Analysing the path from bullying to bully (original) (raw)
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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. ...
Iranian Journal of Psychiatry
Objective: Bullying and victimization are common and serious problems in schools resulting in development of emotional and behavioral disorders in adolescents. This study aimed at examining the prevalence of bullying behavior and some of its associated factors among students. Method: This was a cross sectional analytic study involving junior high schoolers in grades seven, eight and nine. This study was part of an international study that used a questionnaire as a tool for data collection. The questionnaire investigated some of the characteristics and qualities possessed by most juveniles and some occasional problems which they may experience. Also, it was used to examine participants’ experiences with bullying and victimization. This questionnaire comprised of 15 sections on demographic characteristics, individual health, family status and types of bullying experiences at school and outside of school, along with the Strengths and Difficulties Questionnaire (SDQ), which is an instru...
Types of Bullying and Their Correlates
Aggressive Behavior
: Aggressive Behavior 18:117-127] suggested that there are significant differences in the types of aggressive behaviour-direct physical, direct verbal, and indirect-engaged in and experienced by boys and giris of different ages. This study reports on similar age and sex differences in the types of bullying behaviour found in Britisb schools, based on a survey of 7,000 primary and secondary school pupils. It furtber relates these types of bullying to where victims were bullied, who bullied them, and whether an adult was told about bullying. Our analyses focused on whether age and sex differences characteristically found for these latter items could be explained by differences in types of bullying, or whether other factors were responsible. We alsu compare Olweus' measure of indirect bullying with our own. © t994 Wilev-[.iss. Inc.
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.
Résumé Le but de la présente étude est d’évaluer la prévalence de l’intimidation chez des élèves chypriotes du primaire et du secondaire. L’échantillon comprend 1 645 élèves des deux niveaux qui ont rempli le « Revised Bullying and Victimization Questionnaire ». Les résultats montrent que 5.4% les élèves interrogés sont impliqués dans de tels incidents en tant qu’intimidateurs seulement, 7.4% en tant que victimes seulement et 4.2% en tant qu’intimidateurs-victimes. Au total, 17% des jeunes chypriotes grecs sont impliqués dans une forme quelconque d’intimidation et de victimation. Bien que le pourcentage des élèves qui s’impliquent dans des comportements d’intimidation soit significativement plus élevé chez les garçons que chez les filles, il n’existe pas de différence significative entre les deux sexes en ce qui concerne la victimation. Des comparaisons par tranche d’âge indiquent que les garçons plus âgés s’impliquent davantage dans des comportements d’intimidation alors qu’il n’existe pas de différence significative entre les groupes d’âge étudiés en ce qui concerne la victimation. Abstract The aim of the present study was to investigate the prevalence of bullying among Cyprus elementary and high school students. The participants were 1645 students of both levels that completed the Revised Bullying and Victimization Questionnaire. The results show that 5.4% of the children are involved in such incidents as uniquely bullies, 7.4% of the children as uniquely victims, and 4.2% as bully/victims. In total, 17% of the Greek-Cypriot children are involved in some form of bullying and victimization. While boys are significantly more involved in bullying there are no significant differences in victimization. Age comparisons show that older boys are also more significantly involved in bullying but there are no age differences in victimization.
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.
European Journal of Social Sciences Studies
The research presents the results from the completion of a questionnaire exclusively by the participants of the study who have been perpetrators of acts of bullying. The results showed that the bullies to a small extent acknowledged that they became bullies because they felt powerful, because they like to dominate/oppress others, because they wanted recognition of their authority from their classmates, because they were afraid of becoming victims and because they had had previously been victims of bullying (in all cases the average value is equal to 2.0). Also, the results showed that the most important reason that pushed the bullies to bully was some particular characteristic of the victim (Mean=3.0, SD=1.0) and to a lesser extent identity -ethnicity, race, sexual orientation- (Mean=2.0, SD=1.0, Mean=2.0, SD=1.0, Mean=2.0, SD=1.0) respectively. According to the perpetrators, they bullied more often boys (Mean=3.0, SD=2.0), and students of their school (Mean=3.0, SD=2.0). Finally, i...
Bullying: description and analysis of a phenomenon
2006
This article purports to present this Special Issue about Bullying and, at the same time, to introduce the phenomenon of bullying in order to facilitate readers an updated vision about the problem that will be worked from different perspectives by researchers from national and international scope. With this purpose, we present some controversial aspects in the characterization of bullying related to definition, incidence and prevalence of bullying and the influence of specific variables like age and gender. At the same time, it is done a revision of the more frequent types of bullying behaviours, the characterization of involved agents, as well as the analysis of the most important risk factosr those are underliying problem's genesis. The final goal is to provide information about bullying for facilitating the characterization and comprehension, more specifically, of a real problem that is interesting and important into the educational centres.
Journal of Education and Future, 2020
School bullying is defined as physical, verbal, psychological attack/intimidation in a physically/psychologically unequal environment perpetrated in an intentional, willing and systematic manner in intervals against less powerful peer without the element of incitement, aiming to cause fear and anxiety/harm in the victim. Accordingly, this study is considered to be important in terms of recognizing bullying behavior and contributing to the literature on school bullying. School bullying can be seen in students at all levels of education, but the highest risk group is the adolescents aged 13-15. Bullying have typologies such as social exclusion, physical and verbal bullying. Since verbal and physical bullying is observable and visible, they are considered to be direct bullying, while social exclusion is considered to be indirect bullying as it occurs in a less visible manner. A number of different factors have been identified that contribute to the bullying, and thus school bullying, a...