Journal articles: 'Bullying Harassment in schools'

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Cunningham, Nancy J., and Shaun M. Sowell. "Prevention of Sex-Based Harassment in K–12 Schools." Professional School Counseling 25, no. 1 (January 1, 2021): 2156759X2110186. http://dx.doi.org/10.1177/2156759x211018658.

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Student sex-based harassment has a negative impact on individual students and on the school environment. This review of the literature describes the evolution of sex-based harassment from elementary through high school, clarifies the relationship between bullying and sex-based harassment, and summarizes the research-based system and individual factors that support the development of such harassment in schools. Based on the research, we recommend the adoption of a comprehensive planning process for prevention that addresses the factors that reinforce student sex-based harassment and supports the school’s bullying prevention efforts. School counselors can advocate for and play a leadership role in both developing and implementing a school-wide plan that includes needs assessment and evaluation. We offer suggestions for system-wide and individual interventions for school personnel and Tier 1–3 prevention and problem-solving interventions for students to support a healthy school environment free of sex-based harassment.

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Yell, Mitchell L., Antonis Katsiyannis, Chad A. Rose, and David E. Houchins. "Bullying and Harassment of Students With Disabilities in Schools." Remedial and Special Education 37, no. 5 (September 2016): 274–84. http://dx.doi.org/10.1177/0741932515614967.

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Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities.

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Wood, Diana F. "Bullying and harassment in medical schools." BMJ 333, no. 7570 (September 28, 2006): 664–65. http://dx.doi.org/10.1136/bmj.38954.568148.be.

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Cismaru, Magdalena, and Romulus Cismaru. "Protecting University Students From Bullying And Harassment: A Review Of The Initiatives At Canadian Universities." Contemporary Issues in Education Research (CIER) 11, no. 4 (October 5, 2018): 145–52. http://dx.doi.org/10.19030/cier.v11i4.10208.

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Students’ bullying and harassment have been shown to be a problem and more schools around the world are starting to address them. Although much of the attention and research has focused on middle-school students, addressing bullying and harassment in universities is important and makes the object of the present research. We provide an overview of how student versus student bullying and harassment are reported, monitored, and dealt with at Canadian educational institutions. Specifically, we identify schools where there is information and policies regarding students’ persecution; we describe how colleges help and what advice they offer; we discuss frameworks used to tackle it; as well, we present other initiatives aiming to prevent it. We also attempt to evaluate measures by linking them with incidence figures. This review may guide future initiatives to tackle intimidation with the ultimate goal of improving the quality of university environment.

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Cavendish, Roberta, and Cynthia Salomone. "Bullying and Sexual Harassment in the School Setting." Journal of School Nursing 17, no. 1 (February 2001): 25–31. http://dx.doi.org/10.1177/105984050101700104.

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This article defines bullying and sexual harassment, identifies associated characteristics of the aggressor and the victim, and describes implications for school nurses. The background of federal laws with a focus on the most current 1999 Supreme Court decision, holding a school district liable for damages under federal law (Title IX), is addressed with a case study. Health promotion issues and prevention concepts are outlined in a 10-Point Action Plan to facilitate the prevention and management of bullying and sexual harassment in schools. A survey tool to assess bullying and teaching plans for parents of victims and aggressors are provided. Suggested linkage among approved nursing languages, North American Nursing Diagnosis Association (NANDA) nursing diagnoses (NANDA, 1998), Nursing Interventions Classification interventions ( Iowa Intervention Project, 2000 ), and Nursing Outcomes Classification outcomes ( Iowa Outcomes Project, 2000 ) are included for use in developing nursing care plans for both aggressors and victims of harassment.

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Sanchez, Ellen, Trina Reed Robertson, Carol Marie Lewis, Barri Rosenbluth, Tom Bohman, and David M. Casey. "Preventing Bullying and Sexual Harassment in Elementary Schools." Journal of Emotional Abuse 2, no. 2-3 (March 2001): 157–80. http://dx.doi.org/10.1300/j135v02n02_10.

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Schuster, Beate. "Rejection, Exclusion, and Harassment at Work and in Schools." European Psychologist 1, no. 4 (January 1996): 293–317. http://dx.doi.org/10.1027/1016-9040.1.4.293.

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In recent years, the phenomenon of social exclusion and harassment has been studied with increasing intensity in two different literatures, referred to as “mobbing at the worksite” or “bullying at school,” respectively. This paper reviews research in each field and integrates the separate literatures. A comparison of definitions and operationalizations as well as empirical data on prevalence and moderating conditions demonstrates far-reaching parallels in the two phenomena. However, the predominantly descriptive research on bullying focuses on the offender (bully), whereas the mobbing discussion stresses the work environment. An integration reveals that a more comprehensive picture of harassment requires both perspectives to be taken into account. More elaborated evidence on mediating mechanisms can be found in a further field of research, i.e., on social status among peers, which has received little attention in either mobbing or bullying research. These studies demonstrate the strong impact of features of the victim (e.g., certain social cognitive styles and social competence) and the group (in particular, individual-group misfit) on an individual's social status. Finally, conceptual considerations with regard to definitions and processes of bullying/mobbing are discussed.

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Fridh, Maria, Marie Köhler, Birgit Modén, Martin lindström, and Maria Rosvall. "Subjective health complaints and exposure to peer victimization among disabled and non-disabled adolescents: A population-based study in Sweden." Scandinavian Journal of Public Health 46, no. 2 (July 11, 2017): 262–71. http://dx.doi.org/10.1177/1403494817705558.

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Aims: To investigate subjective health complaints (SHCs) (psychological and somatic, respectively) among disabled and non-disabled adolescents, focusing on the impact of traditional bullying and cyber harassment, and furthermore to report psychological and somatic SHCs across different types of disability. Methods: Data from the public health survey of children and adolescents in Scania, Sweden, 2012 was used. A questionnaire was answered anonymously in school by 9791 students in the 9th grade (response rate 83%), and 7533 of these with valid answers on key questions were included in this study. Associations with daily SHCs were investigated by multi-adjusted logistic regression analyses. Results: Any disability was reported by 24.1% of boys and 22.0% of girls. Disabled students were more exposed to cyber harassment (boys: 20.0%; girls: 28.2%) than non-disabled peers (boys: 11.8%; girls: 18.1%). Exposure to traditional bullying showed the same pattern but with a lower prevalence. Disabled students had around doubled odds of both daily psychological SHCs and daily somatic SHCs in the fully adjusted models. In general, the odds increased with exposure to cyber harassment or traditional bullying and the highest odds were seen among disabled students exposed to both cyber harassment and traditional bullying. Students with ADHD/ADD had the highest odds of daily psychological SHCs as well as exposure to traditional bullying across six disability types. Conclusions: Disabled adolescents report poorer health and are more exposed to both traditional bullying and cyber harassment. This public health issue needs more attention in schools and in society in general.

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Rigby, Ken. "What should we do with school bullies?" Journal of Psychologists and Counsellors in Schools 6, S1 (May 1996): 71–76. http://dx.doi.org/10.1017/s1037291100003265.

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For many counsellors and teachers who are concerned about the so-called bully/victim problem in schools, what to do with the school bully is the central issue. One might wish otherwise. It is sometimes argued that if more time and effort were spent in preventing bullying through the development of appropriate policies in schools and the encouragement of prosocial behaviour, the problem would simply not arise. Yet it must be admitted that even with the most enlightened school discipline policies and the most thoughtfully conceived human relations training programs, schools continue to report cases of bullying and harassment with which they must deal.

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Martin, Jennifer, and Jane Beese. "The Bus Incident." Journal of Cases in Educational Leadership 23, no. 4 (July 23, 2020): 3–19. http://dx.doi.org/10.1177/1555458920942808.

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This case is based on the real incidents occurring in Oakland, California in the fall of 2013. The case was adapted to occur within a school setting, and the schools and district noted within are entirely contrived for the purposes of this case. However, the original bus number, 57, was retained to pay homage to the real victims. Intimidation, bullying, and harassment that take place in schools greatly affect lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. LGBTQ students, who experience school-based discrimination and harassment, experience more negative academic outcomes and psychological struggles than their non-LGBTQ peers.

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Cascardi, Michele, Christopher M. King, Daniel Rector, and Jill DelPozzo. "School-Based Bullying and Teen Dating Violence Prevention Laws: Overlapping or Distinct?" Journal of Interpersonal Violence 33, no. 21 (September 25, 2018): 3267–97. http://dx.doi.org/10.1177/0886260518798357.

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The most recent legislative attempts to curb violence in schools have been school-based dating violence prevention laws. In the previous decade, there was an increase in legislation designed to prevent bullying in schools; these laws now exist in 50 states. However, most anti-bullying laws provide an expansive definition of bullying that includes any type of peer aggression, harassment, or teen dating violence (TDV). Having several different state and federal laws aimed at curtailing multiple forms of aggression may produce confusion about appropriate intervention and disciplinary responses, requiring school districts to develop parallel sets of policies, educational curricula, intervention approaches, and reporting requirements for overlapping behaviors that can be simultaneously peer aggression, bullying, harassment, and TDV. We conducted a systematic search of applicable laws and systematically coded those we identified for relevant content (i.e., definitions, covered locales, protected groups, and personnel, procedural, preventive, and disclosure elements). Anti-bullying laws were typically more detailed than dating violence laws. TDV laws were more likely to target TDV and control intimate behavior and to provide for education about healthy relationships. Both types of laws often mandated trainings; specified reportable behaviors; discussed sanctions, recommendations, and interventions; and mentioned counseling, specially trained staff persons, or designated specialists. Both anti-bullying and TDV laws also sometimes directed reporting of aggregate incident rates and impacts of prevention efforts. Neither type of law tended to specify school and community resources or prevention approaches. Results inform discussion of the merits of different approaches to school-based violence prevention laws.

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Katzer, Catarina, Detlef Fetchenhauer, and Frank Belschak. "Cyberbullying: Who Are the Victims?" Journal of Media Psychology 21, no. 1 (January 2009): 25–36. http://dx.doi.org/10.1027/1864-1105.21.1.25.

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Bullying is not a phenomenon exclusive to the school environment. Pupils also become victims of verbal aggression (teasing, threats, insults, or harassment) in the context of internet chatrooms. The present study addresses the following questions: (1) How often does bullying occur in internet chatrooms? (2) Who are the victims of bullying in internet chatrooms? (3) What are the determinants of victimization in internet chatrooms? A total of 1700 pupils from various German secondary schools participated in the study. Results revealed a strong relationship between victimization in school and victimization in internet chatrooms; school victims are significantly more often chat victims. Furthermore, the predictors of chat and school victimization show both commonalities (gender, self-concept, child-parent relationship) and differences (social integration, popularity, and bullying behavior).

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Russell, Stephen T. "Challenging homophobia in schools: policies and programs for safe school climates." Educar em Revista, no. 39 (April 2011): 123–38. http://dx.doi.org/10.1590/s0104-40602011000100009.

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In the United States there has been growing public and scientific attention to homophobia in schools. A well-established body of research documents persistent and pervasive bullying, harassment and lack of safety at schools towards lesbian, gay, bisexual, and transgender (LGBT) students. This work makes clear that contemporary school and youth cultures are characterized by rigid gender and sexuality norms (including homophobia and expectations regarding masculinity, femininity, and heterosexuality); the well-being of students who do not conform to or who challenge these norms is often undermined. In recent years there has been a shift from consideration of the plight of individual students to the acknowledgement that the school context or climate must be better understood in order to prevent bias-motivated bullying and promote school safety and student well-being. During the last decade a number of studies have identified specific education policies, programs, and practices that promote safe school climates. In this article I review what is known about policies and programs that promote safety for LGBT as well as heterosexual students in schools. A growing body of work indicates that the following strategies are associated with safer school climates for LGBT students: enumerated school nondiscrimination and anti-bullying policies; teacher intervention when harassment takes place; availability of information and support about LGBT concerns for students; the presence of school-based support groups or clubs (often called "gay-straight alliances"); and curricular inclusion of LGBT people and issues. In the context of this research, I discuss several key issues for consideration by educators, policy-makers, and scholars.

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Stein, Nan. "Sexual Harassment in School: The Public Performance of Gendered Violence." Harvard Educational Review 65, no. 2 (July 1, 1995): 145–63. http://dx.doi.org/10.17763/haer.65.2.7080h5t354300557.

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In this article, Nan Stein argues that sexual harassment in schools is a form of gendered violence that often happens in the public arena. She presents the narratives of girls and boys about their experience of sexual harassment in schools and finds parallels with cases documented in court records and depositions. While highly publicized lawsuits and civil rights cases may have increased public awareness of the issue, inconsistent findings have sent educators mixed messages about ways of dealing with peer-to-peer sexual harassment. The antecedents of harassment, she suggests, are found in teasing and bullying, behaviors tacitly accepted by parents and teachers. Stein makes a case for deliberate adult intervention and the inclusion of a curriculum in schools that builds awareness of these issues.

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Bajaj, Monisha, Ameena Ghaffar-Kucher, and Karishma Desai. "Brown Bodies and Xenophobic Bullying in US Schools: Critical Analysis and Strategies for Action." Harvard Educational Review 86, no. 4 (December 1, 2016): 481–505. http://dx.doi.org/10.17763/1943-5045-86.4.481.

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In this essay, Monisha Bajaj, Ameena Ghaffar-Kucher, and Karishma Desai present an evidence-based action project that seeks to interrupt and transform bullying behaviors directed at South Asian American youth in schools in the United States. In the context of this essay and project, they argue that larger macro-level forces which promote misinformation about youth who inhabit brown bodies have given rise to bullying and, in some cases, harassment and hate crimes in schools. Conventional literature on bullying offers inadequate frames for how the forces of Islamophobia—which affect all those perceived to be Muslim—and bullying come together to shape realities for South Asian American youth in schools. The authors advance new frameworks and strategies for understanding xenophobic and bias-based bullying and explore schools as sites of possibility to interrupt Islamophobia and misinformation about South Asian Americans.

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Cosgrove, Heather E., and Amanda B. Nickerson. "Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis." Educational Policy 31, no. 4 (September 18, 2015): 518–45. http://dx.doi.org/10.1177/0895904815604217.

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In this cross-sectional study, we examined a matched sample of 924 educators’ perceptions of severity of bullying and harassment and school climate prior to (Wave 1 n = 435) and following (Wave 2 n = 489) the implementation of New York’s anti-bullying and harassment legislation, the Dignity for All Students Act (DASA). Alignment with DASA mandates predicted educator perceptions of (a) less severe bullying and harassment, (b) positive school climate, and (c) less need for improvement in school anti-bullying practices. The relations did not differ before and after the implementation of DASA, suggesting that implementing practices aligned with the legislation was associated with positive outcomes, although the relations may not be due to the mandate itself.

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Smith, Peter K. "Bullying and harassment in schools and the rights of children." Children Society 14, no. 4 (September 2000): 294–303. http://dx.doi.org/10.1111/j.1099-0860.2000.tb00184.x.

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Smith, Peter K. "Bullying and harassment in schools and the rights of children." Children & Society 14, no. 4 (September 2000): 294–303. http://dx.doi.org/10.1002/1099-0860(200009)14:4<294::aid-chi631>3.3.co;2-y.

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Bishop, Holly N., and Heather Casida. "Preventing Bullying and Harassment of Sexual Minority Students in Schools." Clearing House: A Journal of Educational Strategies, Issues and Ideas 84, no. 4 (May 2011): 134–38. http://dx.doi.org/10.1080/00098655.2011.564975.

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Hradova, YU V. "Bullying in ukraine: a problem through the child's eyes." Uzhhorod National University Herald. Series: Law, no. 63 (August 9, 2021): 41–45. http://dx.doi.org/10.24144/2307-3322.2021.63.7.

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The article analyzes the data of an anonymous survey, which took place in September-December 2019 in schools of Kharkiv and Karazin National University. This survey was conducted during lectures-trainings to counteract bullying in Ukraine. The purpose of the questionnaire was to find out the awareness of adolescents about the problem of bullying in educational institutions, the possibility of eradicating bullying from the educational process by providing recommendations to students how to behave with the aggressor. The following methods were used in the study: statistical, comparative, questionnaires, surveys. After lectures and questionnaires, at the request of some students, individual consultations were held on specific cases of harassment, further recommendations were provided to the school administration. The results of the study showed high awareness among pupils about the problem of bullying (91% of respondents). Regarding participation in bullying as an observer, 23% responded positively, as a victim 17%, as an aggressor 6.5%. The school was recognized as the most vulnerable place – 57%. In most cases, children told their parents about bullying, but one in five did not share the problem with anyone, remaining face to face with bullying. The survey found that in some cases, teachers do not respond or respond inappropriately to bullying in the classroom, that`s why children rarely seek help from teachers. In addition, half of the respondents faced harassment by teachers. Most often, abusers used such methods of harassment as: insults and ridicule (33%), use of nicknames (19%), beatings, slaps, pushing (17%), cyberbullying (13%), ignoring, boycotting (9%), concealment or destruction of property (8%). As for the victims, according to the respondents, they are most often: the weaker ones, who cannot give up (47%), those who are physically different from others (20.5%), a teenager of another nationality or race 12%, those who have another property status (low-income) 11%, those who have other opinion 8%. Regarding the possibility of avoiding bullying at school, 10% believe that bullying is inevitable, while 47% believe that it is possible if adults notice it in time. Therefore, bullying should be counteracted through coordinated work by parents, teachers, civil society and the state.

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Ferlic, Kyle, and Olya Zaporozhets. "School Bullying in Ukraine." Herald of Kiev Institute of Business and Technology 39, no. 1 (March 28, 2019): 93–101. http://dx.doi.org/10.37203/kibit.2019.39.18.

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School bullying is a phenomenon that was once difficult to define and normalized to many; however, this view has changed in recent decades. School bullying is now understood to be the systematic and repetitive abuse of power by one or many individuals over another. It occurs in many forms, directly and indirectly, and involves a breadth of actions that cause serious harm to the victim. The issue of school bullying has spread across the globe to the extent that the United Nations has taken a stance on the matter in its End Violence Against Children initiative after a published report that 24% of Ukrainian children are facing harassment in schools. A review of the literature on school bullying is outlined, including the definition of bullying, prevalence, leading causes, and consequences. Ukraine school bullying prevalence and recommendations are discussed in light of global and national initiatives and actions. Finally, recommendations are offered in relation to what Ukrainian teachers, parents, and students need to know regarding how to prevent and alleviate the psychological, physiological, biological, and social symptoms that often result from school bullying.

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Machimbarrena, Juan M., and Maite Garaigordobil. "Bullying/Cyberbullying en quinto y sexto curso de primaria: diferencias entre centros públicos y privados." Anales de Psicología 33, no. 2 (March 31, 2017): 319. http://dx.doi.org/10.6018/analesps.33.2.249381.

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The study aimed to analyse the prevalence of bullying/cyberbullying and to study the level of bullying/cyberbullying suffered, perpetrated and observed in public and private schools. Using a descriptive cross-sectional design, the test "Cyberbullying: Screening of peer harassment” was administered to a sample of 1,993 pupils from the Basque Country attending 5th and 6th grade of elementary school, 49% in public and 51% in private schools. The results revealed that: (1) There were no statistical differences between public or private schools in the percentage of pure-victims, pure-aggressors, bully-victims and observers either in bullying or in cyberbullying; (2) Nevertheless, when analyzing victims or perpetrators in general (not just pure-victims/pure-aggressors), the percentage of students who had suffered physical, verbal, social and psychological abuse; who had physically and verbally assaulted others; and who had observed physical, verbal and psychological aggression was significantly higher in public schools; (3) In public schools, cybervictims suffered significantly more of four out of fifteen cyberbullying behaviours, and cyberobservers also witnessed one behaviour significantly more; (4) The level of abuse suffered in bullying/cyberbullying was significantly higher in public schools, as well as the level of aggressive behaviours observed in face-to-face aggressions. These results reveal that the type of school can be a relevant factor.

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Shakeel, Wajeeha. "MAGNITUDE OF ASSOCIATED DISTRESS WITH BULLYING AND HARASSMENT AMONG MEDICAL TRAINEES." Pakistan Journal of Rehabilitation 9, no. 2 (July 1, 2020): 30–35. http://dx.doi.org/10.36283/pjr.zu.9.2/007.

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BACKGROUND AND AIMS Bullying is a persistent pattern of mistreatment that has been common worldwide with relatively high magnitude in schools and workplace. The adverse effects of bullying may lead to decreased social functioning, poor clinical performance and attendance ultimately low standardized results among medical trainees. Therefore this study aims to investigate the rate of bullying in medical trainees in order to analyze the adverse consequences affecting their health and well-being. METHODOLOGY The cross-sectional survey was conducted on medical trainees/house officers of MBBS and BDS who had completed at least 6 months of training in primary or tertiary care hospitals, recruited through the non-probability sampling technique. The data was collected through self-administered questionnaire. RESULTS A total of 70 participants filled the questionnaires including 8 males and 62 females. It was concluded that 70% participants faced bullying and 21.4% to 30% reported moderate to severe distress. CONCLUSION It was concluded that majority of medical trainees bullied during training while majority fails to report the issue. The act bullying or harassment was performed by senior staff and outsiders that lead to severe distress among students therefore crucial steps should be taken to address the situation for better physical and mental well-being. KEYWORDS Mental Well-Being, Physical Condition, Bullying, Trainee, Harassment.

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Elias, Maurice J., and Joseph E. Zinsd. "Bullying, Other Forms of Peer Harassment, and Victimization in the Schools." Journal of Applied School Psychology 19, no. 2 (December 12, 2003): 1–5. http://dx.doi.org/10.1300/j008v19n02_01.

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Maag, John W., and Antonis Katsiyannis. "Bullying and Students with Disabilities: Legal and Practice Considerations." Behavioral Disorders 37, no. 2 (February 2012): 78–86. http://dx.doi.org/10.1177/019874291203700202.

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Bullying in schools has received both media and scholarly attention for the past 20 years. A large body of research has identified variables associated with bullies, victims, and bully-victims in terms of predictive and preventative factors. However, less attention has been given to the role federal legislation and litigation has played in schools being held more accountable for bullying that may involve discriminatory practices based on disability. Students who have some obvious physical or cognitive disability are at greater risk for being bullied. When they retaliate, they are often considered bully-victims when, in reality, they are only trying to protect themselves in a manner consistent with their oftentimes limited skills. Students with emotional or behavioral disorders (EBD) are at particular risk for displaying bully-victim characteristics. The first purpose of this article is to describe legislative mandates and relevant litigation on bullying and harassment so that schools are better positioned to react appropriately and swiftly when bullying involving students with disabilities occurs. The second purpose is to describe evidence-based practices schools can implement for preventing bullying and responding to it appropriately.

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Meyer, Elizabeth J. "A Feminist Reframing of Bullying and Harassment: Transforming schools through critical pedagogy." Articles 43, no. 1 (December 17, 2008): 33–48. http://dx.doi.org/10.7202/019572ar.

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AbstractThis article aims to reformulate existing understandings of bullying behaviours in secondary schools, by applying a critical feminist lens to patterns of verbal and psychological harassment among students. Through this understanding, educators may better understand the causes of (hetero)sexist, transphobic, and homophobic behaviours. With a more complex awareness of these power relations, teachers, teacher educators, and educational leadership scholars will be offered critical approaches to help them transform the oppressive cultures of schools.

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Perkins, H. Wesley, Jessica M. Perkins, and David W. Craig. "No Safe Haven: Locations of Harassment and Bullying Victimization in Middle Schools." Journal of School Health 84, no. 12 (November 11, 2014): 810–18. http://dx.doi.org/10.1111/josh.12208.

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PALAGHIA, Carmen. "THE DYNAMIC OF THE AGGRESSOR-VICTIM RELATIONSHIP SPECIFIC TO THE SCHOOL BULLYING AND CYBERBULLYING PHENOMENON." Social Research Reports 11, no. 2 (June 30, 2019): 37–48. http://dx.doi.org/10.33788/srr11.2.3.

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This study conceptually and etiologically defines the harassment among students, either face to face or virtually, the types of bullying and cyberbullying from the perspective of the dynamic of the aggressor-victim relationship. In this regard, the aggressor and the victim’s profile are outlined, as well as the fluctuations of the attitudinal-behavioral pattern within the victim-aggressor-school triad. By referring to the aggressiveness among students, we will predominantly analyse the school harassment, emphasizing both the determinant factors and the effects on the psychological plan with reference to the efficient strategies of preventing the bullying and cyberbullying from the educational environment.

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Pearson, Sue. "Bullying, Peer Harassment, and Victimization in the Schools: The Next Generation of Prevention." Child and Adolescent Mental Health 10, no. 3 (September 2005): 155. http://dx.doi.org/10.1111/j.1475-3588.2005.00370_5.x.

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Burns, Edgar A., Rochelle Fogelgarn, and Paulina Billett. "Teacher-targeted bullying and harassment in Australian schools: a challenge to teacher wellbeing." British Journal of Sociology of Education 41, no. 4 (April 28, 2020): 523–38. http://dx.doi.org/10.1080/01425692.2020.1755227.

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Kim, Hayoung, Yoonsun Han, Juyoung Song, and Tae Min Song. "Application of Social Big Data to Identify Trends of School Bullying Forms in South Korea." International Journal of Environmental Research and Public Health 16, no. 14 (July 21, 2019): 2596. http://dx.doi.org/10.3390/ijerph16142596.

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As the contemporary phenomenon of school bullying has become more widespread, diverse, and frequent among adolescents in Korea, social big data may offer a new methodological paradigm for understanding the trends of school bullying in the digital era. This study identified Term Frequency-Inverse Document Frequency (TF-IDF) and Future Signals of 177 school bullying forms to understand the current and future bullying experiences of adolescents from 436,508 web documents collected between 1 January 2013, and 31 December 2017. In social big data, sexual bullying rapidly increased, and physical and cyber bullying had high frequency with a high rate of growth. School bullying forms, such as “group assault” and “sexual harassment”, appeared as Weak Signals, and “cyber bullying” was a Strong Signal. Findings considering five school bullying forms (verbal, physical, relational, sexual, and cyber bullying) are valuable for developing insights into the burgeoning phenomenon of school bullying.

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Dutta, Gitashree, Vizovonuo Visi, Shantibala Konjengbam, and Rikrak Ch Marak. "Bullying among middle school students: a cross sectional study." International Journal Of Community Medicine And Public Health 8, no. 3 (February 24, 2021): 1282. http://dx.doi.org/10.18203/2394-6040.ijcmph20210814.

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Background: Bullying is threat or physical use of force, aiming at the individual, another person, specific community or group which can result in injury, death, physical damage or some development disorders or deficiency. These actions can consist of physical contact, verbal, through obscene gestures, or through intentional exclusion from group. Despite the common assumption that bullying is a normal part of childhood and encompasses minor teasing and harassment, researchers increasingly find that bullying is a problem that can be detrimental to students’ well-being. Bullying is a psychological problem connected with public health. Keeping this background in mind, this study was conducted to find out the prevalence of bullying and its association with socio-demographic characteristics in school going children.Methods: This cross-sectional study was done among 921 students of Class VII and VIII, belonging to both Government and Private schools in Imphal West District, Manipur in 2017, using a self administered questionnaire. Data was entered in IBM SPSS Statistics for Windows, version 21.0. Armonk, NY: IBM Corp software for windows. Descriptive statistics like mean, SD and percentage was used. Chi square test was used to test for association between proportions of the data. A probability value of <0.05 was taken as significant.Results: Out of 921 participants, 32.4% were victims of bullying, 16.7% participants were both bully and victim. Decrease in self-confidence, reluctance to go to school and feeling unsafe at school were the consequences after getting bullied.Conclusions: Almost half of the students were victims of bullying. The high prevalence of bullying and victimization shown in this study suggests the need of prevention and intervention programs at the start of elementary school.

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Casla, Koldo. "School Bullying Among Peers, Human Rights and the State’s Duty to Protect: The Case of Spain." International Journal of Children’s Rights 28, no. 4 (December 14, 2020): 778–804. http://dx.doi.org/10.1163/15718182-28040007.

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Abstract Bullying among peers prevents children from enjoying their human rights in schools without the threat of aggression, harassment and discrimination. However, the States’ duty to protect children from bullying remains loudly unexplored both in academia and in human rights practice. This article begins to fill a gap by articulating the States’ duty to protect children from physical, psychological or relational aggression caused by other children in an educational setting beyond a punitive or individualistic perspective. This is the first study to operationalise the States’ duty to protect children from bullying by examining the reliability of reporting mechanisms, the accuracy and disaggregation of data, and the quality of training for education professionals and future teachers in a country, in this case, Spain. The analysis relies on rigorous empirical research with focus groups and semi-structured interviews with 139 people in three Spanish regions, including parents, children, academics, bullying survivors and education professionals.

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Neupane, Dasrath. "Age and Peer Victimization among School Adolescents in Kathmandu, Nepal." Journal of Advanced Academic Research 1, no. 1 (September 29, 2015): 18–23. http://dx.doi.org/10.3126/jaar.v1i1.13507.

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Bullying or peer victimization is an intentional harassment that occurs when there is a power imbalance between individuals or groups. It is assumed that peer victimization varies with age. The present study was conducted to explore the correlation of victimization to age among school adolescents in Kathmandu, Nepal. The study uses a quantitative approach. It is correlational in design employing a pen-and-paper self-report survey. There were 524 students from 4 public and 4 private schools of grade 8 and 10 students. The result of the study diverges from the findings reported in previous literature. Findings in terms of age-related associations do not follow patterns generally predicted by theory or previous research, because, as this study shows there are no significant relationships between age and any form of bullying or victimization.Journal of Advanced Academic Research Vol.1(1) 2014: 18-23

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DeSouza, Eros R., and J’aims Ribeiro. "Bullying and Sexual Harassment Among Brazilian High School Students." Journal of Interpersonal Violence 20, no. 9 (September 2005): 1018–38. http://dx.doi.org/10.1177/0886260505277731.

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Panfil, Vanessa R. "Gay gang- and crime-involved men's experiences with homophobic bullying and harassment in schools." Journal of Crime and Justice 37, no. 1 (October 10, 2013): 79–103. http://dx.doi.org/10.1080/0735648x.2013.830395.

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Soutter, Alison, and Anne Mckenzie. "The Use and Effects of Anti-Bullying and Anti-Harassment Policies in Australian Schools." School Psychology International 21, no. 1 (February 2000): 96–105. http://dx.doi.org/10.1177/0143034300211007.

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Pierce, Jeremy. "Book Review: Gender, Bullying, and Harassment: Strategies to End Sexism and Homophobia in Schools." Men and Masculinities 14, no. 5 (December 2011): 630–32. http://dx.doi.org/10.1177/1097184x10381478.

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Tejada Garitano, Eneko, Ainara Romero Andonegi, and Urtza Garay Ruiz. "Propuesta de intervención para detener el bullying." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 1 (December 27, 2018): 25. http://dx.doi.org/10.5944/reop.vol.29.num.1.2018.23292.

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RESUMEN El bullying es un tipo de violencia específica que sucede en el ámbito educativo y que tiene una gran repercusión social. Los factores de riesgo que contribuyen a que se produzca acoso escolar son múltiples. A pesar de que los expertos recomiendan abordar el problema desde una perspectiva psicosocial y sistémica, las instituciones educativas tienden a intervenir solo sobre los factores personales de la figura de los acosadores, por lo que hay que optimizar las acciones que contribuyen a detener el bullying. A pesar de que existen diferentes instrumentos para prevenir las conductas de acoso escolar, los centros educativos no disponen de tantos medios para detener esas conductas cuando ya se han producido. El objetivo de la investigación que se presenta a continuación es analizar la actuación llevada a cabo con el fin de detener las conductas bullying y diseñar un procedimiento específico que permita abordar el problema. Se ha utilizado una metodología cualitativa de investigación acción, a través de la que se han categorizado las intervenciones llevadas a cabo para detener las conductas de acoso. De los resultados de la investigación se extrae un procedimiento secuenciado en fases que constituye una propuesta válida para intervenir con alumnado acosador ya que contribuiría a detener las conductas de acoso escolar.ABSTRACTBullying is a specific type of violence that happens in education and has a great social impact. There are multiple risk factors that contribute to harassment being produced at school. Although experts recommend tackling the problem from a psychosocial and systemic perspective, educational institutions tend to take action by just dealing with the personal issues that lead bullies to have such behavior. Therefore, actions that help stop bullying have to be optimized. Although there are different mechanisms and tools to prevent bullying behavior, schools do not count on so many means to prevent that kind of behavior from happening. The aim of the present research is to analyze the actions which are carried out in order to stop harassment at school and design a specific procedure to tackle and give an answer to the problem. A research-action qualitative methodology has been used, in which the interventions carried out to stop bullying behavior have been categorized. By analyzing the outcome of the investigation, we can work out a procedure which is sequenced in phases. This proposal is valid to take action on harassers due to the fact that it will prevent bullying behavior from happening.

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Yilmaz, Harun. "Cyberbullying in Turkish middle schools: An exploratory study." School Psychology International 32, no. 6 (August 16, 2011): 645–54. http://dx.doi.org/10.1177/0143034311410262.

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This study explored Turkish students' experience of cyberbullying and their use of social networking tools. A total of 756 7th-grade students participated from eight different middle schools in Istanbul, the largest city of Turkey. A 15-item questionnaire was used in a classroom environment to collect data. Results revealed that male students were more involved in cyberbullying than female students. Students used instant messaging programs in cyberbullying, and bullying victims did not communicate with adults when they were exposed to harassment. The majority of students did not know effective safety strategies for use in cyberspace. Those who were themselves cyberbullied tended to engage in cyberbullying. The prevalence of cyberbullying in Turkish middle schools suggests that schools should adopt appropriate prevention strategies.

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Lynova, Iryna, and Tatiana Pleshko. "ENSURING TRANSPARENCY AND INFORMATION OPENNESS OF GENERAL SECONDARY EDUCATION IN KYIV." Educological discourse, no. 3 (2020): 123–41. http://dx.doi.org/10.28925/2312-5829.2020.3.9.

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The article offers consideration of the results of the analysis of the State Service for Education Quality in Kyiv of the sites of educational institutions of communal, state and private forms of ownership of the city of Kyiv in relation to their availability and occupancy on 21 indicators: charter of educational institution; licenses for educational activities; structure and governing bodies of the educational institution; staff in accordance with the license conditions; educational programs implemented in the educational institution and the list of educational components provided by the relevant educational program; service area assigned to the educational institution by its founder (for preschool and general secondary education institutions); licensed volume and actual number of students; language (languages) of the educational process; availability of vacant positions, procedure and conditions of the competition for their replacement (in case of its holding); material and technical support of the educational institution (according to the license conditions); results of monitoring the quality of education; annual report on the activities of the educational institution; admission rules; conditions of accessibility of the educational institution for training of persons with special educational needs; tuition fees for private schools); list of additional educational and other services, their cost, procedure for provision and payment; rules of conduct for students; a plan of measures aimed at preventing and combating bullying in the educational institution; the procedure for submitting and reviewing (with confidentiality) applications for cases of bullying (harassment) in an educational institution, response and responsibility of persons in an educational institution involved in bullying (harassment). The authors of the article developed 518 sites of schools of various forms of ownership: state and communal forms of ownership - 437, private - 81. On average, according to 21 indicators, 56% of schools publish the necessary information on the websites of general secondary education institutions. The authors hope that the comments and suggestions set out in the conclusions to the article will help schools to systematize information about their lives and prospects.

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Randle, Jacqueline. "Workplace Bullying in the NHS." Journal of Perioperative Practice 21, no. 11 (November 2011): 391–94. http://dx.doi.org/10.1177/175045891102101105.

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Bullying is a sensitive issue which is no longer confined to the school playground; adults are increasingly aware that workplace bullying is on the rise. Healthcare workers as well as patients are affected by bullying which can result in anxiety, dismay and powerlessness. The impact of workplace bullying on patient care is identified in this article as this is an under-researched area. The influence of the environment on workplace bullying is also considered. The NHS, like any other organisation, is characterised by circumstances that make bullying and harassment likely. Healthcare workers can minimise these and strategies are offered in this paper to make the workplace environment more positive from both an individual and an organisational perspective.

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BOCHELIUK, Vitalii I., Valentyna V. NECHYPORENKO, Olena L. POZDNIAKOVA, Yuliia S. SILIAVINA, and Oleg O. KYRBIATIEV. "Culture and Mentality-Related Specifics of Implementation of the ‘Law on Counteracting Bullying’ in the Environment of Educational Institutions." Journal of Advanced Research in Law and Economics 9, no. 3 (June 15, 2020): 755. http://dx.doi.org/10.14505/jarle.v11.3(49).07.

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Abstract: The article sought to analyse the pedagogical instruments capable to bring change in culture and mentality-based perception of bullying among stakeholders of the educational process with the purpose of implementation of the Law ‘On Amendments to Certain Legislative Acts of Ukraine on Counteracting Bullying (Harassment)’ in the environment of educational institutions. This study used theoretical methods: analysis of scientific, pedagogical and regulatory sources in order to distinguish the gaps and areas to study in this particular problem, analysis of domestic and foreign best practices; empirical methods: diagnostic: survey questionnaires; statistical methods: quantitative analysis of the results of the survey questionnaires. The statistical data the authors obtained as a result of a survey of students from four schools prove that the problem of bullying in Ukrainian educational institutions is partially caused by socio-cultural and mental impact factors. Examples of overseas best practices in addressing the problem of bullying prevention in educational institutions, which can be adapted to the realities of Ukrainian educational institutions, include further outlined role-pays: ‘School Anti-Bullying Court’ and ‘Shuttle Diplomacy’ and the ‘Student Support Service’ model. Bullying is, to a large extent, a socio-cultural and mental problem of Ukrainian society, capable of dramatically affecting students’ learning abilities and their socialisation. Pedagogical tools to be used to deal with the above problem might be (a) regular anonymous interviewing of students about cases of violence; (b) teachers' educational work with children and parents on the problem of bullying; (c) involvement of the students in the development of rules of conduct; (d) teachers supervising schoolchildren after school hours; (e) teacher training (professional upgrade) for pedagogical, psychological and legal strategies for bullying prevention among students.

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Syukri, Mohd. "Hubungan Pola Asuh dengan Perilaku Bullying pada Remaja SMP Negeri 19 Kota Jambi." Jurnal Ilmiah Universitas Batanghari Jambi 20, no. 1 (February 5, 2020): 243. http://dx.doi.org/10.33087/jiubj.v20i1.880.

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The prevalence of bullying is estimated at 8 to 50% in several Asian, American and European countries (Soedjatmiko, 2013). The results of research conducted by the National Association of School Psychologist showed that more than 160,000 adolescents in the United States skipped school every day for fear of bullying (Sari, 2010). KPAI has identified 369 complaints related to bullying at school. Bullying can occur when a person experiences forms of harassment and humiliation that are systematic and convincing for a long period of time (9-16 days in a month), does not rule out the possibility of occurring at home due to inappropriate parenting. This study aims to determine the relationship between parenting and bullying behavior in school. Crossectional research design. The sample amounted to 100 people with proportional random sampling sampling techniques. The results showed that there was a significant relationship between parenting and bullying behavior (p value <0.05). Authoritarian and permissive parenting tend to have a greater tendency to bullying children.

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Wuryanningsih, Emi Wuri, Enggal Hadi Kurniyawan, and Emila Cahya Aisyah. "Correlation Between Emotional Peer Support and Cyberbullying Behaviour in Senior High School Students." Jurnal Ners 14, no. 2 (January 15, 2020): 205. http://dx.doi.org/10.20473/jn.v14i2.13726.

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ABSTRACTIntroduction: The biggest users of the internet and social media are teenagers. This has an impact on the tendency for harassment behavior known as cyber-bullying. This harassment is quite serious because it is massive; it can happen at any time and anywhere. This harassment generally comes from the victim’s peers. This research aimed to analyze the correlation between peer emotional support and the cyber-bullying behavior among the students in senior high school.Methods: This research used a cross-sectional study design. The sample size of this study was 246 students in senior high school from the academic year 2018-2019 collected through purposive sampling. The instrument of this research was emotional support from their peers and cyberbullying behavior. The bivariate analysis used was the Spearman test (α<0.05; CI=95%).Results: There is a significant correlation between emotional peer support and cyberbullying behavior among the students in senior high school.Conclusion: Community health nurses should improve the emotional peer support among the students in order to promote the prevention of cyberbullying behavior.

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Langfeldt, Camila Caldeira, and Marit Ursin. "BETWEEN BULLYING AND OTHER VIOLENCES: EXPLORING THE SCHOOL EXPERIENCES OF IMMIGRANT AND REFUGEE CHILDREN AT ELEMENTARY SCHOOL IN DUQUE DE CAXIAS (RJ)." Revista Inter Ação 46, no. 2 (August 31, 2021): 624–44. http://dx.doi.org/10.5216/ia.v46i2.67833.

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This article explores the main challenges faced by a small group of children from Angola and from the Democratic Republic of Congo in two elementary schools in Duque de Caxias, a municipality part of the Metropolitan Region of Rio de Janeiro. The article draws from a qualitative multi-method study conducted with children and community members. The empirical material shows that most of the Angolan and Congolese participants of this study suffer different types of peer harassment in school, as bullying and peer coercion. Moreover, the participants experience a triple kind of discrimination in school, first because they are black, second because they are outsiders, and third because they have an African background. KEYWORDS: Child Research. Formal Education. Refugee and Immigrant Children. Refugee Education.

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Huitsing, Gijs, Tom A. B. Snijders, Marijtje A. J. Van Duijn, and René Veenstra. "Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks." Development and Psychopathology 26, no. 3 (April 25, 2014): 645–59. http://dx.doi.org/10.1017/s0954579414000297.

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AbstractThe complex interplay between bullying/victimization and defending was examined using a longitudinal social network approach (stochastic actor-based models). The (co)evolution of these relations within three elementary schools (Grades 2–5 at Time 1, ages 8–11, N = 354 children) was investigated across three time points within a year. Most bullies and defenders were in the same grade as the victims, although a substantial number of bullies and defenders were in other grades (most often one grade higher). Defenders were usually of the same gender as the victims, whereas most bullies were boys, with boys bullying both boys and girls. In line with goal-framing theory, multiplex network analyses provided evidence for the social support hypothesis (victims with the same bullies defended each other over time) as well as the retaliation hypothesis (defenders run the risk of becoming victimized by the bullies of the victims they defend). In addition, the analysis revealed that bullies with the same victims defended each other over time and that defenders of bullies initiated harassment of those bullies' victims. This study can be seen as a starting point in unraveling the relationship dynamics among bullying, victimization, and defending networks in schools.

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Agustina Setiowati, Erni. "Bullying and Adjustment Problems in Islamic Elementary School." Walisongo: Jurnal Penelitian Sosial Keagamaan 25, no. 1 (December 20, 2017): 91. http://dx.doi.org/10.21580/ws.25.1.1386.

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The number of bullying cases is getting more significant among students. The effect of bullying covers some conditions of psychology, physic, and adjustment either for bullies, bully-victims or whoever witnesses the action (bystander). The cases of bullying more problematic if the action occurs in Islamic based schools. In the Holy Quran, there are 12 verses which correlate to enmity (i’tada ya’tadi). Besides, it also has 39 verses about scolding (istahzaa yastahziu). Thus, actions relating to harassment should be decreased more than non-Islamic based schools. This study aims to describe bullying behavior and adjustment. The quantitative method is used for this study. The sample involved in this study was 73 students of Islamic elementary schools in the district of Semarang Utara selected by purposive sampling. The data were collected through a questionnaire of bullying behavior, reliability coefficient α=0.890 and corrected correlation coefficients was in the range between 0.268-0.552. SCT (Sentence Completion Test) for Children was used to measure perception of adjustment problems. Data analyzed by a descriptive statistic. The finding indicated that bullying was in a high category and students have some adjustment problems related to interpersonal relationship, in school and family, and self-concept. Kasus bullying akhir-akhir ini terus meningkat di kalangan siswa. Dampak dari bullying antara lain berpengaruh pada kondisi psikologis, fisik, dan penyesuaian baik bagi pelaku, korban, maupun teman korban atau siapapun yang menyaksikan kejadian tersebut. Kasus bullying ini lebih problematik bila terjadi di sekolah berbasis agama Islam. Dalam al-Quran terdapat 12 ayat yang berkaitan dengan kata permusuhan (i’tada ya’tadi). Disamping itu, terdapat 39 ayat mengenai cacian (ihtahzaa yastahziu). Sehingga semestinya kejadian yang berkaitan dengan kekerasan dapat ditekan dibanding pada sekolah umum. Penelitian ini bertujuan untuk mendeskripsikan perilaku bullying dan masalah penyesuaian. Sampel yang dilibatkan dalam penelitian ini adalah 73 siswa dari sekolah dasar islam di kota semarang yang dipilih menggunakan cara purposive sampling. Pengumpulan data menggunakan kuesioner perilaku bullying, reliabilitas α=0.890 dan koefisien korelasi antara skor aitem-total bergerak antara 0.268-0.552. SCT (Sentence Completion Test) untuk anak digunakan untuk mengukur persepsi terhadap masalah penyesuaian. Data dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa perilaku bullying pada siswa tergolong pada kategori tinggi dan terdapat beberapa masalah penyesuaian yang terkait dengan relasi interpersonal, penyesuaian di sekolah dan keluarga dan masalah konsep diri.

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Katerynchuk, Kateryna, and Olga Matsiuk. "Bullying: Legal and Socio-Psychological Aspects." Slovo of the National School of Judges of Ukraine, no. 3(32) (December 18, 2020): 113–24. http://dx.doi.org/10.37566/2707-6849-2020-3(32)-10.

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The article focuses on the problems of bullying. Legal and socio-psychological aspects are analyzed in order to further prevention and improvement of the methods counteracting this phenomenon. In particular, the stages of development of the problem are drawn, special attention is paid to research in which it is possible to develop a plan of action to prevent bullying in educational institutions. Bullying is one of the most uncertain and debatable definitions that needs further study. Systematic, regularly repeated violence (mostly psychological) is the main feature of bullying. Scientists D. Olveus, P. Randall, N. Duncanson and others have studied the problem of bullying. The article reveals the legal aspect of bullying, namely legal liability (administrative and criminal). The content of the Law of Ukraine “On Amendments to Certain Legislative Acts of Ukraine about Countering Bullying (Harassment)” of December 18, 2018 №2657-VIII and other regulations are analyzed. Methods to counter bullying such as the Farst, Link crew and the Finnish KiVa method are presented. Development of an action plan, aimed at preventing and combating bullying (harassment) in educational institutions, is among the ways of solution the problem. Thus, bullying is the worldwide problem. This problem is called socio-psychological which leads to destruction of the personal character. According to the authors, education from childhood is necessary. A person should know, already in his adolescence, that he can be prosecuted criminally or administratively for illegal actions. Bullying is violence, therefore science of law must be taught. This problem mustn`t be ignored because it could lead to irreparable consequences and ruin lives of many people. The authors note that it is impossible to eradicate bullying but it is possible to minimize such cases. Key words: bullying, participants of the educational process, violence, school aggression, preventing, offence.

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Sheila M. Fram and Ellyn M. Dickmann. "How the School Built Environment Exacerbates Bullying and Peer Harassment." Children, Youth and Environments 22, no. 1 (2012): 227. http://dx.doi.org/10.7721/chilyoutenvi.22.1.0227.

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Journal articles on the topic 'Bullying Harassment in schools'

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