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Journal articles on the topic 'Olweus'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Gothwal, Vijaya K., Rebecca Sumalini, Shaik Mohammad Irfan, Avula Giridhar, and Seelam Bharani. "Revised Olweus Bully/Victim Questionnaire." Optometry and Vision Science 90, no. 8 (August 2013): 828–35. http://dx.doi.org/10.1097/opx.0b013e3182959b52.

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2

Smith, Peter K. "Kiusamisvastane sekkumine koolis." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 4, no. 2 (October 23, 2016): 118–41. http://dx.doi.org/10.12697/eha.2016.4.2.06.

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Toetudes mõningatele taustauuringutele koolikiusamise olemuse, levimuse ja selle võimalike negatiivsete tagajärgede kohta, antakse artiklis ülevaade kiusamisvastasest sekkumisest viimasel 30 aastal. Kirjeldatakse mitmeid olulisimaid programme, sealhulgas Olweuse kiusamise ennetamise programm (Olweus Bullying Prevention Program), KiVa, Steps to Respect ja Friendly Schools. Samuti arutletakse sekkumise olemuse ja sekkumisele antud hinnangute üle, millele järgnevad metaanalüütilised ülevaated programmide tõhususest. Vaatluse all on mõju eri vanuses lastele, sekkumise komponendid, töö eakaaslastega, distsiplinaarmeetodid, mittekaristav lähenemisviis ja lepitusmeetodid, küberkiusamine, vanemate roll, õpetajate roll ja nende koolitamine, nn kindla menüü või à la carte’i põhimõte, sekkumise jätkusuutlikkus ja sotsiaalne kontekst. Järeldustena leitakse, et traditsioonilise kiusamise puhul on sekkumisest olnud mõningane kasu. Samas tuleb tugevdada sekkumise teoreetilisi aluseid ja võitlust küberkiusamisega. Full text

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3

Resett, Santiago, and Manuel Gámez-Guadix. "Propiedades psicométricas del Cuestionario de Ciberbullying en una muestra de adolescentes argentinos." Universitas Psychologica 17, no. 5 (December 5, 2018): 1–12. http://dx.doi.org/10.11144/javeriana.upsy17-5.ppcc.

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La presente investigación tuvo como propósito evaluar las propiedades psicométricas del Cuestionario de Ciberbullying (CBQ) en una muestra de adolescentes argentinos. Se evaluó una muestra de 898 adolescentes (43 % varones, edad media 15.2). Los participantes respondieron a dicho cuestionario, a la escala victimización y agresión del cuestionario de Olweus y a medidas de problemas emocionales (depresión y ansiedad). Los análisis factorial exploratorio y confirmatorio indicaron una subescala de Ciberagredir y dos subescalas de Cibervictimización; las alfas de Cronbach fueron adecuadas. Se observó validez convergente de la subescala Ciberagredir con la escala agredir de Olweus y de las dos subescalas de Cibervictimización con la escala victimización de Olweus. También se observó la validez convergente del instrumento con los puntajes de depresión y ansiedad y estas con un modelo de ecuaciones estructurales.

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4

Lee, Talisha, and Dewey Cornell. "Concurrent Validity of the Olweus Bully/Victim Questionnaire." Journal of School Violence 9, no. 1 (December 31, 2009): 56–73. http://dx.doi.org/10.1080/15388220903185613.

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5

Özer, Arif, Tarik Totan, and Gökhan Atik. "Individual Correlates of Bullying Behaviour in Turkish Middle Schools." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 186–202. http://dx.doi.org/10.1375/ajgc.21.2.186.

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AbstractThis study investigated the relationship between bullying involvement (bully, victim, bully/victim, and not involved) and gender, academic achievement, self-efficacies (academic, social, and emotional self-efficacies). Data were collected by administering the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), the Self-Efficacy Questionnaire for Children (Murris, 2001), and a demographic information form to 721 middle school students (50.3% female, 49.7% male). The associations between bullying involvement and the independent variables were evaluated using a multiple correspondence analysis. Results showed that females tended to be not involved or victims, whereas males tended to be bullies or both bullies and victims. There were moderate associations between all self-efficacies, academic achievement, and bullying involvement. In particular, high self-efficacies and high academic achievement were related to being not involved in bullying, while low self-efficacies and low academic achievement were associated with either being a victim or both bully and victim.

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6

Jugert, Gert, Herbert Scheithauer, Peter Notz, and Franz Petermann. "Geschlechterunterschiede im Bullying: Indirekt-/relational- und offen-aggressives Verhalten unter Jugendlichen." Kindheit und Entwicklung 9, no. 4 (October 2000): 231–40. http://dx.doi.org/10.1026//0942-5403.9.4.231.

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Zusammenfassung. In der internationalen Forschung zum Bullying bzw. zur Viktimisierung unter Kindern wird seit einigen Jahren indirekten Formen mehr Aufmerksamkeit geschenkt. Indirekte, soziale oder relationale Aggression liegt vor, wenn eine Person über die sozialen Beziehungen versucht, einer anderen Person Schaden zuzufügen. Während Jungen häufiger als Mädchen direkte Formen aggressiven Verhaltens zeigen, scheinen die Mädchen eher indirekt- oder relational-aggressive Verhaltensweisen zu wählen. Es wurden 1353 Schülerinnen und Schüler im Alter von 11 bis 16 Jahren einer Kooperativen Gesamtschule in Niedersachsen mit Hilfe des “Mobbingfragebogens” ( Olweus, 1991 ) befragt. Erstmalig wurde im deutschen Sprachraum eine Revision des Fragebogens verwendet, die explizit indirekt/relationale Formen des Bullyings bzw. von Viktimisierung miterfaßt. Im Vergleich zu Studien mit dem unrevidierten Olweus-Fragebogen ist in der vorliegenden Studie das Überwiegen der Jungen an Bullies und Opfern deutlich reduziert. Bei Bullies, die häufig indirekt/relationale Formen bevorzugen, dominieren die Mädchen. Vor dem Hintergrund dieser Befunde wird vorgeschlagen, ein Erhebungsinstrument zu konstruieren, das den Besonderheiten der relationalen Aggression Rechnung trägt.

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7

Black, Sally, Ericka Washington, Vernard Trent, Patricia Harner, and Erica Pollock. "Translating the Olweus Bullying Prevention Program Into Real-World Practice." Health Promotion Practice 11, no. 5 (January 13, 2009): 733–40. http://dx.doi.org/10.1177/1524839908321562.

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8

Najarzadegan, Mohammad Reza, Masoud Mozhdehi Fard, Mitra Hakim Shooshtari, Mohammad Shahriarfar, Reza Bidaki, and Ehsan Zarepur. "A Survey on Standardization of Olweus Bullying Questionnaire in Iran." Focus on Sciences 2, no. 4 (October 2, 2016): 1–10. http://dx.doi.org/10.21859/focsci-020453.

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9

Breivik, Kyrre, and Dan Olweus. "An item response theory analysis of the Olweus Bullying scale." Aggressive Behavior 41, no. 1 (December 19, 2014): 1–13. http://dx.doi.org/10.1002/ab.21571.

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10

Bushina, E. V., and A. M. Muminova. "Adaptation of the Revised Olweus Bully/Victim Questionnaire — Russian version." Social Psychology and Society 12, no. 2 (2021): 197–216. http://dx.doi.org/10.17759/sps.2021120212.

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Objective of the study is to adapt of an English-language methodology that reveal the level of ag-gression and victimization in a school bullying situation on a Russian-language sample. Background. Bullying is one of the most serious problems of interpersonal relations at school. Results of previous research suggest negative consequences of bullying for its participants. According to statistics, every third child in Russia is subjected to bullying at school. Nevertheless, the problem of bullying remains scarcely explored, hence there is a problem in the lack of reliable methods for measuring that construct. Study design. The procedure for adapting the English-language Revised Olweus Bully/Victim Questionnaire methodology consisted of direct and reverse translation, conducting cognitive interviews and surveys, as well as statistical processing stages. Participants. The sample included 833 respondents from 10 to 18 years old, with an average age of 16. 57% of them (473 respondents) are male, and 43% (360 respondents) are female. Methods. Сonfirmatory factor analyses and analysis of internal consistency were conducted for data analysis. The R software was used for data processing. Results. Good performance of confirmatory analysis and analysis of internal consistency confirm the correspondence of the structure of the adapted methodology to the original one and indicate the presence of reliability-consistency. The adapted version of the questionnaire includes 2 scales: victimization and aggression, each of which includes 8 statements, which are evaluated on a 5 — point scale. Conclusion. The adapted method is reliable and valid and can be used for both research and applied purposes in Russian schools.

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11

Resett, Santiago. "Análisis psicométrico del Cuestionario de Agresores/Víctimas de Olweus en español." Revista de Psicología 36, no. 2 (2018): 575–602. http://dx.doi.org/10.18800/psico.201802.007.

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12

Limber, Susan P. "Development, Evaluation, and Future Directions of the Olweus Bullying Prevention Program." Journal of School Violence 10, no. 1 (January 3, 2011): 71–87. http://dx.doi.org/10.1080/15388220.2010.519375.

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13

Hong, Jun S. "Feasibility of the Olweus Bullying Prevention Program in Low-Income Schools." Journal of School Violence 8, no. 1 (December 23, 2008): 81–97. http://dx.doi.org/10.1080/15388220802067953.

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14

Black, Sally A., and Ericka Jackson. "Using Bullying Incident Density to Evaluate the Olweus Bullying Prevention Programme." School Psychology International 28, no. 5 (December 2007): 623–38. http://dx.doi.org/10.1177/0143034307085662.

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15

Solberg, Mona E., and Dan Olweus. "Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire." Aggressive Behavior 29, no. 3 (April 22, 2003): 239–68. http://dx.doi.org/10.1002/ab.10047.

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16

Manger, Terje, Ole-Johan Eikeland, and Arve Asbjørnsen. "Effects of social-cognitive training on students' empathy 1The study is a part of the project “Evaluation of cognitive skills training in the county of Hordaland”. The training program was initiated and funded by the National Education Office of Hordaland County, which also initiated the evaluation. This latter stage has been funded by a grant from the Royal Ministry of Education, Research and Church Affairs in Norway." Swiss Journal of Psychology 60, no. 2 (June 2001): 82–88. http://dx.doi.org/10.1024//1421-0185.60.2.82.

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The study evaluated the effect of a school-based social-cognitive training program on 14- and 15-year-old students'empathy. Two instruments were used, an empathy subscale derived from Gresham and Elliot's Social Skills Rating System and Olweus' Empathic Responsiveness Questionnaire. Significant shifts in the direction of higher empathy were found for students in the training condition but not for students in the comparison condition. No interaction effects between condition (training or comparison) and students' sex were found.

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17

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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18

Temko, Ezra. "Missing Structure: A Critical Content Analysis of the Olweus Bullying Prevention Program." Children & Society 33, no. 1 (April 23, 2018): 1–12. http://dx.doi.org/10.1111/chso.12280.

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19

Olweus, Dan. "A useful evaluation design, and effects of the Olweus Bullying Prevention Program." Psychology, Crime & Law 11, no. 4 (December 2005): 389–402. http://dx.doi.org/10.1080/10683160500255471.

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20

Cecil, Heather, and Stacie Molnar-Main. "Olweus Bullying Prevention Program: Components Implemented by Elementary Classroom and Specialist Teachers." Journal of School Violence 14, no. 4 (September 26, 2014): 335–62. http://dx.doi.org/10.1080/15388220.2014.912956.

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21

Olweus, Dan, Mona E. Solberg, and Kyrre Breivik. "Long‐term school‐level effects of the Olweus Bullying Prevention Program (OBPP)." Scandinavian Journal of Psychology 61, no. 1 (October 2, 2018): 108–16. http://dx.doi.org/10.1111/sjop.12486.

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22

Utami, Tantri Widyarti, Alma Fadilah, and Livana PH. "Hubungan bullying dengan ketidakberdayaan pada remaja." Jurnal Keperawatan Jiwa 7, no. 2 (August 22, 2019): 159. http://dx.doi.org/10.26714/jkj.7.2.2019.161-166.

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Bullying merupakan salah satu permasalahan yang terjadi pada remaja yang tidak hanya berampak terhadap harga diri saja tetapi juga terhadap pendidikan, kesejahteraan fisik dan mental.Tujuan penelitian adalah untuk mengetahui hubungan antara bullying dan ketidakberdayaan pada remaja Penelitian ini menggunakan desain penelitian cross sectional dengan metode simple random sampling yang melibatkan 231 siswa SMA. Instrument yang digunakan adalah instrument Revised Olweus Bully/Victim Questionairre (OBVQ), dan Learned Helplessness Scale. Sample menggunakan simple random sampling dengan kriteria inklusi remaja usia 15-17 tahun, berada ditempat saat pengambilan data. Analisis data menggunakan uji chi square. Hasil penelitian menunjukkan adanya hubungan antara bullying dan ketidakberdayaan pada remaja remaja (p value = 0,000). Kata kunci: Bullying , ketidakberdayaan, remaja. THE RELATIONSHIP BETWEEN BULLYING ANDHELPLESSNESS IN ADOLESCENT ABSTRACTBullying is one of the problems that occur in adolescents that is not only affect to self-esteem but also on education, physical and mental health well-being. The aim of te study was to determine the relationship between bullying andhelplessness in adolescent. This study used a cross sectional study design with a simple random sampling method involving 231 high school students. the instrument used is Revised Olweus Bully/Victim Questionairre(OBVQ), and Learned Helplessness Scale. Sample technique used simple random sampling with the inclusion criteria of adolescents aged 15-17 years, and is there when taking data.Data analyis used the chi square test . Results shown there was an relationship between bullying and helplessness in adolescent (p value = 0.0001). Keywords: bullying, helplessness, adolescent

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23

Pellegrini, Anthony D. "Bullying At School, by Dan Olweus. Cambridge, MA, Blackwell, 1993, ix +, 344 pages." Aggressive Behavior 22, no. 2 (1996): 150–53. http://dx.doi.org/10.1002/(sici)1098-2337(1996)22:2<150::aid-ab9>3.0.co;2-s.

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24

Smith, Peter K. "Cyberbullying: Challenges and opportunities for a research program—A response to Olweus (2012)." European Journal of Developmental Psychology 9, no. 5 (September 2012): 553–58. http://dx.doi.org/10.1080/17405629.2012.689821.

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25

Melim, Fernando Marcelo Ornelas, and Beatriz Oliveira Pereira. "PRÁTICA DESPORTIVA, UM MEIO DE PREVENÇÃO DO BULLYING NA ESCOLA?" Movimento (ESEFID/UFRGS) 19, no. 2 (January 3, 2013): 55. http://dx.doi.org/10.22456/1982-8918.30119.

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Pretende-se averiguar se a participação desportiva dos alunos (escolar ou federada) diminui a probabilidade de envolvimento em situações de bullying durante a sua permanência na escola. Estudo analítico de delineamento transversal realizado numa amostra de 1818 alunos de escolas portuguesas, com uma média de idades de 12,8 anos. Utilizou-se um questionário sobre comportamentos de bullying, adaptado de Olweus (1989), ao qual foram acrescentados tópicos sobre a participação desportiva dos alunos. Concluímos que a influência do desporto a este nível fica aquém do esperado. Porém, aspetos como o género dos praticantes e o tipo de modalidades praticadas influem nos resultados alcançados.

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26

Rigby, Ken. "Bullying in Schools and the Mental Health of Children." Australian Journal of Guidance and Counselling 15, no. 2 (December 1, 2005): 195–208. http://dx.doi.org/10.1375/ajgc.15.2.195.

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AbstractThere has been a remarkable growth of interest throughout the world in the phenomena of bullying or peer victimisation in schools (Smith, Morita, Junger-Tas, Olweus, Catalano, & Slee, 1999; Smith, Pepler, & Rigby, 2004). It has been repeatedly claimed that involvement in bully/victim problems at school, either as a bully or as a victim or as both, constitutes a significant mental health risk for children. This article examines the research evidence for this contention, drawing largely upon relevant cross-sectional survey results and retrospective and longitudinal studies, and discusses factors that may impinge on the suggested relationships.

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27

Καφαλούκου, Κωνσταντία. "Σχολικός εκφοβισμός / θυματοποίηση και ΔΕΠ-Υ." Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης 2016, no. 1 (November 20, 2017): 428. http://dx.doi.org/10.12681/edusc.965.

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Ο Σχολικός Εκφοβισμός είναι επαναλαμβανόμενη και με διάρκεια επιθετική συμπεριφορά, που διακρίνεται από πρόθεση, ασσυμετρία δύναμης και έχει σκοπό να προξενήσει πόνο ή δυστυχία στον πιο αδύναμο (Olweus, 1993).Θυματοποίηση είναι ένα φαινόμενο κατά το οποίο άτομο ή μια ομάδα ανθρώπων βλέπουν τους εαυτούς τους ως προσβεβλημένους κατόπιν επίθεσης, κοινωνικά αποκλεισμένους ή απομονωμένους, παρενοχλημένους, να τελούν υπό απειλή ή φοβισμένους από άλλους στο κοινωνικό τους πλαίσιο (Ortega, Del Rey, & Mora-Merchan, 2004).Οι εμπλεκόμενοι σε περιστατικά Σχολικού Εκφοβισμού ως θύτες ή ως θύματα αναφέρουν αυξημένο κίνδυνο εμφάνισης προβλημάτων υγείας και χαμηλών σχολικών επιδόσεων (Olweus, 1993).Η ΔΕΠ-Υ είναι συχνά εμφανιζόμενη διαταραχή μεταξύ των μαθητών σχολικής ηλικίας που εκδηλώνουν προβλήματα συμπεριφοράς. Τα κυρίαρχα συμπτώματά της, η ελλειμματική προσοχή, η υπερκινητικότητα και η παρορμητικότητα επηρεάζουν πολλές πτυχές της καθημερινότητας στις οποίες συμπεριλαμβάνονται και οι σχέσεις με τους συνομηλίκους (Bacchini, Affuso, & Trotta, 2008).Ο Σχολικός Εκφοβισμός/ Θυματοποίηση είναι εκδηλούμενη παρατηρήσιμη συμπεριφορά με ποικίλη αιτιολογία και συνέπειες αλλά η ΔΕΠ-Υ είναι ψυχοπαθολογική διαταραχή.Οι μαθητές που έχουν διάγνωση ΔΕΠ-Υ εμπλέκονται συχνότερα σε περιστατικά Σχολικού Εκφοβισμού από συνομηλίκους τους χωρίς αντίστοιχη διάγνωση (Kumpulainen, Rasanen, & Puura, 2001). Τα αγόρια με ΔΕΠ-Υ εμπλέκονται συχνότερα ως θύτες ενώ τα κορίτσια με ΔΕΠ-Υ συχνότερα ως θύματα (Unnever & Cornel, 2003). Οι μαθητές σχολικής ηλικίας με διάγνωση ΔΕΠ-Υ γίνονται λιγότερο αποδεκτοί από συνομηλίκους τους χωρίς διάγνωση.Εκπαιδευτικοί και γονείς μπορούν να βελτιώσουν τις κοινωνικές σχέσεις μεταξύ των παιδιών και να αντιμετωπίσουν το φαινόμενο Σχολικού Εκφοβισμού/Θυματοποίησης εφόσον αποκτήσουν γνώση των παραμέτρων φτωχών κοινωνικών δεξιοτήτων, ανάρμοστης συμπεριφοράς και μικρού ή ανύπαρκτου κύκλου φίλων που συνδέεται και με τη ΔΕΠ-Υ και με την εμπλοκή σε περιστατικά Σχολικού Εκφοβισμού/Θυματοποίησης.

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Yaakub, Noran Fauziah, Fatimah Haron, and Goh Chee Leong. "Examining the efficacy of the Olweus prevention programme in reducing bullying: the Malaysian experience." Procedia - Social and Behavioral Sciences 5 (2010): 595–98. http://dx.doi.org/10.1016/j.sbspro.2010.07.148.

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29

Kyriakides, Leonidas, Chrystalla Kaloyirou, and Geoff Lindsay. "An analysis of the Revised Olweus Bully/Victim Questionnaire using the Rasch measurement model." British Journal of Educational Psychology 76, no. 4 (December 2006): 781–801. http://dx.doi.org/10.1348/000709905x53499.

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30

Beckman, Linda, and Mikael Svensson. "The cost-effectiveness of the Olweus Bullying Prevention Program: Results from a modelling study." Journal of Adolescence 45 (December 2015): 127–37. http://dx.doi.org/10.1016/j.adolescence.2015.07.020.

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31

Olweus, Dan, Susan P. Limber, and Kyrre Breivik. "Addressing Specific Forms of Bullying: A Large-Scale Evaluation of the Olweus Bullying Prevention Program." International Journal of Bullying Prevention 1, no. 1 (March 2019): 70–84. http://dx.doi.org/10.1007/s42380-019-00009-7.

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32

Bauer, Nerissa S., Paula Lozano, and Frederick P. Rivara. "The Effectiveness of the Olweus Bullying Prevention Program in Public Middle Schools: A Controlled Trial." Journal of Adolescent Health 40, no. 3 (March 2007): 266–74. http://dx.doi.org/10.1016/j.jadohealth.2006.10.005.

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33

Farrell, Albert D., Terri N. Sullivan, Kevin S. Sutherland, Rosalie Corona, and Saba Masho. "Evaluation of the Olweus Bully Prevention Program in an Urban School System in the USA." Prevention Science 19, no. 6 (June 14, 2018): 833–47. http://dx.doi.org/10.1007/s11121-018-0923-4.

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34

Cabezas Pizarro, Hannia. "Los niños rompen el silencio. Estudio exploratorio de conductas agresivas en la escuela costarricense." Revista Educación 35, no. 1 (June 21, 2016): 139. http://dx.doi.org/10.15517/revedu.v35i1.25161.

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En esta investigación se pretende explorar el grado de violencia que existe entre los niños y niñas que cursan estudios en la educación primaria de las escuelas costarricenses. Para efectuar este trabajo, se seleccionó una muestra intencional de 916 estudiantes que cursaban los niveles de tercero a sexto grado, los cuales provenían de diversas zonas del país. Se halló que el 29% de los alumnos(as) ha sido víctima de maltrato por parte de sus iguales de diferentes formas en una o más ocasiones. La información que aquí se analizó se obtuvo mediante una encuesta piloto adaptada para el estudio previamente administrada a grupos de adolescentes, la que contiene los criterios establecidos por Olweus (1998) para identificar el acoso escolar.

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35

Bermúdez-Valle, Alvaro. "Acoso en la Escuela Salvadoreña: Más allá del Bullying." Ciencia, Cultura y Sociedad 2, no. 1 (October 11, 2016): 39–49. http://dx.doi.org/10.5377/ccs.v2i1.2912.

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Bullying es el término anglosajón con el que se designa a la situación de acoso entre escolares. Acuñado por Dan Olweus en la década de 1970, el término ayudó a identificar y estudiar dichas prácticas alrededor del mundo.Sin embargo, el acoso escolar, como todo fenómeno social, muta a través del tiempo. Este ensayo parte del supuesto que el término bullying es insuficiente para explicar las situaciones que actualmente suceden en la escuela salvadoreña.Realizado en el marco de una investigación más amplia denominada “Diagnóstico de la Violencia en la Escuela en centros educativos salvadoreños de nivel medio”, desarrollada por Centro de Investigación Salud y Sociedad –CISS- de la Universidad Evangélica de El Salvador. Revista Ciencia, Cultura y Sociedad Vol.2 No.1 enero-junio 2015; 39-49

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Briseño, Tania, and Irma Guadalupe González Corzo. "El rol del docente en situaciones de bullying: una revisión documental." FORHUM International Journal of Social Sciences and Humanities, no. 3 (July 31, 2020): 66–77. http://dx.doi.org/10.35766/jf20236.

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En la actualidad la educación ha promovido el desarrollo de actitudes que permitan resolver los conflictos de una forma pacífica, sin embargo, Olweus (2010) identificó que dentro de las escuelas, existe un fenómeno denominado bullying el cual se refiere a situaciones en las que se ejerce la fuerza, de un alumno a otro con el fin de atemorizar, para obligarlo a realizar una acción (Mendoza y Pedroza, 2015). Por lo que el presente estudio tuvo como objetivo analizar el rol de los docentes en situaciones de bullying, para lo cual se realizó un análisis documental. Los resultados muestran la necesidad de repensar el papel de los docentes concluyendo que la formación de los maestros debe retomar una postura reflexiva, que profundice en desarrollar la asertividad en la resolución de los conflictos.

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Rao, Vidya, and Doug Simkiss. "Bullying in Schools: A Survey of the Experience of Looked after Children." Adoption & Fostering 31, no. 3 (October 2007): 49–57. http://dx.doi.org/10.1177/030857590703100307.

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Bullying is an important issue in schools and one to which looked after children may be particularly susceptible. In a cross-sectional survey, a sample of 50 ten to 16-year-old children in the care of one local authority were asked about their experience of bullying using a modified Olweus questionnaire. The results, reviewed by Vidya Rao and Doug Simkiss, suggest that these looked after children were at least as likely as their peers to be bullied and were subject to the same types of bullying as other children. The characteristics of both bullies and victims are discussed and recent work to improve the recognition of bullying and identify effective strategies to prevent it is highlighted. Health assessments are an opportunity to consider bullying as a possible underlying cause of stress and behavioural problems.

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McGuckin, Conor, and Christopher Alan Lewis. "A Cross-National Perspective on School Bullying in Northern Ireland: A Supplement to Smith, et al. (1999)." Psychological Reports 93, no. 1 (August 2003): 279–87. http://dx.doi.org/10.2466/pr0.2003.93.1.279.

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There is great value in exploring the prevalence of school bullying from a cross-national perspective. Smith, Morita, Junger-Tas, Olweus, Catalano, and Slee in 1999 presented a cross-national perspective on the nature, prevalence, and correlates of school bullying that encompassed a wide range of countries. However, Northern Ireland was not included, despite potentially being an important country to include, given its volatile social, ethnic, and religious history—leading to the concern that the population has become somewhat habituated to low level aggression. Thus, the present paper provides a review of the current literature on school bullying in the Northern Ireland school system. Evidence presented suggests that the incidence of school bullying in Northern Ireland may be higher than that in the rest of Ireland and the United Kingdom.

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Pesci Eguía, Ana Lucía. "Prevención del bullying en México: el caso de los niños y adolescentes sobredotados." Revista de El Colegio de San Luis 5, no. 10 (October 14, 2015): 104. http://dx.doi.org/10.21696/rcsl5102015625.

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El artículo analiza la legislación y las acciones de gobierno realizadas en México durante el periodo 2007-junio 2014 para hacer frente al fenómeno del bullying (Olweus, 1978; 2003) resaltando las insuficiencias de su marco legal para evitarlo debido a que se encuentra enfocado principalmente en la sanción en lugar de la prevención. El argumento central plantea que es posible prevenir efectivamente el bullying en una población objetivo (Schneider e Ingram, 1993): los niños, niñas y adolescentes con sobredotación intelectual o gifted (Peterson y Ray, 2006; Robinson, 2002), con base en una estrategia cimentada en reformar la Ley General de Educación con el fin de permitir la implementación del modelo de “escuela en casa” en el nivel de educación básica, como un mecanismo alternativo para evitar el bullying en niños, niñas y adolescentes con sobredotación intelectual.

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Putri, Aulia Denisa, and Afriani Afriani. "KUALITAS PERTEMANAN DAN BULLYING VICTIMIZATION PADA REMAJA SMP DI KOTA BANDA ACEH." Jurnal Ilmiah Psikologi Terapan 5, no. 2 (November 7, 2017): 176. http://dx.doi.org/10.22219/jipt.v5i2.4934.

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Maraknya kasus bullying victimization pada remaja saat ini menjadi perhatian serius. Oleh karena itu, perlu adanya suatu faktor protektif yang dapat berkontribusi dalam mengurangi bullying yang terjadi, khususnya dari pihak korban. Salah satu faktor protektif yang potensial adalah melalui hubungan pertemanan. Tujuan penelitian ini adalah untuk mengetahui hubungan antara kualitas pertemanan dengan bullying victimization pada remaja SMP di Kota Banda Aceh. Sampel penelitian berjumlah 360 remaja SMP (185 laki-laki dan 175 perempuan). Total dari 360 remaja SMP dari 4 sekolah di kota Banda Aceh didapatkan dengan menggunakan teknik pengambilan sampel cluster sampling dan disproportionate stratified random sampling. Pengumpulan data dalam penelitian ini menggunakan Friendship Qualities Scale dan The Revised Olweus Victim Questionnaire. Hasil analisa menunjukkan terdapat hubungan negatif dan siginifikan antara kualitas pertemanan dengan bullying victimization pada remaja SMP di Kota Banda Aceh (r= -0,3, p<0,05). Hal ini mengindikasikan semakin tinggi skor kualitas pertemanan maka semakin rendah skor pada intensitas bullying victimization, demikian pula sebaliknya. Dengan demikian, dapat disimpulkan bahwa kualitas pertemanan yang tinggi dapat menjadi pelindung yang potensial dalam menurunkan keterlibatan remaja dalam bullying victimization. Kata kunci : Kualitas pertemanan, Bullying Victimization, Remaja SMP The increasing rates of bullying victimization on adolescence recently is an alarm. Therefore, there is need for a protective factor that can contribute in reducing the instances of bullying, particularly for the victim. One of potential protective factor is friendship. The aim of this study was to investigate the relationship between friendship quality and bullying victimization on middle school students in Banda Aceh. A total of 360 middle school students (185 male and 175 female) from 4 schools in Banda Aceh was selected using cluster and disproportionate stratified random sampling. Data in this study was collected using Friendship Qualities Scale and The Revised Olweus Victim Questionnaire. Data analysis showed that there was a negative and significant correlation between friendship quality and bullying victimization on middle school students in Banda Aceh (r= -0,3, p<0,05). This indicated that higher score on friendship quality scale would followed by lower score on bullying victimization questionnaire, and vice versa. Thus, it can be concluded that a high friendship quality could be a potential protection in decreasing adolescents involvement in bullying victimization. Keywords: Friendship quality, bullying victimization, middle school students

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Carran, Deborah T., and Millicent H. Kellner. "Characteristics of Bullies and Victims among Students with Emotional Disturbance Attending Approved Private Special Education Schools." Behavioral Disorders 34, no. 3 (May 2009): 151–63. http://dx.doi.org/10.1177/019874290903400304.

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The goal of this study was to describe rates and types of bullying and victimization among 407 students with emotional disturbance (ED) in grades 6 through 10 attending private approved special education schools in New Jersey. These students anonymously completed the Olweus Bullying Questionnaire. Results indicated that compared with a general U.S. population of typical students, fewer students in this sample with ED engaged in bullying behavior and did so at lower intensity, and boys and girls with ED engaged in similar levels of bullying behavior. In contrast to a general U.S. population, more female students with ED in this subpopulation sample were victims compared with boys and, for both sexes, the types of victimization tended to be direct verbal or indirect. Students with ED in this sample responded to bullying by reporting to authority figures. Limitations and recommendations for future research are addressed.

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Smith, Peter K. "School-based interventions to address bullying." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 4, no. 2 (October 23, 2016): 142–64. http://dx.doi.org/10.12697/eha.2016.4.2.06a.

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Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical underpinnings to interventions, and in tackling cyberbullying.

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Jantzer, Vanessa, Franz Resch, and Michael Kaess. "Mobbing im Kindes- und Jugendalter." Nervenheilkunde 38, no. 01 (February 2019): 35–39. http://dx.doi.org/10.1055/a-0774-4080.

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ZUSAMMENFASSUNG Gegenstand und Ziel Mobbing ist häufig unter Kindern und Jugendlichen; es besteht ein kausaler Zusammenhang zwischen Mobbingerfahrungen und der Ausbildung zahlreicher psychischer und physischer Störungen. Der negative Einfluss von Mobbing betrifft viele Lebensbereiche der Opfer: psychologisch, sozial und ökonomisch. Im Kontext Schule kann und sollte Mobbing effektiv entgegengewirkt werden. Insbesondere präventive Programme für die gesamte Schule, wie das hier vorgestellte „Olweus Präventions-Programm gegen Mobbing und antisoziales Verhalten“, erscheinen vielversprechend. Schlussfolgerungen Mobbing hat weitreichende Konsequenzen für die betroffenen Opfer sowie für die ganze Gesellschaft. Es braucht verstärkte Anstrengungen in der Entwicklung, Erforschung und Dissemination von präventiven Ansätzen. Klinische Relevanz Angesichts der klinischen Folgen von Mobbing kann davon ausgegangen werden, dass Betroffene häufiger mit dem Gesundheitssystem in Kontakt kommen als nicht gemobbte Gleichaltrige. Eine erhöhte Sensibilisierung bezüglich der Wichtigkeit der Beziehung zu Gleichaltrigen hat das Potenzial, betroffene Kinder in diesem Kontext effektiver zu erkennen und zu behandeln.

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Ioannidou, Louiza, and Maria Zafiropoulou. "Parenting Practices, Victimization, and Negative Affectivity in Child Internalizing Symptoms: Moderated-Mediation Models." International Journal of Developmental Science 15, no. 1-2 (August 20, 2021): 19–28. http://dx.doi.org/10.3233/dev-210308.

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Separate lines of research have linked negative parenting practices, victimization, and negative affectivity - separately - with internalizing symptoms in children. However, no previous studies have connected these lines of research to examine internalizing pathology in children. The current study tested complex moderated-mediation models to investigate the respective effects of victimization and negative affectivity on the relationship between parenting practices and internalizing symptoms. Greek-Cypriot children (N = 374) and their parents took part in the study. The children completed the Revised Olweus Bully/Victim Questionnaire, the Negative Affect Scale for Children, and the Parental Bonding Instrument. Their parents completed the Child Behavior Checklist – Parent Report (CBCL). Moderated-mediation models highlighted that negative affectivity moderates the mediating effect of victimization on the relationship between parenting practices and internalizing symptoms. The research findings contribute to the existing literature and advance our understanding of children’s internalizing symptoms development. Implications and future directions are discussed.

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Limber, Susan P., Dan Olweus, Weijun Wang, Matthew Masiello, and Kyrre Breivik. "Evaluation of the Olweus Bullying Prevention Program: A large scale study of U.S. students in grades 3–11." Journal of School Psychology 69 (August 2018): 56–72. http://dx.doi.org/10.1016/j.jsp.2018.04.004.

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Sitasari, Novendawati Wahyu, and Yuli Azmi Rozali. "Metode Bermain Peran Sebagai Usaha Meningkatkan Keterampilan Guru Untuk Menangani Bullying Di SDN 11 Duri Kepa Jakarta Barat." EDUCULTURAL: International Journal of Education, Culture and Humanities 1, no. 2 (February 28, 2019): 11–20. http://dx.doi.org/10.33121/educultur.v1i2.31.

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The purpose of this study is to determine the effectiveness of the role playing method as an effort to improve teacher knowledge and skills in managing bullying at SD N 11 Duri Kepa. The population and sample in this study were teachers at SD N 11 Duri Kepa, amounting to 19 teachers. The scale of knowledge and skills in handling bullying is based on references from Olweus (1993) and the Teacher Inventory of Skills and Knowledge (TISK) compiled by Horne, Bartolomucci, & Newman (2004). The research method was quasi-experimental with non-randomized one-group pretest-posttest design, and the analysis test used was t-test. Statistical test results obtained by the significance of (p) = 0.014; (p) <0.05, which means that there is an effect of the role playing method on the teacher's knowledge, and the significance result is (p) = 0.920; (p)> 0.05 there is no effect of the role playing method on teacher skills.

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ΚΑΦΑΛΟΥΚΟΥ, ΚΩΝΣΤΑΝΤΙΝΑ. "Νοητικές ικανότητες εμπλεκομένων σε περιστατικά Σχολικού Εκφοβισμού/ Θυματοποίησης." Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης 1 (March 6, 2019): 1592. http://dx.doi.org/10.12681/edusc.1739.

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Ο σχολικός Εκφοβισμός/ Θυματοποίηση λαμβάνει χώρα μεταξύ συνομηλίκων, εμπεριέχει ταυτόχρονα φυσική και λεκτική βία, η οποία αποτελεί ένα συστηματικό, διαρκές σύνολο συμπεριφορών που προκαλείται από ένα άτομο ή μια ομάδα προκειμένου να αποκτήσουν δύναμη, γόητρο ή αγαθά (Espelage&Swearer, 2003).Ο «ρόλος» των εμπλεκομένων σε περιστατικά σχολικού Εκφοβισμού/Θυματοποίησης σχετίζεται και με τα ατομικά χαρακτηριστικά του /της μαθητή/τριας και καθορίζει τη συμπεριφορά τους (Salmivallietal., 1996). Ο δείκτης νοημοσύνης επιδρά στην εκδήλωση ή μη επιθετικής συμπεριφοράς και στη μορφή αυτής (Παπαδάτος, 2003· 2004).Σκοπός της παρούσας έρευνας είναι η μελέτη της σχέσης του νοητικού επιπέδου των εμπλεκομένων σε περιστατικά σχολικού Εκφοβισμού/ Θυματοποίησης και του ρόλου τους. Στη μελέτη συμμετέχουν 85 μαθητές της Ε΄καιΣτ΄τάξης Δημοτικών Σχολείων της Αττικής. ΧορηγήθηκανOlweus’ Questionnaire on Bullying for Students (Olweus, 1996) (ελληνικήπροσαρμογή) και Raven Colored Matrices (Raven, 1984).Η ανάλυση των δεδομένων διαπιστώνει συσχέτιση του νοητικού επιπέδου των εμπλεκομένων σε περιστατικά σχολικού Εκφοβισμού/ Θυματοποίησης και των ρόλων που υιοθετούν σ΄αυτά τα περιστατικά.

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Κοντογιάννης, Μιχάλης. "Ενδοσχολική βία (school bullying) – Θυματοποίηση (victimization) στο χώρο του σχολείου. Eντοπισμός & αντιμετώπιση." Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης 2014, no. 2 (May 6, 2016): 650. http://dx.doi.org/10.12681/edusc.411.

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<p>Στην εισήγησή μας θα ασχοληθούμε με το κοινωνικό φαινόμενο του Σχολικού Εκφοβισμού, το οποίο ολοένα και περισσότερο λαμβάνει τεράστιες διαστάσεις και αποτελεί πλέον παγκόσμιο φαινόμενο. θα προσπαθήσουμε να δώσουμε έναν σαφή και κατανοητό ορισμό του φαινομένου του Bullying ενώ παράλληλα θα αναφερθούμε λεπτομερώς στις μορφές που αυτό μπορεί να εκλάβει, καθώς και στα αίτια εμφάνισης του και τις συνέπειες που προκαλεί. Θα αναλύσουμε το ρόλο των εκπαιδευτικών και τις ενέργειες που πρέπει να κάνουν έτσι ώστε να αποφευχθεί η εμφάνιση του Σχολικού Εκφοβισμού στα σχολεία με τις όποιες μορφές αυτός μπορεί να παρουσιάζεται κάθε φορά. Τελειώνοντας θα αναφερθούμε στους τρόπους πρόληψής του σύμφωνα με το πρόγραμμα του Olweus, καθώς επίσης και στα αποτελέσματα έρευνας που διεξήχθη στην Ελλάδα και σε άλλες πέντε Ευρωπαϊκές χώρες σε μαθητές της δευτεροβάθμιας εκπαίδευσης για το φαινόμενο αυτό</p><menu id="menuid"></menu><menu id="menuid"></menu>

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

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The Bullying Prevention Pack (BPP) is a systematic bullying prevention intervention that fosters learner vocabulary and knowledge about bullying with the use of role-play and discussions. Its aim is to create a heightened awareness of the effects of bullying on peers within the school and to create a defending culture that reduces levels of bullying. Over the course of two school years the BPP was trialled with pupils and teachers in a designated disadvantaged inner city school in Cork. A mixed methods approach was used to analyse the effects of the BPP intervention. Data were gathered from pupils and teachers through learner focus groups, individual interviews, written feedback and the internationally recognised Olweus Bully Victim Questionnaire - Revised to quantify levels of bullying pre and post-intervention. Results indicate that enhanced learner knowledge of the topic of bullying and the use of role-play were significant factors in reducing levels of being bullied.

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Johnson, Dawn Alice, and Dr Beatrice Thuynsma. "PRIMARY SCHOOL LEARNERS’ UNDERSTANDING AND EXPERIENCES OF BULLYING." International Journal for Innovation Education and Research 1, no. 2 (October 31, 2013): 7–41. http://dx.doi.org/10.31686/ijier.vol1.iss2.103.

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This study aims to explore learners’ understanding of the different types of bullying as well as the extent of their exposure to various forms of bullying. As a result, the research question is: What is the primary school learners’ understanding and experiences of bullying? This study is based on the Olweus Method (1985), which offers a theoretical framework that could assist the researcher to explore the roles of the bully, victim and bystander. The study has an initial quantitative method in which concepts are tested by means of a questionnaire for learners, followed by a qualitative method involving interviews with a focus group on their experiences in relation to bullying. During the analysis phase, the questionnaire responses were counted and percentages calculated to determine general trends. Thereafter, qualitative data was analysed systematically and organised into patterns and themes with the intention to propose some recommendations that might assist teachers in their efforts to create safe classrooms.

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