Middle School Students' Perceptions of Bullying (original) (raw)

Four Decades of Research on School Bullying An Introduction

This article provides an introductory overview of findings from the past 40 years of research on bullying among school-aged children and youth. Research on definitional and assessment issues in studying bullying and victimization is reviewed, and data on prevalence rates, stability, and forms of bullying behavior are summarized, setting the stage for the 5 articles that comprise this American Psychologist special issue on bullying and victimization. These articles address bullying, victimization, psychological se-quela and consequences, ethical, legal, and theoretical issues facing educators, researchers, and practitioners, and effective prevention and intervention efforts. The goal of this special issue is to provide psychologists with a comprehensive review that documents our current understanding of the complexity of bullying among school-aged youth and directions for future research and intervention efforts.

Literature Review of School Bullying 1 Literature Review of Bullying at Schools

EDUA 7740: School Bullying Literature Review of School Bullying 2 Bullying and Harassment at Schools Bullying and harassment are not new issues that students and schools face. In fact, over the years, it has been viewed as being so commonplace in schools that it has been overlooked as a threat to students and reduced to a belief that bullying is a developmental stage that most youth will experience then get over (Ross, 2002, p. 107). But not everyone gets over the personal trauma that can come with bullying both for the victim and the bully. This is why it is seen happening by adults in work places, in homes, and in the community. Therefore, this harassment is not isolated to schools alone. But schools are the best place to actively intervene. Teachers, administrators, counsellors, and even students have the greatest access to the most students through a school system. It is here that school staff can intervene, support and educate students about ending bullying behaviours directly and indirectly; breaking the bullying-cycle. This paper will address bullying in general at all grade levels, but its intervention focus will be at the high school level. Harris & Hathorn, (2006, p. 50) state:

Bullying in Schools: Patterns, Reactions, and Intervention Strategies among Adolescents

The purpose of this study is to find out how common, different kinds, and how teens and young adults (12-20 years old) feel about bullying at school. 357 teenagers (N = 357) took part in the study. There were 215 females and 142 males among them. The participants were chosen from North Macedonian schools in Skopje. The participants' ages were distributed as follows: Ten years (n = 30), eleven years (n = 45), twelve years (n = 77), thirteen years (n = 92), fourteen years (n = 83), and fifteen years (n = 11) A questionnaire was used to get information from 351 subjects about their experiences with being bullied, bullying others, and observing bullying. The poll had both multiple-choice and open-ended questions about things like how often and for how long bullying happens, the different types of bullying, emotional responses, ways of coping, practices for getting help, and how people feel about interventions. As a result, bullying practices were found to be very common. Most of teenagers who participated had been victims, perpetrators, or observers of bullying. The pparticipants talked about different kinds of bullying, such as physical violence, comments, being left out of social groups, and cyberbullying. From the total number 50.1% or of them have been bullied 39.5% or 177 of them were at least once bullied. Among the common forms of bullying 64 or 36% of them have been exposed in insulting, gossip with 33.7 % or 60 of them, physical impact is the following form of bullying among 13.5% or 24 of them and threats in 12.9% or 23 participants. Other distributions are in smaller percentages 9.6% are other forms of bullying, following by exclusion from school groups with 9%, insults via mobile 6.7%, cyberbullying with 2.2% or 4 participants. While witnesses reacted in a variety of ways, ranging from passive observation to active involvement, victims often described negative emotions such as sadness, fear, and a sense of helplessness. Some of the most important things that led to bullying were found to be personal traits, family relationships, the school setting, and social effects. Notably, treatments like activities that raise knowledge about bullying and help from school psychologists were seen as effective ways to reduce bullying incidents. These results make it clear how important it is to have complete anti-bullying programs that deal with the many aspects of bullying and offer specialized help to victims, bullies, and onlookers.

Bullying among High School Students

Objective: The main aim of this research is to investigate the prevalence of bullying behaviour, its victims and the types of bullying and places of bullying among 14-17 year-old adolescents in a sample of school children in Bursa, Turkey. Methodology: A cross-sectional survey questionnaire was conducted among class 1 and class 2 high school students for identification bullying. Results: Majority (96.7%) of the students were involved in bullying behaviours as aggressors or victims. For a male student, the likelihood of being involved in violent behaviours was detected to be nearly 8.4 times higher when compared with a female student. Conclusion: a multidisciplinary approach involving affected children, their parents, school personnel , media, non-govermental organizations, and security units is required to achieve an effective approach for the prevention of violence targeting children in schools as victims and/or perpetrators.

Bullying in School: Prevalence, Students Involved, and Consequences

White Paper , 2018

Although the bully-victim conflict is an age-old scenario, researchers only began studying it in school settings 45 years ago. The most agreed upon definition of bullying includes three criteria: 1) intentionality (desire or goal of inflicting harm, intimidation, and/or humiliation), 2) some repetitiveness, and most importantly, 3) a power imbalance between the socially or physically more prominent bully and the more vulnerable victim. The power differential can manifest among a variety of factors, such as physical dominance, self- confidence, peer group status, etc. Conversely, conflict between equals is not considered bullying, but rather, general aggression. Another, more recent concept that has emerged in the field of bullying research is the category of “bully-victims,” a smaller subset of youth who both perpetrate and experience bullying. The forms bullying can take include: direct aggression (e.g., name calling, hitting, belittling someone in front of others) or indirect, relational aggression (e.g., spreading rumors, exclusion from the group, hurting another’s reputation). Often occurring in school contexts, which has expanded in recent years to include cyberbullying in the virtual worlds of digital and social media, bullying takes place throughout the school years, from elementary to high school and has likewise been studied across the grades. And since bullying is a familiar, if not intimate, school experience for most people, it is sometimes easy or tempting to accept it as a rite of passage or a typical childhood experience, rather than a problem that needs to be addressed. As Olweus (2013) explains, “being bullied by peers represents a serious violation of the fundamental rights of the child or youth exposed” (p. 770). It is with this understanding of bullying – as a violation of basic human rights – that this two-part brief explores the phenomenon (history, prevalence, risk factors, and consequences) in Part I and reviews research- based interventions in Part II.

School bullying: definition, characteristics, and intervention strategies

Revista de Cercetare şi Intervenţie Socială, 2009

The bullying is one of the most frequent forms of school violence which affects about one third of the students' population. Within the present paper, we wanted to present a short synthesis regarding the stage of the researches from the area by first analyzing the prevalence of the school violence and the existing differences according to variables like age and sex. Then, we proposed a conceptual clarification starting from the most well-known definitions and we described the main forms of bullying: physical, verbal and relational. ...

School Bullying: Development and Some Important Challenges

After sketching how my own interest and research into bullying problems began, I address a number of potentially controversial issues related to the definition and measurement of such problems. The importance of maintaining the distinctions between bullying victimization and general victimization and between bullying perpetration and general aggression is strongly emphasized. There are particular problems with the common method of peer nominations for purposes of prevalence estimation, comparisons of such estimates and mean levels across groups and time, and measurement of change. Two large-scale projects with time series data show that several recent claims about cyber bullying made in the media and by some researchers are greatly exaggerated and lack scientific support. Recent meta-analyses of the longterm outcomes for former bullies and victims provide convincing evidence that being involved in such problems is not just a harmless and passing school problem but something that has serious adjustment and public health consequences that also entail great costs to society. Another section presents my view of why the theme of bullying took quite some time to reach the peer relations research community in the United States and the role of a dominant research tradition focusing on "likeability" in this account. In a final section, I summarize some reasons why it may be considered important and interesting to focus both research and intervention on bully/victim problems. 751 Annu. Rev. Clin. Psychol. 2013.9:751-780. Downloaded from www.annualreviews.org by University of Bergen UNIVERSITETSBIBLIOTEKT on 03/30/13. For personal use only.

A Study of Bullying in the Middle School

NASSP Bulletin, 2002

Children spend more time in school in their daily lives. Therefore, the school is the closest environment to children besides the family environment. This certainly does not rule out the possibility that children can experience abuse or violence in school or commonly referred to as bullying. Bullying in schools is rampant in Indonesia and is one of the main reasons children commit suicide. Therefore, it is necessary to create a school environment that can ensure the safety of children both physically and non-physically so that the learning process and development of children in schools can run optimally. The school environment is better known as Safe School is very important nowadays especially in industrial revolution 4,0 era.