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Persistent bullying behavior is that which starts high and remains either moderately high or persistently high, seemingly in spite of intervention/prevention approaches employed: yet little is known about how/why persistent bullying emerges or is sustained. Those who do not respond to interventions and persist with their bullying behavior, require close consideration and more targeted, nuanced approaches. This instrumental case-study uniquely explores a self-identified, high-persistent bully's explanations of how the bullying emerged, and what supported/sustained it to become a persistent behavior. A whole-of-life interview protocol facilitated a reflective exploration of the participant's social and behavioral 'turning points': the influence of transitions and changes in one's life: serving to initially steer him toward bullying others, and eventually sustaining his persistent bullying behavior over time. An interpretative phenomenological analysis (IPA) revealed three 'turning points' which seemingly met his primary personal and social goals/needs of belonging, social positioning and status. This paper adds to the literature by introducing the notion of 'turning points' as a possible mechanism that facilitates the emergence of, and sustains persistent negative/bullying behaviors. Understanding turning points and any chain reactions in the lives of those who engage in higher, persistent levels of bullying can inform the development of future measures, intervention approaches and provide insights into issues of care for individuals engaging in persistent bullying. [ABSTRACT FROM AUTHOR]

In a social network in which friendly and rival bilateral links can be formed, how do alliances between decision-makers form, and what determines whether a conflict will arise? We study a network formation game between ex-ante symmetric players in the laboratory to examine the dynamics of alliance formation and conflict evolution. A peaceful equilibrium yields the greatest social welfare, while a successful bullying attack transfers the victimized player's resources evenly to the attackers at a cost. In within-subject and between-subject laboratory experiments, we find that the relative frequency of peaceful and bullying outcomes increases in the cost of attack. We further examine the dynamics leading to the final network and find that groups tend to coordinate quickly on a first target for attack, while the first attacker entails a non-negligible risk of successful counter-attack. These findings provide insights for understanding social dynamics in group coordination. [ABSTRACT FROM AUTHOR]

School violence and bullying are current and problematic events during adolescence. They are likely to have a marked presence in places highly exposed to armed conflict and violent environments, representing a double public health problem. The study aims to estimate the prevalence of different types of school violence perpetrated and experienced by school adolescents in a community with a history of exposure to armed conflict. Two thousand one hundred eighty-five school adolescents from a municipality in Colombia (males = 54.1%, 14–16 years = 38.6%) participated in the study. Nine educational institutions were included. A systematic random sampling was designed, with a proportional allocation of 35% within each school year from sixth to eleventh grade. The School Coexistence and Circumstances Affecting it—ECECA survey was applied. The prevalence and risks of bully and bullying were estimated. RRa were calculated with the 95% confidence interval adjusted for the other confounding variables. Analyses were constructed from generalized linear models, under the Poisson family and a logarithmic link function. We found a 9.3% of bullying victimization and a 3.5% prevalence of bully. A higher risk of bully was found among males, persons between 10 and 14 years of age, residents of rural or urban dispersed areas, residents of violent neighborhoods, alcohol consumers at school, and victims of aggression in childhood (RRa > 1.0, p -values <.05). The risk of victimization of bullying was higher in students younger than 15 years old, as residents of urban areas, having a history of childhood aggression, suffering abuse by a close person, and as alcohol users at school. This study provides evidence of risk factors for aggression and bullying that have implications for possible prevention measures in multiple social domains, including the individual, the family, and the school environment. [ABSTRACT FROM AUTHOR]

校園霸凌對學生身心傷害至鉅，是學校長期面臨的棘手問題。本研究引用日常活動論，對桃竹地區2,171位高中職普通生探討校園霸凌情形，探究普通生霸凌行為的路徑，並驗證霸凌經驗、受凌經驗對霸凌行為的影響。所得結果如下：首先，根據桃竹地區高中職普通生的霸凌行為調查，得到自陳霸凌者8.6%與國內校園霸凌相關調查結果相似。經迴歸分析後發現，普通生的霸凌行為主要受性別、族群、父親教育的影響，只是背景對霸凌行為的解釋力不高；但加入中介變項如學校、身心因素及霸凌經驗、受凌經驗後，整體模型對霸凌行為的解釋力便大幅提升。其次，影響霸凌行為的路徑可分為二：一是男生霸凌較女生高，男生對霸凌有直接正向影響外，還會間接透過同學欺負較高、自信較高對霸凌有正影響。二為漢人學生霸凌較原住民學生低，漢人學生對霸凌有直接負向影響外，還會間接透過中介變項對霸凌行為產生影響；在間接影響上，漢人學生知覺學校因應較低，霸凌會較高，不過，漢人學生的自信較低，霸凌也較低，因此整體而言漢人學生的霸凌行為仍較低。本研究證實普通生的霸凌經驗會提高霸凌他人的行為，受凌經驗也會增加霸凌他人的行為。最後，根據研究結果提出校園霸凌防制的具體建議。 Motivation and Purpose School bullying has adverse effects on students’ physical health and is closely related to criminal behavior in adulthood, which may pose a threat to society. Although bullying behavior peaks in elementary, secondary, and high school, studies focusing on bullying among ordinary students in senior high schools and vocational high schools are limited. Therefore, the present study investigated the prevalence of bullying among ordinary students in senior high schools and vocational high schools and the factors that contribute to their bullying behavior. The study elucidated the landscape of bullying among students in senior high schools and vocational high schools and the pathways leading to bullying behavior in these students. Specifically, the study explored whether experiences of bullying and being bullied increase the likelihood of subsequent bullying behavior. The research deviated from the convention of using qualitative interviews or a consultation-based approach in Taiwanese studies on the topic by employing a quantitative methodology. Moreover, this study investigated the impacts of bullying experiences and victimization experiences on bullying behaviors. The study applied routine activity theory (RAT) to analyze data collected from 2,171 students from senior high schools and vocational high schools to elucidate the pathways and effects associated with bullying behaviors. Literature Review The research findings revealed that demographic variables, such as gender, ethnicity, grade level, family socioeconomic status, and school features, as well as personal experiences of bullying and being bullied had an impact on bullying behavior. Additionally, three factors that contribute to bullying behavior were identified: family-related factors, including parenting style, family atmosphere, and family support; school-related factors, such as classroom atmosphere, teacher-student interactions, peer interactions, school responses to bullying, and academic performance; and physical and psychological factors, such as sports participation, self-identity, and empathy. These family-related factors, school-related factors, and physical and psychological factors were used as mediating variables in an analysis of the pathways leading to bullying among ordinary students. Methodology The mediating variables were measured using a questionnaire that was primarily developed with reference to the scales or studies of other scholars, with the items from several scales being modified and compiled. Before the official questionnaire was administered, a pilot test analysis involving 808 students from high schools and vocational high schools from areas outside the Taoyuan and Hsinchu counties was conducted. Inappropriate items were removed or modified on the basis of the pilot test results to ensure the reliability and validity of the questionnaire. Subsequently, a formal questionnaire survey was conducted with regular high school and vocational high school students in the Taoyuan and Hsinchu counties, with an effective sample size of 2,171 participants. This study aimed to elucidate the prevalence of campus bullying. Percentage and mean analyses and F tests were conducted on the background variables and bullying behaviors. Multiple regression analysis was performed on bullying behaviors to explore the influencing pathways. Additionally, the impact of experiences of bullying and being bullied on bullying behavior was examined. Final Results The study revealed three key findings. First, the regression analysis indicated that the explanatory power of the general students’ bullying behavior with respect to background was not high. However, when mediating variables such as school, physical and psychological factors, and experiences of bullying and being bullied were introduced, the explanatory power of the overall model for bullying behavior was considerably higher. Second, the study identified pathways through which independent variables influenced the dependent variable through mediating variables. For instance, male students exhibited a higher level of bullying than female students did, and the positive impact of gender on bullying among male students was both direct and indirect. The indirect effect was mediated by a higher number of experiences of bullying from classmates and stronger self-identity, with both of these factors contributing positively to bullying behaviors. In addition, the Han Chinese students exhibited lower levels of bullying than the Indigenous students did. The direct negative impact of being Han Chinese on bullying was also indirectly mediated by intermediate variables influencing bullying behavior; the Han Chinese students perceived lower levels of school responsiveness to bullying incidents, leading to higher levels of bullying. However, the Han Chinese students had lower self-identity, which led them to exhibit less bullying behavior than the Indigenous students did. Third, the study confirmed that experiences of bullying or being bullied among regular students increased the likelihood of engaging in bullying behavior. Discussion and Recommendations This study revealed that bullying by peers has a positive effect on subsequent bullying behavior, and a school’s response to bullying has a negative effect on bullying. According to RAT, experiencing more bullying from classmates leads individuals to develop an inclination to engage in bullying in their daily lives. This aligns with the general characteristics of aggressors of possessing both the ability and motivation to bully. In addition, the results revealed that students perceiving their school to effectively respond to bullying indicates inefficient monitoring by the school to curb bullying, that is, indicates a lack of supervision to prevent such incidents. The interplay of these two factors creates an environment that enables aggressors to exploit others. Characteristics such as vulnerability, unattractiveness, unpopularity, past experiences of rejection by peers, and a lack of friends make an individual susceptible to bullying. On the basis of these findings and drawing from the RAT framework, we offer two key recommendations for preventing bullying. First, schools can reduce bullying by implementing long-term, continual, antibullying advocacy activities in the school; strengthening campus safety monitoring systems; and developing comprehensive bullying prevention training programs. Second, opportunities for bullies to engage in such behavior can be reduced through interventions and counseling by experts and teachers, which can reduce the likelihood of bullying incidents. Additionally, victims can participate in social skills training programs organized by teachers.

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The aim of this study is to examine the relationship between high school students' compassionate love levels and peer bullying behaviors. The sample of the research consists of a total of 560 high school students attending the 9th, 10th and 11th grades of Anatolian High School and Vocational and Technical Anatolian High School in Kağıthane district of Istanbul province in the 2020-2021 academic year. Personal Information Form, Compassionate Love Scale and Peer Bullying Scale Adolescent Form were used to collect data. In this research, the relational scanning model, one of the descriptive research types, was used. Pearson Product-Moment Correlation Coefficient was used to examine the relationship between Compassionate Love Scale Scores and Peer Bullying, Bully-Victim Subscale Scores and Total Scores, and Regression Analysis was used to test the effect of independent variables on the dependent variable. As a result of the research, it was determined that there was a weak, statistically significant negative relationship between high school students' compassionate love levels and being victims of peer bullying. The Regression Analysis of the Compassionate Love Scale scores with the peer bullying victim scale scores was found to be significant. Compassionate Love Scale scores explain 4% of the variance in peer bullying victim subscale scores.

هدف البحث الحالي إلى معرفة طبيعة الارتباط بين التنمر وأعراض الاكتئاب لدى عينة من الأطفال، وتكونت عينة البحث من(200) طفلاً وطفلة من أطفال الصفين (الخامس-السادس) الإبتدائي بالمدارس الإبتدائية بمحافظة بورسعيد بواقع (100) من الذكور و(100) من الإناث ممن تراوحت أعمارهم من (9-12) سنة، وقد تم اختيار العينة بطريقة عشوائية بسيطة، واستخدمت الباحثة الأدوات التالية: مقياس سلوك التنمر(المتنمر-الضحية) إعداد (منى الدهان وآخرون، 2020)، مقياس الاكتئاب (د) للصغار CDI (إعداد غريب عبد الفتاح،1995)، وقامت الباحثة بالتحقق من صدق وثبات الأدوات، واستخدمت الباحثة المنهج الوصفي التحليلي، وقد أسفرت النتائج عن وجود ارتباط موجب دال إحصائياً بين التنمر وأعراض الاكتئاب لدى الأطفال.AbstractThe current research aims to know the nature of the connection between bullying and symptoms of depression in a sample of children. The research sample consists of 200 boys and girls in the fifth and sixth grades of primary school in Port Said governorate, with 100 males and 100 females in the (9-12) age range. The sample is chosen in a simple random manner. The researcher uses the following tools: the Bullying Behavior Scale (Bullying/Victim) by Mona El-Dahan et al. (2020), the CDI for young people by Gharib Abdel-Fattah (1995). The researcher checks the veracity and stability of the tools, and uses the descriptive, analytical approach. The results indicates a statistically significant association between bullying and symptoms of despression in children.

Sibling bullying is an unwanted aggressive behavior of a sibling that is associated with peer bullying and emotional problems. However, the prevalence of sibling bullying, the factors that affect this condition, and its impact on depression and self-esteem are understudied, especially in Thailand. This study aims to examine the prevalence of sibling bullying, factors that affect sibling bullying, and its association with self-esteem and depression during the pandemic. From January to February 2022, a cross-sectional study was conducted in grades 7–9 (age 12–15 years) who had at least one sibling. Demographic characteristics, sibling bullying, self-esteem, and depression were collected using the revised Olweus bully/victim questionnaire, the Rosenberg self-esteem scale, and Patient Health Questionnaire-9, respectively. Binary logistic regression was analyzed to determine associations between sibling bullying and outcomes. Of 352 participants (30.4% female), 92 (26.1%) were victims and 49 (13.9%) were bullies of sibling bullying in the previous 6 months. Factors associated with an increased risk of being victims included female (OR = 2.46; 95%CI 1.34–4.53), peer victimization (OR = 12.99; 95%CI 5.27–32.04), domestic violence (OR = 4.48; 95%CI 1.68–11.95), and perpetrating sibling bullying (OR = 9.81; 95%CI 4.62–20.81). Factors associated with an increased risk of depression were female (OR = 2.59; 95%CI 1.57–4.26), sibling bullying victimization (OR = 2.08; 95%CI 1.22–3.56), physical abuse (OR = 9.50, 95%CI 1.13–79.71) and domestic violence (OR = 3.44; 95%CI 1.40–8.45). Conclusion: Sibling bullying was not uncommon in Thai young adolescents and was associated with female, peer bullying, domestic violence, and depression. Such associations should be identified early so preventive measures and management could be properly implemented. What is Known: • Sibling bullying increases the risk for engaging in peer bullying, aggressive behaviors, violence, and emotional difficulties during life course trajectories. • Victims of sibling bullying are at increased risk of depression, anxiety, mental distress, self-harm, and decreased well-being. What is New: • The rate of sibling bullying in Thai middle school students, even during the pandemic, was comparable to previous studies of different cultural backgrounds without the pandemic. • Victims of sibling bullying were associated with female sex, peer victimization, domestic violence, perpetrating sibling bullying, and depression. Perpetrating sibling bullying was also associated with bullies in cyberbullying. [ABSTRACT FROM AUTHOR]

Copyright of Metszetek is the property of University of Debrecen 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.)

Copyright of Diyalektolog - Uluslararası Sosyal Bilimler Dergisi is the property of Diyalektolog 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.)

Background: The current study aimed to assess the prevalence of bullying victimization (BV) and its association with psychopathology and suicidality in a nationwide general population. Methods: The target population were all the people living in Taiwan, the study samples were obtained by the following processes. A computer-assisted telephone interview was performed to identify potential respondents using telephone numbers selected with the stratified proportional randomization method. Self-reported data were evaluated. Moreover, data obtained using the validated Brief Symptom Rating Scale (BSRS-5) and Concise Mental Health Checklist (CMHC) were used to evaluate psychopathological symptoms and overall suicidal risks, respectively. Results were further analyzed using the chi-square tests and logistic regression model. Results: In total, 1930 respondents from a national general population survey were included in the analysis. The weighted prevalence of lifetime BV in the general population was 13.5%. Based on the chi-square analysis, individuals exposed to BV were at high risk for psychopathology (a BSRS-5 score of ≥6 (x2 = 45.5, P ≤ .001) and high BSRS-5 scores for all five items). Bullying exposure was significantly associated with lifetime suicide ideation and suicide attempt (x2 = 85.7, P ≤ .001; x2 = 17.0, P ≤ .001, respectively). The help-seeking behavior of respondents exposed to bullying did not differ significantly (x2 = 4.6, P = .327). Conclusion: Bullying exposure is associated with recent psychopathology and lifetime suicidality. Multifactorial interactive processes contribute to long-term harmful health implications in adulthood. Nevertheless, further research on the relevant mechanisms associated with bullying and potential interventions that can decrease morbidity must be conducted.

Background and Objectives: Emotion dysregulation is one of the main reasons underlying problematic adolescent behaviors. The aim of this study was to evaluate the effectiveness of an emotion regulation program based on externalizing and internalizing symptoms of bullying adolescents. Materials and Methods: This quasi-experimental pre-test-post-test study with a control group along with a follow-up period was performed among first grade female high school students in Tehran in the academic year 2019-2020. About 30 Students were selected and randomly assigned to two groups of 15; experimental and control. Intervention was performed only for the experimental group in 12 sessions of 90 minutes. Data collection tools were the Illinois Bullying Questionnaire, Achenbach Behavioral Problems, and Cicchetti Emotion Regulation. Data were analyzed by multivariate analysis of covariance and repeated analysis of covariance. Results: Mean scores of post-test behavioral problems in the experimental and control groups were significantly different (P < 0.05), indicating the positive effect of the program. Conclusions: An emotion regulation program designed to improve the internalized and externalized symptoms of bullying adolescents was shown to be effective.

The present research focuses on the self-admission of being a bully in primary school children who bully, and studies it in relation to sex, educational stage and type of bullying behavior. Our objective was to understand better the relationship between aggressive behaviors and bullying self-admission. We hypothesized aggressive behaviors would be related to bullying self-admission. A total of 4646 primary school students aged from 7 to 12 years participated in this correlational study. The EBIPQ questionnaire was administered to evaluate children's aggressive behaviors, whereas bullying self-admission was evaluated through a direct question, brom the total of participants, 14.9 % were considered bullies, and 4.4 % frequent bullies, according to their responses to the EBIPQ. Among bullies, 21.4 % admitted having bullied others, and this percentage increased to 32 % for frequent bullies. Self-admission of being a bully was independent of sex and educational stage. On the other hand, some aggressive behaviors were more associated than others to self-admission of being a bully. Results suggest reluctance in children to consider themselves as bullies, especially in some types of aggressive behaviors. Finally, we discuss the need to study further the factors influencing the self-admission of being a bully. [ABSTRACT FROM AUTHOR]

Abstract Background Bullying, being a victim of violent behaviors, life satisfaction (LS) and self-rated health (SRH) in children and adolescents, all have consistently been recognized as vital factors in school performance and future individual life. Methods This cross-sectional data secondary study was a part of the fifth Childhood and Adolescence Surveillance and Prevention of Adult Non-communicable disease (CASPIAN-V) in 2015. A total of 14,400 students 7-18 years and their parents living in 30 provinces in Iran were studied. A validated questionnaire of the World Health Organization on Global School-based Health Survey (WHO-GSHS) was used to measure the outcomes and socioeconomic variables. Family’s socioeconomic status (SES) was determined using principal component analysis (PCA). The crude and adjusted odds ratios (95% confidence interval (CI)) were estimated using multiple logistic regressions for each outcome. Results A total of 14,274 students completed the study, of whom 50.6% were boys. Overall, the prevalence of bullying, being a victim, life dissatisfaction (LDS), and poor SRH among students was 35.6, 21.4, 21.1, and 19.0%, respectively. In multiple-logistic regression analysis (Adjusted OR, (95%CI), students with an illiterate father and mother (1.60, (1.25-2.04), 1.28, (1.03-1.61), unemployed father (1.58, (1.29-1.81)), and one-parent family (1.32, (1.05 – 1.64) had a higher odd of Poor-SRH. Besides, a family size larger than four members (1.14, (1.03-1.25), and low-SES (1.35, (1.15-1.56), and illiteracy of the mother (1.64, (1.30-2.08) had a direct association with LDS. Mother illiteracy also increased the odds of bullying (1.77, (1.45-2.16) and being a victim (1.58, (1.26-1.98). Conclusions Some socioeconomic variables can be proposed as the statistically significant attribution of bullying and being a victim, LDS, and Poor-SRH in children and adolescents.

Copyright of Journal of Social Policy Studies / Sosyal Politika Çalismalari Dergisi is the property of Journal of Social Policy Studies / Sosyal Politika Calismalari Dergisi 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.)

Copyright of Polish Journal of Social Rehabilitation / Resocjalizacja Polska is the property of Pedagogium Foundation 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.)

Background: The current study aimed to assess the prevalence of bullying victimization (BV) and its association with psychopathology and suicidality in a nationwide general population.Methods: The target population were all the people living in Taiwan, the study samples were obtained by the following processes. A computer-assisted telephone interview was performed to identify potential respondents using telephone numbers selected with the stratified proportional randomization method. Self-reported data were evaluated. Moreover, data obtained using the validated Brief Symptom Rating Scale (BSRS-5) and Concise Mental Health Checklist (CMHC) were used to evaluate psychopathological symptoms and overall suicidal risks, respectively. Results were further analyzed using the chi-square tests and logistic regression model.Results: In total, 1930 respondents from a national general population survey were included in the analysis. The weighted prevalence of lifetime BV in the general population was 13.5%. Based on the chi-square analysis, individuals exposed to BV were at high risk for psychopathology (a BSRS-5 score of ≥6 (x2 = 45.5, P ≤ .001) and high BSRS-5 scores for all five items). Bullying exposure was significantly associated with lifetime suicide ideation and suicide attempt (x2 = 85.7, P ≤ .001; x2 = 17.0, P ≤ .001, respectively). The help-seeking behavior of respondents exposed to bullying did not differ significantly (x2 = 4.6, P = .327).Conclusion: Bullying exposure is associated with recent psychopathology and lifetime suicidality. Multifactorial interactive processes contribute to long-term harmful health implications in adulthood. Nevertheless, further research on the relevant mechanisms associated with bullying and potential interventions that can decrease morbidity must be conducted. [ABSTRACT FROM AUTHOR]

Copyright of REMAH Journal is the property of Research & Development of Human Recourses Center (REMAH) 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.)

Background. Bullying is a major school problem. Victims of bullying often experience low self-esteem, whereas social skills are positively associated with the level of self-esteem. This research examined whether the victim's condition impacted their social skills and self-esteem. Methods. International school students in Thailand aged 13 to 18 years old completed the Olweus bullying questionnaire, social capital questionnaire (SC), social skills questionnaire (SS), adolescent discrimination index (ADDI), and the Rosenberg self-esteem scale (RSES). Moderation analyses and visual presentations were carried out using IBM SPSS ver. 22 and PROCESS, ver. 4.0. Results. A total of 102 students participated (63% female). The mean age of the participants was 16.57 (SD = 1.42). The number of victims was 16 (15.7%), the mean (SD) for the SC, SS, ADDI, and RSES was 7.82 (2.37), 44.45 (9.40), 12.33 (9.82), and 27.85 (5.31), respectively. As predicted, those with high social skills reported greater self-esteem when they had never been bullied. The moderation effect was significant: B = 0.458, standard error = 0.203, 95% CI = −0.836 to −0.054. Additionally, the ADDI and SC were found to predict self-esteem. Conclusions. The significant moderation effect suggests the importance of identifying the victim's condition when the association between social skills and self-esteem is not observed (as expected) among school adolescents. A longitudinal study to confirm the causal relationship should be encouraged. Further research on providing appropriate interventions along with social skill training for the victim group is warranted. [ABSTRACT FROM AUTHOR]

Background and Objectives: Emotion dysregulation is one of the main reasons underlying problematic adolescent behaviors. The aim of this study was to evaluate the effectiveness of an emotion regulation program based on externalizing and internalizing symptoms of bullying adolescents . Materials and Methods: This quasi-experimental pre-test -post-test study with a control group along with a follow-up period was performed among first grade female high school students in Tehran in the academic year 2019 -2020. About 30 Students were selected and randomly assigned to two groups of 15; experimental and control. Intervention was performed only for the experimental group in 12 sessions of 90 minutes. Data collection tools were the Illinois Bullying Questionnaire, Achenbach Behavioral Problems, and Cicchetti Emotion Regulation. Data were analyzed by multivariate analysis of covariance and repeated analysis of covariance . Results: Mean scores of post-test behavioral problems in the experimental and control groups were significantly different (P< 0.05), indicating the positive effect of the program . Conclusions: An emotion regulation program designed to improve the internalized and externalized symptoms of bullying adolescents was shown to be effective. [ABSTRACT FROM AUTHOR]

Background: Bullying, being a victim of violent behaviors, life satisfaction (LS) and self-rated health (SRH) in children and adolescents, all have consistently been recognized as vital factors in school performance and future individual life. Methods: This cross-sectional data secondary study was a part of the fifth Childhood and Adolescence Surveillance and Prevention of Adult Non-communicable disease (CASPIAN-V) in 2015. A total of 14,400 students 7-18 years and their parents living in 30 provinces in Iran were studied. A validated questionnaire of the World Health Organization on Global School-based Health Survey (WHO-GSHS) was used to measure the outcomes and socioeconomic variables. Family's socioeconomic status (SES) was determined using principal component analysis (PCA). The crude and adjusted odds ratios (95% confidence interval (CI)) were estimated using multiple logistic regressions for each outcome. Results: A total of 14,274 students completed the study, of whom 50.6% were boys. Overall, the prevalence of bullying, being a victim, life dissatisfaction (LDS), and poor SRH among students was 35.6, 21.4, 21.1, and 19.0%, respectively. In multiple-logistic regression analysis (Adjusted OR, (95%CI), students with an illiterate father and mother (1.60, (1.25-2.04), 1.28, (1.03-1.61), unemployed father (1.58, (1.29-1.81)), and one-parent family (1.32, (1.05 – 1.64) had a higher odd of Poor-SRH. Besides, a family size larger than four members (1.14, (1.03-1.25), and low-SES (1.35, (1.15-1.56), and illiteracy of the mother (1.64, (1.30-2.08) had a direct association with LDS. Mother illiteracy also increased the odds of bullying (1.77, (1.45-2.16) and being a victim (1.58, (1.26-1.98). Conclusions: Some socioeconomic variables can be proposed as the statistically significant attribution of bullying and being a victim, LDS, and Poor-SRH in children and adolescents. [ABSTRACT FROM AUTHOR]

The current development of information technology has led to the increasinglyintense use of social media. However, the use of social media certainly raises bothpositive and negative sides. The use of social media in positive terms will greatlyhelp users to facilitate work activities and in terms of obtaining the desired informationor data. However, misuse of social media that causes harm to others, such as theact of “Bully” which causes the impact of the loss as a result of this action to othersis a form of cyber bullying. The method used in this paper is descriptive normativelegal research. In a related article, it presents an overview regarding the legal aspectsof cyber bullying and also the correlation between cyber bullying and socialmedia. Such acts of “bullying” conventionally and attacking the good name orhonor of others, including those expressed in public, can be punishable by the provisionsof the Criminal Code. The act of “Bully” which is carried out in cyberspace byusing the internet network (online) is charged with violating decency, insults, extortionor threats and also “Bully” in the form of electronic information on socialmedia that contains threats of violence or in the form of personal frightening arethreatened by article 29 in conjunction with Article 45B of Law of the Republic ofIndonesia No. 19 of 2016 amendments to the Law of the Republic of Indonesia No.11 of 2008 concerning ITE. How to cite item: Pakpahan, H. (2020). Aspek hukum pidana cyberbullying dimedia sosial. Jurnal Cakrawala Hukum, 11(3). 250-258. doi:10.26905/idjch.v11i3.5718.

Disclosing experiences of cybervictimization is an important first step in many anti-bullying interventions. Gender, age, cybervictimization experiences, cyberbullying behaviors, and time spent online were examined as factors that describe: (a) disclosing cybervictimization and (b) perceptions of helpfulness following disclosure. The sample comprised 750 (384 boys and 365 girls, Mage = 12.57 years, SDage = 1.25 years) 11- to 15-year-olds recruited from two schools. Participants completed self-report measures of cybervictimization experiences, cyberbullying behaviors, intent to disclose cybervictimization, who they thought would be helpful following disclosing cybervictimization, and technology use. Over 88% of the sample reported that they would disclose cybervictimization. Girls and those experiencing low levels of cybervictimization reported they would disclose cybervictimization. Those who were older, and girls reported that they thought friends would be helpful following a disclosure of cybervictimization, whereas those who were younger reported that parents and the police would be helpful. A Gaussian graphical model was used to further explore perceptions of helpfulness following disclosure of cybervictimization and highlighted a complex pattern between targets. The findings add to the growing evidence of the complexity around adolescents' propensity to disclose experiences of cybervictimization which has implications for anti-bullying interventions. [ABSTRACT FROM AUTHOR]

In our research, we wanted to find an answer to the question: what kind of temperament and character traits do the students have, who become bullies through school bullying and what their typical emotional reactions are. The social and family backgrounds have been examined too, in what pattern could lead to becoming a bully. In the study, 410 people (post-primary education at elementary schools), 205 girls and 205 boys took part. The results of our research show that increased maternal overprotection, as well as rule or conflict oriented family atmosphere stand in the family socialization background of the students, who become bullies through school bullying. The personality of bullies is characterized by novelty-seeking temperament, which associates with immature character. The emotions of bullies are characterized by feeling anger and disgust, which force them to do emotion-driven actions. They deduct anger in an aggressive way towards their peers. The results of the research also revealed the major gender differences in the examined fields/areas. [ABSTRACT FROM AUTHOR]

Bullying is problematic for school-age children and especially for children with autism spectrum disorder (ASD). It is commonly defined in research using three themes: intent to harm, repetition, and a power imbalance. Despite encompassing a wide range of behaviors, these themes may not fully align with day-to-day layperson experiences. They also may not account for the cognitive biases within respondent groups that impact bullying perception. This study used a mixed-methods approach to understand how laypersons determine the presence and type of bullying behavior. The impact of an ASD relationship (i.e., ASD parents and teachers) on perceptions of bullying was also examined. Participants (N = 184 adults) categorized brief, written vignettes describing child dyadic interactions as a type of bullying behavior (i.e., physical, verbal, interpersonal, cyber), non-bullying behavior, or provided an "other" response. Thematic analysis of the qualitative, "other" explanations for bullying ambiguity revealed three themes: a need for more contextual information, the presence of other types of bullying (outside the options provided), and other non-bullying behaviors (e.g., crime, peer pressure). Comparing the probability of use across and within themes revealed statistically significant differences such that layperson views of bullying did not fully align with research definitions. Additionally, perceptions of bullying differed among individuals with and without ASD relationships (i.e., parents, teachers) and undergraduate students. Existing research definitions for bullying do not fully encompass the breadth of daily-lived and cultural experiences of laypersons. We propose an expanded "working definition" of bullying that may be useful to more accurately identify children in need of intervention and generate more reliable estimates of bullying across studies. [ABSTRACT FROM AUTHOR]

Qing Xiong,1 Shuping Shi,2 Jianwen Chen,3 Yiqiu Hu,4 Xintong Zheng,3 Congcong Li,5 Quanlei Yu5– 7 1Institute of Developmental Psychology, Beijing Normal University, Beijing, People’s Republic of China; 2RDFZ Chaoyang Branch School, Beijing, People’s Republic of China; 3Graduate School of Education, Huazhong University of Science and Technology, Wuhan, Hubei, People’s Republic of China; 4School of Educational Science, Hunan Normal University, Changsha, Hunan, People’s Republic of China; 5School of Psychology, Central China Normal University, Hubei, Wuhan, People’s Republic of China; 6Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, Hubei, People’s Republic of China; 7Central China Normal University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality, Wuhan, Hubei, People’s Republic of ChinaCorrespondence: Quanlei Yu School of Psychology, Central China Normal University, No. 152 Luoyu Road, Hongshan District, Wuhan, Hubei 430079, People’s Republic of ChinaTel +86-027-67868617Email yulei19881987@mail.ccnu.edu.cnPurpose: Bullying is a serious problem among adolescents. Many scholars have examined school bullying in recent years; however, there are many psychological and behavioral mechanisms for bully that still remain unclear. Based on the theory of self-worth orientation, this study examined the influence of academic achievement on bullying behavior among adolescents and explored the moderating effects of perceived social support and age cohort.Methods: Participants were 3227 middle and high school students in the 7th through 12th grades in China. A self-report method was used to measure academic achievement, social support, bullying, and demographic variables.Results: Moderation analyses indicated that the relationship between academic achievement and bullying behavior was moderated by the perceived social support of adolescents and their age cohort. Specifically, social support moderated the relationship between achievement and bullying behavior positively in the middle school group but negatively in the high school group.Conclusion: The results support the hypothesis of self-worth orientation theory and indicate that bullying intervention could be enhanced by addressing the relationships between academic achievement, social support, age cohort, and bullying.Keywords: academic achievement, bully, social support, age cohort, self-worth

Aim:The purpose of this study is to evaluate effectiveness of a bullying prevention program developed using an integrated approach, in the short-term and long-term, in primary schools.Materials and Methods:This study was made using a quasi-experimental control group pretest-posttest design; one of the experimental research methods. This study comprised 113 students receiving 6th grade education at 2 randomly selected schools in the districts of Konak and Karabağlar, in Izmir, Turkey. The data were gathered using the Demographic Data Questionnaire and The Peer Bully Adolescent Form. In the experimental group, students attended a bullying prevention program and their parents and teachers attended seminars for 5 weeks. The data were collected before the training, 2 weeks after the training, at the 6th month, and at 1 year after the training. In the analysis of the data, ANOVA was used in repetitive measurements and t-tests were used in dependent and independent groups with Bonferroni correction.Results:A statistically significant difference was found among the control and experimental group victim subdimension point averages in the group interaction (F=68.28, p=0.001), time interaction (F=7.39, p=0.001), and group-time interaction (F=14.04, p=0.001). A statistically significant difference was found between the control and experimental group bully subdimension point averages in the group interaction (F=7.63, p=0.007) and time interaction (F=20.21, p=0.001). No significant difference was determined in the group-time interaction (F=1.10, p=0.349).Conclusion:It was found that the bullying prevention program based on the Social Cognitive Theory is effective in decreasing the rates of students who are bullies or are the victims of bullying, and this effect continues in the victims through to the end of the 1st year; however, it becomes nonsignificant in bullies by the end of the 1st year.

This paper describes the analysis of the role of moral education to reduce bullying in elementary schools. The development of student moral education is very important to do to improve student morale as national identity and character. The application of moral education to students in primary schools is one of the fundamental and deep alternatives to reduce social deviations such as bullying. Bullying is very dangerous for a child’s character. Besides having high intellectuals as the next generation of the nation, it is appropriate to have good morality to support the formation of a nation with a civilized and virtuous nation. Of course this is inseparable from the role of education and educators. The form of deviations in the form of bullying needs special attention, especially in primary schools, therefore teachers must be able to improve the moral education of students so that deviations such as bullying will not occur and the nation’s goals can be achieved

Sexual minority youth experience a variety of challenges that are further exacerbated by intersectionality and interactions with various educators. Using a directed form of empirical, qualitative research, the authors explored the retrospective school experiences (as part of life stories) of three cohorts of sexual minorities (Stonewall Generation, HIV/AIDS Generation, and Marriage Equality Generation). The aim was to learn how they experienced K-12 education, including interactions with educators. Four major categories were identified from the interview data: (a) unsupportive educators, (b) role of school counselors, (c) supportive educators, and (d) sexual minority teachers. Interactions with educators were either supportive or unsupportive and occurred at either the individual or school (institutional) level. Interactions at either of these levels were (a) explicit—intentional behavior(s) or implicit—chance behavior(s) and (b) related to academic and personal concerns. [ABSTRACT FROM AUTHOR]

Background. Bullying is a major school problem. Victims of bullying often experience low self-esteem, whereas social skills are positively associated with the level of self-esteem. This research examined whether the victim’s condition impacted their social skills and self-esteem. Methods. International school students in Thailand aged 13 to 18 years old completed the Olweus bullying questionnaire, social capital questionnaire (SC), social skills questionnaire (SS), adolescent discrimination index (ADDI), and the Rosenberg self-esteem scale (RSES). Moderation analyses and visual presentations were carried out using IBM SPSS ver. 22 and PROCESS, ver. 4.0. Results. A total of 102 students participated (63% female). The mean age of the participants was 16.57 (SD = 1.42). The number of victims was 16 (15.7%), the mean (SD) for the SC, SS, ADDI, and RSES was 7.82 (2.37), 44.45 (9.40), 12.33 (9.82), and 27.85 (5.31), respectively. As predicted, those with high social skills reported greater self-esteem when they had never been bullied. The moderation effect was significant: B = 0.458, standard error = 0.203, 95% CI = −0.836 to −0.054. Additionally, the ADDI and SC were found to predict self-esteem. Conclusions. The significant moderation effect suggests the importance of identifying the victim’s condition when the association between social skills and self-esteem is not observed (as expected) among school adolescents. A longitudinal study to confirm the causal relationship should be encouraged. Further research on providing appropriate interventions along with social skill training for the victim group is warranted.

Gaslighting is an insidious, pernicious form of bullying that is gaining notoriety in nursing academia anecdotally. Attempting to identify the behaviors associated with gaslighting are difficult because of the subtle nature with which gaslighting is performed by the perpetrator. Traditional tools/models used for identifying bullying and horizontal violence are not sensitive enough to pick up gaslighting behaviors. Perpetual lies and mistruths, vexatious or frivolous complaints, praise and positive reinforcement, the use of blame or mobbing, and coercion are some of the tactics a gaslighter will use to create confusion and chaos for the gaslightee. The psychological harm for the gaslightee can lead to self‐doubt, hypervigilance, depression, anxiety, addiction, and suicidal ideation as well as the physical symptoms associated with stress. Left with very few choices the gaslightee either adheres to the behavior or leaves. It is important to raise awareness and perhaps education and training of this form of bullying behavior because of the deleterious effects it has personally and professionally. [ABSTRACT FROM AUTHOR]

The current investigation hypothesized and tested latent bully/victim traits for physical, verbal, or relational bullying/victimization, both cyber and traditional behaviors. Data were collected from 1,356 German students who attended Grades 5 to 10: 48.4% males, 49.3% females from eight different schools in Northern Germany. Based on two samples for cross-validation (N training set = 525, N validation set = 525), study findings provided strong evidence of adequate model fit, both for traditional and cyber behaviors. Consistent with the current state of knowledge, bullying and victimization latent traits highly associated, more so for cyber behaviors than traditional ones. Thus, both the theoretical plausibility as well as statistical evidence support the application of latent modeling to these behaviors. Further research is needed to replicate the applied measurement models proposed in this work and to reveal moderators or measurement invariance across diverse populations. Nevertheless, the current evidence substantiates the importance of the application of a latent modeling approach to overcome known psychometric challenges of reliability and validity in bullying research. [ABSTRACT FROM AUTHOR]

School bullying is a prevalent issue that threatens the psychological and social well-being of adolescents. However, little research has investigated how gender and family variables were related to bullying-involvement patterns among adolescents with siblings. This study explored gender differences in the profiles of bullying involvement and the relationship between sibling, parental variables, and these profiles among Chinese adolescents. Participants (N = 1,060; 46.0 % boys; M age = 15.53) were recruited from junior and senior high schools in Jiangxi and Guizhou Provinces, China. Bullying involvement, sibling warmth and conflict, and parental psychological maltreatment and neglect were assessed by self-report questionnaire. Latent profile analysis was used to identify subgroups with distinct bullying involvement patterns, then multiple logistic regressions were performed to investigate the associations between family variables and bullying-involvement subgroups. We found gender differences in both the latent profiles of bullying involvement and the associations between profiles and family variables. Only boys were identified severe bully-victims (3.39 %), while only girls were categorized as relational bully-victims (20.18 %). Boys and girls were similarly represented among uninvolved students (70.76 % vs. 66.85 %), moderate bully-victims (15.25 % vs. 6.49 %), and victims (10.59 % vs. 6.49 %). Students with more sibling warmth manifested less likelihood of engaging in bullying-related profiles, with more parental psychological maltreatment, and more parental neglect manifested more likelihood of engaging in bullying-related profiles only among girls. While students with more sibling conflict were related to more bullying-related profiles among boys than girls. The findings emphasize the importance of developing gender-specific bullying intervention strategies that also consider relevant family factors. [ABSTRACT FROM AUTHOR]

In this research, it was aimed to determine the factors affecting the bullying in secondary school students’ home and school life in a multifaceted and comprehensive manner with qualitative and quantitative approaches. The study group of this research was determined according to sequential mixed method (quantitative-qualitative) sampling, one of the mixed method research designs. In this context, for collection of the quantitative data, fifth-grade students studying in randomly-selected classes at 19 secondary schools located in the centre of Bursa and chosen by the probability sampling method made up the study group. The qualitative data were obtained from the answers given to the survey questions by students determined to have been subjected to bullying or to have engaged in bullying. The research findings reveal that male students engaged in bullying or were subjected to bullying at a significantly higher rate than female students. There was a positive relation between the engagement of the students' in out of school activities and not participating in any kind of bullying situations. It was found that there was a negative relationship between playing daily video or computer games and participation in bullying situations. It was also found a negative relationship between friendship relations and being in bullying anyhow. There was a strong negative relation between the avarage points of self evaluation of students and participating in bullying situations. Students were frequently exposed to physical and verbal bullying; that students who engaged in bullying did so because they were themselves made fun of and sworn at; that when bullying took place, both students who were subjected to bullying and those who engaged in bullying generally moved away from the scene and that bullying was generally carried out in places where and at times when teachers were absent.

The purpose of this study is to analyze bullying behaviors from an interdisciplinary perspective: legal, psychological and pedagogical. From a legal point of view, the Romanian legislative framework on respect for children's rights has undergone a number of changes in recent years with the accession of Romania to the European Union in 2007. International legislation on respect for children's rights requirescountries that have ratified these provisions to ensure that they are respected and to take measures to ensure that they are not prejudiced. Aggressiveness in students is a predictor of antisocial behaviors in adolescence and adulthood. The psychological perspective of bullying refers to the consequences of this type of behavior.Students involved in aggression are at increased risk of developing a range of psychosomatic symptoms, involvement in delinquency, alcohol and drug abuse, absenteeism.The consequences of these behaviors on the victims are associated with anxiety, depression and suicidal ideation. Through the pedagogical approach to bullying, we focus on the role of teachers in addressing the issue of aggressive behavior in students. The perceived gravity and teacher's response to bullies and victims of bullying are important indicators to be taken into account in making a successful intervention.

Starting from the bullying of teachers by principals, this paper elaborates (a) how incompetency of management favours its emergence, (b) how teachers can see it, and (c) whether this problem affects the performance of teachers or not. The empirical results show that motivation, a positive workplace, and not being bullied or agitated by principals increase teachers' performance. The findings show that the teachers consider management's incompetency the major factor to be blamed. Collaboration between teachers can have a role in limiting this abuse. Because management is the key obligation for clearing the ethos and function of the company and clarifying the translation of words into the organization, there is some laggard of management in the way the control extracted from the structured authority is confused. Success strain!! In the light of the short- and long-term priorities and plans, colleges and organized entity made up of people operating, supervised and operationally, can operate every phase so the activities can be orchestrated and integrated in an equilibrated manner. [ABSTRACT FROM AUTHOR]

Introduction: Research dedicated to identification of precursors to cases of aggravated bullying in schools has led to enhanced knowledge of risk factors for both victimization and perpetration. However, characteristics among those who are more likely to intervene in such situations are less understood. The purpose of this study is to examine the associations between demographic characteristics, school climate and psychosocial factors, and willingness to intervene in a bullying situation among middle and high school students in Georgia.Methods: We computed analyses using cross-sectional data from the Georgia Student Health Survey II (GSHS 2006) administered to public school students in grades 6, 8, 10, and 12 (n=175,311). We used logistic regression analyses to determine the demographic, school climate and psychosocial factors associated with a willingness to intervene in a bullying situation.Results: Students who were white and who were girls were most likely to report willingness to intervene in bullying situations. Several school-climate factors, such as feeling safe at school, liking school, feeling successful at school and perceiving clear rules at school, were associated with willingness to intervene, while youth who reported binge drinking were less willing to intervene.Conclusion: These findings, while preliminary, indicate that girls, students who are white, and students who experience a relatively positive school climate and adaptive psychosocial factors are more likely to report that they would intervene in bullying situations. These findings may guide how bullying is addressed in schools and underscore the importance of safe school climates. [West J Emerg Med. 2013;14(4):324–328.]

Bullying is a common misbehavior among some adolescent groups. It is a multifaceted phenomenon so it is important that researchers consider family related variables in addition to developmental ones. The aim of this study was to investigate whether moral maturity and attachment to father are associated with specific types of bullying experiences. Six hundred and forty eight adolescents (M = 15.86, SD = 0.94) participated in the study. Participants were 9th–11th grade students. The questionnaire included demographic information, The Revised Olweus Bully/Victim Questionnaire and Inventory of Parent and Peer Attachment (Father Form-Short). Descriptives, frequencies, Chi-square Tests, Kruskal–Wallis Test, Spearman correlation, and Multinomial Regression Analysis were executed. Students categorized by their bullying experiences as follows: 40.5% (n = 256) were neither bully nor victim; 13.3% (n = 84) were only bully; 20.3% (n = 128) only victim and 25.9% (n = 164) were both bully and victim. Neither bully nor victim group had the highest rate of not witnessing to a violent act in a lifetime. And this group had better scores for attachment to father and moral maturity than the other bully groups. Age, gender, moral maturity and witnessing a violent crime emerged as predictors for belonging to bully experience groups. Different variables must be considered as predictors for several bullying groups. Results imply that being female is a vulnerability to be a victim and prevention programs must support students' moral maturity. Also, screening the students for possible past traumatic experiences and providing psychological help to traumatized ones are other important implications. [ABSTRACT FROM AUTHOR]