide was conducted. Results: Survey: a total of 867 students, belonging to 35 second and 31 third classes of ten different schools in Palermo, Italy, were recruited in the survey. The values of physical bullying are included between the 4% of the single question method and the almost forty percent detected by the score of 7 method. Verbal bullying oscillates between 15.9% and 66.3%. Observers average values varies from 15.8% to 47.5%. SLR: the estimated prevalence showed a considerable fluctuation. The occurrence of the bullying phenomenon was low in some Northern European countries, while in Anglo-Saxon countries it affected over a quarter of the middle school student population (28% in Maryland, USA and 21% in the UK). Conclusions The prevalence of the bullying phenomenon recorded by this survey with the three different methods used is similar to observations in international literature. In the Sicilian context, a higher prevalence of bullying phenomena was observed in pre-adolescents attending major classes and in schools with lower socio-economic index. Though it remains difficult to obtain univocal data that clarifies the prevalence of different type of bullying, the continuous investigation of prevalence and factors associated with the phenomenon is a necessary starting point to introduce interventions and preventive measures in Public Health programs.

Bullying in children: impact on child health

Bullying in childhood is a major public health problem that increases the risk of poor health, social and educational outcomes in childhood and adolescence. These consequences are felt by all those involved in bullying (bullies, victims and bully–victims) and are now recognised to propagate deep into adulthood. Cyberbullying is a relatively new type of bullying in addition to the traditional forms of direct physical, direct verbal and indirect bullying. Children who are perceived as being ‘different’ in any way are at greater risk of victimisation, with physical appearance being the most frequent trigger of childhood bullying. Globally, one in three children have been bullied in the past 30 days, although there is substantial regional variation in the prevalence and type of bullying experienced. The consequences of childhood bullying can be categorised into three broad categories: educational consequences during childhood, health consequences during childhood and all consequences during adulthood. Many dose–response relationships exist between the frequency and intensity of bullying experienced and the severity of negative health consequence reported. The majority of victims of cyberbullying are also victims of traditional bullying, meaning cyberbullying creates very few additional victims. Overall, adverse mental health outcomes due to bullying in childhood most severely impact on bully–victims. Bullying prevention is vital for the achievement of the Sustainable Development Goals, with whole-school cooperative learning interventions having the strongest evidence base for successful outcomes. Clear management and referral pathways for health professionals dealing with childhood bullying are lacking in both primary and secondary care, although specialist services are available locally and online.

Bullying against teachers and its implications on attitude towards the teaching profession – Study on a sample of teachers working in public schools in Qatar –: تنمر الطلاب ضد المعلم وأثره على اتجاه المعلم نحو التدريس – دراسة على عينة من المعلمين العاملين بالمدارس الحكومية في دولة قطر –

The current study aimed to reveal the extent that student bullying against teachers occurs in public schools in Qatar, as well as the different forms that it takes, and how it could predict teachers’ attitudes towards the teaching profession. To achieve these goals, the study followed the descriptive research methodology where among a sample of 155 male and female teachers, we found that teachers report being subjected to two different types of bullying: 20% of them reported being exposed to direct bullying (i.e., verbal or physical assaults), while 64.8% were exposed to indirect bullying (e.g., disrespect in the classroom). Moreover, the statistical results revealed that male teachers reported being indirectly bullied more than female teachers. Furthermore, both forms of reported bullying correlated with negative teachers’ attitudes toward the profession, but indirect bullying more strongly predicted these attitudes. The implications of the current study shed light on the consequences of bullying against teachers which have negative implications on the attitude towards the teaching profession.

Mechanisms of Moral Disengagement and Their Associations With Indirect Bullying, Direct Bullying, and Pro-Aggressive Bystander Behavior

This study examined the links between seven specific mechanisms of moral disengagement and indirect bullying, direct bullying, and pro-aggressive bystander behavior. In addition, the moderating role of gender on these associations was examined. Participants were 317 Swedish students in Grades 4 to 8 ([Formula: see text], SD = 1.35; 62% girls). Multivariate multiple regression analyses showed that indirect bullying was predicted by gender and victim attribution. Direct bullying was predicted by moral justification, and for girls, by victim attribution. Pro-aggressive bystander behavior was predicted by diffusion of responsibility, victim attribution, gender, and age. That is, boys and younger students were more prone to take the aggressor’s side compared with girls and older students. Furthermore, the relation between pro-aggressive bystander behavior and distortion of consequences appeared stronger in boys than in girls. These results highlight the relative importance of specific moral disengagement mechanisms and may have implications for interventions targeting bullying.

Short-Term Effects of an Intervention to Prevent Bullying on First-Grade Secondary School Children of Palermo, Italy: The "BIAS" Study

The Bullying in Sicilian School study aimed to investigate the prevalence of bullying and the short-term effects on the students’ perception of bullying after a preventive intervention conducted among teachers of first-grade secondary schools of Palermo, Sicily (Italy). Between the 2017/2018 and 2018/2019 school years, a pre-post intervention study was conducted among ten schools sampled and categorized by neighbourhood socio-economic index. A questionnaire investigating physical, verbal and indirect bullying, observers role, prosociality and resiliency in bullying phenomena was administered before and after a formative cascade-training intervention on teachers of the selected classes. 428 students participated the study (70.8% response rate). A decrease in the bullying episodes after the intervention carried out was reported by students in all areas explored. The verbal bullying was the one that demonstrated the most significant decrease, together with physical bullying and observer area. In particular, a statistically significant decrease was reported for students of schools with an intermediate socioeconomic level. The encouraging results obtained in reducing bullying episodes, together with its low cost of human and economic resources, could suggest the research extension on a regional/national scale.

Relational Aggression and Bullying in a School Context

Relational aggression, or “indirect bullying” or “social aggression,” includes behaviors that are directed at damaging relationships or feelings of acceptance, friendship, or group inclusion. Relational aggression is distinct from physical bullying, and research evidence suggests that relational aggression perpetration and victimization may lead to behavioral problems and negative psychosocial functioning. Drawing from social cognitive theory and social-ecological perspectives, this chapter reviews the literature on correlates and predictors of relational aggression among children and adolescents. Supporting the social cognitive theory, existing literature demonstrates that impulsivity and anger are positively related to increases in relational aggression among adolescents, and empathy is negatively linked to relational aggression. Relational aggression appears to play out because of interactions between individual characteristics, family dynamics, peer relations, and school climates that foster aggression. It is imperative that anti-bullying policies and intervention programs focus on relational aggression and should include components that foster healthy relationships among youth.

Gender Role in School Bullying

School bullying with reference to gender was performed in Kathmandu. The general aim of this research was to analyze the relationship between bullying and victimization with response to gender among Nepalese school adolescents. The study was correlational in design employing a pen-and-paper self-report survey. Within the survey, two separate instruments measured the criterion variables bullying and victimization. Participants were drawn from three private schools of Kathmandu. These schools were chosen in random selection. The number of participations was 104 school students. The study investigated the prevalence of bullying in the school with reference to gender. The result from the survey indicates that the boys are more bully than girls are. Boys have reported higher mean scores of physical bullying, verbal bullying, physical victimization and verbal victimization. On the other hand, girls have reported higher mean scores of indirect bullying and victimization. Gen­der differences in bullying and victimization were as expected and as social role theory and previous research would predict, with boys reporting higher direct and overall levels of bullying and victimization than girls. Similarly, and in accordance with the literature, girls reported higher levels of indirect bullying and victimization than boys are. DOI: http://dx.doi.org/10.3126/jcmc.v4i1.10847 Journal of Chitwan Medical College 2014; 4(1): 37-41