Relevant bibliographies by topics / Bullying Parenting

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  2. Dissertations / Theses
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Academic literature on the topic 'Bullying Parenting'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Bullying Parenting"

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Smith, Peter K., and Rowan Myron-Wilson. "Parenting and School Bullying." Clinical Child Psychology and Psychiatry 3, no. 3 (July 1998): 405–17. http://dx.doi.org/10.1177/1359104598033006.

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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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Tatiani, Gkatsa. "The influence of parental style and socioeconomic circumstances on school bullying: A systematic review." Journal of Educational Research and Reviews 9, no. 1 (January 6, 2021): 1–5. http://dx.doi.org/10.33495/jerr_v9i1.20.163.

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The phenomenon of school bullying is linked to family characteristics. The way in which parenting is exercised and the socioeconomic circumstances affect students’ involvement in school bullying for the victims and bully/victims, are reviewed. We conducted a systematic review of the published literature from 1982 until 2020 by using Google-Scholar, PsycINFO, Scopus and PubMed on the following words and phrases: “school bullying”, “parenting”, and “socioeconomic factors”. Prospective cohort, cross-sectional and meta-analytic studies were included. The review results showed that the quality of parental management and the inappropriate parental style, i.e. the authoritarian, the overprotective and the indifferent, influence negatively the students in bullying, in all roles. Also, the low socioeconomic level was associated with the involvement of students in school bullying in all roles. It was found that adverse economic conditions and low educational attainment they are correlated not only with the students involved in school bullying but also with the parenting style. In conclusion, important correlations between school bullying, parenting style and socio-economic conditions emerged. Keywords: School bullying, parental style, socioeconomic circumstances
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Tirtayanti, Sri, Intansari Nurjannah, and Lely Lusmilasari. "ASSOCIATION BETWEEN EMOTIONAL DEVELOPMENT AND BULLYING BEHAVIOR IN CHILDREN AT THE ELEMENTARY SCHOOL NO 7, BANYUASIN, PRAJIN, PALEMBANG." Belitung Nursing Journal 3, no. 5 (October 30, 2017): 585–94. http://dx.doi.org/10.33546/bnj.115.

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Background: Bullying is a form of repetitive persecution both on physical and emotional aggressions and potentially causing mental and physical disorders on perpetrators and victims. There are various factors that may affect a child to behave as bullies. These are important factors to be identified as one of prevention effort to stop bullying behavior on children. Objective: This research aims to identify the association between emotional development and bullying behavior in children at the Elementary School No 7, Banyuasin Prajin, Palembang.Methods: This was a correlation descriptive using a cross sectional design. This research has been conducted on November 21, until December 1, 2016 involving 85 children as respondents. The instruments used for this research were Bar-On Emotional Quotient Inventory: Youth Version, school-bullying questionnaire, parenting style questionnaire and peer influence questionnaire. Chi-square test was used for bivariate data analysis and logistic regression test for multivariate analysis.Results: Results from chi-square test showed a significant association between emotional developments and parenting with bullying behavior (ρ<0,05), but no significant correlation between peer influence and bullying behavior (ρ>0,05). Logistic regression test showed a significant relationship between parenting and bullying behavior (OR) 4,655 (95% CI: 1,292-16,774), which indicated that the uninvolved parenting potentially makes bullying behavior have a chance to increase 4,655 times higher.Conclusion: There is a significant association between emotional development and parenting with children bullying behavior.
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Alizadeh Maralani, Fatemeh, Mirmahmoud Mirnasab, and Touraj Hashemi. "The Predictive Role of Maternal Parenting and Stress on Pupils’ Bullying involvement." Journal of Interpersonal Violence 34, no. 17 (October 4, 2016): 3691–710. http://dx.doi.org/10.1177/0886260516672053.

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The link between inappropriate parenting style and both bullying and victimization is well documented. However, it is not clear as to which kind of parenting style is associated with victimization. Furthermore, no studies have yet been conducted regarding the role of parental stress in bullying and victimization. This study aimed to examine the role of parenting styles and maternal stress in pupils’ bullying and victimization. A total of 300 primary school pupils, enrolled in fourth and fifth grades, participated in the study. Initially, 100 noninvolved pupils were randomly selected using a multistage cluster sampling method. Then using a screening method, 100 bully pupils and 100 victimized peers were selected. Olweus Bullying Scale and teacher nomination were administered for screening these pupils. Baumrind Parenting Style Questionnaire and revised version of Abidin Parental Stress Index (short form) were also applied to all pupils in the study. Data were analyzed using discriminant function analysis. The findings showed that (a) with regard to parenting styles, significant differences were found among groups. Authoritarian parenting style could significantly predict pupils’ bullying behavior, whereas victimization was predictable in families with permissive parenting style. In addition, noninvolved pupils were predicted to have authoritative parenting style. (b) Considering maternal stress, significant differences were observed across groups. Parents of bullies and victims were predicted to have higher maternal stress than noninvolved pupils. The implications of the study in relation to the role of mothers in bullying and victimization are discussed.
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Tirmidziani, Astri, Nur Salma Farida, Resti Fauzi Lestari, Rima Trianita, Sopi Khoerunnisa, and Elfan Fanhas Fatwa Khomaeny. "UPAYA MENGHINDARI BULLYING PADA ANAK USIA DINI MELALUI PARENTING." EARLY CHILDHOOD : JURNAL PENDIDIKAN 2, no. 1 (May 31, 2018): 59–65. http://dx.doi.org/10.35568/earlychildhood.v2i1.239.

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ABSTRAKDi Indonesia sejak tahun 2011 hingga september 2017, Komisi Perlindungan Anak Indonesia (KPAI) menerima 26 ribu kasus anak. Laporan tertinggi yang diterima KPAI adalah anak yang berhadapan dengan hukum termasuk didalamnya adalah kasus Bullying. hal ini tentunya akan memberikan dampak yang buruk terhadap lingkungan. Anak usia dini akan rentang untuk meniru prilaku-prilaku yang dilihat olehnya, termasuk perilaku bullying dengan menggunakan metode kualitatif yaitu dengan studi literature, penulis banyak melihat dan mendengar banyaknya kasus bullying yang terjadi di lingkungan anak usia dini. Bullying bisi berupa fisik, verbal, dan mental/psikologis. Prilaku bullying mempengaruhi pertumbuhan dan perkembangan anak tujuan penulis ini adalah untuk memberika informasi kepada orang tua mengenai bullying beserta danpaknya dengan cara parenting yang dilakukan oleh pihak sekolah. Kata Kunci: Menghindari Bullying; Anak Usia Dini; Parenting. ABSTRACKIn Indonesia from 2011 to September 2017, the Indonesian Child Protection Commission (KPAI) received 26,000 cases of children. The highest report received by KPAI is the child facing the law including Bullying case. this will certainly have a bad impact on the environment. Early childhood will range to imitate the behaviors seen by him, including bullying behavior using qualitative methods ie with literature studies, the authors see and hear lots of bullying cases that occur in early childhood environments. Bullying is physical, verbal, and mental / psychological. Bullying behavior affects the growth and development of children the purpose of this writer is to provide information to parents about bullying and his puppies by parenting done by the school. Keywords: Avoid Bullying; Early childhood; Parenting.
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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 (September 21, 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-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim. Practical implications – There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support. Originality/value – The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.
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Yanti, Dhini Easter, Teguh Pribadi, and Anhar Jaya Putra. "Tipe pola asuh orang tua yang berhubungan dengan perilaku bullying pada pelajar SMP." Holistik Jurnal Kesehatan 14, no. 1 (April 22, 2020): 155–62. http://dx.doi.org/10.33024/hjk.v14i1.2074.

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Indonesian parenting styles and bullying among junior high school students, Bandar Lampung-IndonesiaBackground: The data base of Child Protection Committee in Indonesia 2011-2014 had been increasing and is ranked at the top of 369 cases reported to Child Protection Committee such as in education enviroment, bullying behaviour among students at the schools was very common. The reason of the student has a bullying behaviour can be from various factors such as parenting styles of their parent.Purpose: To know the relationship between parenting styles and bullying among junior high school students, in Bandar Lampung-IndonesiaMethod: A quantitative research type by using a cross sectional approach. The population were all students of grade VII and VIII at Gajah Mada junior high School in Bandar Lampung, Indonesia, with the sample 153 respondents. Data collection techniques were carried out by questionnaire. The statistical test used by the chi square test.Results: Most respondents claim uninvolved a school bullying, as much as 111 students (72.5%). Most of the respondents claim have a democratic parenting styles by their parent as many as 78 respondent (51.0%). There is a relationship between parenting styles and bullying among junior high school students, Bandar Lampung-Indonesia in 2019 with p-value <α (0,000 <0.05)Conclusion: There is a relationship between parenting styles and bullying among junior high school students,Bandar Lampung-Indonesia. Suggestions for educational institutions, it is hoped that the results of this study can be a means and reference for educators / schools in overcoming the problem of school bullying among junior high school students by informing to the parents to be applying appropriate a parenting style to their children.Keywords: Parenting styles; Bullying; Junior high school; StudentsPendahuluan: Kasus bullying menurut KPAI pada tahun 2011-2014 juga semakin meningkat dan menduduki peringkat teratas sebanyak 369 pengaduan kepada KPAI, dalam bidang pendidikan seperi kekerasan di sekolah, diskriminasi terdapat sekitar 1480 kasus. Penyebab seseorang menjadi pelaku “bullying” bisa dari berbagai faktor seperti orang tua yang terlalu memanjakan anaknya.Tujuan: Diketahui hubungan pola asuh orangtua dengan perilaku bullying pada siswa SMP Gajah Mada Kota Bandar Lampung Tahun 2019.Metode: Penelitian kuantitatif, menggunakan pendekatan cross sectional. Populasinya seluruh siswa kelas VII dan VIII di SMP Gajah Mada Bandar Lampung pada tahun 2019 yaitu sebanyak 246 orang. Sampel 153 responden. Tehnik pengumpulan data dilakukan dengan kuesioner. Uji statistik yang digunakan adalah uji chi square.Hasil: Sebagian besar responden mengaku tidak melakukan perilaku bullying yaitu sebanyak 111 orang (72,5%). Sebagian besar responden mengaku memiliki pola asuh orang tua yang demokratis sebanyak 78 orang (51,0%). Terdapat hubungan pola asuh orangtua dengan perilaku bullying pada siswa SMP Gajah Mada Kota Bandar Lampung Tahun 2019 dengan nilai p-value < α (0,000 < 0,05)Simpulan: Ada hubungan pola asuh orangtua dengan perilaku bullying. Saran kepada institusi pendidikan, diharapkan hasil penelitian ini dapat menjadi sarana dan referensi bagi pihak pendidik/ sekolah dalam mengatasi masalah bullying pada remaja dengan memberkan informasi pada oraang tua supaya dapat menerakan pola asuh yang tepat bagi anaknya.
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Κάργα, Σταυρούλα, and Ιωάννα Μπίμπου Νάκου. "Οικογένεια και σχολικός εκφοβισμός: Ανασκόπηση των σύγχρονων ερευνών." Psychology: the Journal of the Hellenic Psychological Society 20, no. 2 (October 15, 2020): 136. http://dx.doi.org/10.12681/psy_hps.23533.

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Bullying is a complex social problem with negative, longitudinal psychosocial consequences for the students being involved as bullies, victims, or observers. Family has been widely examined as a contributing factor of school bullying. The present article reviews 45 national and international studies (2000-2010) that were found to examine therelationship between parenting practices, parental views regarding bullying, and bullying itself. The main findings of the review underline the significant relationship of parenting practices and parental views of families with bullying, and stresses out the importance of family raising awareness and training for preventive and intervention measures against bullying.
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Baldry, Anna C., and David P. Farrington. "Parenting influences on bullying and victimization." Legal and Criminological Psychology 3, no. 2 (September 1998): 237–54. http://dx.doi.org/10.1111/j.2044-8333.1998.tb00364.x.

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Dissertations / Theses on the topic "Bullying Parenting"

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Yim, Yeuk-chi Gigi. "Parental shaming and school bullying : a study of Macau students = Aomen xiao yuan qi ling yu fu mu xiu zhi guan jiao yan jiu /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36786834.

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Myron-Wilson, Rowan Rachel. "The family and bullying : transgenerational patterns of attachment and parenting." Thesis, Goldsmiths College (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423459.

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Yim, Yeuk-chi Gigi, and 嚴若芝. "Parental shaming and school bullying." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45014632.

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Land, Bruna Roberta. "Bullying, estilos parentais e socio-cognições." Universidade do Vale do Rio dos Sinos, 2011. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4334.

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Este trabalho se propôs a estudar e investigar o processo de bullying, sóciocognições e estilos parentais de 221 crianças de 09 a 14 anos, regularmente matriculadas em duas escolas públicas da cidade de Novo Hamburgo, RS. Os participantes responderam a uma escala sobre sua percepção acerca dos estilos parentais e outra que investigava atribuições causais (sócio-cognições) relacionadas aos relacionamentos interpessoais no contexto escolar. Também tiveram que eleger colegas que julgassem agressivos, agressores no bullying, pró-sociais, vitimizados (bullying) e isoladas ativamente a partir de uma escala com afirmações acerca de condutas típicas destes grupos. A partir destes dados, levantaram-se as frequências com que as crianças foram referidas pelos seus colegas e amostra foi dividida em quatro grupos de crianças (Agressores, Socialização, Isolado e Vitimazação). As correlações entre variáveis mostram que as subescala Agressividade está correlacionada positivamente com as subescalas de Vitimização e Socialização. Este dado significa que crianças agressivas são percebidas como sociáveis, porém também podem tornar-se vítimas do bullying. A subescala de Isolamento está correlacionada positivamente com a subescala Vitimização, o que mostra que ser vítima aumenta o isolamento social e reforça assim os papéis do bullying. Testes T de Student calculados mostram que a agressividade foi maior entre as meninas do que entre os meninos, indo de encontro à literatura existente. Quanto aos Estilos Parentais, quando percebidos como positivos pelas crianças estão também associados a comportamentos de socialização e menos chance destes jovens tornarem-se vítimas de bullying, corroborando a literatura existente. Foram encontradas correlações positivas entre sócio-cognições e estilos parentais. Este dado demonstra que os pais participam ativamente da formação das crenças e cognições de seus filhos, positivamente ou negativamente. Esses dados podem ajudar a pensar em políticas públicas para o enfrentamento e prevenção ao bullying, como no trabalho em clínicas particulares, enfatizando o trabalho com as famílias de vítimas e agressores desta violência.
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Burkhart, Kimberly M. "Parental Factors Contributing to Bullying and the Effects of the ACT Parents Raising Safe Kids Program on the Reduction of Bullying." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1350060587.

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Goldberg, Briana J. "The Association Between Bullying Involvement and Mental Health Indicators, Parenting Challenges, and Individual Strengths." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41458.

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Bullying is well known to have harmful effects on child development and mental health, so understanding the underlying factors involved in bullying behaviour is critical (World Health Organization, 2008). In the present study, mental health, parenting challenges, and children’s individual strengths were explored across different types of bullying involvement. In this cross- sectional study involving 91 children between the ages of four to 11 receiving services at a mental health agency, the results indicated significant differences on dependent variables across the four different bullying involvement groups: bully, victim, bully-victim, and non-involved. Children in the bully group were more likely to be experiencing externalizing behaviours and have fewer individual strengths whereas children in the victim group were more likely to be experiencing difficulties with internalizing behaviours and have fewer individual strengths. Children in the bully-victim group were more likely to be displaying externalizing behaviours, come from homes experiencing parenting difficulties, and have fewer individual strengths. In contrast, children who were non-involved in bullying were more likely to have greater individual strengths including stronger peer relations, greater self-expression, able to successfully adapt to change, and have stronger family units. The results of this study highlight the different behaviour patterns across the types of bullying involvement as well as shed light onto the needs and strengths of children accessing mental health services from a community agency.
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VIEIRA, Ricardo Alexandre Guerra. "Prevalência de bullying no cenário escolar do Recife e sua associação com fatores sociodemográficos e estilo parental." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/17528.

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O objetivo deste estudo de corte transversal foi avaliar a prevalência de bullying e a associação entre bullying, fatores sociodemográficos e estilo parental em escolas públicas de ensino fundamental da Cidade do Recife. Os instrumentos de pesquisa foram o Formulário de Registro de Informações Pessoais, os critérios de classificação Econômica Brasil e o bullying questionário. Os dados foram pré-codificados e processados em microcomputador, pelo Programa SPSS versão 22. Em relação aos desfechos relacionados ao bullying foram criadas as seguintes variáveis: “sofreu”, “praticou”, “sofreu e/ou praticou bullying” e “não sofreu e não praticou bullying”. As variáveis explanatórias foram “sexo”, “faixa etária”, “cor da pele”, “ano escolar”, “localização da escola”, “classe social”, “grau de instrução do responsável” e “estilo parental”. A associação entre a variável dependente e as variáveis independentes foi realizada através do teste Qui-quadrado de Pearson ou teste de Qui-quadrado com correção de Yates, utilizando o nível de significância de 5%. Como medida de associação univariada foi calculada a Razão de Prevalência e seus respectivos intervalos de confiança. Para avaliar o efeito independente das variáveis explanatórias em relação ao desfecho, foi realizada a análise de regressão multivariada log-binomial. Utilizou-se o nível de significância de p<0,20 da estatística univariada no teste do qui-quadrado para selecionar as variáveis que entrariam no modelo final de análise multivariada. Os resultados indicaram que do total dos investigados, 48,66% se envolveram como vítimas e/ou praticantes de bullying, enquanto que 30,36% declararam terem sofrido e 23,66% praticado o fenômeno. Houve associação estatisticamente significante em relação às prevalências de quem “sofreu bullying” quanto à localização da escola (RPA “4”), de quem “praticou bullying” quanto à localização da escola (RPA’s “4” e “6”), as classes sociais “D e E”, a faixa etária compreendida entre “10 e 13” anos e o grau de instrução “fundamental II completo/médio incompleto”, de quem “sofreu e/ou praticou bullying” com relação às classes sociais “D e E” e as RPA’s “4” e “6”, e, de quem “não sofreu e não praticou bullying” em relação as RPA’s “1” , “2” “3” e “5”, o estilo parental “negligente” e as classes sociais “B2” e “C1”. A sensação predominante das vítimas em relação à intimidação sofrida foi “se sentiu mal” (40,4%), mas chamou atenção o fato do sentimento de “não se incomodar” ter tido um percentual destacado dentre as respostas (24,3%). No que se refere à influência das práticas educativas adotadas pelas famílias foi observada associação estatística entre “estilo parental negligente” e a prevalência de quem “não sofreu e não praticou bullying”. Conclui-se que a prevalência de bullying sofrido pelos indivíduos pesquisados apresentou um percentual elevado, mas se encontra em acordo com os parâmetros indicados pela literatura. A localização da escola, o grau de instrução dos responsáveis, a classe social e a faixa etária dos alunos foram associados ao fenômeno. Esses dados precisam ser considerados na busca de soluções para o enfrentamento do problema e demonstra a necessidade de se vincular às particularidades da escola e da população que a frequenta quando se estuda o fenômeno bullying.
The objective of this study was cross-sectional cohort to evaluate the prevalence of bullying and the association between bullying, sociodemographic factors and parental style in public elementary schools of the city of Recife. The research instruments were the Personal Information Registration Form, the criteria for classification Economic Brazil and the questionnaire bullying. Data were pre-coded and processed in a personal computer, by using SPSS software version 22. In relation to bullying-related outcomes, the following variables were created, "suffered", "practiced", "suffered and / or practiced bullying" and "did not suffer and practiced not bullying. " The explanatory variables were "sex", "age", "skin color", "school year", "school location," "class," "educational level of responsibility" and "parenting style". The association between the dependent variable and the independent variables was performed using Pearson's chi-square test or chi-square test with Yates correction, using a significance level of 5%. As univariate association measure was calculated prevalence ratio and their confidence intervals. To assess the independent effect of the explanatory variables on the outcomes, the analysis of log-binomial multivariate regression was performed. p significance level of <0.20 in the univariate statistics in the chi-square test to select the variables that enter the final model of multivariate analysis was used. The results indicated that the total surveyed, 48.66% were involved as victims and / or bullying practitioners, while 30.36% said they suffered and 23.66% practiced phenomenon. There was a statistically significant association in relation to the prevalence of those who "bullied" as the school's location (RPA "4"), who "practiced bullying" as the school's location (RPA's "4" and "6"), classes social "D and E", the age group between "10:13" years and the level of education "fundamental complete II / Some school", who "suffered and / or practiced bullying" in relation to social class "D and E "and the RPA's" 4 "and" 6 ", and who" did not suffer and practiced not bullying "over the RPA's" 1 "," 2 "," 3 "and" 5 "parenting style" negligent " and social class "B2" and "C1". The predominant feeling of the victims regarding the intimidation suffered was "felt bad" (40.4%), but drew attention to the fact that the feeling of "not bothering" have had a percentage prominent among the answers (24.3%) . With regard to the influence of the practices adopted by families was no association between "negligent parenting style" and the prevalence of those who "did not suffer and practiced not bullying." We conclude that the prevalence of bullying suffered by the individuals surveyed had a high percentage, but is in accordance with the parameters set out in the literature. The school location, the level of education of responsible, social class and age group of the students were associated with the phenomenon. These data need to be considered in the search for solutions to address the problem and demonstrates the need to link the school and particularities of the population that attends when studying the bullying phenomenon.
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Feldman, Marissa Alexis. "Cyber-Bullying in High School: Associated Individual and Contextual Factors of Involvement." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3099.

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For the past several decades, researchers have extensively investigated the impact of bullying on the nation's youth. Although we may now have a better understanding of these maladaptive behaviors, recent technological advances have created a new forum for bullying. The current study investigated adolescent experiences with cyber-bullying using a self-report survey. Youth (N=2,086) from five high schools (grades 9-12) were surveyed to identify individual, peer, parenting, and school factors hypothesized to be related to involvement in cyber-bullying as a victim, perpetrator, or both. Results indicated that cyber-involvement was related to a variety of psychosocial factors, with students who were both perpetrator and victim (i.e., cyber-bully/victims) reporting worse psychosocial functioning and poorer relationships than youth classified as cyber-bullies, cyber-victims, and cyber-uninvolved. Additionally, the academic and behavioral correlates of involvement in this new and growing form of bullying were examined using school records. Inconsistent associations between cyber-bullying and school performance variables were accounted for by differences in the frequency and intensity of behaviors used to define cyber-bullying. Proposed moderators were investigated to determine whether social support buffered the negative psychosocial correlates found for adolescents involved in cyber-bullying. Social support was generally related to better psychosocial functioning for all youth, with the exception of cyber-bully/victims. Results may inform the design and implementation of universal prevention and intervention programs, as well as improve schools' ability to identify youth at risk for involvement in this rapidly growing social phenomenon.
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9

Atik, Gokhan. "The Role Of Locus Of Control, Self-esteem, Parenting Style, Loneliness, And Academic Achievement In Predicting Bullying Among Middle School Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607442/index.pdf.

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This study aimed at determining the prevalence rate of bullying and victimization among middle school students and investigating the role of locus of control, self-esteem, parenting style, loneliness, and academic achievement in predicting participation in bullying and victimization. The sample consisted of 742 participants recruited from 6th, 7th, and 8th grades. Results revealed that of the total 742 students: 4.6 % of the students were bullies, 21.3 % were victims, 6.5 % were bully/victims, 44.7% were pure not involved and 22.9 % were not involved. Regarding the types of bullying, the most common bullying behavior used by the bullies and experienced by the victims was verbal bullying. When gender and grade level were investigated in relation to bullying, meaningful gender differences were found. However, no significant grade level differences were found. The binary logistic regression analysis indicated that
female students who involved in bullying had low acceptance/involvement and academic achievement scores, but higher loneliness and psychological autonomy scores. Furthermore, male involved students had external locus of control, higher self-esteem, and loneliness scores, and lower strictness/supervision scores. Logistic regression analysis also revealed external locus of control and higher loneliness scores
but lower acceptance/involvement and academic achievement scores among the victim group.
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Duong, Mylien T. "Mediators and moderators in the link between maternal psychological control and peer victimization for Hong Kong Chinese boys." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1447033.

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Books on the topic "Bullying Parenting"

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Beane, Allan L. Proteha seu filho do bullying: Impec ʹa que ele maltrate os colegas ou seja maltratado por eles. Rio de Janeiro: BestSeller, 2010.

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Dragan, Edward F. The bully action guide: How to help your child and how to get your school to listen. New York: Palgrave Macmillan, 2011.

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Beane, Allan L. Protect Your Child from Bullying. New York: John Wiley & Sons, Ltd., 2008.

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McNamara, Barry E. Keys to dealing with bullies. Hauppauge, N.Y: Barron's Educational Series, 1997.

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Neville, Ann. R.I.P. cyberbullying. [Hamilton]: CreateBooks New Zealand, 2014.

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Prevenir el bullying desde la familia. México, D.F: Minos III Milenio Editores, 2009.

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Dellasega, Cheryl. Girl wars: 12 strategies that will end female bullying. New York: Simon & Schuster, 2003.

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Goldman, Carrie. Bullied: What every parent, teacher, and kid needs to know about ending the cycle of bullying. New York: HarperOne, 2012.

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Beane, Allan L. Protect your child from bullying: Expert advice to help you recognize, prevent, and stop bullying before your child gets hurt. San Francisco, CA: Jossey-Bass, 2008.

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Goldman, Carrie. Bullied: What every parent, teacher, and kid needs to know about ending the cycle of bullying. New York: HarperOne, 2012.

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Book chapters on the topic "Bullying Parenting"

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"Bullying." In Child Behavioral and Parenting Challenges for Advanced Practice Nurses. New York, NY: Springer Publishing Company, 2016. http://dx.doi.org/10.1891/9780826120595.0007.

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"Helping children with bullying and teasing." In Common Parenting Issues, 93–95. Routledge, 2017. http://dx.doi.org/10.4324/9781315168555-47.

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Healy, Karyn L. "Children with Peer Relationship Difficulties." In The Power of Positive Parenting, edited by Matthew R. Sanders and Trevor G. Mazzucchelli, 97–106. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190629069.003.0007.

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Friendships are an important source of support for children, and problems with peers can be detrimental to well-being. Of all peer problems, involvement in bullying has the most serious outcomes for both victims and perpetrators. Whole-school interventions alone make insufficient impact on the issue. Research shows that parenting influences children’s peer skills and relationships. Children first learn skills for relating to peers through interactions with their parents and siblings and through opportunities orchestrated by parents. Facilitative parenting describes strategies that support children’s development of peer skills and relationships. This chapter describes a trial of Resilience Triple P, a family intervention utilizing facilitative parenting. It reviews recent evidence that suggests that parenting interventions might also reduce bullying behavior. Future research could explore the effectiveness of parenting interventions in reducing bullying and test the combined influence of school and family interventions in improving children’s peer relationships.
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Heynen, Evelyn, Peer van der Helm, Ellin Simon, Geert Jan Stams, and Mark Assink. "Parenting style and empathy in youth." In Empathy versus Offending, Aggression, and Bullying, 43–60. Routledge, 2021. http://dx.doi.org/10.4324/9780429287459-5.

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Holmes, Robyn M. "Social Influence, Aggression, Violence, and War." In Cultural Psychology, 365–407. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0010.

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Chapter 10 explores the ways culture shapes how we behave in the presence of others, aggression, violence, and war. It discusses obedience, Milgram’s experiment, obedience and culture, and cross-cultural comparisons on obedience. It addresses conformity, culture and conformity, conformity and disease, peer pressure, and culture-specific and cross-cultural studies on peer pressure. It also discusses aggression, explanations of aggression, cultural factors that shape aggression, and the connection between parenting practices and aggression. Finally, it discusses violence against individuals, child maltreatment, cross-cultural studies on child abuse, bullying, cyberbullying, violence against women, war, ethnic genocide, and child soldiers. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.
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Kearney, Christopher A. "Contextual Variables and School Refusal Behavior." In Helping School Refusing Children and Their Parents, 25–36. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190662059.003.0002.

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This chapter provides a summary of contextual variables that impact school absenteeism in children and adolescents. Child-oriented contextual variables surround key factors such as psychopathology, poor academic or social competence, history of absenteeism or learning disorder, grade retention, employment, pregnancy, and trauma. Parent-oriented contextual variables surround key factors such as in adequate parenting skills or problematic styles, psychopathology, poor communication with school officials, and low expectations of school performance. Family-oriented contextual variables surround key factors such as homelessness, poverty, problematic dynamics, and cultural and language barriers. Peer-oriented contextual variables surround key factors such as peer pressure or proximity to deviant peers as well as bullying. School-oriented contextual variables surround key factors such as poor school climate, tedious curricula, and minimal monitoring or consequences for absenteeism. Community-oriented contextual variables surround key factors such as economic pull factors and lack of educational support services.
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Conference papers on the topic "Bullying Parenting"

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Tajuddin, Istiana, Karina Alfisah Utami, and Yassir Arafat. "The Effect of Parenting Style on Bullying Behavior." In 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.65.

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Prasetya, Berta Esti Ari. "The teaching of Suryomentaram as the sources of parenting practice in cultivating empathy among children to reduce bullying." In 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.29.

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