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Journal articles on the topic 'Bully Prevention'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Bailey, Kevin John, and Hector Rios. "Bully Prevention." Networks: An Online Journal for Teacher Research 8, no. 1 (2005): 126. http://dx.doi.org/10.4148/2470-6353.1145.

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2

Ross, Scott W., Robert H. Horner, and Thomas Higbee. "BULLY PREVENTION IN POSITIVE BEHAVIOR SUPPORT." Journal of Applied Behavior Analysis 42, no. 4 (2009): 747–59. http://dx.doi.org/10.1901/jaba.2009.42-747.

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3

Ross, Scott W., and Robert H. Horner. "Bully Prevention in Positive Behavior Support." Journal of Emotional and Behavioral Disorders 22, no. 4 (2013): 225–36. http://dx.doi.org/10.1177/1063426613491429.

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4

Safran, Elysa R. "Bullying Behavior, Bully Prevention Programs, and Gender." Journal of Emotional Abuse 7, no. 4 (2008): 43–67. http://dx.doi.org/10.1300/j135v07n04_03.

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5

Fuller, Brett, Kim Gulbrandson, and Beth Herman-Ukasick. "Bully Prevention in the Physical Education Classroom." Strategies 26, no. 6 (2013): 3–8. http://dx.doi.org/10.1080/08924562.2013.839425.

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6

Bell, Christopher D., Katherine A. Raczynski, and Arthur M. Horne. "Bully Busters abbreviated: Evaluation of a group-based bully intervention and prevention program." Group Dynamics: Theory, Research, and Practice 14, no. 3 (2010): 257–67. http://dx.doi.org/10.1037/a0020596.

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7

Ramezanian, Sara, Tommi Meskanen, and Valtteri Niemi. "AI-Based Cyberbullying Prevention in 5G Networks." International Journal of Embedded and Real-Time Communication Systems 11, no. 4 (2020): 1–20. http://dx.doi.org/10.4018/ijertcs.2020100101.

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Children and teenagers that have been victims of bullying can possibly suffer its psychological effects for a lifetime. With the increase of online social media, cyberbullying incidents have been increased as well. In this paper, the authors discuss how they can detect cyberbullying with AI techniques, using term frequency-inverse document frequency. The authors label messages as benign or bully. The authors want their method of cyberbullying detection to be privacy-preserving, such that the subscribers' benign messages should not be revealed to the operator. Moreover, the operator labels subs

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8

Heydenberk, Roberta A., Warren R. Heydenberk, and Vera Tzenova. "Conflict resolution and bully prevention: Skills for school success." Conflict Resolution Quarterly 24, no. 1 (2006): 55–69. http://dx.doi.org/10.1002/crq.157.

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9

Espelage, Dorothy L. "Why Are Bully Prevention Programs Failing in U.S. Schools?" Journal of Curriculum and Pedagogy 10, no. 2 (2013): 121–24. http://dx.doi.org/10.1080/15505170.2013.849629.

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10

Allen, Kimberly, Robin Roper, and Cara Lewis. "Bully Prevention: Creating Safe and Inclusive Environments for Youth." Journal of Youth Development 7, no. 3 (2012): 65–76. http://dx.doi.org/10.5195/jyd.2012.130.

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Bullying is a major issue facing youth of all ages, backgrounds, and walks of life. In fact, 30% of youth report experiencing bullying on a monthly basis (Nansel, Overpeck, Pilla, Ruan, Simons-Murton & Scheidt, 2001). As a consequence, these youth are at much greater risk for a host of mental and physical problems (Ttofi & Farrington, 2008). Parents, teachers, educators and youth advocates all agree that this issue merits time and attention, yet many professionals are at a loss for understanding the issue or what resources might be most effective with their young audience. With the inc

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Battey, Glenda J. L., and Vicki Ebbeck. "A Qualitative Exploration of an Experiential Education Bully Prevention Curriculum." Journal of Experiential Education 36, no. 3 (2013): 203–17. http://dx.doi.org/10.1177/1053825913489102.

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12

Perren, Sonja, and Rainer Hornung. "Bullying and Delinquency in Adolescence: Victims’ and Perpetrators’ Family and Peer Relations." Swiss Journal of Psychology 64, no. 1 (2005): 51–64. http://dx.doi.org/10.1024/1421-0185.64.1.51.

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This study investigated (a) the prevalence and co-occurrence of various victimisation and violence experiences among adolescents and examined (b) the quality of peer and family relationships of victims and perpetrators of bullying and violent delinquency. Self-report questionnaires were completed by 1107 Swiss adolescents (grades 7 and 9). Frequency of involvement in bully/victim problems and delinquency was used to classify pupils. Bullies and bully-victims were often also victims and/or perpetrators of violent delinquency. Sex and school type effects were found regarding involvement in bully

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13

Skrzypiec, Grace, Helen Askell-Williams, Phillip T. Slee, and Michael J. Lawson. "Involvement in Bullying During High School: A Survival Analysis Approach." Violence and Victims 33, no. 3 (2018): 563–82. http://dx.doi.org/10.1891/0886-6708.v33.i3.563.

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Knowledge about the risks of bullying involvement during any year of high school is an important element of interventions for changing the likelihood of being bullied. Three cohorts of Australian students (n= 1,382) were tracked from 7th grade to 11th grade. The study showed that some students continue their involvement in bullying, while in addition, new bullies and new victims emerge during each high school year. The findings indicated that the risk of bullying involvement ranged from 16% (as a bully) to 36% (as a victim), increasing to 54.5% and 56.3%, respectively, if a student was a bully

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14

Klomek, Anat, Barbara Stanley, and Andre Sourander. "The Bullying Prevention Plan: An Approach to Youth who Bully Others." Adolescent Psychiatry 4, no. 3 (2014): 185–93. http://dx.doi.org/10.2174/221067660403140912162846.

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15

Espelage, Dorothy. "Data Needs for Emerging Research Issues in Bully and Violence Prevention." AERA Open 1, no. 3 (2015): 233285841560414. http://dx.doi.org/10.1177/2332858415604147.

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Goodman-Scott, Emily, Beth Doyle, and Pamelia Brott. "An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention." Professional School Counseling 17, no. 1 (2013): 2156759X1301700. http://dx.doi.org/10.1177/2156759x1301700101.

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A trio of researchers presents a case study from a practical, participatory action research project to demonstrate how one school district implemented a school-wide bullying prevention initiative for all elementary schools based on Bully Prevention in Positive Behavior Support (BP-PBS). The purpose of this manuscript is to discuss the process of creating a district-wide bullying initiative, including the initial years of implementation, to assist other school counselors and districts in their bullying prevention efforts. The researchers briefly describe the initiative, the action research proc

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Shelley, Walter W., and Dana Peterson. "“Sticks and Stones May Break My Bones, But Bullying Will Get Me Bangin’”: Bullying Involvement and Adolescent Gang Joining." Youth Violence and Juvenile Justice 17, no. 4 (2018): 385–412. http://dx.doi.org/10.1177/1541204018809841.

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Studies have shown that adolescents’ involvement in bullying (as perpetrators, victims, or both) is related to more negative outcomes than noninvolvement, and a small subset of studies has connected bullying to the specific outcome of gang involvement. However, most of these studies have been cross-sectional and have not examined causal pathways by which bullying and gang involvement may be related. Furthermore, some studies find sex differences in prevalence, type, and outcomes of bullying as well as in the relationship between bullying and gang involvement, suggesting important prevention im

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18

Urra Canales, Miguel, Catalina Acosta Oidor, Verónica Salazar Baena, and Edwin Jaime Ruiz. "Bullying. Description of the roles of victim, bully, peer group, school, family and society." International Journal of Sociology of Education 7, no. 3 (2018): 278. http://dx.doi.org/10.17583/rise.2018.3547.

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This research defines, through an extensive literature review, the roles played by the victim, bully, peer group, school, family and society in the dynamics of bullying. Finally, we conclude that the complexity and diversity of the actors should lead us to rethink the traditional definitions of school bullying, to stake out the focus of research projects and to reconstruct prevention and action policies.

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Федоришин, Олександр Петрович. "BULLYING OR CONFLICT? BULLY-PROOFING STRATEGIES FOR PREVENTION AND INTERVENTION IN CANADIAN SCHOOLS." Інноватика у вихованні, no. 9 (June 11, 2019): 280–92. http://dx.doi.org/10.35619/iiu.v0i9.137.

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Стаття акцентує увагу на шкільному булінгу, який є досить поширеним у різних країнах світу і вважається актуальною соціально-педагогічною і психологічною проблемою сьогодення. Як серйозні і масове явище булінг потребує вирішення, від чіткого визначення самого поняття до розробок практичних рекомендацій з його профілактики та протистояння. У статті даються визначення і характеристика форм та видів прояву шкільного булінгу, які постійно змінюються, пристосовуючись до нових обставин; наприклад, поява такої нової сучасної форми агресії як кібербулінг. Зниженню рівня цього негативного соціального я

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Ostrander, Jason, Alysse Melville, Janelle K. Bryan, and Joan Letendre. "Proposed modification of a school-wide bully prevention program to support all children." Journal of School Violence 17, no. 3 (2017): 367–80. http://dx.doi.org/10.1080/15388220.2017.1379909.

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21

Blood, Gordon W., Laura A. Robins, Ingrid M. Blood, Michael P. Boyle, and Erinn H. Finke. "Bullying, School-Based Speech-Language Pathologists, and English Language Learners: Seriousness, Intervention, and Strategy Selection." Perspectives on School-Based Issues 12, no. 4 (2011): 128–38. http://dx.doi.org/10.1044/sbi12.4.128.

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Abstract Bullying in schools is a worldwide problem. School personnel, including speech-language pathologists (SLPs), play a critical role in the prevention of, and intervention in, bullying incidences. In this study, the authors examined SLPs' perceptions of bullying and endorsement of potential strategies for dealing with bullying as it relates to English language learners (ELLs). A survey was developed and mailed to 1,000 school-based SLPs. Eight vignettes describing unobserved and observed episodes of physical, verbal, relational, and cyber bullying were included. Survey data from 390 SLPs

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22

Porter, James R., and Sondra Smith-Adcock. "Children'S Tendency to Defend Victims of School Bullying." Professional School Counseling 20, no. 1 (2016): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1.1.

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Defenders, or children who help victims, are studied less often than children who bully or are victims of bullying. In this study, the authors examined middle schools students' perceived normative pressure from significant others to help victims. Findings suggest that normative pressure from best friends mediated gender and defending, and the interaction of age and best friends' pressure was significantly related to defending. The article suggests implications for bullying prevention in middle schools.

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23

Agee, Mark D., and Thomas D. Crocker. "Are Current U.S. Anti-Bullying Programs Net Beneficial to Parents? Inferences from School Switching." Journal of Benefit-Cost Analysis 7, no. 3 (2016): 434–58. http://dx.doi.org/10.1017/bca.2016.21.

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This paper applies a discrete choice version of the household production framework to assess parents’ ex ante willingness to pay to reduce their child’s victimization from bullying at school. Willingness to pay is estimated using a bivariate probit model and a unique panel of 595 families from the NICHD Study of Early Child Care and Youth Development for 2000 to 2003. Empirical results find a statistically significant positive association between an elementary school child’s bully victimization and parents’ choice to change their child’s school in the subsequent sample period. Parents’ annual

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24

Vlachou, Maria, Kafenia Botsoglou, and Eleni Andreou. "Assessing Bully/Victim Problems in Preschool Children: A Multimethod Approach." Journal of Criminology 2013 (June 23, 2013): 1–8. http://dx.doi.org/10.1155/2013/301658.

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Studies addressing the issue of bullying during the preschool period are still extremely rare. The main aim of the present research was to study the prevalence rates of bullying in preschool children using a multimethod approach. Participants were 167 preschool children (ages 4–6) and 8 classroom teachers. Measures were four forms of bullying: verbal, physical, and relational bullying and rumour spreading. Data were collected through peer nominations, self- and teacher reports, and natural observations. Results have shown that the frequencies of bullying episodes vary greatly according to the

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25

Goodman-Scott, Emily, Beth Doyle, and Pamelia Brott. "An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention." Professional School Counseling 17, no. 1 (2013): 120–29. http://dx.doi.org/10.5330/prsc.17.1.53346473u5052044.

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26

Ahmed Hammad, Mohammad, and Huda Shaaban Awed. "PREVALENCE OF CYBERBULLYING AND TRADITIONAL BULLYING AND THEIR RELATIONSHIP TO SELF‐ESTEEM AMONG HEARING-IMPAIRED ADOLESCENTS." Humanities & Social Sciences Reviews 8, no. 2 (2020): 167–78. http://dx.doi.org/10.18510/hssr.2020.82e21.

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Purpose: bullying among students with disabilities, especially hearing impairment adolescents is a neglected problem in most Arab countries, including Saudi Arabia. Objective: This study aimed to investigate the prevalence of cyberbullying and traditional bullying and their relationship to self‐esteem in adolescent students in southern Saudi Arabia. Methods: Three questionnaires (cyberbullying, traditional bullying, and self‐esteem) were used to assess the studied parameters. They were distributed to 81 students with hearing impairment (10th and 12th grade), (M = 18.64, SD = 1.06).

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Mayeza, Emmanuel, and Deevia Bhana. "Boys and bullying in primary school: Young masculinities and the negotiation of power." South African Journal of Education 41, no. 1 (2021): 1–8. http://dx.doi.org/10.15700/saje.v41n1a1858.

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In this article, we draw on data from focus group discussions to examine the ways in which some young boys in a South African township primary school construct and negotiate hegemonic masculinity through bullying, and other forms of violence, within the school. Deviating from the simplistic victim-bully binary, we draw from critical masculinity studies to show how younger boys exert power over girls through violence but are, themselves, also victims of violence which, they say, is perpetrated by girls. Boys are often identified as bullies at school, but when we gave them the opportunity to tal

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Farrell, Albert D., Terri N. Sullivan, Kevin S. Sutherland, Rosalie Corona, and Saba Masho. "Evaluation of the Olweus Bully Prevention Program in an Urban School System in the USA." Prevention Science 19, no. 6 (2018): 833–47. http://dx.doi.org/10.1007/s11121-018-0923-4.

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Donohoe, Peadar, and Carmel O'Sullivan. "The Bullying Prevention Pack: Fostering Vocabulary and Knowledge on the Topic of Bullying and Prevention using Role-Play and Discussion to Reduce Primary School Bullying." Scenario: A Journal of Performative Teaching, Learning, Research IX, no. 1 (2015): 97–113. http://dx.doi.org/10.33178/scenario.9.1.6.

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The Bullying Prevention Pack (BPP) is a systematic bullying prevention intervention that fosters learner vocabulary and knowledge about bullying with the use of role-play and discussions. Its aim is to create a heightened awareness of the effects of bullying on peers within the school and to create a defending culture that reduces levels of bullying. Over the course of two school years the BPP was trialled with pupils and teachers in a designated disadvantaged inner city school in Cork. A mixed methods approach was used to analyse the effects of the BPP intervention. Data were gathered from pu

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Jenson, Jeffrey M., and William A. Dieterich. "Effects of a Skills-based Prevention Program on Bullying and Bully Victimization among Elementary School Children." Prevention Science 8, no. 4 (2007): 285–96. http://dx.doi.org/10.1007/s11121-007-0076-3.

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31

Houchins, David E., Wendy Peia Oakes, and Zachary G. Johnson. "Bullying and Students With Disabilities." Remedial and Special Education 37, no. 5 (2016): 259–73. http://dx.doi.org/10.1177/0741932516648678.

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Bullying is a serious issue affecting the psychological, social, and physical well-being of students. Although a substantial amount of bullying research has been conducted with general education students, there is a paucity of experimental prevention or intervention studies specifically focused on students with disabilities. The aim of this article is twofold. First, we introduce a special issue on bullying and students with disabilities. Summaries of recent studies conducted on the bullying and students with disabilities are described. Next, we report the findings from a systematic literature

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Kelsey, Caroline, Janice Zeman, and Danielle Dallaire. "Emotion Correlates of Bullies, Victims, and Bully-Victims in African American Children." Journal of Black Psychology 43, no. 7 (2016): 688–713. http://dx.doi.org/10.1177/0095798416680719.

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Bullying is a pervasive and widely studied problem. Less is known about the emotion correlates that accompany being a bully, being a victim of bullying, and experiencing both bullying and victimization for African American elementary-school-age students. The current study examined differences in emotion dysregulation and internalizing symptoms (depression, anxiety) across levels of bullying and victimization. Children ( N = 336, Mage = 9.58 years, 42.3% boys, 100% African American) were recruited from two inner-city elementary schools and completed self- and peer-reports of bullying and self-r

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Petechel, O. Yu. "Some Issues Of The Criminological Characterization Of Female Aggressive Crime." Actual problems of improving of current legislation of Ukraine, no. 51 (August 6, 2019): 177–85. http://dx.doi.org/10.15330/apiclu.51.177-185.

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The article is devoted to the study of one type of bulling - cyberbullying. The author analyzes the concepts and features of cyberbullying. The author individually distinguishes the features contributing to cyberbullying, in particular, the distance (there is no direct contact with the victim); anonymity (ability of the bully (aggressor) to protect himself from identification); prevalence (the ability to reach a large audience in the hiring process); support (the ability to involve an unlimited range of bullies in the hatching process); persistence (cyberbullying does not depend on the time an

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Kodapally, Bhagiaswari, Elezebeth Mathews, Prakash Babu Kodali, and Kavumpurathu Raman Thankappan. "Bullying victimization and its associated factors among adolescents in Kozhikode district, Kerala, India: a mixed-methods study." Wellcome Open Research 6 (September 7, 2021): 223. http://dx.doi.org/10.12688/wellcomeopenres.17102.1.

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Background: Bullying victimization among adolescents is a serious concern as it leads to poor psycho-social adjustments in the future. Literature on bullying at schools in Kerala is limited. This study aimed to investigate the magnitude of bullying and the factors associated with it among adolescents. Methods: A sequential explanatory study design was used. A cross-sectional study among 764 adolescents (mean age 13.3 years, males 58.5%) selected through multistage cluster sampling was done. We used the Olweus Bully-Victim Questionnaire, Global School Health Survey, and Patient Health Questionn

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Stives, Kristen L., David C. May, Melinda Pilkinton, Cindy L. Bethel, and Deborah K. Eakin. "Strategies to Combat Bullying: Parental Responses to Bullies, Bystanders, and Victims." Youth & Society 51, no. 3 (2018): 358–76. http://dx.doi.org/10.1177/0044118x18756491.

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Despite numerous studies on the topic of bullying, there remains a dearth of information on how parents respond to bullying and the extent to which they are aware of their child’s bullying experiences. Using qualitative data from 54 parents in a southeastern state, we explore advice that parents give their children about how to respond when their child is a bullying victim and a bystander in a bullying incident and how fearful parents are of their child being a victim of bullying and reasons behind their fear. Findings demonstrate that parental messages about responding to bullying victimizati

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ALKHALIDY, ABEER. "Social and electronic bullying among middle school students and methods of treatment and prevention." Journal Ishraqat Tanmawya 26 (June 2021): 130–50. http://dx.doi.org/10.51424/ishq.27.5.

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The phenomenon of social bullying is one of the negative phenomena, and it is not a modern phenomenon, as this phenomenon exists and perhaps its existence is actively active on middle school students, whether this phenomenon is practiced by a student or a group of teenage students against the victim and a classmate of them or an external person. The repercussions of bullying in all its social and electronic forms on society and the family, especially female students and girls in middle school, have been greatly and remarkable. It must be said that bullying is often the imposition of some kind

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Axford, Nick, David P. Farrington, Suzy Clarkson, Gretchen J. Bjornstad, Zoe Wrigley, and Judy Hutchings. "Involving parents in school-based programmes to prevent and reduce bullying: what effect does it have?" Journal of Children's Services 10, no. 3 (2015): 242–51. http://dx.doi.org/10.1108/jcs-05-2015-0019.

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Purpose – The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying. Design/methodology/approach – A review of relevant literature, in particular systematic reviews and meta-analyses. Findings – The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-relate

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Johnston, Tim R. "Affirmation and Care: A Feminist Account of Bullying and Bullying Prevention." Hypatia 30, no. 2 (2015): 403–17. http://dx.doi.org/10.1111/hypa.12144.

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Despite the amount of attention that activists, educators, psychologists, and the media place on bullying and bullying prevention, there has been no sustained philosophical reflection on bullying, nor has there been a feminist analysis of the growing literature on bullying. This essay seeks to satisfy those two needs. The first section is a broad introduction to the literature on bullying. I define bullying and distinguish it from teasing, sassing, roughhousing, and other more benign interactions. I also outline two common solutions to bullying: zero‐tolerance policies and “ecological” interve

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Campbell, Marilyn A. "Cyber Bullying: An Old Problem in a New Guise?" Australian Journal of Guidance and Counselling 15, no. 1 (2005): 68–76. http://dx.doi.org/10.1375/ajgc.15.1.68.

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AbstractAlthough technology provides numerous benefits to young people, it also has a ‘dark side’, as it can be used for harm, not only by some adults but also by the young people themselves. E-mail, texting, chat rooms, mobile phones, mobile phone cameras and web sites can and are being used by young people to bully peers. It is now a global problem with many incidents reported in the United States, Canada, Japan, Scandinavia and the United Kingdom, as well as in Australia and New Zealand. This growing problem has as yet not received the attention it deserves and remains virtually absent from

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Armitage, Richard. "Bullying in children: impact on child health." BMJ Paediatrics Open 5, no. 1 (2021): e000939. http://dx.doi.org/10.1136/bmjpo-2020-000939.

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Bullying in childhood is a major public health problem that increases the risk of poor health, social and educational outcomes in childhood and adolescence. These consequences are felt by all those involved in bullying (bullies, victims and bully–victims) and are now recognised to propagate deep into adulthood. Cyberbullying is a relatively new type of bullying in addition to the traditional forms of direct physical, direct verbal and indirect bullying. Children who are perceived as being ‘different’ in any way are at greater risk of victimisation, with physical appearance being the most frequ

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Kelly, Erin V., Nicola C. Newton, Lexine A. Stapinski, and Maree Teesson. "Prospective associations between personality and bullying among Australian adolescents." Australian & New Zealand Journal of Psychiatry 52, no. 2 (2017): 173–80. http://dx.doi.org/10.1177/0004867417726583.

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Objective: This study aimed to examine whether high-risk personality dimensions increased susceptibility to bullying victimisation and perpetration among Australian adolescents. Method: Longitudinal cohort study of 527 secondary school students in Australia (baseline average age = 13 years, 67% female and 93% Australian-born). Bullying was measured using an amended version of the Revised Olweus Bully/Victim Scale. Personality was measured using the Substance Use Risk Profile Scale. The data were analysed using mixed models, examining the association between baseline personality scores and freq

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Campbell, Marilyn, Yoon-Suk Hwang, Chrystal Whiteford, et al. "Bullying Prevalence in Students With Autism Spectrum Disorder." Australasian Journal of Special Education 41, no. 2 (2017): 101–22. http://dx.doi.org/10.1017/jse.2017.5.

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All forms of bullying, physical, verbal, social, and cyber, are prevalent among youth worldwide. An especially vulnerable population for involvement in bullying is students with an autism spectrum disorder (ASD). Although there are some studies that have investigated bullying in these students, many of these are beset by methodological issues. We surveyed 104 students with ASD on their bullying experiences in all 4 forms of bullying and examined their roles as victim, perpetrator, and bully-victim, comparing them with a group of typically developing students matched for age and gender. It was

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Sari, Mila Triana, and Daryanto Daryanto. "UPAYA DETEKSI DAN PENCEGAHAN PERUNDUNGAN (BULLYING) DI SMPN SATU ATAP DESA SUKA MAJU KEC. MESTONG KAB. MUARO JAMBI." Jurnal Abdimas Kesehatan (JAK) 1, no. 1 (2019): 73. http://dx.doi.org/10.36565/jak.v1i1.23.

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Cases of bullying or violence against children in Indonesian schools currently rank second largest after Japan. While the United States itself is under Indonesia. (Indra, 2016). As many as 84 percent of children aged 12 years to 17 years have been victims of bullying (Viva, 2017). The impact on children who experience Bully will cause adverse effects such as reluctance to go to school, decreased learning achievement, tension, bruises or injuries on the body and ask to change schools and so on. One of the efforts that nurses can do is provide health education to students and teachers. One Roof

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Kim, Yi Jin, Sung Seek Moon, Jang Hyun Lee, and Joon Kyung Kim. "Risk Factors and Mediators of Suicidal Ideation Among Korean Adolescents." Crisis 39, no. 1 (2018): 4–12. http://dx.doi.org/10.1027/0227-5910/a000438.

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Abstract. Background: A significant number of Korean adolescents have suicidal ideations and it is more prevalent among adolescents than any other age group in Korea. Aims: This study was conducted to attain a better understanding of the contributing factors to suicidal ideation among Korean adolescents. Method: We recruited 569 high school students in Grades 10 and 11 in Pyeongtaek, Korea. The Beck Scale for Suicidal Ideation was used to measure suicidal ideation as the outcome variable. The Interpersonal Needs Questionnaire, the Beck Hopelessness Scale, the School Related Stress Scale, the O

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Lindstrom Johnson, Sarah, Tracy Evian Waasdorp, Katrina Debnam, and Catherine P. Bradshaw. "The Role of Bystander Perceptions and School Climate in Influencing Victims' Responses to Bullying: To Retaliate or Seek Support?" Journal of Criminology 2013 (June 19, 2013): 1–10. http://dx.doi.org/10.1155/2013/780460.

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In order to reduce aggressive responses to bullying, schools nationwide have begun to implement bullying prevention programs that advise students to tell an adult, walk away, or ask the bully to stop. While previous work has demonstrated that individual differences (e.g., gender) influence the likelihood of students choosing assertive responses in lieu of aggressive responses, there has been less research on understanding how aspects of the school climate affect students’ responses to bullying. This study explores how perceptions of teacher and student intervention as well as perceptions of sc

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Stavinoha, Peter L., Cody Solesbee, Susan M. Swearer, Steven Svoboda, Laura J. Klesse, and Alice Ann Holland. "Risk Factors for Bullying Victimization in Children with Neurofibromatosis Type 1 (NF1)." Children 8, no. 2 (2021): 145. http://dx.doi.org/10.3390/children8020145.

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Neurofibromatosis type 1 (NF1) is an autosomal disorder associated with numerous physical stigmata. Children with NF1 are at known risk for attention-deficit/hyperactivity disorder (ADHD), academic struggles, and significant social difficulties and adverse social outcomes, including bullying victimization. The primary aim of this study was to identify risk factors associated with bullying victimization in children with NF1 to better inform clinicians regarding targets for prevention and clinical intervention. Children and a parent completed questionnaires assessing the bully victim status, and

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Liu, Tai-Ling, Peng-Wei Wang, Yi-Hsin Connie Yang, Gary Chon-Wen Shyi, and Cheng-Fang Yen. "Association between Facial Emotion Recognition and Bullying Involvement among Adolescents with High-Functioning Autism Spectrum Disorder." International Journal of Environmental Research and Public Health 16, no. 24 (2019): 5125. http://dx.doi.org/10.3390/ijerph16245125.

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Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by impaired social interaction, communication and restricted and repetitive behavior. Few studies have focused on the effect of facial emotion recognition on bullying involvement among individuals with ASD. The aim of this study was to examine the association between facial emotion recognition and different types of bullying involvement in adolescents with high-functioning ASD. We recruited 138 adolescents aged 11 to 18 years with high-functioning ASD. The adolescents’ experiences of bullying involvement were

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DeShazo, Emily K., Sydney T. Reese, Gessica A. Franco, Don A. Neuendorff, Ron Randel, and Ky Pohler. "184 Utilizing Breeding Indictors for an Effective AI Program in Brahman Cows." Journal of Animal Science 98, Supplement_2 (2020): 2. http://dx.doi.org/10.1093/jas/skz397.004.

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Abstract Estrus detection is crucial to an effective AI program. The objective of this study was to assess whether Estrotect Breeding Indicators were comparable to vasectomized gomer bulls wearing chin ball markers to accurately and efficiently identify estrus. It was hypothesized that Estrotect Breeding Indicators will accurately and more efficiently detect estrus than gomer bulls. On day 0, an Estrotect Breeding Indicator was placed on Brahman cows (n = 204) that were kept with four vasectomized bulls for the following 45-day study period. Once estrus was detected via activated heat patch, c

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DeShazo, Emily K., Sydney T. Reese, Gessica A. Franco, Don A. Neuendorff, Ron Randel, and Ky Pohler. "183 Utilizing Breeding Indictors for an Effective AI Program in Brahman Cows." Journal of Animal Science 98, Supplement_2 (2020): 79. http://dx.doi.org/10.1093/jas/skz397.185.

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Abstract Estrus detection is crucial to an effective AI program. The objective of this study was to assess whether Estrotect Breeding Indicators were comparable to vasectomized gomer bulls wearing chin ball markers to accurately and efficiently identify estrus. It was hypothesized that Estrotect Breeding Indicators will accurately and more efficiently detect estrus than gomer bulls. On day 0, an Estrotect Breeding Indicator was placed on Brahman cows (n = 204) that were kept with four vasectomized bulls for the following 45-day study period. Once estrus was detected via activated heat patch, c

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Mendoza González, Brenda, Itzel Delgado Nieto, and Mercedes Atenas García Mandujano. "Student profile not involved in bullying: description based on gender stereotypes, parenting practices, cognitive-social strategies and food over-intake." Anales de Psicología 36, no. 3 (2020): 483–91. http://dx.doi.org/10.6018/analesps.337011.

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El objetivo de la investigación es identificar las características del alumnado que no participa en episodios de bullying en función de estereotipos de género, crianza; actitudes y estrategias cognitivas sociales y sobre-ingesta alimentaria. En el estudio participaron 1190 alumnos de educación básica de once escuelas públicas del Estado de México, México. Investigación cuantitativa, con estudio descriptivo y diseño transversal. Se recogieron datos a partir de cinco instrumentos que miden las variables de estudio: bullying, estereotipos de género, crianza, estrategias cognitivas sociales, sobre

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