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Bullying affects the development of adolescents. This study aimed to compare bullying experiences and variables of family interactions between boys and girls. The sample consisted of 2,354 Brazilian Students (50.7% girls; M = 14.5 years, SD = 2.0) who answered two scales on bullying and family interactions. 55 adolescents participate of the semi-structured interviews. Quantitative data were analyzed using Student's t-test and Cohen's d-index. The qualitative analysis of the interviews was developed in the Atlas.TI software. We identified that boys were more aggressors and victim-aggressors. The mixed results indicated that bullying and victimization manifested with few differences between boys and girls regarding the quality of family interactions. Positive communication in the family was a protective factor for girls, while negative marital climate and physical punishment increased vulnerability to bullying or victimization for both sexes. Practical implications for coping with bullying are discussed. [ABSTRACT FROM AUTHOR]

Executive functions are cognitive skills required to perform complex, adaptive, and socially acceptable behaviors. The existence of deficits in these functions may imply behavioral problems and violence. Thus, the objective of this integrative review of the literature was to identify relationships between executive functions and school bullying. The keywords "executive functions" and "bullying" were cross-referenced in the databases: LILACS, PsycINFO, ScieELO, Scopus and Web of Science. The methodological quality of the investigations was evaluated through the Checklist for Analytical Cross Sectional Studies. Among the 22 identified studies, seven met the inclusion criteria and were selected. All studies analyzed identified associations between practicing or suffering bullying with deficits in executive functions. It was concluded that the improvement of the executive functions of the students can help in the prevention or reduction of school bullying. [ABSTRACT FROM AUTHOR]

Backgroung: Several situations can affect the development and health of school children and adolescents. Bullying, characterized by a set of aggressive, intentional and repetitive behaviors, marked by the imbalance of power between victims and bullies, is one of the most serious problems in this sense, as it occurs in a context in which security and sociability are assumed. Therefore, this study was developed to expand the understanding about this phenomenon, contemplating variables ignored in many studies (family interactions, modes of discipline and school failure). Objective: To analyze the participation of students in bullying situations and their experiences of vulnerability "to be beaten at home" and "grade retention". Methods: the study consisted of 409 students from the 3rd to the 7th grades of Brazilian Elementary Education of two public schools. The data were collected through a questionnaire instrument with structured questions with the purpose of describing the possible roles of participation in bullying and characterizing the students regarding the context of social vulnerability in which they were. Vulnerability indicators were considered: per capita income, schooling of the adult population, housing conditions and crime / violence indices. Two schools were the research scenario. Data were analyzed using inferential statistics using the Chi-square test to verify the association between the variables, Mann-Whitney U and Kruskal Wallis for comparison between groups. Results: to be beaten at home was associated with the students' involvement in bullying situations as victims, bullies and bully-victims. These students also differed in relation to years of grade retention and frequency of physical punishment when compared to students not involved in bullying situations. Students classified as bullyvictims demonstrated greater vulnerability in relation to the variables investigated. There were no significant differences in the comparison between participants' sex and involvement in bullying situations. Conclusion: It was observed that physical punishment used as a home discipline strategy and school failure are factors that increase students' vulnerability to bullying or victimization. The data indicate that it is necessary to include families in anti-bullying intervention actions. At the same time, it must be considered that this inclusion should not be restricted to the field of education or school. It is necessary to think in an intersectoral way, especially including the family health teams that have moments with the families and that can be used to think about discipline techniques and how children, children and adolescents are disciplined at home. [ABSTRACT FROM AUTHOR]

Introduction: Bullying is a type of violence between peers characterized by intentionality, repetition and imbalance of power between victims and aggressors. The occurrence of bullying in the school context impairs students' learning and healthy development. Objective: To analyze the educators' understanding of bullying in the school environment. Methods: Cross-sectional and qualitative study carried out with 16 educators (principals, deputy principals, pedagogical coordinators and teachers) from two public schools in a city in the interior of the state of Minas Gerais, Brazil. Semi-structured interviews that followed a script produced from indications in the specialized literature were conducted. The content of the interviews was recorded and transcribed in full. The interpretation of the data followed the assumptions of content analysis, in its thematic modality, considering the following steps: pre-analysis, exploration of the material, treatment of results and interpretation. Results: Three thematic categories were identified: 1) The centrality of families in the problems of schools in relation to the conception of educators; 2) Beliefs that establish explanatory links for bullying; and 3) Intervention actions developed in relation to bullying. The results show that educators' beliefs hold families exclusively responsible for school problems and bullying. These conceptions stem from situations experienced in everyday life or from speeches of other education professionals who reiterate the absence of families and the little parental involvement in the issues of formal education of children as the major problem. Narratives of this nature denote the absence of an expanded understanding of bullying and its complexity. In addition to the family, the educators pointed out the influences of personality, the media and social standards as factors that can explain the involvement of students in bullying situations. For the participants, the most effective responses to minimize or respond adequately to school bullying require the participation of the family and some did not believe that the school could do something effective alone. In the data set, it was noticed that the educators' beliefs and understandings about the problem of bullying prevent measures aimed at school aspects, which are more proximal to the occurrence of bullying, from being implemented. Conclusion: It is concluded that the investigated educators need to expand their understanding of bullying, in order to develop effective actions to face this phenomenon in schools, which also include the participation of families. [ABSTRACT FROM AUTHOR]

Background: School bullying represents an expressive phenomenon in Brazil and in the world, impacting in the health and development of children and adolescents. Objective: To analyze the relationships between student perceptions of school bullying and family interactions. Method: This is a qualitative study, in which 55 students participated. Semi-structured interviews were used in the data collection and analyzed according to the content analysis, in its thematic modality, in the software Atlas.Ti. The theoretical-methodological reference adopted was the Bioecological Theory of Development. Results: It was revealed that a) individual characteristics resulting from the development process involving the family are the factors that best explain bullying; b) negative experiences in the family context can favor the involvement of students in situations of bullying; and c) positive aspects of families can be considered as strengths to be explored by intervention programs. Conclusion: Relationships between perceptions about school bullying and family interactions were identified. The research increases understanding about the complexity of bullying and may subsidize initiatives for the training of professionals who work in the health area and have the families as a matrix of action in primary care. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objetivo: identificar as características e os motivos associados ao bullying escolar, por adolescentes brasileiros. Método: trata-se de uma investigação transversal, com dados provenientes de um inquérito epidemiológico (Pesquisa Nacional de Saúde do Escolar), realizado em 2012. Participaram do estudo 109.104 estudantes do 9º ano do ensino fundamental, de escolas públicas e privadas, localizadas em zonas urbanas ou rurais, de todo território brasileiro. A coleta de dados ocorreu por meio de um questionário autoaplicável e a análise foi realizada no software SPSS, versão 20, utilizando procedimentos do Complex Samples Module. Resultados: a prevalência de bullying identificada no estudo foi de 7,2%, sendo mais frequente no sexo masculino, em alunos mais jovens, de cor preta e indígena, e com mães sem nenhuma escolaridade. Dentre as causas/motivos do bullying, 51,2% não souberam especificar, e a segunda maior frequência de vitimização foi relacionada à aparência do corpo (18,6%), seguida da aparência do rosto (16,2%), raça/cor (6,8%), orientação sexual (2,9%), religião (2,5%) e região de origem (1,7%). Os resultados obtidos são semelhantes aos encontrados em outros contextos socioculturais. Conclusão: evidencia-se a problemática como pertencente ao domínio da área da saúde, uma vez que congrega determinantes para reflexão sobre o processo saúde-doença-cuidado dos escolares. [ABSTRACT FROM AUTHOR]

This study aimed to know and map the scientific evidence that relationships between family background and involvement in bullying situations at school through a systematic literature review. Lilacs, Web of Science were the databases that were consulted, in addition to the Scielo library. The search resulted in 54 articles published in Portuguese, English and Spanish, between 2008 and 2013, and data analysis allowed the identification of seven analytical categories: 1) structural characteristics; 2) parental practices; 3) parental styles; 4) family environment; 5) the parents feelings about their children; 6) the parents mental health; and 7) violence. The study found a predominance of international publications and quantitative studies and on the set, we found that some familiar features and aspects were associated to the involvement of students in situations of bullying. The study expands the interpretive look at the phenomenon and their complexities with a contextual approach, suggesting pathways for further research. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bullying at school affects the health and development of children and adolescents. This study aimed to describe evidence about the characteristics of boys and girls identified as bullies in bullying situations. This is a review of publications from 2015 to 2020, operationalized in SciELO, Scopus, Web of Science, and PsycINFO. Data were independently extracted by two reviewers and submitted to methodological quality assessment. The corpus was composed of 27 primary studies. It was found that boys do more bullying and are more engaged in physical aggression. Girls engage more in verbal or psychological type violence. Social/cultural issues are factors consistently associated with such differences. Regarding the consequences of the aggression perpetrated, bullies, regardless of gender, may also have mental health problems. This study gathers quantitative evidence on the characteristics of boys and girls who engage in bullying at school. Differences/similarities should be considered in anti-bullying intervention programs. [ABSTRACT FROM AUTHOR]