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1.
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   

2.
Research on school bullying has tended to focus on its prevalence or frequency while ignoring its perceived severity. This study attempted to construct a perceived School Bullying Severity Scale (SBSS). The original 24-item instrument, revised from the Victim Scale of the School Bullying Scales, covered the four categories of physical, verbal, relational and cyber bullying. The partial credit model was used to conduct Rasch analysis with ConQuest software on data derived from two samples of Taiwanese secondary school students. Sample 1 and sample 2 consisted of 605 and 869 students, respectively. Three items were deleted after examining the quality of the data from sample 1. The reliability and validity of the 21 items on the final scale were verified using data from sample 2. Results demonstrated the reliability and validity of information collected by the SBSS. This study also found that secondary school students rated relational and cyber bullying as more severe than physical and verbal bullying. Differences between teachers’ and students’ perspectives on the perceived severity of various bullying behaviours as well as implications for preventing and intervening in bullying are discussed.  相似文献   

3.
Background:?The school environment has shown itself to be an important factor in explaining adolescent behaviour. The relationships and experiences that pupils have at school have been found to influence their development, psychological well-being, self-esteem and social adjustment.

Purpose:?The aim of the study is to explore whether there is a relationship between pupil–peer and pupil–teacher relationships and psychological well-being and self-esteem, and whether this relationship varies according to pupils’ experience of bullying or being bullied.

Sample: Data consisted of a sample of 3694 students (mean age?±?SD 14.3?±?0.62 years; 51% girls) from elementary schools in Slovakia.

Design and method:?Questionnaires were administered to the students. In terms of data analysis, linear regression was firstly used in the whole sample to explore pupil–peer and pupil–teacher relationships and psychological well-being (the depression/anxiety and social dysfunction subscales of GHQ-12) and self-esteem (positive and negative self-esteem subscales of RSE). Next, the whole sample was divided into four groups in terms of involvement in bullying (normative contrasts, passive victims, aggressive non-victims and aggressive victims). Linear regression was used to explore the associations between pupil–peer and pupil–teacher relationships with the two factors of psychological well-being and two factors of self-esteem in these four groups.

Results:?As findings showed, better pupil–peer relationships and also pupil–teacher relationships were significantly related statistically to less depression/anxiety and social dysfunction, as well as to more positive and less negative self-esteem. All bullying categories were significantly related to pupil–peer relationships and the four dependent variables. However, in the categories of aggressive victims and aggressive non-victims, the pupil–teacher relationship was not significantly related to their psychological well-being and self-esteem. Also, in all subgroups, better pupil–peer relationships were significantly related to less depression/anxiety and social dysfunction, as well as with more positive and less negative self-esteem.

Conclusion:?Given the differences found in the connections between pupil–teacher relationships and well-being and self-esteem, between those who bullied and those who were bullied, it would seem that the school environment can play an important role in implementing anti-bullying prevention strategies.  相似文献   

4.
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   

5.
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   

6.
The current scales for self-blame are not suitable for school bullying scenarios and most lack validity. This study used a self-developed scale to measure bullied victims’ tendency to self-blame and further examined whether victims and bully/victims exhibited different tendencies toward self-blame under both bullied and generalized scenarios. The study consisted of 1,320 student participants from grades five to nine. The research instrument was a self-constructed bullied-victim self-blame scale (BSS), and the results were analyzed using the Rasch rating scale model. The Rasch results showed strong evidence of BSS reliability and validity. The results indicated that participants’ self-blaming tendency scores were positively correlated with depression (r = .31). In addition, participants’ self-blaming scores in relational bullying were higher than those in verbal and physical bullying. The self-blaming tendency of bully/victims under bullied scenarios was higher than that of victims, but no difference was found between bully/victims and victims for generalised scenarios. The participants’ tendency to self-blame under generalised scenarios was significantly higher than under bullied scenarios. The tendencies of various roles to self-blame under different scenarios and the self-blaming counselling strategies for victims are discussed at the end of this study.  相似文献   

7.
A survey of adolescents (N?=?1,488) documented Facebook use and experience with cyber bullying. The study found that 84 % of adolescents (middle school through college undergraduates) use Facebook, and that most users log on daily. While 30 % of the sample reported being cyber bullied, only 12.5 % quit using the site, and only 18 % told a parent or school official about the abuse. Up to 75 % of middle school Facebook users have experienced cyber bullying. The current study was the first to apply the Precaution Adoption Process Model (PAPM) to cyber bullying or to test the model with children and adolescents. Results suggest that most adolescents are aware of cyber bullying and acknowledge it as a problem in their school. About half of the adolescents did not progress beyond Stage 2 of the PAPM (aware of the problem, but haven’t really thought about it). Adolescents also exhibited optimistic bias, believing they were less likely than peers to become cyber bullied. Implications for prevention education are discussed.  相似文献   

8.
Effects of a peer-led intervention campaign against school bullying, carried out by eight peer counsellors, were studied in an upper-level comprehensive school in southern Finland. The study was conducted in the seventh and eighth grades, the total number of participating classes being 12 and the total number of participants 196 (89 girls and 107 boys). The core of the intervention campaign was a one-week period during which a series of events and activities were organized at the school and in each individual class. In all parts of the campaign, the peer counsellors emphasized each individual's responsibility, as well as their potential to affect whether or not bullying occurs in their school or class. The results showed that the campaign was especially effective among girls. This was most clearly shown by decreases in both self- and peer-reported bullying, as well as an increase in 'power attitudes', i.e. attitude items reflecting the students' self-perceived potential and willingness to influence bullying problems in their class. Among boys, on the other hand, there was a slight decrease in self-reported bullying, not confirmed by peer reports and, unfortunately, there was an increase in pro-bullying attitudes, such as 'bullying might be fun sometimes'. Evaluating the campaign, girls also perceived it as more beneficial and more effective than boys did. Most students who reported being bullied before the intervention were satisfied with the campaign and thought it was helpful.  相似文献   

9.
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   

10.
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   

11.
Background:?Research into school bullying has a long tradition but a rather narrow scope. Many prevention programmes have been designed, but despite extensive investigation, most studies suggest that bullying is not decreasing. There is something paradoxical in this phenomenon. In order to have any real impact on some phenomena, thorough understanding is needed. What, then, is the essence of school bullying? How does it develop and how is it maintained in a community? In the present study written material and interviews concerning pupils´ experiences of bullying were used to examine how the status of the bully is created among pupils and how cultural norms and values in the community are constructed via bullying. Bullying as a phenomenon is a hidden process, where teachers are often misled. The meanings given to bullying behaviour can often be understood only by the pupils in the community. This is why bullying is possible in the presence of the teacher and also during lessons. The study suggests the need to see bullying in a broader social and cultural framework, which also provides a new way of understanding pupils´ social relationships.

Purpose:?This study attempts to understand school bullying as a phenomenon from a social and cultural viewpoint. Communication in and meanings given to bullying acts in the school community are in focus.

Sample:?The study sample comprised 85 lower secondary school pupils, aged 13–15, from various schools in central Finland. The data analysed consisted of 85 written accounts and 10 interviews.

Design and methods:?Pupils were asked to write about ‘School bullying’. The interviews were open-ended thematic interviews or episodic interviews (cf. Friebertshäuser). A hermeneutic method was used in analysing the meanings in the texts. The transcribed texts were analysed using categories and themes within which the meanings given to bullying were interpreted.

Results:?Our study suggested that bullying behaviour consists of short communicative situations which are often hidden from teachers. These separate situations account for the subjective experience of bullying. Bullying behaviour is a way of gaining power and status in a group or school class. The status is maintained by calling a pupil who is bullied different names. The ‘difference’ in the bullied pupil is interpreted as a culturally avoidable characteristic. In this way, bullying behaviour creates cultural norms and forces all pupils in the bullying community to follow them. Telling stories and calling the bullied pupil names increases the group's cohesion and the treatment of the bullied pupil creates fear in other pupils, who do not dare to fight bullying. In a community where bullying occurs, fear and guilt are obvious.

Conclusions:?Bullying is embedded in cultural norms, values and social status in the whole community. The hidden nature of the phenomenon emerges in short communicative situations that should be taken seriously. This research applies an approach from sociology and cultural studies to an area that has been dominated by psychological approaches. In doing so, it opens up a variety of interpretations of what bullying is and how it develops in schools.  相似文献   

12.
It is critically important to understand why victims of bullying decide to seek help when they do, particularly from adults, because this reduces the probability of being victimized in the future. This study sought to understand more clearly the patterns of help‐seeking by students who reported being victims of bullying. Participants were students in Years 5 and 6 from six different schools in a large Australian city (N = 259). Data were collected using a self‐report questionnaire. Several factors were explored, including victim category, source of help, and the victim's goals. The results indicated that victims of bullying perceived different sources of help to be related to achieving different goals. Furthermore, the results showed that students who self‐identified as victims of bullying perceived informal sources of help to be easier to talk to about being bullied. Victims also realized that teachers were concerned about them being bullied, but this was not related to being able to ask them for help. Help‐seeking is a complex process involving conflicting goals. The results highlighted several avenues for future research as well as some practical implications.  相似文献   

13.
The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes.  相似文献   

14.
Abstract

This article sets out discursive issues surrounding bullying and harassment against teachers. This problematic phenomenon of teachers being bullied by students does not have the discursive policy framework to realistically and even-handedly enable discussion in the public arena or political and policy environments. This discussion chronicles our journey towards greater conceptual clarity and appropriate nomenclature about bullying and harassing behaviours directed against teachers. International studies have identified teacher-targeted bullying by students as a real and detrimental issue for teacher wellbeing. We present a sampling of international research that grapples with the challenge of defining the phenomenon of teachers as targets of intentional bullying and harassment by students. We consider Australian studies conducted in the past twenty years that address teachers’ perceptions of being bullied. Finally, we propose that this phenomenon is likely to continue until there is sufficient support to start a cultural shift towards more respectful treatment of teachers.  相似文献   

15.
The first part of this short report looks at the problems of using the term ‘bullying’ across different cultures; and the difficulties in arriving at a definitive definition of what constitutes bullying among professional researchers and other adults. The second part looks at young children's perception of what bullying means to them, and draws on a small‐scale piece of recent research that formed part of an MA dissertation on the incidence of bullying in a junior school in Essex. The results suggested that pupils (and teachers) found the term ‘bullying’ rather ambiguous and difficult to define. Younger pupils were found to have a more extensive definition of the term, and a hypothesis was proposed that this might account for the higher levels of being bullied found in the lower school.  相似文献   

16.
A positive school climate impacts students by promoting positive relations among students, staff and faculty of the school. The current study used latent class analysis and multinomial regression with R3STEP to analyse patterns of negative behaviours in schools and test the association of these patterns with structural variables like school size, demographics, and location using data from the 2008 School Survey on Crime and Safety, (n = 2560). The results indicated five classes of frequencies of negative behaviours. By using the lowest frequency of behaviour class as a reference, the classes with the highest frequencies of bullying, teacher disrespect, and sexual assault were more likely to be found in high crime areas and have larger campuses serving over 1000 students. Implications include the need to serve subgroups of schools based on measurable variables and the need to educate future teachers, administrators, and school psychologists about school climate and positive behaviour support systems.  相似文献   

17.
A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied.  相似文献   

18.
The present study examined associations between boys’ and girls’ self-reported psychological adjustment and a wide spectrum of peer-rated behaviours in the school context using a sample of 463 Estonian early adolescents (Mage = 12.90). Although girls had more internalised problems and boys more externalised problems, the associations between adolescents’ psychological adjustment and behaviour were not gender-specific. Among both boys and girls, hostility was positively associated not only with their peer-reported misbehaviour, but also with sociable behaviour and negatively with studiousness. Adolescents with negative self-esteem were perceived to exhibit high levels of self-centred competitive behaviour, misbehaviour and also sociable behaviour. Those with negative self-adequacy, on the contrary, were less likely to behave in a self-centred competitive and sociable manner. In general, the findings show that psychological maladjustment may appear not only in well-observed problematic behaviour but also in seemingly ordinary behaviour in school.  相似文献   

19.
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   

20.
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   

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