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1.
School bullying has been investigated by looking at either the frequency of bullying or the perceived severity of being bullied. However, the relationship between these two constructs needs further clarification. The aim of this study was to clarify the connections between the frequency and the perceived severity of being bullied for bullying intervention and prevention, and examine gender differences in these two constructs. The participants consisted of 1423 secondary school students in southern Taiwan. The 21-item School Bullying Scales with Frequency and Severity were administered. Using Rasch analysis, the two subscales of frequency and severity were aligned on the interval logit scale to yield four quadrants. Results showed that the two latent traits derived from the two subscales had a weak correlation (r = ?.11). Some bullying behaviours, including ‘one’s friendship being ruined’, ‘belongings taken without permission’, ‘being hit and kicked’, ‘being spoken ill of in public’, and ‘being ostracised’, were perceived as the most severe and most frequent behaviours. Boys reported to be more frequently bullied than girls were, whereas girls perceived bullying to be more severe than boys did. It was suggested that bullying behaviours perceived as higher severity and frequency deserve greater attention.  相似文献   

2.
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   

3.
Bullying in schools and exposure to domestic violence   总被引：4，自引：0，他引：4  
OBJECTIVES: The study aimed to investigate the relationship between bullying and victimization in school and exposure to interparental violence in a nonclinical sample of Italian youngsters. METHODS: A cross-sectional study was conducted with a sample of 1059 Italian elementary and middle school students. Participants completed a self-report anonymous questionnaire measuring bullying and victimization and exposure to interparental violence. The questionnaire also included measures on parental child abuse and socio-demographic variables. RESULTS: Almost half of all boys and girls reported different types of bullying and victimization in the previous 3 months, with boys more involved than girls in bullying others. Exposure to interparental physical violence and direct bullying were significantly associated especially for girls: girls exposed to father's violence against the mother and those exposed to mother's violence against the father were among the most likely to bully directly others compared with girls who had not been exposed to any interparental violence. Hierarchical multiple regression analyses revealed that bullying and victimization were predicted by exposure to interparental violence, especially mother-to-father violence, over and above age, gender, and child abuse by the father. CONCLUSIONS: Exposure to interparental violence is associated with bullying and victimization in school, even after controlling for direct child abuse. Violence within the family has detrimental effects on the child's behavior; schools, in this regard, can play a fundamental role in early detection of maladjustment.  相似文献   

4.
Experiences of behaviours associated with bullying were compared between English and Zambian primary and secondary school pupils. Findings showed different patterns in the incidence of various types of behaviour for English and Zambian pupils overall and across age, school level and gender. English pupils generally reported experiencing proportionally more incidents of bullying-related behaviour than Zambian pupils. Proportionally more boys than girls reported such behaviours in both countries but these differences were only significant among English pupils. These findings are discussed as indicating possible differences in the salience of various types of behaviour, which are a function of age and gender in the two countries studied. Cultural and/or national differences in educational structures that may account for the differences are explored.  相似文献   

5.
This paper reports the Italian data on the bystanders' project. In the last decade, several studies have been conducted on the prevalence and nature of bullying among primary and secondary students as well as on individual and social risk factors, illustrating that bullying in the Italian context is a widespread phenomenon. No research has been conducted, so far, on the 'bystander' behaviours of those students who see other peers being bullied or bullying others in school either physically, verbally or through sexual coercion (i.e. touching girls). The study was conducted with 594 students (51.9% boys and 48.1% girls), aged 12–16 years old, with a mean age of 13.1 (SD=0.87). They were recruited from six different middle schools, two in each of three different sites in Italy: Northern Italy (Vercelli), Central Italy (Rome) and Southern Italy (Catania). Results showed that though the most likely reaction is supporting the victim by trying to discourage the bully, gender differences emerged, with girls more likely than boys to support the victim and boys more likely to encourage the bully or simply ignore. Differences resembling the same pattern emerged also with regard to own involvement as a bully or a victim. Findings are discussed by looking at possible applications for intervention.  相似文献   

6.
Bullying is a form of interpersonal trauma that impacts all parties involved, including the youth who witness the bullying. Some bystanders choose to intervene and defend the child being bullied. Defending may be positively associated with psychosocial difficulties because youth are becoming more involved in a traumatic event, or because youth may be actively coping with the distress elicited from witnessing bullying; however, the link between defending and psychosocial difficulties has not yet been examined. The current study investigated the age-related differences and psychosocial difficulties associated with defending behaviour in school bullying. Data were collected from 5071 Canadian youth from Grades 4–12. Participants completed an online survey at school, which assessed demographic information, recent defending behaviour, location and frequency of witnessing bullying, and psychosocial difficulties (internalizing, anger, psychosomatic, academic, and relationship difficulties). A subsample of 1443 pure bystanders (no current bullying involvement) was used for regression analyses. Defending behaviour was more common among girls and among younger students. For boys, defending behaviour was associated with more psychosocial difficulties compared to boys who only witnessed the bullying. This relationship was less consistent for girls. Defending behaviour was also associated with more psychosocial difficulties at high levels of bullying exposure. These associations suggest that defending may come at a cost for youth, or that youth are defending their peers to cope with negative emotions associated with witnessing interpersonal trauma. More longitudinal research is needed to clarify these associations.  相似文献   

7.
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   

8.
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   

9.
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   

10.
Chronic victimisation in adolescence is a traumatic experience with potential negative long-term health consequences. Given that victimisation has been shown to increase over the transition from primary to secondary school, longitudinal data from 1810 students transitioning from primary to secondary school were used to identify victimisation trajectory groups; classified as low-increasing, low-stable, medium-stable and not-bullied. Males with emotional and behavioural difficulties (both internalising and externalising behaviours) and females with externalising behaviours were more likely to be in the increasing and stable victimised groups than the not-bullied group. The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school, and that transition programmes need to emphasise and support social interaction between peers to reduce victimisation and the harms caused by long-term exposure to bullying.  相似文献   

11.
Bullying refers to several aspects of social interaction and communication. As a negative indicator of social inclusion, it has a high impact on students' well-being/health. Therefore, the present paper focuses on bullying of risk groups (gender, migration background, …), the influence of social relations on bullying and its context on school-well-being. 353 secondary school students (Austria) participated. Results indicated that boys were more likely to be bullies as well as victims. Regression analyses indicate that being female and positive teacher-student-relationships are significant predictors of being a bully less often and a positive peer-relationship is a predictor of being a victim less often. A negative correlation was found for both being a bully and being a victim and school-well-being. The findings highlight that social relations rather than being member of a minority group are important factors causing bullying and victimisation. Results will be discussed, taking into account methodological-analytical conditions.  相似文献   

12.
Despite a large amount of research focusing on bullying and exclusion in secondary schools, there is far less research focusing on cross‐gender bullying and ‘popular’ students who experience bullying. This research provides an analysis of interactions between male and female students (aged 13–14) in a school in England. The data provides multiple examples, both in the form of observations and group interviews, of girls teasing, intimidating and bullying boys and other popular girls. The analysis also considers teachers’ reactions to this behaviour, highlighting that it is often unnoticed. This paper raises this as an area for concern and suggests that future research should explore this further, both gaining more in‐depth knowledge of female bullying and intimidation of boys and popular girls, and exploring ways of working with teachers and schools to support students.  相似文献   

13.
The current 5‐year longitudinal study examined the effects of middle school bullying and victimization on adolescent academic achievement, disciplinary referrals, and school attendance through high school (N = 2030; 1016 both boys and girls). Greater engagement in bullying behaviors was concurrently associated with lower achievement and school attendance for girls and higher levels of disciplinary problems, and, for girls, predicted increases in disciplinary referrals through high school. Victimization was unrelated to school adjustment difficulties when controlling for bullying. Moreover, academic achievement was longitudinally associated with disciplinary referrals and school attendance. These findings outline concurrent school adjustment difficulties associated with engagement in bullying behavior, the longer‐term behavioral ramifications for girls, and the relations of behavioral and academic development from middle school to high school.  相似文献   

14.
The effective management of pupils' undesirable behaviours in the classroom represents a major challenge for teachers. In order to better comprehend the difficulties facing them it is important to examine how they perceive pupil behaviours at different stages of their professional development. The present study examined the effects of teaching experience and pupil and teacher gender on student teachers' perceptions of the seriousness of various forms of undesirable behaviours. A structured questionnaire was completed by 243 student teachers, regarding the perceived seriousness of 25 behaviours in boys and girls. Results indicated that both teaching experience and pupil gender were important moderators of their perceptions. For instance, novice student teachers rated overtly antisocial behaviours as serious, whereas their experienced counterparts gave higher ratings of seriousness to internalising forms of behaviour. A degree of gender stereotyping was also apparent in the perceptions of mainly novice teachers. The accumulation of teaching experience may help direct teacher attention to more subtle aspects of pupil behaviour difficulties and may reduce gender stereotyping.  相似文献   

15.
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   

16.
Bystanders can reveal valuable information about bullying to school personnel to take action on it. If they remain reluctant, of course, they frustrate our efforts to stop bullying. But then, why would they get involved if doing so might make them victims of aggression too?
This paper investigates the importance of adaptive shame management in encouraging bystanders to prevent bullying. Data were collected through the Cross-national School Behaviour Research Project from 1452 secondary school students (49% girls) in grades 7–10 (mean=8.42) in Bangladesh. As predicted, students who scored higher on shame acknowledgement (admitting shame, accepting responsibility, making amends) were more likely to intervene to prevent bullying. Those with low shame displacement (blaming or hitting out at others) were also likely to intervene to stop bullying. Implications of these findings pertaining to pastoral staff, counsellors and school teachers working with students to encourage coming forward against bullying are discussed.  相似文献   

17.
This paper examines the discourses of morality drawn on by secondary school teachers in England to describe their attitudes to pupils' developing sexual identities. Although teachers recognized their own formative role in the sexual socialization of pupils and identified homophobic attitudes among boys, they were ambivalent about how far they could intervene in homophobic bulling in school. However, they failed even to recognize the widespread misogynistic bullying of girls by boys as a problem. Teachers expressed anxieties about girls' ownership of sexual knowledge and sexual agency while perceiving boys to be sexually immature and less ‘responsible’. We explore possible reasons for teachers' neglect of misogynistic bullying and their labelling of girls as sexually precocious. We argue that the discourses shaping teachers' attitudes to sexual morality and sex education were largely embedded in a form of liberal individualism that impeded them from confronting the structurally reproduced relations of gender domination.  相似文献   

18.
Research has begun to focus on how victims of school bullying cope, but there is still little understanding of why pupils will cope in one particular way and not another. This paper aimed to examine the effects of gender, stage of schooling, frequency of victimisation, and different emotions (anger, vengeance, self‐pity, indifference, and helplessness) upon the social support that children report using. Questionnaires were completed by 6,282 Maltese schoolchildren between 9 and 14 years of age. Analyses revealed that specific patterns of emotion and victimisation predict pupil reports of using certain sources of social support. Results are discussed in relation to possible intervention, future research needs, and implications for the theoretical framework used.  相似文献   

19.
A total of 1068 secondary school pupils completed a questionnaire concerned with enjoyment of school, enjoyment of subjects and what they attributed academic success to. Gender differences were shown in the overall enjoyment of school (girls expressing greater enjoyment). Girls also reported liking friends, teachers, outings and lessons more than boys, while boys reported liking sports and school clubs more. Enjoyment of school subjects reflected traditional sex stereotyping: girls reported more liking than did boys for English, French, German, history, drama, music and home economics while boys reported more liking for science. craft and design technology, physical education and information technology. Some gender differences were shown in rating factors contributing to academic success (girls rating hard work and teachers’ liking for you as more important than boys, and boys rating cleverness, talent and luck as more important than girls) but attributions with respect to academic success varied more with age than with gender.  相似文献   

20.
Teacher ratings were obtained of bullying and other behaviour of 121 children aged 8-12, including 20 children with learning difficulties (LD). Peer nominations were also obtained for 55 of these (15 LD and 40 non-LD). Correlations between teacher ratings and peer nominations were significant for non-LD children but not for children with LD. Teachers and peers scored children with LD higher on victim and shy behaviour and non-LD children higher on leadership and cooperative behaviours. Bullying others was positively related to being disruptive and starting fights by both teachers and peers, and negatively related to being coooperative by teachers. Peers significantly associated being a victim of bullying with shy and help seeking behaviours, while teachers associated victims with fighting, being disruptive and being less cooperative. These differences were related to the children's LD status. Implications for substituting one measure for another when assessing children at risk for adjustment problems, especially children with LD, are discussed.  相似文献   

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