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Zahraini, Dian Ayu. "Model Program Intervensi Anti Bullying Berbasis Sekolah." LITE: Jurnal Bahasa, Sastra, dan Budaya 15, no. 2 (2019): 136–60. http://dx.doi.org/10.33633/lite.v15i2.2844.
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AbstractThis research is a learning model for anti-bullying program for the school-based early childhood stages beginning with a needs analysis which later developed learning models, and construct a draft model of learning. The study begins with a preliminary study that is the study of the theory and the findings of previous studies, followed by draft learning model. The final stage is the preparation of the guide book learning model prototype anti-bullying school-based program.The results showed that young children can develop an understanding of bullying, adaptation to classroom rules against bullying, understanding of what people feel about bullying and the basic rules in the anti-bullying program, as well as the goldern rules in the Playground. The implementation of the model of anti-bullying programs in schools in RA At Thohirriyah showed a positive response in which children can develop an understanding of the pre-reading the question, the question of post-reading, post-reading activities, and understanding of emotions as the process of developing their social skills. Keywords: Learning, Anti-Bullying, School Based
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Wójcik, Małgorzata, and Anna M. Hełka. "Meeting the Needs of Young Adolescents: ABBL Anti-Bullying Program During Middle School Transition." Psychological Reports 122, no. 3 (2018): 1043–67. http://dx.doi.org/10.1177/0033294118768671.
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This article introduces ABBL, the anti-bullying program for the transition to middle school, which was designed as a free, feasible, and easily applicable solution for teachers who, for any reason, cannot take advantage of comprehensive anti-bullying school-based programs. The ABBL, based on the identification of the causal risk factors and mechanisms that lead to bullying, aims to influence the peer group in such a way that students do not reward antisocial behaviors and are, instead, able to create supportive class atmospheres and strong networks of personal attachments. The evaluation of the program effectiveness showed that it reduced bullying in the classroom. Indications for wider implementations are presented together with the ready-to-use ABBL anti-bullying program (see http://blizej.org/abbl-antibullying-program/ ).
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Ayyala, Manasa S., Saima Chaudhry, Donna Windish, Denise Dupras, Shalini T. Reddy, and Scott M. Wright. "Awareness of Bullying in Residency: Results of a National Survey of Internal Medicine Program Directors." Journal of Graduate Medical Education 10, no. 2 (2018): 209–13. http://dx.doi.org/10.4300/jgme-d-17-00386.1.
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ABSTRACT Background Bullying of medical trainees is believed to occur more frequently in medical education than once thought. Objective We conducted a survey to understand internal medicine program director (PD) perspectives and awareness about bullying in their residency programs. Methods The 2015 Association of Program Directors in Internal Medicine (APDIM) annual survey was e-mailed to 368 of 396 PDs with APDIM membership, representing 93% of internal medicine residency programs. Questions about bullying were embedded within the survey. Bivariate analyses were performed on PD and program characteristics. Results Of a total of 368 PD APDIM members, 227 PDs (62%) responded to the survey. Less than one-third of respondents (71 of 227, 31%) reported being aware of bullying in their residency programs during the previous year. There were no significant differences in program or PD characteristics between respondents who reported bullying in their programs and those who did not (gender, tenure as PD, geographic location, or specialty, all P > .05). Those who acknowledged bullying in their program were more likely to agree it was a problem in graduate medical education (P < .0001), and it had a significant negative impact on the learning environment (P < .0001). The majority of reported events entailed verbal disparagements, directed toward interns and women, and involved attending physicians, other residents, and nurses. Conclusions This national survey of internal medicine PDs reveals that a minority of PDs acknowledged recent bullying in their training programs, and reportedly saw it as a problem in the learning environment.
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Gaite, Titus. "PENANGGULANGAN PERILAKU BULLYING MELALUI PROGRAM PEMBINAAN KARAKTER." PEDAGOGIKA: Jurnal Pedagogika dan Dinamika Pendidikan 6, no. 2 (2020): 107–14. http://dx.doi.org/10.30598/pedagogikavol6issue2page107-114.
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Tulisan ini bertolak dari kerisauan peneliti terhadap maraknya perilaku bullying diantara anak bangsa yang dapat merusak karakter baik (good character). Bullying bagaikan virus yang dapat menyerang dan merusak sel-sel dalam tubuh, sehingga sangat dibutuhkan kehadiran pendidik yang bisa memberi panacea (obat mujarab) untuk menanggulangi perilaku bullying. Kontribusi pendidik melalui program pembinaan karakter dianggap sebagai jurus ampuh untuk menanggulangi perilaku bullying. Penelitian ini bertujuan untuk mengkaji penanggulangan perilaku bullying melalui program pembinaan karakter pada Boarding School SMA Negeri Plus Provinsi Riau. Program pembinaan karakter secara rutin menitikberatkan pada pembinaan disiplin, akhlak, dan kemampuan akademis terbukti efektif membentuk karakter baik (good character) peserta didik. Di satu sisi, perilaku bullying dapat diatasi karena beragam makna kebaikan yang tertuang dalam program pembinaan karakter dikonsumsi oleh seluruh warga Sekolah. Di sisi lain, penanggulangan perilaku bullying melalui program pembinaan karakter terbukti dapat mengubah lingkungan sekolah menjadi tempat yang menjamin keamanan dan kenyamanan
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Markovic, Marija, Zorica Stanisavlјevic-Petrovic, and Anastasija Mamutovic. "The application of a bullying prevention program in school - characteristics of effective programs." Zbornik Matice srpske za drustvene nauke, no. 175 (2020): 407–18. http://dx.doi.org/10.2298/zmsdn2075407m.
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The problem of bullying represents a priority institutional, as well as wider social problem, and it needs to be addressed persistently and systematically, bearing in mind the long-term negative consequences that it leaves on all involved actors. In the school environment the most commonly applied level of prevention is universal, i.e. primary prevention. The study of the effectiveness of the application of various bullying prevention programs shows that it is possible to identify certain characteristics of effective programs. The given characteristics are systematized in terms of those related to the program itself, the specifics of the school staff and the teaching staff. In order for the school bullying prevention program to give valid results, it is necessary to focus on two general goals: creating a safe and supportive school environment - through changes at different levels of school functioning in order to create an supportive school climate, as well as the application of school rules against bullying; and the development of individual interpersonal competences among students - through the application of appropriate measures and activities at the individual or group level, aimed at the development of interpersonal skills. The process of designing school bullying prevention program should be based on the analysis and understanding of the specifics and needs of the existing school context.
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Arënliu, Aliriza, Dagmar Strohmeier, Jon Konjufca, Takuya Yanagida, and Christoph Burger. "Empowering the Peer Group to Prevent School Bullying in Kosovo: Effectiveness of a Short and Ultra-Short Version of the ViSC Social Competence Program." International Journal of Bullying Prevention 2, no. 1 (2019): 65–78. http://dx.doi.org/10.1007/s42380-019-00052-4.
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Abstract Evidence-based anti-bullying programs are predominantly implemented in high-income countries, although there is a clear need for bullying prevention also in low- and middle-income countries. The present study reports the effectiveness of a short and ultra-short version of the ViSC Social Competence Program that was implemented in nine Kosovar schools. The ViSC program aims to empower adolescents to recognize bullying and to intervene in bullying situations. A quasi-experimental longitudinal control group design was realized to examine the effectiveness of the two program versions regarding different forms of self-reported perpetration and victimization. The short program version was implemented in 10 classes (N = 282, 52% girls, Mage = 13.45), the ultra-short program version was implemented in 13 classes (N = 354, 46% girls, Mage = 13.28), and 23 classes (N = 613, 50% girls, Mage = 13.31) served as control group. Multilevel growth models revealed intervention effects in favor of the ultra-short version when compared to the control group regarding physical victimization. All other effects were not significant. To conclude, educational and social policies supporting the implementation of evidence-based anti-bullying programs need to be issued in low- and middle-income countries, as even ultra-short versions might be effective in contexts with limited available resources.
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Lee, Seungha, and Youjung Kim. "Teachers' perceptions for bullying and expectations for anti-bullying program." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 1 (2020): 787–816. http://dx.doi.org/10.22251/jlcci.2020.20.1.787.
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Gradinger, Petra, Dagmar Strohmeier, and Christiane Spiel. "Parents’ and Teachers’ Opinions on Bullying and Cyberbullying Prevention." Zeitschrift für Psychologie 225, no. 1 (2017): 76–84. http://dx.doi.org/10.1027/2151-2604/a000278.
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Abstract. The goals of the present study were (1) to examine parents’ and teachers’ opinions on bullying and cyberbullying prevention, and (2) to investigate whether the involvement of their children or students in bullying affects their opinions. Altogether, 959 adults (466 parents, 493 teachers) reported on their opinions. More than 95% of parents and teachers regarded bullying as an important topic. Cyberbullying was seen as the least serious form and physical bullying as the most serious one. Ninety-five percent of parents and 90% of teachers stated that they would accept a bullying prevention program; 61% of parents and 75% of teachers were willing to actively participate in bullying prevention; 34% of parents and 66% of teachers reported that their own children or students were victims of bullying. This involvement moderated teachers’ opinions. Teachers of students affected by bullying rated verbal and cyberbullying as more serious, accepted prevention programs more readily, and were more willing to actively participate in a program compared to teachers whose students were not involved.
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Avilés Martínez, José Mª, Natividad Alonso Elvira, and Luciene Regina Paulino Tognetta. "REDES SOCIALES Y CIBERCONVIVENCIA. CONTENIDOS DE TRABAJO PARA EL DESARROLLO MORAL EN LA ESCUELA. PROGRAMA EDUCATIVO PRIRES (AVILÉS, 2013A)." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, no. 1 (2017): 247. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.796.
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Abstract.The symposium offers a reflection on the underlying processes of moral character to the interpersonal relations that are brought into play in the school day- to- day life in general and in situations of peer violence (bullying and cyberbullying) in particular. It presents the educational program PRIRES so as to work these processes in the school community.Keywords: Bullying, Living together in school, Cyberbullying, Moral development, Social networks, Programs of preventionResumen.El simposio ofrece una reflexión sobre los procesos de carácter moral subyacentes a las relaciones interpersonales que se ponen en juego en la convivencia escolar en general y en las situaciones de violencia entre iguales (bullying y cyberbullying) en particular. Presenta el Programa Educativo PRIRES para trabajar esos procesos en la comunidad educativa.Palabras clave: bullying, convivencia escolar, cyberbullying, desarrollo moral, redes sociales, programas de prevención
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Yamasaki, Katsuyuki, Atsuko Umakoshi, and Kanako Uchida. "Efficacy of a School-Based Universal Program for Bullying Prevention: Considering the Extended Effects Associated with Achievement of the Direct Purposes of the Program." International Journal of Social Science Studies 5, no. 8 (2017): 1. http://dx.doi.org/10.11114/ijsss.v5i8.2534.
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We have developed a group of universal prevention programs for children’s health and adjustment. The programs are characterized by new theories such as the somatic-marker hypothesis and enjoyable methods that utilize animated stories and games. This study adopted one of the programs, a universal program for bullying prevention in third-grade students, and evaluated its efficacy. Participants were third-grade students in two public elementary schools in Japan. Homeroom classes in the schools were randomly divided into intervention and control groups. The final intervention group included 99 children (58 boys, 41 girls) and the final control group included 96 children (45 boys, 51 girls). The program was implemented weekly in one regular 45-minute class over eight weeks for all homeroom class members. Participants completed two questionnaires both before and after the program. Similar assessment periods were used for the control group. The questionnaires assessed the main purposes of the program (to enhance the understanding of bullying, to cultivate empathetic feelings for bullying victims, and to cultivate behavioral capabilities that stop bullying), and measured the adaptive status of children in homeroom class and at school. Results indicated that all of the main program purposes were achieved in the intervention group compared to the control group. Moreover, the level of the children’s adjustment in homeroom class and at school significantly increased with the program, except for motivation for learning, which did not change. The necessity of future research that examines the sustainability of the efficacy of the program with randomized controlled trials is discussed, along with the study limitations.
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McCormac, Mary E. "Preventing and Responding to Bullying: An Elementary School's 4-Year Journey." Professional School Counseling 18, no. 1 (2014): 2156759X0001800. http://dx.doi.org/10.1177/2156759x0001800112.
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Bullying continues to be a pervasive problem in schools and requires a schoolwide approach. This article describes the action research process used to examine the impact of a 4-year, K-5 school bullying prevention and intervention. The school counselors collaborated with students, staff, and parents to implement the program, and collected and analyzed data to improve the program. Results indicated that the program reduced bullying and increased students’ perception that adults listen to bullying reports. The author offers suggestions for improving bullying interventions.
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Sykes, Bryan L., Alex R. Piquero, and Jason P. Gioviano. "Code of the Classroom? Social Disadvantage and Bullying Among American Adolescents, U.S. 2011-2012." Crime & Delinquency 63, no. 14 (2016): 1883–922. http://dx.doi.org/10.1177/0011128716641431.
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Little research has explored whether social policies aimed at lessening economic hardship affect the prevalence of bullying, particularly after the Great Recession. This article investigates how the strains of neighborhood and cumulative disadvantage are associated with racial differences in bullying, and we consider whether social program participation—enlistment in needs-based social programs to attenuate poverty and disadvantage—upends race-based differences in bullying. Using probit, negative binomial, and propensity score matching methods, we show that adolescents who experience any markers of disadvantage are more likely to bully others, with Black and Hispanic adolescents being more likely to engage in bullying than Whites. Importantly, matched estimates reveal that participation in needs-based social programs eliminates racial differences in bullying.
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Hallford, Abby, Cameo Borntrager, and Joanne L. Davis. "Evaluation of a Bullying Prevention Program." Journal of Research in Childhood Education 21, no. 1 (2006): 91–101. http://dx.doi.org/10.1080/02568540609594581.
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M, Syahruddin. "Efektifitas Target-Bullying Intervention Program (T-BIP) dalam Kasus Bullying di Kabupaten Pangkep." Indonesian Journal of Educational Science (IJES) 1, no. 2 (2019): 95–103. http://dx.doi.org/10.31605/ijes.v1i2.252.
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Bullying adalah salah satu masalah dalam dunia pendidikan dan sangat umum terjadi pada siswa. Oleh karena itu, banyak sekolah yang mencari solusi dengan menggunakan program intervensi bullying. Penelitian ini menginvestigasi tentang peran T-BIP terhadap pengurangan jumlah perilaku bullying, meningkatkan kesadaran perilaku anti bullying dan melihat persepsi siswa terhadap T-BIP. Secara statistik bahwa T-BIP mengubah perilaku siswa dan mengurangi perilaku bullying meskipun tidak konsisten, tetapi program intervensi ini sangat diterima oleh siswa sehingga menambah pengetahuan siswa tentang bullying dan dampaknya.
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Pratiwi, Lustianti Anggita Yuni. "IMPLEMENTASI PROGRAM GERAKAN SEKOLAH MENYENANGKAN (GSM) DALAM MENGATASI BULLYING DI SMPN 2 SLEMAN." Spektrum Analisis Kebijakan Pendidikan 9, no. 2 (2021): 159–66. http://dx.doi.org/10.21831/sakp.v9i2.17045.
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Abstrak Pelitian ini bertujuan untuk mendeskripsikan implementasi program Gerakan Sekolah Menyenangkan (GSM) dalam mengatasi bullying di SMP N 2 Sleman. Aspek yang diteliti meliputi impementasi program GSM secara umum, kegiatan program GSM dan faktor pendukung dan penghambat impementasi program tersebut dalam mengatasi bullying. Penelitian ini mengacu konsep impementasi kebijakan Van Metter dan Van HornPenelitian ini menggunakan metode kualitatif deskripstif. Subjek penelitian ini meliputi kepala sekolah, guru bimbingan konseling, guru tim GSM dan siswa. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Teknik analisis data , reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi tersebut sesuai dengan teori van metter dan van horn yang terdiri dari standar dan sasaran, sumber daya, karakteristik organisasi, disposisi, hubungan antar organisasi dan kondisi lingkungan berjalan dengan baik dan semestinya. Kegiatan program GSM dalam mengatasi bullying adalah kegiatan sosialisasi, circle time, pagi berbagi, hearing, dan beberapa penerapan zona kelas. Faktor yang mendukung keberhasilan GSM di SMP N 2 Sleman adalah dukungan dari semua elemen sekolah dan faktor penghambat program GSM adalah masih ada beberapa guru dan siswa yang belum beradaptasi dengan adanya program tersebut. Kata kunci : program, Gerakan sekolah Menyenangkan (GSM), bullying Abstract This research aims to describe the implementation of the Fun School Movement (GSM) program in dealing with bullying in SMP N 2 Sleman. Aspects studied in the implementation of fun school movement program activities and supporting and inhibiting factors for the implementation of this program. this research to the concept of Van Metter and Van Horn policy implementation.This research uses descriptive qualitative method. The subjects of this study include the principal, counseling guidance teacher, GSM team teacher and students. Data collection techniques using observation, interviews and documentation. Data analysis techniques, data reduction, data presentation, and drawing conclusions. The results showed that the implementation was in accordance with the van metter and van horn theory which consisted of standards and targets, resources, organizational characteristics, dispositions, relations between organizations and environmental conditions running well and properly. GSM program activities in dealing with bullying are socialization activities, circle time, morning sharing, hearing, and some class zone applications. The factors that support the success of GSM in SMP N 2 Sleman are the support of all elements of the school and the inhibiting factors of the GSM program are there are still some teachers and students who have not adapted to the existence of the program. Keywords: programs, Fun school movements (GSM), bullying
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Negi, Surabhi, and Sunita Magre. "Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children." International Journal of Cyber Research and Education 1, no. 1 (2019): 43–51. http://dx.doi.org/10.4018/ijcre.2019010105.
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Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.
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Baller, Stephanie L., Jeanne Z. Wenos, and Andrew A. Peachey. "Bullying Prevention in an Elementary School: An Exploration of Educator and Staff Perspectives." Journal of Educational Issues 5, no. 1 (2019): 162. http://dx.doi.org/10.5296/jei.v5i1.14634.
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The implementation of school-wide anti-bullying programs has received mixed, though predominantly positive, results in the United States. The present study sought to investigate attributes of a successful anti-bullying campaign with specific interest in areas for continued improvement. The instructional faculty, content area specialists, staff employees, and administrators of a rural mid-Atlantic elementary school were solicited to participate in audio recorded interviews regarding their perceptions of the program at their school. All participants indicated the program was largely successful at their school and the recommendations for further improvements included expanding the bullying reduction training to non-teaching staff, continued emphasis on emotional skills, inclusion of information on varying perspectives regarding gender and culture, and expanding the training to emphasize employee interactions as an important component of the anti-bullying climate.
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Meloni, Marion, and Michelle Austin. "Implementation and outcomes of a zero tolerance of bullying and harassment program." Australian Health Review 35, no. 1 (2011): 92. http://dx.doi.org/10.1071/ah10896.
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This case study describes the implementation of a zero tolerance of bullying and harassment program and its outcomes in an ACT hospital. The significance of bullying and harassment within this hospital workplace and its impact became apparent in the 2005 employee satisfaction survey. The results showed low staff satisfaction, a relatively high occurrence of perceived bullying and harassment in the workplace, and a low level of trust by staff in the management of bullying and harassment issues in comparison to the health sector norms. A bullying and harassment program was therefore put in place led by the hospital’s Organisational Development Unit and a zero-tolerance approach towards bullying and harassment was adopted and embraced by the leadership group. After nearly 3 years the program has had a positive impact, including contributing to an overall increase in staff satisfaction and improvements in the bullying and harassment section of the latest employee satisfaction survey. Additional initiatives have been implemented and improved employee satisfaction results are expected in 2010–11.
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Volkova, E. N. "Teenage Bullying: Directions for Helping and Preventative Work." Вестник практической психологии образования 16, no. 3 (2019): 50–57. http://dx.doi.org/10.17759/bppe.2019160301.
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The article includes results of the theoretical and empirical studies of bullying among teenagers. This studies made by Russian and foreign researchers might form the basis for prevention program in educational environment and treatment programs for bullying participants. Personal characteristics of bullies, victims and witnesses define the mechanisms and content of treatment and prevention programs. Analysis of relations in the family of a teenager together with assessment of school environment, most importantly relations between teachers and other subject of educational process, are the key elements of preventive work. The main strategy of bullying prevention should be focused on changing the behavior of all subjects involved in education, mostly adults: parents and teachers, not only the teenagers. The key addressees of prevention are the teenagers who witness bullying. Bullying prevention programs in educational environment must be culturally adapted.
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Ρούση - Βέργου, Χριστίνα, Ελένη Ανδρέου та Ελένη Διδασκάλου. "«Αντιμετωπίζω τον Εκφοβισμό στο Σχολείο»: Ένα πρόγραμμα πρόληψης και υποστήριξης μαθητών/ριών Δευτεροβάθμιας Εκπαίδευσης". Psychology: the Journal of the Hellenic Psychological Society 24, № 1 (2020): 73. http://dx.doi.org/10.12681/psy_hps.22387.
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The aim of the paper is to present the outcomes of an intervention program focusing on students’ training in coping with school bullying. The moto of the program was: “Stay calm / think clearly”. The activities of the intervention program were developed at Flinders University in Australia and included: a) a DVD with four short films dealing with social exclusion, physical bullying, verbal bullying and cyber bullying, b) a workbook (for each student), c) worksheets for students and d) teachers’ instructions/feedback sheets. For the Greek adaptation of the program, a pilot study was initially conducted which led to the final implementation and evaluation of the program. The final study included 932 students derived from 14 schools in Thessaly (12 schools in the intervention group and 2 in the control group). During the repeated (three times) measures approach, we evaluated students’ self-reports concerning: a) frequency of exposure to bullying, b) perceived self-safety from school bullying, and c) perceived self-efficacy in coping with school bullying. After the implementation of the program, the seriously victimized students (around 10% of the participants) reported less incidents of victimization, while their perceived sense of safety at school was increased. Overall the findings from this study suggest that the implementation of anti-interventions of this type can play an important role in empowering adolescents to adopt effective strategies to address the negative effects associated with bullying at school.
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Anggraeni, Deni Tri, Amitya Kumara, and Muhana Sofiati Utami. "Validasi Program Remaja “STOP” (Sadar, Tolong, dan Perangi) Bullying untuk Mengurangi Intensi Perilaku Bullying pada Siswa SMP." Gadjah Mada Journal of Professional Psychology (GamaJPP) 2, no. 2 (2016): 73. http://dx.doi.org/10.22146/gamajpp.33359.
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Bullying cases in Indonesia happens among middle school students. Someliteratures mention that bullying behavior in school is supported by peers. This studyaims to validate the program Remaja “STOP” (Sadar, Tolong, dan Perangi) Bullying toprevent and reduce the bullying intention students through peers. Peer facilitators is 19students who never involve bullying behavor, brave to defend and support the victims,have a good communication skills and self confidence. While the subject of this researchis 32 students that getting middle score on Intention Bullying Behavior Scale. Validationtest is used before conducted the research. This study used untreated control groupdesign with pretest and double postest as design experiment. The collected data wasanalyzed with anava mixed design showed that Remaja “STOP” (Sadar, Tolong, danPerangi) Bullying program is valid to improve a fasilitator peer’s antibullyingknowledge and presentation skill. Also, this program is valid tu decrease the intention ofbullying among middle school students.
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Olweus, Dan, and Susan P. Limber. "Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program." American Journal of Orthopsychiatry 80, no. 1 (2010): 124–34. http://dx.doi.org/10.1111/j.1939-0025.2010.01015.x.
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Grell, Brett Stanley, and Richard C. Meyer. "Perceived Connections between Anti-Social Gateway Behaviors and School Bullying and Culture." Higher Education Studies 6, no. 4 (2016): 190. http://dx.doi.org/10.5539/hes.v6n4p190.
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<p>The purpose of this study was to examine and compare opinions of 8th and 9th grade teachers and students regarding the prevalence of anti-social/gateway behaviors in their classrooms, the perceived connection between these behaviors and more traditional forms of bullying, and the potential impact of school-wide anti-bullying programs specifically designed to address these behaviors. A sample of convenience from one middle school and one high school from a suburban Midwestern school district were selected to participate in this qualitative study. Researchers found that over 80% of students have witnessed or been involved in anti-social behaviors, and over 70% of students, higher among females, believed that a school-wide program would lessen the amount of more extreme forms of bullying, while over 90% of teachers agreed that such a program would lessen extreme forms of bullying. The authors conclude that proactive, building-wide plans for addressing anti-social/gateway behaviors could be reduce the amount of overt bullying and positively impact the overall culture of the school.</p>
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Tang, Indo, and Wido Supraha. "Program Pembinaan Korban dan Pelaku Perundungan (Bullying) pada Usia Remaja di SMP." Tawazun: Jurnal Pendidikan Islam 14, no. 2 (2021): 170. http://dx.doi.org/10.32832/tawazun.v14i2.4140.
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<p class="15bIsiAbstractBInggris">Bullying has a destructive impact, both on the victim and the perpetrator. Victims of bullying become pessimistic, lack passion, disappointment, and suicidal desire. The perpetrator of bullying becomes part of a criminal act. Victims and abusers need to get coaching from the age of adolescence. This study discusses cases of bullying in junior high school (junior high school) and the model of fostering bullying cases. This research is a field study at two junior high schools in Bogor. The results showed that bullying was classified into two types, namely active actors and passive actors. The active perpetrator is the perpetrator who directly performs the execution of the bully on the victim. Passive perpetrators are perpetrators who do not now execute bullying on victims. The program of fostering victims and abusers in junior high school is based on child development tasks that have not been achieved. These developmental tasks become indicators of the targets that children must achieve after the following coaching.</p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Perundungan (bullying) memiliki dampak buruk, baik bagi korban maupun pelaku. Bagi korban dampak buruk yang dapat ditimbulkan berupa pesimis, kurang semangat, kecewa berat, sampai pada tahap keinginan melakukan tindakan bunuh diri. Sedangkan bagi pelaku, dapat digolongkan ke dalam tindakan kriminalitas. Oleh karenanya perlu ada bimbingan program pembinaan korban dan pelaku sejak usia remaja. Penelitian ini mencoba menggali lebih jauh kasus perundungan dan program apa saja yang dilakukan di tingkat Sekolah Menengah Pertama (SMP). Metode yang digunakan dalam penelitian ini yaitu studi lapangan di dua sekolah SMP di Bogor. Hasil penelitian menunjukkan bahwa perundungan dapat digolongkan dua jenis, yaitu pelaku aktif dan pelaku pasif. Pelaku aktif adalah pelaku yang secara langsung melakukan eksekusi perundungan (bullying) pada korban. Pelaku pasif adalah pelaku yang tidak langsung mengeksekusi perundungan (bullying) pada korban. Program pembinaan korban dan pelaku perundungan (bullying) pada Remaja usia SMP, dibuat berdasarkan tugas-tugas perkembangan anak yang belum dicapai. Tugas-tugas perkembangan ini menjadi indikator dari target yang harus dicapai anak setelah mengikuti pembinaan.</p>
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Cross, Donna, Yolanda Pintabona, Margaret Hall, Greg Hamilton, Erin Erceg, and Clare Roberts. "The Friendly Schools Project: An Empirically Grounded School-based Bullying Prevention Program." Australian Journal of Guidance and Counselling 13, no. 1 (2003): 36–46. http://dx.doi.org/10.1017/s1037291100004726.
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There exists limited empirical evidence of the effectiveness of universal school-based interventions to reduce or prevent children's bullying. The Friendly Schools project was a 3-year longitudinal randomised control trial designed to determine the efficacy of a universal holistic intervention to prevent or reduce bullying among primary school children. The trial involved 1968 Western Australian children, their parents and their teachers. This paper discusses the components of the Friendly Schools program, and how empirical, theoretical and “promising” mechanisms of change (mediators) were operationalised to develop a whole-of-school approach to reduce bullying. This paper concludes that further research is needed to determine empirically: (a) which mechanisms of change mediate improvements in children's bullying behaviour and mental health status and (b) the relative contribution of the various components of a whole-of-school approach to bullying prevention and reduction in children.
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Ahyani, Latifah Nur, Ridwan Budi Pramono, Rr Dwi Astuti, Fajar Kawuryan, and Jayanti Putri Purwaningrum. "Evaluation of the PELITA Bullying Prevention Program: A Study of Elementary School Teachers in Kudus, Indonesia." Open Psychology Journal 12, no. 1 (2019): 147–54. http://dx.doi.org/10.2174/1874350101912010147.
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Background: Bullying has become a severe problem in the educational context. Along with many other countries, Indonesia is also concerned about bullying problems. PELITA (Bullying-Free Psychoeducation for Indonesia) is a pilot program that is expected to become a foundation for a program in bullying prevention, targeted especially to prevent bullying by teachers in Kudus. Objective: This study aimed to analyze the changes in empathy scores, emotional regulation, and efficacy of teaching before and after undergoing the program. Methods: The researcher then conducted qualitative analysis to determine the narrative results related to subjects’ understanding of bullying and empathy, subjects’ ability to regulate emotions, and the teachers’ efficacy in teaching. This study used a quasi-experimental one-group pre-test post-test design with a convergent mixed methods approach. Using a mixed methods approach, we were able to compare and integrate findings from the quantitative and qualitative data. Participants were elementary school teachers selected to represent various areas in the Kudus district. Data collection was conducted using a scale, interviews, and focus group discussions. Results: The results showed that, from the three variables, empathy and emotion regulation did not see a significant increase. However, the variable of teacher efficacy showed a significant improvement. Conclusion: The qualitative and quantitative data obtained in this study evidently complements each other. Several improvements in this programs that needs attention, are knowledge transfer about learning disability, mastery of techniques related to rewards and punishment, as well as shaping techniques and other behavioral modification techniques. The analysis, conclusion, and implication will be discussed further in this article.
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Fisher, Katie, Brenda Cassidy, Dianxu Ren, and Ann M. Mitchell. "Implementation of a School-Based Bullying Program." Journal of Community Health Nursing 35, no. 2 (2018): 41–48. http://dx.doi.org/10.1080/07370016.2018.1446631.
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Lytvynenko, Y. "IMPLEMENTATION OF SCHOOL BULLYING PREVENTION PROGRAMS AMONG ADOLESCENTS." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 6 (2020): 37–41. http://dx.doi.org/10.17721/2616-7786.2020/6-1/8.
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At present, in the Ukrainian society, there is a gradual transition from the "interest" of bullying problems to implement a practical program to counteract bullying in the school environment. Programs are being implemented with support the MES of Ukraine using conflicting functionality, changing and navigating non-violent behavior and civic attitudes. The results of the empirical study made it possible to pay attention to the need to change approaches when using bullying prevention technology among adolescents. In particular, it was determined that not only forms of preventive training play a major role in preventing bullying, but the use of techniques, methods, ways of information submission by the subjects who carry it out, and features of interpersonal interaction with adolescents. Often, they have signs of prejudice and stigma that provoke aggression and bullying cases.
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Dewi, Cokorde Istri Ayu Laksmi, and Tience Debora Valentina. "Posttraumatic growth among adolescents victims of bullying." Psikologia: Jurnal Pemikiran dan Penelitian Psikologi 15, no. 1 (2020): 13–25. http://dx.doi.org/10.32734/psikologia.v15i1.4342.
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Being a victim of bullying is a traumatic life event that may lead to various developmental problems among adolescents. Such a traumatic life event could negatively affect individuals’ emotional and physical well-being. However, for some individuals, traumatic life events could promote posttraumatic growth. The present paper describes posttraumatic growth among victims of bullying. Specifically, we describe some indicators and encouraging factors of posttraumatic growth among adolescents who had been victims of bullying. The present review can contribute to intervention programs to encourage posttraumatic growth among adolescents who had been victims of bullying. Menjadi korban bullying merupakan peristiwa kehidupan traumatis yang dapat menimbulkan berbagai masalah perkembangan di kalangan remaja. Peristiwa kehidupan traumatis semacam ini dapat berdampak negatif pada kesejahteraan emosional dan fisik individu. Namun, bagi sebagian individu, peristiwa kehidupan traumatis dapat mendorong posttraumatic growth. Makalah ini menjelaskan posttraumatic growth di antara korban bullying. Secara spesifik, kami menjabarkan beberapa indikator dan faktor pendorong posttraumatic growth di kalangan remaja yang pernah menjadi korban bullying. Ulasan ini dapat berkontribusi pada program intervensi untuk mendorong posttraumatic growth di antara remaja korban bullying.
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Ambarini, Ririn, Eva Indrariani, and Ayu Zahraini. "Antisipasi Pencegahan Bullying Sedini Mungkin: Program Anti Bullying Terintegrasi Untuk Anak Usia Dini." Journal of Dedicators Community 2, no. 2 (2018): 64–82. http://dx.doi.org/10.34001/jdc.v2i2.587.
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Novianti, Evin, and Duma Lumban Tobing. "Pemberdayaan Kelompok Remaja dalam Pencegahan Perilaku Bullying di SMA X Baros Serang Banten." ABDIMAS: Jurnal Pengabdian Masyarakat 3, no. 2 (2020): 236–46. http://dx.doi.org/10.35568/abdimas.v3i2.458.
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Bullying merupakan perilaku agresif yang mengakibatkan tekanan pada pihak yang lebih lemah sehingga korban tidak mampu untuk membela dan mempertahankan dirinya. Selain itu penting untuk diperhatikan adalah bukan sekedar tindakan yang dilakukan, tetapi dampak tindakan tersebut bagi korban. Bullying dapat mengubah suasana sekolah yang awalnya menyenangkan, belajar sambil berteman, menjadi menakutkan bahkan mimpi buruk. perilaku bullying memiliki dampak negatif di segala aspek kehidupan. Tujuan pelaksanaan program kemitraan masyarakat ini adalah meningkatkan pengetahuan remaja akan dampak bullying dan cara pencegahannya. Program ini membantu remaja mencegah bullying serta mengatisipasi dampak lanjutan dari bullying sehingga terciptalah suasana akademik yang nyaman di sekolah. Metode pelaksanaan adalah dengan sosialisasi tentang bullying, dampak dan cara pencegahan kepada kelompok siswa SMAN X Baros. Melaui diskusi, melatih komunikasi asertif remaja ketika remaja berada di situasi sulit yaitu bullying. Telah terbentuk profil kelompok remaja tangguh di SMAN X Baros dengan motto “Kami Penerus Bangsa Siap Berkarya, SMAN X Baros Bebas Bully!!”. Remaja berkomitmen untuk selalu menjaga sekolah mereka dari bullying. Terdapat perbedaan pemahaman akan bullying sebelum dan sesudah sosialisi, meningkat 5 point dengan p-value 0,000. Meningkatnya kemampuan remaja untuk mengatasi bullying dapat melahirkan duta antibullying sehingga sekolah menjadi tempat yang nyaman dan kondusif.
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Tsang, Sandra K. M., Eadaoin K. P. Hui, and Bella C. M. Law. "Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination." Scientific World JOURNAL 11 (2011): 2278–86. http://dx.doi.org/10.1100/2011/531474.
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School bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes) is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying.
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Schultes, Marie-Therese, Elisabeth Stefanek, Rens van de Schoot, Dagmar Strohmeier, and Christiane Spiel. "Measuring Implementation of a School-Based Violence Prevention Program." Zeitschrift für Psychologie 222, no. 1 (2014): 49–57. http://dx.doi.org/10.1027/2151-2604/a000165.
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When school-based prevention programs are put into practice, evaluation studies commonly only consider one indicator of program implementation. The present study investigates how two different aspects of program implementation – fidelity and participant responsiveness – jointly influence proximal outcomes of the school-based violence prevention program ViSC. The program was implemented in 20 schools across Austria. Trainers conducted in-school teacher trainings with varying implementation fidelity to the program schedule. In a two-wave evaluation study, 370 teachers provided data about their participant responsiveness and the program’s proximal outcomes. The latter comprised their self-efficacy to stop violence among students and their behavior in bullying situations. Multilevel analyses showed that teachers’ self-efficacy was significantly more enhanced in schools where the ViSC program had been implemented with high fidelity. Furthermore, only teachers with high participant responsiveness significantly changed their behavior in bullying situations. Implications for program developers and suggestions for further research on implementation are discussed.
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Kunaenih, Kunaenih, and Nadiah Nadiah. "Hubungan MPLS Dalam Mengurangi Kasus Bullying di Sekolah Wilayah Jakarta Timur Provinsi DKI Jakarta." Kordinat: Jurnal Komunikasi antar Perguruan Tinggi Agama Islam 19, no. 1 (2020): 131–44. http://dx.doi.org/10.15408/kordinat.v19i1.17264.
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Tujuan penelitian ini adalah untuk mengetahui cara mengurangi Bullying melalui MPLS di Sekolah, dan mendapatkan model pelaksanaan program MPLS yang tepat sasaran dan tepat guna. Judul penelitian ini adalah hubungan MPLS dalam mengurangi kasus Bullying di sekolah wilayah Jakarta Timur Provinsi DKI Jakarta. Permasalahan dalam penelitian ini adalah : 1) Seberapa besar pengaruh MPLS terhadap mengurangi terjadinya Bullying di sekolah wilayah Jakarta Timur Provinsi DKI Jakarta ?, 2) Bagaimana mengurangi Bullying melalui program MPLS untuk sekolah di wilayah Jakarta Timur Provinsi DKI Jakarta? Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian korelasi atau korelasional. Berdasarkan hasil penelitian yang dilakukan maka kesimpulan yang dapat diambil adalah : 1) Dari 10 (Sepuluh) sekolah yang menjadi sampel dalam penelitian ini dapat disampaikan bahwa terdapat pengaruh antara MPLS terhadap Bullying di sekolah, pengaruhnya sebesar 43 %. Pengaruh ini dikategorikan cukup berpengaruh. 2) Cara mengurangi Bullying disekolah melalui program MPLS untuk sekolah wilayah Jakarta Timur Provinsi DKI Jakarta adalah dengan mengurangi keterlibatan peserta didik senior dalam pelaksanaan MPLS di sekolah. Karena keterlibatan peserta didik senior dalam pelaksanaan MPLS rentan terjadinya kekerasan baik itu Verbal ataupun Non Verbal
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Et al., Tristiadi Ardi Ardani. "Multidimensional Assessment Model of Social Intervention and Bullying Behavior to Improve Mental Health in Madrasah Aliyah (MAN) Malang Raya." Psychology and Education Journal 58, no. 1 (2021): 5269–75. http://dx.doi.org/10.17762/pae.v58i1.1782.
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This article discusses about bullying. Bullying behavior need to be done through a multidimensional assessment and social intervention. This model has three components, namely the five traits of behavior definition bullying, four kinds of behavior bullying, the three main groups involved in the behavior ofbul lying. This paper presents a preventive program try against bullying behavior in schools a mentioned as Citizens'Responsibility p control rogram. This approach to reintegrate pupils who had blundered into the school community in order to become disciples who have durability, as well as being a member of the school community who obediently and cling to rules and values which apply into program interventions social thereby increasing their mental health.
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Martínez-Martínez, Ana, David Pineda, Manuel Galán, Juan C. Marzo, and José A. Piqueras. "Effects of the Action for Neutralization of Bullying Program on Bullying in Spanish Schoolchildren." International Journal of Environmental Research and Public Health 18, no. 13 (2021): 6898. http://dx.doi.org/10.3390/ijerph18136898.
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Bullying can have serious physical and emotional consequences. In recent years, interest in this phenomenon has been growing, becoming a public health problem in the first world. The aim of this study was to evaluate the effects of the Action for Neutralization of Bullying Program (ANA) in Spanish children. This study used a quasi-experimental design that included a pre-test evaluation, 2 months of intervention, a post-test, and 3 months of follow-up. A sample of 330 children aged 7–12 years (M = 9.27; SD = 1.09) from third to sixth grade participated in the study. One hundred and fifty-nine were girls (48.2%). The program consisted of eight group sessions in which empathy, assertiveness, communication skills, conflict resolution, and group cohesion were worked on. The results showed statistically significant reductions in verbal abuse behaviors (t = 4.76, p < 0.001), direct social exclusion (t = 3.53, p < 0.001), threats (t = 2.04, p = 0.042), aggression with objects (t = 3.21, p < 0.001), and physical abuse (t = 4.41, p < 0.001). The differences were not statistically significant for indirect social exclusion behaviors (t = 1.86, p = 0.065) or cyberbullying (t = 0.31, p = 0.756). The effects in the reduction of the bullying behaviors decreased after the implementation of the program, achieving even greater reduction in victimization behaviors after 3 months than immediately after the end of the program. These results indicate that the ANA program is effective in reducing bullying behaviors in a group of children. Implications for practice and future research are discussed.
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Ortega-Barón, Jessica, Sofía Buelga, Ester Ayllón, Belén Martínez-Ferrer, and María-Jesús Cava. "Effects of Intervention Program Prev@cib on Traditional Bullying and Cyberbullying." International Journal of Environmental Research and Public Health 16, no. 4 (2019): 527. http://dx.doi.org/10.3390/ijerph16040527.
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Due to the negative consequences of being bullied and the increase in cyberbullying among adolescents, there is a need for evidence-based programs to prevent and intervene in these types of peer violence. The aim of this study was to evaluate the effectiveness of the Prev@cib bullying and cyberbullying program, drawing on three theoretical frameworks: the ecological model, empowerment theory, and the model of personal and social responsibility. The Prev@cib program was evaluated using a repeated-measures pre-post-test design with an experimental group and a control group. The sample consisted of 660 adolescents between 12 and 17 years old (M = 13.58, SD = 1.26), randomly assigned to the experimental and control groups. Repeated-measures ANOVA of pre-post-test scores were conducted. Results showed a significant decrease in bullying and victimization and cyberbullying and cybervictimization in the experimental group, compared to the control group, indicating that the Prev@cib program is effective in reducing bullying and cyberbullying. Taking into account the harmful effects of these types of violence, the results have important implications in the prevention of these behaviors because they provide scientific evidence of the program’s effectiveness.
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Iswan, Amelia Hanifa, and Lucia R. M. Royanto. "Intervensi Perilaku Perundungan pada Siswa Sekolah Dasar sebagai Pelaku." Jurnal Psikologi Teori dan Terapan 9, no. 2 (2019): 122. http://dx.doi.org/10.26740/jptt.v9n2.p122-134.
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This study examines the effectiveness of an anti-bullying training program for elementary school bullies. The training program provides knowledge about bullying as well as various activities that can improve the ability of empathy and self control and decrease bullying behaviors. A quasi-experiment with one-group pretest-and-posttest design was employed. Fifteen elementary school student bullies from the class of 5A and 5B were recruited based on the results of teachers’ interviews, students’ sociometry and focus group discussions (FGD). Data were collected using empathy scale and Peer Interaction in Primary School Questionnaire. Qualitative data were also collected from participants and their teachers using interviews and FGD. Data on bullying behavior and empathy were analyzed using paired sample t-tests, while knowledge of bullying and self control were analyzed qualitatively. The result of t-test shows that the effect of the anti-bullying training is not significant. However, results from qualitative analysis show that participants' knowledge about bullying has increased and bullying behaviors of participants, primarily among students of class 5B, have decreased. In contrast, bullying behaviors of participants from the class 5A remain unchanged. The ways the homeroom teachers use to manage both classrooms determine the changes in bullying behaviors.Keywords: Bullying, training, empathy, self-control, primary school students
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Lestari, Nina Dwi, Laili Nur Hidayati, and Salis Sangadatun Abadiyah. "GERAKAN MASYARAKAT SEKOLAH TANGGAP BULLYING DALAM UPAYA PENCEGAHAN BULLYING PADA ANAK USIA SEKOLAH." Jurnal SOLMA 8, no. 1 (2019): 101. http://dx.doi.org/10.29405/solma.v8i1.2957.
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The phenomenon of bullying is currently a serious problem, especially in groups of school-age children because the incidence has increased from year to year. The results of interviews with fourth and 5th-grade students at Bangunjiwo Elementary School showed that 80% of students had been involved in the incidence of bullying. The results of interviews with teachers indicate that teachers have not known much about the problem of bullying. So far there is no school policy in the effort to prevent and overcome bullying. The data shows that the teacher's perception of bullying in school-age children is still not right. This community service program aims to improve the knowledge, awareness, and ability of the school community in efforts to prevent bullying in school-age children by increasing the participation of the school community. This program is carried out through tiered education for students, teachers, employees, student principals regarding bullying in school-age children, counseling training and mentoring for teachers, policy advocacy efforts related to bullying and the creation of health promotion media related to bullying. The resulting output in the form of increased knowledge, attitudes and perceptions of partners related to bullying in school-age children and the initiation of school policies in the prevention of bullying.
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Salmivalli, Christina, Antti Kärnä, and Elisa Poskiparta. "Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied." International Journal of Behavioral Development 35, no. 5 (2011): 405–11. http://dx.doi.org/10.1177/0165025411407457.
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In 2006, the Finnish Ministry of Education mandated our research group to develop an antibullying program for comprehensive schools. The new program, KiVa, includes both universal and indicated actions to reduce bullying. The present study reports the effects of KiVa on nine different forms of being bullied in a sample of 5,651 fourth to sixth graders from 78 schools (39 intervention, 39 control). The findings showed positive effects on each form of being bullied assessed. After 9 months of intervention, control school students were 1.32— 1.94 times as likely to be bullied as students in intervention schools. A well-designed, research-based program can thus reduce multiple forms of being bullied, and there might be no need to develop specific programs for different forms of bullying.
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Muñoz-Fernández, Noelia, Javier Ortega-Rivera, Annalaura Nocentini, Ersilia Menesini, and Virginia Sánchez-Jiménez. "The Efficacy of the “Dat-e Adolescence” Prevention Program in the Reduction of Dating Violence and Bullying." International Journal of Environmental Research and Public Health 16, no. 3 (2019): 408. http://dx.doi.org/10.3390/ijerph16030408.
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Background: The aim of this study was to assess the efficacy of the school-based “Dat-e Adolescence” prevention program in the reduction of dating aggression and victimization and bullying in adolescents. Method: a RCT design with three waves (pre-test, post-test and follow-up six months apart) and two groups (an experimental group and a control group) were used. One thousand four hundred and twenty three (1423) adolescents, mean age 14.98 (557 in the experimental group) participated in the study. Results: Efficacy evaluation was analyzed using Multiple-group latent growth models and showed that the Dat-e Adolescence program was effective in reducing sexual and severe physical dating violence and bullying victimization. Conclusions: The results suggest that dating violence prevention programs could be an effective approach for tackling different behavioral problems in adolescence given the protective and risk factors shared between dating violence and bullying.
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Ferrer-Cascales, Rosario, Natalia Albaladejo-Blázquez, Miriam Sánchez-SanSegundo, Irene Portilla-Tamarit, Oriol Lordan, and Nicolás Ruiz-Robledillo. "Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement." International Journal of Environmental Research and Public Health 16, no. 4 (2019): 580. http://dx.doi.org/10.3390/ijerph16040580.
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The increase in the prevalence of bullying and cyberbullying in recent years worldwide is undeniable. Although several intervention programs oriented towards the reduction of bullying and cyberbullying have been developed and implemented, significant disparities have been found regarding their efficacy. In most of the cases, the lack of the implementation of interventions involving all of the school community could be on the basis of this limited efficacy. The present study aimed to evaluate the effectiveness of the TEI Program, an intervention based on peer tutoring, in the reduction of bullying and cyberbullying, and in the improvement of school climate. The design of the study was quasi-experimental, in which 2057 Spanish students (aged 11 to 16 years) participated from 22 schools, and were randomly assigned to the experimental group (10 schools, 987 students) or the control group (12 schools, 1070 students). The obtained results showed a significant reduction in bullying behavior, peer victimization, fighting, cyberbullying and cybervictimization in the experimental group after the intervention implementation. Similarly, a significant improvement in factors of school climate was found only in this group. The obtained results demonstrated that the TEI program is effective in reducing bully and cyberbully behavior, and at the same time, improving the school climate.
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Dara, Yuliezar Perwira, Faizah Faizah, and Ulifa Rahma. "ARE YOU BULLIED? : EMPATHY CHARACTER BUILDING TRAINING PADA SISWA SEKOLAH DASAR." Psycho Idea 17, no. 2 (2019): 123. http://dx.doi.org/10.30595/psychoidea.v17i2.3840.
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Bullying merupakan tindakan negatif yang dilakukan seseorang kepada oranglain, terjadi secara berulang, ada niatan, dan adanya perbedaan kekuatan, baik fisik maupun mental. Perilaku tersebut muncul sejak usia sekolah dasar. Penyebab munculnya perilaku dalam konteks pelaku adalah karena kurangnya ketrampilan berempati kepada oranglain. Yaitu, tidak mampu merasakan kondisi emosi oranglain, dan secara kognitif tidak mampu memahami dan mengevaluasi keadaan emosi oranglain. Tujuan penelitian ini adalah untuk mengetahui keefektifan program emphaty character building dalam menurunkan perilaku bullying pada siswa SD Negeri di Kota Malang. Data awal, tingkat bullying siswa terentang dari sedang hingga tinggi. Desain penelitian one group pre-post test. Metode analisis data menggunakan pair sample t-test untuk menguji beda skor sebelum dan sesudah program. Berdasarkan hasil tersebut, peneliti mengimplementasikan program bagi siswa SD kelas 4-6 berdasarkan aktivitas dalam modul Stanbury (2009), yang telah diaplikasikan di Indonesia melalui proses modifikasi oleh Faizah, dkk (2016). Hasilnya adalah terdapat perbedaan perilaku bullying antara sebelum dan setelah pelaksanaan program. Persentase jumlah siswa sekolah Dasar Negeri “X” yang termasuk dalam kecenderungan perilaku bullying semakin menurun. Jumlah siswa yang termasuk kategori sedang, yaitu sebesar 60%, kategori rendah sebesar 30%, dan kategori tinggi sebanyak 10%.
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Putri, Yunike, Sri Tiatri, and Pamela Hendra Heng. "PENERAPAN PROGRAM THE GOOD BEHAVIOR GAMES (GBG) UNTUK MENINGKATKAN PERILAKU PROSOSIAL PADA BYSTANDER." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 4, no. 1 (2020): 264. http://dx.doi.org/10.24912/jmishumsen.v4i1.7712.2020.
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Bullying is not only affects victims of bullying, but it can also affect students who witness bullying (bystander). The role of the bystander becomes very important because as someone who often witnesses the bullying, they can prevent the incident. A bystander who is often passive in stopping bullying has been found to have a low quality prosocial behavior. In doing prosocial behavior, one of very important thing to do is to give reinforcement to children. In the Good Behavior Games (GBG) program, students in groups will be given instructions in a game to do various prosocial behavior. Students will be given reinforcement, which is the compilation of rewards if they can show the expected behavior. The purpose of this research is to examine whether the implementation of the Good Behavior Games (GBG) program can increase prosocial behavior of bystander in 6th grade students. This study used an experimental design of one group pre-test post-test involving 27 participants who were identified as bystanders. The sampling technique in this study used purposive sampling. Measurements in this study used a Prosocial Behavior measurement tool developed by Knafo Noam et al. The GBG implementation was carried out in 22 sessions. The results showed that the Good Behavior Games intervention program was able to increase prosocial behavior of bystanders. Kejadian bullying tidak hanya mempengaruhi korban bullying, tetapi hal tersebut juga dapat memengaruhi siswa-siswa yang menyaksikan kejadian bullying (bystander). Peran bystander menjadi sangat penting, karena sebagai seseorang yang seringkali menyaksikan bullying, mereka dapat mencegah kejadian tersebut. Seorang bystander yang seringkali bersikap pasif dalam menghentikan bullying ditemukan memiliki kualitas perilaku prososial yang rendah. Dalam mengajarkan perilaku prososial, salah satu hal yang sangat penting untuk dilakukan yaitu dengan memberikan reinforcement atau penguatan pada anak. Dalam program the Good Behavior Games (GBG) para siswa dalam kelompok diberikan instruksi untuk melakukan berbagai perilaku prososial dalam suatu permainan. Siswa diberi reinforcement, yaitu berupa reward ketika berhasil menunjukkan perilaku yang diharapkan. Tujuan dari penelitian ini adalah untuk menguji apakah penerapan program the Good Behavior Games (GBG) dapat meningkatkan perilaku prososial pada bystander pada siswa kelas 6 SD. Penelitian ini menggunakan desain eksperimen one group pre-test post-test dengan melibatkan 27 partisipan yang teridentifikasi sebagai seorang bystander. Teknik pengambilan sampel dalam penelitian ini menggunakan purposive sampling. Pengukuran dalam penelitian ini menggunakan alat ukur Perilaku Prososial yang dikembangkan oleh Knafo Noam dkk. Pelaksanaan the GBG dilaksanakan sebanyak 22 sesi. Hasil penelitian menunjukkan pemberian intervensi program the Good Behavior Games dapat meningkatkan perilaku prososial pada bystander.
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Fokides, Emmanuel. "Using Digital Storytelling to Inform Students About Bullying: Results of a Pilot Program." International Journal of Bias, Identity and Diversities in Education 2, no. 1 (2017): 27–39. http://dx.doi.org/10.4018/ijbide.2017010103.
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The study presents the results of a pilot program in which digital storytelling was used in order to inform fourth-grade students about bullying. The constructivist principles concerning the learning process, and in particular, the requirement of students' active participation, provided the necessary framework. Students created their own digital stories about bullying, while the researcher, although present, avoided to intervene, to guide or to lecture students to a great extent. The intervention was short in duration and easily applied, without altering the school's timetable. Qualitative analysis of the data indicates that, through their digital stories, students were able to grasp the main aspects of bullying and how they should react, but the role of bystanders was unclear to them. The results of the study might prove useful in the formation of a more comprehensive anti-bullying program.
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Mahmud, Syahruddin, Zainudin Bin Abu Bakar, and Hadijah Binti Djaffri. "Bullying Type in Gender Perspective in Senior High School Students, South Sulawesi Province, Indonesia." International Journal for Innovation Education and Research 2, no. 12 (2014): 39–47. http://dx.doi.org/10.31686/ijier.vol2.iss12.285.
Full textAbstract:
This paper aims to identify the bullying type in South Sulawesi, Indonesia from gender perspective by using quantitative study. Quantitative data were obtained by using a set of questionnaires from 545 respondents in six districts in South Sulawesi. The result showed that bullying types such physical bullying, verbal bullying, social bullying and cyber bullying are significantly difference in terms of gender in South Sulawesi, Indonesia. Separately, the whole bullying type such as physical, verbal, social and cyber are also significantly different between male and female. The male students are more involved in bullying compared with female students. This finding hopefully can provide useful information for those who involved in bullying prevention program, school administrative staff and teacher.
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Zakiyah, Ela Zain, Muhammad Fedryansyah, and Arie Surya Gutama. "DAMPAK BULLYING PADA TUGAS PERKEMBANGAN REMAJA KORBAN BULLYING." Focus : Jurnal Pekerjaan Sosial 1, no. 3 (2019): 265. http://dx.doi.org/10.24198/focus.v1i3.20502.
Full textAbstract:
Meningkatnya jumlah kasus bullying dari tahun ke tahun membuat kasus ini bisa disebut sebagai salah satu masalah sosial di Indonesia. Hal ini dikarenakan perilaku bullying membawa banyak dampak negatif bagi seluruh pihak yang terlibat, terutama korbannya. Berbagai hasil penelitian menunjukkan bahwa dampak bullying yang dirasakan korban dapat menghambat berbagai aspek perkembangan remaja yang menjadi target bullying. Penelitian ini menunjukkan dampak bullying pada kemampuan remaja korban bullying dalam menguasai tugas perkembangannya. Subjek penelitian terdiri dari dua orang siswi kelas XI SMK Pariwisata Telkom Bandung yang menjadi korban bullying verbal dan relasional. Pendekatan penelitian yang digunakan adalah penelitian kualitatif dengan metode studi kasus. Data penelitian dikumpulkan dengan teknik wawancara mendalam serta observasi non-partisipatif. Hasil penelitian menunjukkan bahwa bullying mempengaruhi tugas perkembangan remaja korban bullying, namun terdapat faktor yang dapat menghambat dampak tersebut, yaitu dukungan sosial dan strategi coping. Maka dari itu, diperlukan sebuah program anti-bullying yang melibatkan kerja sama antara guru, orang tua, dan siswa dalam menciptakan lingkungan yang suportif sehingga korban merasa nyaman untuk mencari bantuan kepada lingkungannya.
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Gillespie, Gordon Lee, Paula L. Grubb, Kathryn Brown, Maura C. Boesch, and Deborah L. Ulrich. "“Nurses eat their young”: A novel bullying educational program for student nurses." Journal of Nursing Education and Practice 7, no. 7 (2017): 11. http://dx.doi.org/10.5430/jnep.v7n7p11.
Full textAbstract:
Bullying is a known and ongoing problem against nurses. Interventions are needed to prepare nursing students to prevent and mitigate the bullying they will experience in their nursing practice. The purpose of this article is to describe the development process and utility of one such intervention for use by nursing faculty with nursing students prior to their students’ entry into the profession. The educational program was critiqued by an advisory board and deemed to be relevant, clear, simple, and non-ambiguous indicating the program to have adequate content validity. The program then was pilot tested on five university campuses. Faculty members who implemented the educational program discussed (1) the program having value to faculty members and students, (2) challenges to continued program adoption, and (3) recommendations for program delivery. The proposed multicomponent, multiyear bullying educational program has the potential to positively influence nursing education and ultimately nursing practice. Findings from the pilot implementation of the program indicate the need to incorporate the program into additional nursing courses beginning during the sophomore year of the nursing curricula.
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Palladino, Benedetta Emanuela, Annalaura Nocentini, and Ersilia Menesini. "How to Stop Victims’ Suffering? Indirect Effects of an Anti-Bullying Program on Internalizing Symptoms." International Journal of Environmental Research and Public Health 16, no. 14 (2019): 2631. http://dx.doi.org/10.3390/ijerph16142631.
Full textAbstract:
Victims of bullying and cyberbullying present internalizing problems, such as anxiety, psychosomatic and depressive symptoms, and are at higher risk of considering or attempting suicide. Researchers have put great effort into developing interventions able to stop bullying and cyberbullying, and thus buffering possible negative consequences. Despite this, only a few of them have investigated the effects of these programs on the psychological suffering of the victims. The NoTrap! program is an Italian evidence-based intervention able to reduce victimization, bullying, cybervictimization and cyberbullying. The aim of the present study is to analyze whether the NoTrap! program can reduce internalizing symptoms through the decrease in both victimization and cybervictimization. Participants were 622 adolescents, enrolled in the 9th grade of eight high schools in Tuscany (experimental group: N = 451; control group: N = 171). We collected data at three time points: pre-, mid- and post-intervention. Using latent growth curve models, we found that the program significantly predicted the change in internalizing symptoms over time. Furthermore, the mediation model showed that only the indirect effect via cybervictimization was significant. In summary, the program reduced internalizing symptoms within the experimental group successfully, through the decrease in cybervictimization more so than through the mediational effect of decreasing victimization.
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Luhanga, Florence L., Vivian A. Puplampu, Sherry Arvidson, and Adeyemi Ogunade. "Nursing students’ experiences of bullying in clinical practice." Journal of Nursing Education and Practice 10, no. 3 (2019): 89. http://dx.doi.org/10.5430/jnep.v10n3p89.
Full textAbstract:
Bullying is a major concern in the nursing profession because of its implications for patients’ safety, the health of nurses and nursing students, as well as on the workforce in the healthcare system. The purpose of the study was to explain the incidence and state of bullying experienced by nursing students in the undergraduate nursing program during clinical practice. Fifty-five undergraduate nursing students participated in the mixed methods research conducted in a tertiary institution in Western Canada. Participants completed an online survey and an individual interview. Survey data were analyzed using descriptive statistics while thematic analysis was employed for the open-ended questions on the survey and individual interviews. The findings from the study showed that a small number of students four (7.7%) frequently experienced bullying in the clinical setting with clinical instructors and practicing nurses being the main perpetrators. Students reported anxiety connected with going for clinical practice however a unique finding from this study was that the affected students continued to go for clinical practice and decided to remain in the program because of their goal to become registered nurses. Peers from the program were one of the key support systems for the students when they experienced the negative behavior. Irrespective of the low incidence of bullying at the research site, the impact of the behavior aligns with the literature. The findings from this study has the potential to inform clinical practices and policies in undergraduate nursing programs.