Relevant bibliographies by topics / Bullying framework

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  1. Journal articles

Academic literature on the topic 'Bullying framework'

Author: Grafiati
Published: 27 September 2024

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Journal articles on the topic "Bullying framework"

1

Hasibuan, Kalijunjung, and Rizana Rizana. "The Role of Schools, Parental Responsibilities, and Legal Implications for Bullying in Indonesia." Easta Journal Law and Human Rights 2, no. 01 (2023): 1–8. http://dx.doi.org/10.58812/eslhr.v2i01.147.

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Bullying is still a major problem that affects students' academic achievement and general well-being throughout the world. This study explores the functions of schools, parental responsibility, and legislative frameworks in addressing and preventing bullying within the particular setting of junior high schools in Indonesia. The study evaluates the frequency and forms of bullying, the efficacy of school-based interventions, the influence of parental engagement, and the advantages and disadvantages of the legal framework using a mixed-methods approach that includes surveys and interviews. According to quantitative research, bullying is occurring at alarming rates, with verbal bullying being the most common type. Although schools have anti-bullying policies in place, their execution might use some work. The important role that parents play is highlighted by positive correlations between lower incidence of bullying and parental involvement. Parents, teachers, and school administrators' qualitative observations offer a comprehensive perspective of the potential and obstacles in combating bullying. Evidence-based recommendations, such as strengthening school-based treatments, raising parental involvement, and improving the legislative framework, are informed by the integration of quantitative and qualitative findings. This study adds to the current conversation about bullying by offering perspectives specific to the Indonesian setting.
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2

Berlingieri, Adriana. "Workplace bullying: exploring an emerging framework." Work, Employment and Society 29, no. 2 (2015): 342–53. http://dx.doi.org/10.1177/0950017014563105.

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3

Georgescu, Corina Ioana. "Preventing and reducing aggressive bullying behavior: theoretical and praxiological framework." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (February 2024): 165–70. http://dx.doi.org/10.59295/sum9(169)2024_24.

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The prevention and reduction of aggressive toup bullying behavior is also current in social, psychological and pedagogical terms. This is faced through the involvement of different international structures in the establishment of strategies to reduce and prevent the ,,bullying” phenomenon. In this study, we start from the analysis of various documents, conventions, international treaties in which the problem of preventing and reducing the aggressive behavior of students is posed. At the same time, the explanatory theoretical framework of the ,,bullying” phenomenon is extensively analyzed, and some strategies for preventing and reducing bullying in high schools are argued: primary prevention, secondary prevention, tertiary prevention, having as general directions: education and awareness of the phenomenon, social development -emotional, promoting zero tolerance towards bullying, supervision and prompt interventions, collaboration with parents and the community.
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4

Sutono, Tri Widayanti, and Bety Agustina Rahayu. "Perancangan Sistem Informasi dan Sarana Pelaporan Kasus Bullying Berbasis Web Menggunakan Teknologi Pemograman PHP dengan Framework Laravel." Infokes: Jurnal Ilmiah Rekam Medis dan Informatika Kesehatan 10, no. 2 (2020): 44–48. http://dx.doi.org/10.47701/infokes.v10i2.1032.

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Bullying is still a troubling social problem. Bullying cases that occur in high school students have caused many problems both physically and psychologically. Bullying is a phenomenon that is very much, rooted, passed down from generation to generation. The seriousness of bullying is a big problem for all of us. The level of knowledge and concern for teachers, parents, health service teams, and the Indonesian people towards bullying is still low. Information systems are needed for management in making decisions to overcome bullying problems. Researchers in this study created a system that can be used as a means of delivering information from students to schools. The creation of this system is based on a system that is easily accessible, secure, and guarantees the confidentiality of the complainants. So that this product can help schools identify cases of bullying in schools, who are the perpetrators of bullying, and victims of bullying, with the hope that schools can stop the chain of bullying events and prevent bullying at schools. The scheme in this study is to design a website that reports bullying and provides information. The system design model used in this study is a prototype model and data was collected through observation, interviews and literature study. The programming language used is PHP and software for designing interfaces using the laravel framework. Making a database using MySQL with the XAMMP application.
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5

Cross, Donna, Melanie Epstein, Lydia Hearn, Phillip Slee, Therese Shaw, and Helen Monks. "National Safe Schools Framework: Policy and practice to reduce bullying in Australian schools." International Journal of Behavioral Development 35, no. 5 (2011): 398–404. http://dx.doi.org/10.1177/0165025411407456.

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In 2003 Australia was one of the first countries to develop an integrated national policy, called the National Safe Schools Framework (NSSF), for the prevention and management of violence, bullying, and other aggressive behaviors. The effectiveness of this framework has not yet been formally evaluated. Cross-sectional data collected in 2007 from 7,418 students aged 9 to 14 years old and 453 teachers from 106 representative Australian schools were analyzed to determine teachers’ perceptions about the extent of implementation of the NSSF, teachers’ capacity to address student bullying, and students’ reports of bullying in their school, 4 years following the framework’s dissemination. While methodological issues limit the findings, schools appear not to have widely implemented the recommended safe school practices, teachers appear to need more training to address bullying, especially covert bullying, and bullying prevalence among students seems relatively unchanged compared to Australian data collected 4 years prior to the launch of the NSSF.
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6

Siddiqui, Sohni, and Anja Schultze-Krumbholz. "Bullying prevalence in Pakistan’s educational institutes: Preclusion to the framework for a teacher-led antibullying intervention." PLOS ONE 18, no. 4 (2023): e0284864. http://dx.doi.org/10.1371/journal.pone.0284864.

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Increasing reports of bullying and cyberbullying in schools in recent years are undeniable and have been recognized as a serious public health problem. Conventional bullying and cyberbullying are not only a problem in higher educational institutions in Pakistan, but also in primary and secondary schools. Although statistics show higher levels of bullying and cyber-risky behaviors among youth, policies and interventions to control the consequences of conventional and cyberbullying are rare in the Pakistani context. This study explores teachers’ perspectives and experiences in identifying bullying strategies in different school contexts. Four hundred fifty-four teachers working in different educational institutions completed an online survey that provided data to draw conclusions and to get a better sense of the situation in educational institutions in Pakistan. According to the results, teachers experience verbal and social bullying more frequently than online and physical bullying. In addition, teachers in lower grades reported noticing more physical bullying than teachers in higher grades. Facebook was reported to be the most common platform students used to bully each other. Researchers also found significant differences between rural and urban teachers’ experiences with social bullying. Bullying intervention strategies should be developed and integrated into educational settings in Pakistan. The data presented will be used to develop tailored anti-bullying interventions that are culturally and socially appropriate for Pakistani educational settings.
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7

Ramsay, Sheryl, Ashlea Troth, and Sara Branch. "Work-place bullying: A group processes framework." Journal of Occupational and Organizational Psychology 84, no. 4 (2010): 799–816. http://dx.doi.org/10.1348/2044-8325.002000.

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8

Grădinariu, Tudorița, and Constantin Cucoș. "WHAT IS THE TEACHER'S PROFILE IN SUCCESSFULLY PREVENTING BULLYING? A PICTURE OF PROFESSIONAL COMPETENCIES." Review of Artistic Education 28 (April 1, 2024): 326–36. http://dx.doi.org/10.35218/rae-2024-0038.

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The increasing frequency of bullying incidents is an imperative that is on the focus of the education policy makers in Romania. During the last four years, the education legislation has undergone a number of substantial changes and updates placing a strong emphasis on bullying prevention. While we have the legislative framework that defines the role of teachers in preventing and intervening in bullying incidents, it is significant to know what professional skills are needed in doing so. The aim of this research is to provide a profile of the effective teacher in bullying prevention from the standpoint of professional competences. We believe this to be important for the development of effective prevention policies. The objectives of this study are theoretical, namely: to analyze the normative framework referring to the teacher's role in bullying prevention; to examine the national legislation in the field of preventing and combating bullying; to review the literature in order to identify the professional competences involved in successfully preventing bullying.
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9

Domínguez, Laura, and Mario Millán-Franco. "A discursive approach to bullying from the perspective of Social Work." OBETS. Revista de Ciencias Sociales 16, no. 2 (2021): 281. http://dx.doi.org/10.14198/obets2021.16.2.04.

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The objective of this study was to explore the social framework of bullying using the discourse of the different agents involved. A qualitative method was used (i.e. thematic analysis). We collected information from 25 semi-structured interviews. Four themes were identified: “Descriptive elements of bullying”; “Bullying is a social issue”; “Normalizing bullying hidden behind other types of violence”, and “An integrated struggle against bullying”. This study shows that bullying is a social problem associated with other types of violence. Bullying should also be studied from the perspective of Social Work to generate new strategies and effective social intervention and prevention programs.
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10

YEŞİLYURT, Ferahim, Nihan ARSLAN, and Serhat ARSLAN. "Cyber Bullying and Self-Disclosure: The predicting role of Cyber Bullying." Malaysian Online Journal of Educational Technology 9, no. 1 (2020): 19–25. http://dx.doi.org/10.17220/mojet.2021.9.1.239.

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The research aims to examine the relationship between cyber bullying and self-disclosure. Participants of the study were 480 high school students who answered the scales. According to the results, the dimensions of cyber bullying; verbal cyber-aggression and exclusion, impersonation and visual-sexual cyber-aggression are negatively related to self-disclosure. Stepwise multiple regression analysis results showed that dimensions of cyber bullying affected self-disclosure and verbal cyber-aggression and exclusion was a strong predictor of self-disclosure. The findings of the research were discussed within the framework of literature.
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