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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.
This study formed the second wave of a longitudinal research project examining bullying from the students’ perspective. A sample of 877 Swedish 13‐year‐olds filled out a questionnaire regarding the definition of bullying, reasons for why some students are bullied and the experience of adults’ response to bullying. In their definitions, girls were more likely than boys to include the victims’ experience of bullying, whereas boys were more likely than girls to mention bullying as an imbalance of power and a set of repeated actions. Assigning responsibility for the bullying to the bully was more common among girls and bullied adolescents than among boys and non‐bullied adolescents. Furthermore, among bullied adolescents, 23% had not told anyone about the bullying and 35% had not received any help.  相似文献   

3.
In the present study, attitudes of elementary school teachers toward different types of bullying (verbal, physical, and relational) were investigated. Six written vignettes describing all types of bullying were given to 405 elementary school teachers (F = 218; M = 187). Results indicated that teachers perceived relational bullying, specifically, social exclusion, less serious than verbal and physical bullying. Unlike previous findings, however, the teachers considered verbal bullying behaviors more serious than physical bullying behaviors and were also more empathetic toward the victim physically bullied and the victim verbally bullied than the victim relationally bullied. Coherent with the findings of empathy, they were also more likely to intervene in verbal and physical bullying behaviors than relational bullying behaviors. Gender of the participant was a significant factor for all variables. The most rated intervention strategy was having a serious talk with the bully, regardless of the type of victimization. Multiple regression analysis illustrated that seriousness and empathy scores both predicted the need for intervention scores significantly in all types of bullying. The findings of this study highlight the importance of increasing teachers’ awareness and knowledge about all types of bullying, their consequences, and intervention skills to lessen bullying behaviors.  相似文献   

4.
This study investigates the dynamic interplay between bullying relationships and friendships in a sample of 481 students in 19 elementary school classrooms (age 8–12 years; 50% boys). Based on a relational framework, it is to be expected that friendships would be formed when two children bullied the same person and that children would start to bully the victims of their friends. Similarly, it is to be expected that friendships would be formed when two children were victimized by the same bully and that children would become victimized by the bullies of their friends. Longitudinal bivariate social network analysis supported the first two hypotheses but not the latter two. This study provides evidence for group processes in bullying networks in childhood.  相似文献   

5.
Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well‐being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to “bystanders” (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school‐wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc.  相似文献   

6.
Research demonstrates that children exposed to domestic violence experience a myriad of internalising and externalising symptoms. The current study examines this pathway within a Cambodian sample, specifically determining if the effect of witnessing domestic violence on the child’s tendency to bully or to be bullied is mediated by symptoms of posttraumatic stress disorder (PTSD). The PTSD Checklist – Civilian Version, a revised version of a12-item bullying and victimisation questionnaire, and the Revised Conflict Tactics Scale were administered to 206 high school students in Phnom Penh. A significant mediational effect of PTSD symptoms was found for victimisation (being bullied); no such mediational model was supported for bullying as the outcome variable. However, controlling for emotional, physical, and sexual child abuse resulted in the mediation effect being non-significant. Implications and directions for future research are discussed.  相似文献   

7.
A sample of 192 8‐ to 10‐year‐old children were asked in individual interviews to say which classmates bully other pupils and who they selected as victims. They were provided with a well‐known definition of bullying devised by Olweus. Test‐retest reliability of bully nominations was shown to be good. The data were analysed to reveal the number of male and female victims of male and female children viewed by their peers as bullies. Consistent with previous research, many boys were shown to bully an appreciable number of girls and boys, but they selected significantly more same‐sex than other‐sex victims. However, our finding that there was not a significant difference in the number of same‐sex and other‐sex children selected as victims by girls was not consistent with the results of earlier studies. Thus, more boys may be bullied by girls than has been suggested by the extant literature.  相似文献   

8.
Lack of definitional consensus remains an important unresolved issue within bullying research. This study examined the ability of definitional variables to predict overall level of victimisation (distress, power inequity, and provocation as predictors) and bullying (intention to harm, power inequity, and provocation as predictors) in 246 Australian university students. All variables were measured using the Victimisation and Bullying Inventory (VBI), with behaviour assessed separately for tertiary institution, workplace and home contexts. Regression analysis revealed that, as expected, higher levels of distress predicted higher levels of victimisation (in all contexts) and higher levels of intention to harm predicted higher levels of engagement in bullying (in work and home contexts). Challenging definitional theory, bullying was reported as most commonly occurring between two equals, from both the victim and bully perspective, and individuals who bullied others blamed the victim for provoking the behaviour twice as often as victims felt that they had provoked it.  相似文献   

9.
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   

10.
Overweight is reportedly a risk factor for being bullied, and body image may mediate this association. Research on associations between overweight and bullying has so far only focused on children and early adolescents. We explored associations between actual and perceived overweight at age 15 and involvement in bullying at ages 15 and 17. A total of 2070 Finnish adolescents responded to a survey at ages 15 and 17. Self-reported weight and height, perceived weight and involvement in bullying were elicited. Being overweight at age 15 was not associated with being bullied or with being a bully at age 15 or 17. Perceived overweight among girls was associated with subsequent involvement in bullying as a bully and in feeling shunned. Weight related bullying may decrease from pre- and early adolescence to middle adolescence. The associations between perceived overweight and self-identification as a bully, and those between perceived overweight and feeling isolated may be explained by the phenomena representing psychological dysfunction.  相似文献   

11.
This study created a Spanish triangulated version of the European Bullying Intervention Project Questionnaire and obtained indicators of its validity and reliability. This new tool allows researchers to triangulate and flexibly investigate the three main roles in school bullying, obtaining seven potential roles (pure victim, pure bully, pure bystander, bully/victim, victim/bystander, bully/bystander, and bully/victim/bystander). The sample was 2,068 adolescents and young adults aged 11–19 years (Mage = 14.2 ± 1.48 years old; 53.8% females). Confirmatory factor analysis indicated a good fit for the three-related-factor model and adequate reliability (ω > 0.91) in all dimensions. About 28.2% of the sample reported victimization; of whom only 2.9% were pure victims, 15.1% were victim/bystanders, and 9.8% were involved in all three roles (bully/victim/bystanders). Only 0.8% played the role of a pure bully, and 0.4% were bully/victims. The most prevalent profile was that of pure bystander (30%). These results are discussed in light of their importance for the interpretation of the prevalence of traditional bullying, and their implications for bullying assessments and interventions.  相似文献   

12.
The aim of this study was to investigate how bullied schoolchildren experience solution-focused brief therapy support groups, and to examine how members of the support group experience their participation in the group. An explorative qualitative design, with individual and focus group interviews, was used. The sample consisted of 19 schoolchildren, aged 12–13 years, three of whom were bullied. Six individual interviews were conducted with the bullied children and three focus group interviews were held with the support groups. The bullied children reported that the bullying stopped after they received help from the support group and the improvements remained after three months. Their daily lives at school changed and they felt safer and happier and made friends. Members of the support groups reported that they were doing a meaningful job in helping the victims. It is important that school nurses, educational psychologists and teachers, together with parents, follow up bullied children, to prevent further bullying.  相似文献   

13.
As part of an international study that examined students' bystander behaviour when witnessing bullying in the school environment, we asked 216 junior high and 190 elementary Israeli school students to respond to a questionnaire addressing various issues related to bystander behaviours, following viewing a video showing various bullying incidents. Results showed that more than half of the students observed verbal and physical bullying and more than third of the students observed sexual coercion type of bullying on a weekly basis. Overall, most of the students reported that they would not support the bully when witnessing bullying and would support the victims and/or call a teacher. In other words, verbally they possess the right attitude towards bullying. Further analysis of students' responses, based on their status in relation to bullying, that is, reported being a victim, bully, bully/victim or neither, revealed that victims tend to report calling teachers more than students who reported being bullies and also bully/victims. Notably, bullies as bystanders were more likely to support bullies and not to get a teacher. Implications of these results for teachers who attempt to combat bullying in their schools are discussed.  相似文献   

14.
This study investigated bullying victims’ perceptions of their teachers’ support and monitoring when controlling for level of mental health problems, peer relationships, gender, and grade level. Given the nested structure of the data, multilevel analyses were employed to examine these associations. The quality of classroom interaction is highly relevant for bullying prevention and intervention. A survey was administered to 1,571 fifth- to 10th-grade students in 10 schools. The findings revealed that bully victimization was significantly associated with weak teacher instructional support, but no significant association was observed between bully victimization and teachers’ emotional support or monitoring. These associations were negative when peer relationships were not controlled for because victims reported teacher support and monitoring issues less frequently than non-victims. The findings underscore the importance of classroom interaction and peer relationships for bullying prevention and intervention and the need to create positive relationships between teachers and students and among students in the classroom.  相似文献   

15.
Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students’ self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes.  相似文献   

16.
校园欺凌是国内外中小学中普遍存在的现象,从心理学角度考察其成因、探索相应干预措施有着重要意义。有关欺凌事件直接参与者的研究表明:部分欺凌者存在一定程度的反社会行为或认知特征,欺凌行为也是青春期个体获取、维护社会支配地位的一种手段;某些"另类"特征、情绪和社会交往问题会让儿童青少年成为易受欺凌的对象;欺凌和受欺凌都可能导致个体情绪、行为等方面的适应障碍,其不良影响甚至会延续相当长的时间;欺凌-受欺凌者是最不稳定的一类角色,兼具欺凌者与受欺凌者两者的缺点,适应状况通常最差。班级内的同伴生态、旁观者的行为和朋友关系都会影响欺凌事件的发生几率及所导致的后果。某些家庭和父母特征也是与欺凌行为联系密切的危险性或保护性因素。积极的师生关系有助于减少欺凌事件的发生,也能对其后果起到缓冲作用。但缺乏培训的父母和教师,通常无法及时准确地识别欺凌事件并做出有效应对。当前教育实践中,可以有效防控校园欺凌的措施大致可以划分为两类;一是面向特定相关群体的单水平干预,二是要求学生、家长、教职员工等都要参与其中的多水平干预。  相似文献   

17.
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   

18.
Since the 1980s, a greater understanding of the frequency and typology of bullying/victim problems in schools has been accrued in many countries, including Ireland, where a nationwide study of bullying behaviour in schools was undertaken in 1993–1994. However, rather less is known about Irish school students' involvement in other forms of aggressive behaviour. The purpose of the survey described here was to ascertain the prevalence of school students' experiences of certain categories of general aggressive behaviour, as well as the prevalence of bully/victim problems, in Irish schools. Data were obtained via the administration of a specially and extensively modified version of the Olweus Bully/Victim Questionnaire to 5569 participants (2312 primary and 3257 post-primary) in Ireland in the autumn/winter school term of 2004–2005. Principally, it was found that experiences of aggressive behaviour appeared to be widespread; whilst age trends varied according to individual categories of aggressive behaviour, gender differences were more clear – boys were more frequently the targets of ‘direct’ forms of aggressive behaviour, whereas girls were more frequently the targets of ‘indirect’ forms. Furthermore, bully/victim problems appear to be persistent in Irish schools, with 35.3% of primary students and 36.4% of post-primary students reporting having been bullied over the last three months. It was contended that inroads into preventing and dealing with bullying and aggressive behaviour in Irish schools might best be made via governmentally-supported nationwide intervention programmes, as has been the case in Norway.  相似文献   

19.
This paper examines the effects of cyberbullying using a mixed method approach, by combining interviews, focus groups and a survey of 7,000 students. In the inductive stage, and following an axial coding analysis, we identified 153 concepts related to conflicts, which were divided into three thematic units to explain the greater impact of cyberbullying: (1) social distance; (2) privacy exposure; and (3) range of the material. The survey concluded that: (1) the victims of bullying and cyberbullying present higher levels of loneliness and lower levels of social well-being compared to non-bullied students, and those who were bullied in both channels presented higher levels of loneliness and lower levels of social well-being than those who were bullied in only one of them; (2) the victims of cyberbullying showed lower levels of individual well-being compared with those who had never been bullied, as with those who suffered face-to-face bullying. This difference was explained by testimonies indicating that most of the cyberbullying was related to intimate content, which has a higher impact on image perception.  相似文献   

20.
This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully‐victims, or not involved children). Nine hundred and seventy‐seven 5th‐, 9th‐, and 11th‐grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully‐victims were the most at‐risk group. Furthermore, results indicate that in all four bully status groups, children reported fewer symptoms of depression when support from parents was high compared to when it was low. For all groups except victims, when parental support was low, support from teachers was associated with fewer symptoms of depression. When parental support was high, the impact of support from the teacher was not significant. © 2009 Wiley Periodicals, Inc.  相似文献   

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