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1.
OBJECTIVES: To examine the prevalence of bullying behavior in adolescents from Cape Town and Durban, South Africa, and the association of these behaviors with levels of violence and risk behavior. METHOD: Five thousand and seventy-four adolescent schoolchildren in grade 8 (mean age 14.2 years) and grade 11 (mean age 17.4 years) at 72 Government schools in Cape Town and Durban, South Africa completed self-report questionnaires on participation in bullying, violent, anti-social and risk behaviors. RESULTS: Over a third (36.3%) of students were involved in bullying behavior, 8.2% as bullies, 19.3% as victims and 8.7% as bully-victims (those that are both bullied and bully others). Male students were most at risk of both perpetration and victimization, with younger boys more vulnerable to victimization. Violent and anti-social behaviors were increased in bullies, victims and bully-victims compared to controls not involved in any bullying behavior (p<.01 in all cases). Risk taking behavior was elevated for bullies and bully-victims, but for victims was largely comparable to controls. Victims were less likely to smoke than controls (odds ratio .83, p<.05). Bully-victims showed largely comparable violent, anti-social and risk taking behavior profiles to bullies. Bully-victims showed comparable suicidal ideation and smoking profiles to victims. CONCLUSIONS: Results were in keeping with Western findings. Involvement in bullying is a common problem for young South Africans. Bullying behavior can act as an indicator of violent, anti-social and risk-taking behaviors.  相似文献   

2.
OBJECTIVE: This study investigated psychiatric symptoms and deviance at the age of 15 years among children involved in bullying at the age of 8 years or at the age of 12 years. Furthermore, the relationships between involvement in bullying at the age of 8 years, concurrent psychiatric deviance, and later psychiatric deviance were studied. METHOD: Questionnaires filled in by the parents, teachers and children themselves were used to reveal psychiatric symptoms and deviance. RESULTS: Children involved in bullying, in particular those who were bully-victims at early elementary school age and those who were victims in their early teens, had more psychiatric symptoms at the age of 15 years. The probability of being deviant at the age of 15 years was higher among children involved in bullying at the age of 8 or 12 years than among non-involved children. When concurrent psychiatric deviance was taken into account, involvement in bullying increased the probability of teacher-defined deviance at the age of 15 years. CONCLUSION: Bullying experiences are connected not only to concurrent psychiatric symptoms but also to future psychiatric symptoms. Furthermore, the probability of being deviant in adolescence is increased if the child has been involved in bullying at elementary school age.  相似文献   

3.
Although knowledge on the psychosocial (mal)adjustment of bully-victims, children who bully others and are victimised by others, has been increasing, the findings have been principally gained utilising a single method to identify bully-victims. The present study examined the psychosocial adjustment of bully-victims (as compared with pure bullies and pure victims) identified by Olweus’ global measures, peer nominations and a profile method based on Olweus’ multiple measures of bullying/victimisation forms. The sample included 17,586 students from grades 3 to 8 (9–15 years old) in Finland. Bully-victims formed the smallest group, whose subjective experience of maladjustment differed from that of the bullies, rather than that of the victims. Both the prevalence and the relative maladjustment of bully-victims varied across identification methods, gender and school level.  相似文献   

4.
Students’ role in traditional bullying and cyberbullying was investigated in relation to self-serving cognitive distortions (SSCD), perception of school moral climate and bullying observation. Participants were secondary school students from Spain (n = 568; 286 girls) and the Netherlands (n = 421; 223 girls). The results demonstrated that in both country samples, bullies and bully-victims had higher levels of SSCD. Both Spanish and Dutch students who were directly involved in traditional bullying situations showed more negative perceptions of the school moral climate. In cyberbullying situations, bystanders scored higher on school moral climate perception than bullies and bully-victims. Furthermore, school moral climate perception was negatively associated with traditional bullying observation in the group of victims, and with cyberbullying observation in the case of victims and bystanders. The present findings suggest that future research should focus on the cause-effect relations of these factors, which could include measuring the effects on bullying prevalence of an intervention aimed at SSCD reduction in bullies and bystanders and the improvement of the school moral climate.  相似文献   

5.
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6.
In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies and victims, despite the fact that bully-victims are known to be the most troubled. The aim of this work is to study the relationships between these variables and their predictive value, focusing on the bully-victim role. The sample (N?=?641) is made up of adolescents aged between 12 and 17?years. The results mainly indicate that the level of maladjustment and social skills predicts sociometric popularity, which is a significant predictor of bullying involvement. Differences in the social roles were observed, suggesting that social skills and maladjustment serve a different purpose for bully-victims than for the other roles involved.  相似文献   

7.
ObjectivesThe current study presents the prevalence of students’ reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students’ category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims).MethodThis study is based on a large, nationally representative sample of 16,604 students in grades 7–11 in 324 schools across Israel, who completed questionnaires during class. Using Multivariate Analyses of Variance (MANOVA), the study explores the differences between bully-victim group memberships on their reports of staff maltreatment. It also examines the interaction of students’ gender, nation (Jewish vs. Arab students) and school level (junior high vs. high school student) with physical and emotional maltreatment.ResultsSignificant MANOVA results were found for gender (boys more than girls), nation (Arabs more than Jews) and bully-victim group membership for both emotional and physical maltreatment. Post hoc follow-up analyses revealed that bully-victims reported significantly more staff maltreatment than other students, followed by bullies and victims. Students who were not involved in bullying reported the lowest levels of staff maltreatment. In addition, the interaction analysis revealed that differences in bully-victim subgroup membership vary by gender, nations and school level in both physical and emotional maltreatment.ConclusionThe findings showed that levels of staff maltreatment toward students vary according to the category of students’ involvement in bullying, with bully-victims boys being at the highest risk. These findings mirror past research suggesting that bully-victims present multiple challenges for school staff and they are in need for special attention.Practice implicationThe findings emphasize the need to invest more efforts in helping bully-victims that were found at highest risk for staff maltreatment in both Jewish and Arab schools. Furthermore, it is essential to support teachers to help them cope effectively with difficult situations without resorting to aggression. To achieve this goal, training opportunities for teachers in Israel and other countries need to be expanded. This intervention should be designed and implemented from a “whole school” approach that includes students, school staff, and parents.  相似文献   

8.
ABSTRACT

School bullying is associated with externalizing and internalizing problems, but little is known about whether reading difficulties also play a part. We asked how, in Grades 1 and 2, word reading skills and externalizing/internalizing problems predict the degree to which students are involved in bullying in Grade 3. Using a sample of 480 Finnish children (M age = 7 years 2 months at the beginning of the study), developmental profiles were identified using mixture modeling based on reading skills, as well as externalizing and internalizing problems. In Grade 3, one fifth of the students were involved in bullying as victims, bullies, or bully/victims. Poor readers with externalizing/internalizing problems were most involved as bullies and bully/victims but not as victims. Average readers with externalizing/internalizing problems were also involved in bullying, whereas students with only reading difficulties were not. Skilled readers displayed little externalizing/internalizing problems and were not involved in bullying.  相似文献   

9.
The purpose of this study was to examine the perceived severity of school bullying among participants with different roles (victims, bullies, bullies/victims and non-involved individuals) and to determine whether interactions between type of bullying and participant roles exist. Two Olweus-like global items and a revised School Bullying Severity Scale for elementary students were used in this study. A total of 1816 valid surveys completed by students in grades 5 and 6 (mean age = 11.5, SD = .84) were collected. Data were analysed using a mixed-model two-way ANOVA. The results revealed a significant main effect of type of bullying. Physical and verbal bullying were perceived as more severe than relational and cyberbullying. A significant two-way interaction between bullying category and participant role was also identified. Bullies did not perceive the four types of victimisation behaviours differently, whereas victims and bullies/victims both rated physical victimisation as most severe and cyber-victimisation as least severe. However, effect sizes were small. Implications for bullying prevention and intervention are discussed.  相似文献   

10.
In order to find out what children would suggest as useful interventions to stop bullying, we designed a questionnaire administered to 311 children (155 boys and 156 girls; mean age?=?11 years). Thirty-six items were employed to ask children how effective, in their opinion, retaliation, nonchalance and assertiveness could be in stopping bullying. Items were presented to children from three different perspectives (imagine you are the victim, the bully or a witness). We used peer reports to assess children's role in bullying. Children were grouped into bullies, followers of the bully, defenders of the victims, outsiders, victims and those not involved. The strategy most frequently chosen by all children was to cope with bullying through assertiveness. Bullies considered retaliation effective more often than their classmates, especially when they adopted the perspective of the victim or witness. Bullies did not consider assertive strategies as efficient in stopping the bully. Defenders, outsiders, victims and children not involved, on the other hand, were very much in favour of strategies aimed at solving the conflict through nonchalance or assertiveness, especially when they imagined being the bully. Girls chose assertive strategies more often than boys and younger children preferred nonchalance more often than older children, who tended to choose retaliation more often. Suggestions for intervention are made.  相似文献   

11.
The DFE Sheffield Anti‐Bullying Project showed that schools can reduce the problem of bullying through the use of whole‐school anti‐bullying policies, curriculum exercises, environmental improvements and individual work with bullies and victims. However, the length of time necessary to plan these interventions meant that, in many cases, the work was not completed when the project evaluations ended. This study investigates the continuing progress made in primary schools in the year after the end of the project. Eleven heads took part in interviews; all schools had made some progress with policy development, and all used some curriculum resources. Most had continued with environmental improvements, but few had used the methods for dealing with bullies and victims. Four schools then administered the Olweus bullying questionnaire to all pupils between ages seven and eleven, 657 children taking part. Two schools had a consistent decline in reported bullying, one experienced a consistent rise and the other an initial fall and subsequent rise. Important factors influencing success appeared to be the extent of the consultation exercise and the date of implementation of the anti‐bullying policy. All four schools had reduced bullying among boys, but three experienced a rise in bullying among girls. Anti‐bullying work may have been influenced by a male stereotype of bullying behaviour: efforts are necessary to raise awareness and promote honesty among girls. No school had raised the proportion of victims who had told staff about being bullied.  相似文献   

12.
This paper describes an investigation of pupil and parent attitudes towards bullying, comparing attitudes with bullying behaviour. 747 parents and 326 children aged 6 to 11 from four primary schools completed the Parental Attitudes to Bullying Scale and the Children’s Attitudes to Bullying Scale. Most were found to be largely sympathetic towards victims, supportive of intervention, but less understanding towards bullies. There was little association between parental and children’s attitudes, nor did parent attitudes predict children’s behaviour, although there was a link between the children’s attitudes and their behaviour. Mothers were more sympathetic than fathers, but there were no sex differences among children. Children with more siblings were more likely to bully others.  相似文献   

13.
The present study examined psychosocial adjustment in the following four groups of students: victims, bullies, bully/victims and a control group of adolescents not involved in bullying or victimization problems. Psychosocial adjustment was measured considering as indicators: level of self-esteem, depressive symptomatology, perceived stress, feeling of loneliness, and a general measure of satisfaction with life. Participants (N=1319) were aged from 11 to 16 (47% male) and drawn from seven state secondary schools in Valencia (Spain). ANOVAs revealed significant differences among groups, reporting adolescents not involved a general better psychosocial adjustment; they had higher levels of self-esteem and satisfaction with life, and lower levels of depressive symptomatology, perceived stress and feeling of loneliness. The scores for this group were equivalent to those of bullies with respect to self-esteem, depressive symptomatology and loneliness. However, bullies perceived more stress and expressed less satisfaction with life, as did the other two groups, namely victims and bully/victims. Victims reported the strongest feelings of loneliness. Bully/victims seemed to share characteristics with both bullies and victims, though showing more similarities with the latter and a general poor psychosocial profile.  相似文献   

14.
Trajectories of stability and change in bullying roles were examined through a longitudinal prospective study of 916 school students followed up biannually from age 11 to 17. Perpetrators and victims had relatively stable trajectories with most of the children remaining in the same role over time or becoming uninvolved. Bully/victim was the most unstable role with frequent transitions to perpetrators or victims. Developmental change in bullying roles was found with a decrease in physical forms over time in bullies and victims but with persistently high perpetration and victimization in bully/victims. These findings open new horizons in research and practice related to bullying and can be useful for its early detection or design of targeted interventions.  相似文献   

15.
Clarification of how individuals in different roles perceive the victims and causes of bullying is of great importance to educational research and practice. The present study aimed to investigate the opinions of individuals in different roles (bullies, victims, bystanders, educators) regarding the targets and causes of bullying and to identify differences among various perspectives. A total of 1558 participants from 77 secondary schools in Taiwan responded to the questionnaire, including 537 bystanders, 217 bullies, 213 victims, and 591 educators. Grounded-theory method was employed to analyse the qualitative data. A theoretical model addressing commonalities among the perspectives held by individuals in different roles suggested that at-risk targets, including provocative, vulnerable, and atypical students, had poor interpersonal relationships. The bullies selected their targets based on different motivations, which included having fun, releasing emotions, and achieving status or benefits. The research found differences between the perspectives of educators and those of student participants regarding the causes of school bullying with respect to blaming victims, the intentions of bullies, intolerance of diversity in peer cultures, and the influence of contextual factors. Increasing awareness and minimizing these differences may help efforts to prevent and intervene in bullying.  相似文献   

16.
Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or mental violence performed by an individual on another person who is not capable of defending him/herself (Roland & Idsoe, 2001). The three studies conducted here reveal some of the characteristics and implications of this type of aggression. Whether the attacker (s) or the attacked, all protagonists in a bullying episode suffer the consequences of this behavior. Study 1 showed that students who were both victims and bullies had the lowest self-concepts in all areas studied. Victims exhibited inferior self-concepts to bullies, who in turn obtained lower scores than students not involved in bullying at all. Study 2 showed, as expected, that the group of bully/victims reported more psychosomatic problems than all other groups. In addition, there was a positive link between behavioral problems and the onset of psychosomatic disorders. Study 3, which was mainly exploratory, looked at the traumatic impact of bullying and the emergence of addictive behavior. Children who had vivid memories of being the victim of an aggressive act manifested a high level of post-traumatic stress, although no link was observed between post-traumatic stress and the type of aggression (physical, verbal, or relational). A dependency relationship was found between post-traumatic stress and substance use. The results of these studies suggest that the many complexities of the different protagonists of bullying should be taken into account in view of developing servicing that is geared to each individual.  相似文献   

17.
Advice to schools on countering bullying has emphasised the need for a whole school approach. This implies close collaboration between students and teachers. Little attention, however, has been paid to how students view the prospects of such collaboration. Two student surveys (n=7091 and n=632) were conducted among Australian adolescent schoolchildren, average age 14 years. The results suggest that approximately 40% of the students believed that teachers were not usually interested in taking action to stop bullying and a similar proportion were either opposed or unsure whether they should collaborate. Multiple regression analysis indicated that students who were more involved in bully/victim encounters as either as bullies or as victims were more likely than others to disparage the conflict resolution skills of teachers. In addition, bullies were particularly inclined to judge teachers as unfair in their behaviour toward students. The implications of these findings for the implementation of whole school approaches to conflict and bullying and for teacher education are discussed.  相似文献   

18.
Bullying is a moral transgression. Recognizing the importance of approaching bullying from a moral perspective, the present study examines whether children's judgments and reasoning to justify their judgments differ between bullying and repeated conventional transgressions. Our study also explores differences by gender and differences among bullies, victims, and uninvolved students. Participants included 381 students from 13 elementary schools in Sweden. Findings indicate that children judge bullying as more wrong than repeated conventional transgressions; use moral reasons more frequently in their justifications about bullying than about repeated conventional transgressions; and use conventional reasons more frequently to justify their judgments on repeated conventional transgressions as compared with bullying. Female students and nonbullies judged bullying and repeated conventional transgressions as more wrong and used moral reasons more frequently in their justifications of judgments of bullying than did male students and bullies. Male students reported bullying more than did female students. Implications for practice are also discussed.  相似文献   

19.
Bullying is a serious problem that affects the young children’s well being. Early childhood educators find it difficult to manage bullying in the classroom. Preschool is the first environment outside of the home setting where children encounter difficulties when they socially interact with their peers. Based on the principles of protecting and establishing a safe environment for all children, the purpose of this review is to present current empirical evidence about the nature and distinctive facet of bullying among preschool children. It defines both the concept of traditional school bullying and bullying in early childhood education, describes the social context of young children’s bullying, differentiates between bullies and victims in early childhood education, discusses the young children’s interpretations of bullying, describes the young children’s functions in bullying, and provides a rationale for the use of bully prevention programs for young children.  相似文献   

20.
This investigation increases our understanding of the interpersonal interactions that take place during co-operative group work (CGW) among children nominated by their peers as bullies, victims and bystanders. Using the method of Interpersonal Process Recall (IPR), children were given the opportunity to explore their own and others' feelings and actions during video replays of co-operative group work at two time points over an eight-month period, and to share their emotional responses with other members of the group. The study indicated that CGW had an impact on the expression of some emotions. At Time 1, bystanders expressed more enjoyment of CGW than either bullies or victims; at Time 2, these differences had disappeared. However, the tendency of victims to deny their feelings in comparison to bullies and bystanders remained. The implications for educational practice are discussed.  相似文献   

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