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Journal articles on the topic 'Physical bullying'
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Waya Sirly, Nun Ayu, and Nine Febrie Novitasari. "Bullying Portrayed in Mean Girls Movie." PIONEER: Journal of Language and Literature 9, no. 2 (December 22, 2017): 130. http://dx.doi.org/10.36841/pioneer.v9i2.453.
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Bullying is such a key problem in our schools and society because it impacts a large number of students of all races, genders, and socioeconomic statuses. Here the researcher identified types of bullying and described impacts of bullying in Mean Girls Movie. The data were in the form of utterances and actions implicated bullying in Mean Girls Movie. The steps to analyze the data were: identifying and classifying data based on the types of bullying used by The National Centre Againts Bullying (2010) and psychoanalysis from Freud (1973) in Storey (2009:91), describing impacts of bullying using theory of Righby (2003) in Darmawan (2010:23), and making conclusion based on the types and impacts of bullying in the Mean Girls Movie. The findings of the analysis reveal that there were twelve data which covered: four verbal bullying, one physical bullying, two psychological bullying, and five social bullying. Meanwhile, for the impacts of bullyings to the characters who get bullied, the researcher found low psychological well-being, poor social adjustment, and no response to the bullyings. The researcher expects the next researchers to do the analysis on bullying with other object of research and different relevant theories.
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Probowati, Andarini Rani, Aquarini Priyatna, and Hazbini Hazbini. "ISU PERUNDUNGAN DALAM LET’S SING WITH ME KARYA KKPK (KECIL-KECIL PUNYA KARYA)." ATAVISME 21, no. 1 (July 20, 2018): 81–92. http://dx.doi.org/10.24257/atavisme.v21i1.426.81-92.
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This paper aims to show the issues of bullyingin Let’s Sing With Me (2013) written by KKPK (Kecil-Kecil Punya Karya). The acts of bullying are conducted by female characters towards her female peers. The bullying caused by envious feeling among characters takes forms of discrediting, insulting, and name calling. Narrative strategy theories proposed by Mieke Bal (2009), Fludernik (1997), and Priyatna (2010) were used to discuss the issues of bullying. The focalisator’s analysis shows the existing issues of bullying represented through the attitudes of female characters as the perpetrators and victims of bullying. The results of this study indicate the presence of harassment that is portrayed specifically through female characters. The acts of bullying described are parts of the verbal, physical, and social categories of bullying. This research also found that the narrator takes neither sides, the victims nor the perpetrators. Thus, it can be argued that the novel takes a passive stance against bullying in a way that it even lets bullying to occur.
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MUNIR, MUHAMMAD, MAJID ALI, and SYED KARIM HAIDER. "Investigating Personality Traits as the Antecedents of Workplace Bullying." International Review of Management and Business Research 10, no. 1 (March 8, 2021): 135–49. http://dx.doi.org/10.30543/10-1(2021)-11.
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There is an ample body of knowledge showing significant association between five factor model (FFM) of personality traits and workplace bullying, yet exploring cause-and-effect relationship between them is still under addressed. To address this issue, current study has analyzed personality traits of Five-Factor Model as a potential antecedent of workplace bullying and its three sub-facets (verbal bullying, social bullying and physical bullying). Study analyzed responses of 266 respondents to draw inferences. Simple random sampling technique was used to collect data from the respondents. Correlation analysis showed a positive association of extraversion with physical bullying; negative association of agreeableness with workplace bullying, verbal bullying, social bullying and physical bullying; negative association of conscientiousness with workplace bullying, verbal bullying, social bullying and physical bullying; and negative association of emotional stability with physical bullying. Results of regression analysis showed significant effect of agreeableness, conscientiousness and openness to experiences on workplace bullying, verbal bullying, social bullying and physical bullying. Current study has identified personality as an important predictor of workplace bullying through which organizations may control incidence of bullying at their workplace environments. Current study also has highlighted important insights for future research directions. Keywords: Five Factor Model (FFM), Personality Traits, Workplace Bullying, Physical Bullying, Verbal Bullying, Social Bullying.
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Newman, Byron Y. "Bullying: Emotional and physical terrorism." Optometry - Journal of the American Optometric Association 78, no. 11 (November 2007): 567–68. http://dx.doi.org/10.1016/j.optm.2007.09.007.
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Ye, Liang, Hany Ferdinando, Tapio Seppänen, and Esko Alasaarela. "Physical Violence Detection for Preventing School Bullying." Advances in Artificial Intelligence 2014 (August 24, 2014): 1–9. http://dx.doi.org/10.1155/2014/740358.
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School bullying is a serious problem among teenagers, causing depression, dropping out of school, or even suicide. It is thus important to develop antibullying methods. This paper proposes a physical bullying detection method based on activity recognition. The architecture of the physical violence detection system is described, and a Fuzzy Multithreshold classifier is developed to detect physical bullying behaviour, including pushing, hitting, and shaking. Importantly, the application has the capability of distinguishing these types of behaviour from such everyday activities as running, walking, falling, or doing push-ups. To accomplish this, the method uses acceleration and gyro signals. Experimental data were gathered by role playing school bullying scenarios and by doing daily-life activities. The simulations achieved an average classification accuracy of 92%, which is a promising result for smartphone-based detection of physical bullying.
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Gusho, Leticja PAPA. "Relationship between Physical Bullying and Age in Albanian Teenagers." European Journal of Social Sciences Education and Research 4, no. 1 (August 30, 2015): 166. http://dx.doi.org/10.26417/ejser.v4i1.p166-171.
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Each year millions of children and teenagers experience the humiliation and devastating effects of bullying. According to different studies bullying begins in preschool years, peeks in early adolescence, and continues, but with less frequency, into the high school years. The main aim of this paper is to examine the relationship between physical bullying and age in Albanian teenagers. The participants in this study were 400 students of senior year from High Schools of Tirana, Shkodra, Elbasan, Durrës and Korça. The approach for this study was quantitative and statistical analyses for this research were performed using the SPSS program. For gathering the data the retrospective bullying questionnaire was used. For this article only closed-ended questions are considered. The relationship between the perceptions of senior students about physical bullying and their age was revealed using Spearman’s rho coefficient correlation. In conclusion, from the statistical analysis it was revealed that there is a strong negative correlation between the physical bullying and age, rs =.-865, n = 400, p = .000; p .0005, that indicates that growth in age strongly correlates with the decrease of physical bullying.
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Karpinski, Aryn C., Laura C. Dzurec, Shawn M. Fitzgerald, Gail E. Bromley, and Timothy W. Meyers. "Examining the Factor Structure of the Pain Catastrophizing Scale (PCS) as a Measure of Victim Response to the Psychological Pain of Subtle Workplace Bullying." Journal of Nursing Measurement 21, no. 2 (2013): 264–83. http://dx.doi.org/10.1891/1061-3749.21.2.264.
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Background and Purpose: Literature addressing victim–bully dynamics suggests that subtle bullying is prevalent in health care, both in practice and educational settings. The complex dynamics of workplace bullying complicate its assessment. The purpose was to investigate the factor structure of the Pain Catastrophizing Scale (PCS) for modeling victim responses to subtle workplace bullying. Methods: Nursing faculty members from multiple Midwestern universities (N = 116) completed the PCS online. Results: The 3-factor PCS structure (i.e., Rumination, Helplessness, Magnification) developed to describe victim response to chronic physical pain was useful in describing victim response to the chronic psychological pain of bullying via confirmatory factor analysis (CFA). Conclusions: With minor modifications, the PCS represented the construct of victim response to bullying’s psychological pain.
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Mohan, Tharishini A/p Mana, and Abu Yazid Abu Bakar. "A systematic literature review on the effects of bullying at school." SCHOULID: Indonesian Journal of School Counseling 6, no. 1 (February 19, 2021): 35. http://dx.doi.org/10.23916/08747011.
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Bullying is a severe problem that is experienced, especially in schools. Children belong to the same social group, but some feel powerful than others and therefore take advantage of them to physically or verbally abuse them. Many institutions are aware, but most cases are not handled because most victims do not report. Therefore, only physical bullying is addressed as the impacts can be easily seen by adults. Various articles were analyzed to illustrate the different effects of bullying on the bully, the victim, and those around. The results demonstrate that bullying results in emotional, physical, and health effects and affects a victim's academic performance.
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Bauman, Sheri, and Adrienne Del Rio. "Preservice Teachers' Responses to Bullying Scenarios: Comparing Physical, Verbal, and Relational Bullying." Journal of Educational Psychology 98, no. 1 (2006): 219–31. http://dx.doi.org/10.1037/0022-0663.98.1.219.
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Purnama, Fadhilah, Herman Herman, and Syamsuardi Saodi. "Perilaku Bullying Pada Anak Di Taman Kanak-Kanak Aisyiyah Bustanul Athfal I Cabang Bara-Baraya Kota Makassar." Publikasi Pendidikan 8, no. 1 (February 12, 2018): 41. http://dx.doi.org/10.26858/publikan.v8i1.4480.
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The objective of this reserach is to collect information about the bullying behavior of children in kindergarten Aisyiyah Bustanul Athfal I Bara-Baraya Branch of Makassar City. This research used qualitative approach and qualitative descriptive research. The subject of research is the child in Kindergarten Aisyiyah Bustanul Athfal I Bara-Baraya Branch of Makassar City in group B with the number of students 23. Data collections in this research are observation, interview and documentation. Results of research on Bullying Behavior in Children in Kindergarten Aisyiyah Bustanul Athfal I Bara-Baraya Branch of Makassar City shows there is bullying behavior in the form of bullying verbal and physical bullying. The number of dominant Bullying cases occurring is physical Bullying behavior of hitting, kicking, robbing, pushing, destroying, twisting arms, throwing and threatening compared to the number of cases of verbal Bullying behavior in the form of calling by other names and mocking. In terms of verbal bullying behavior is generally more experienced by girls than boys, while for physical bullying behavior experienced more by boys than girls. Then Performers in verbal and physical bullying behavior are generally done by boys compared to girls.
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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 (December 31, 2014): 39–47. http://dx.doi.org/10.31686/ijier.vol2.iss12.285.
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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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Montero-Carretero, Carlos, David Barbado, and Eduardo Cervelló. "Predicting Bullying through Motivation and Teaching Styles in Physical Education." International Journal of Environmental Research and Public Health 17, no. 1 (December 21, 2019): 87. http://dx.doi.org/10.3390/ijerph17010087.
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From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher’s supportive style, the students’ satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization.
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Pramudji, Agung A., Benaya Oktavianus Oktavianus, Randy Dwi, and Harco Leslie Hendric Spits Warnars. "Aplikasi Smartphone Untuk Anti Bully." PETIR 12, no. 2 (September 26, 2019): 271–80. http://dx.doi.org/10.33322/petir.v12i2.601.
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Bullying is aggressive activities not only among school aged children but it can be happened in higher education, office or even in family on daily basis. Bullying involves physical and non physical action which is repeated acted and can be represented in verbal, social and physical thing. Bullying has negative for both perpetrators and victims, the perpetrators will have bad habit which can influence the way their living in the future and particularly for victim it will make them become alone and not open to surrounding relationships.In this paper, we proposed an application which can help to reduce the negative effect of bullying by reporting any bullying happened and do the next action based on meeting result. Moreover, this application will give open private consultation for both perpetrators and victims in order to reduce bullying activities and recognized as bullying. Creating forum for both community who are interested to reduce bullying negatve effect and provide information regarding with negative effect of bullying will help people to educate themselves regarding with bullying. Anti Bully application, IT for Anti Bully, physiatrist Computer Science
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Wardani, Lingga Kusuma, and Fajriansyah Fajriansyah. "Perilaku Bullying Mahasiswa Kesehatan." Journal Of Nursing Practice 1, no. 1 (October 1, 2017): 17–23. http://dx.doi.org/10.30994/jnp.v1i1.18.
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Bullying behavior is an act of intimidation by a strong side against a weak side. Bullying behavior can be grouped into four categories: physical bullying, verbal bullying, social bullying and cyber bullying. Students are in the transition from adolescence to adult. The purpose of this study is to explore the behavior of bullying by healthstudents.The design of this research is qualitative with case study approach. Using the Snowball Sampling technique obtained samplemostly students of Nurse Education Program Studyof the number 4 informants. Data collection conductedindept interview, the result was analyzed using inductive thinking process.Data analyzedshowed four themes of knowledge deficits, bullying awareness, repetitive behavior, and self impact.The results showed that students know what is bullying behavior, but bullying University still done by intimidating verbally and with physical strength
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Wang, Geng-Fu, Liu Jiang, Lu-Han Wang, Guo-Yun Hu, Yu Fang, Shan-Shan Yuan, Xiu-Xiu Wang, and Pu-Yu Su. "Examining Childhood Maltreatment and School Bullying Among Adolescents: A Cross-Sectional Study From Anhui Province in China." Journal of Interpersonal Violence 34, no. 5 (May 3, 2016): 980–99. http://dx.doi.org/10.1177/0886260516647000.
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Although a body of research has established the relationship between childhood maltreatment and bullying in Western culture backgrounds, few studies have examined the association between childhood maltreatment experiences and bullying in China. Moreover, to date, the relationship between multiple types of childhood maltreatment and cyber bullying is poorly understood. This study examined the association between multiple types of childhood maltreatment (physical abuse, emotional abuse, sexual abuse, physical neglect, and emotional neglect) and multiple forms of school bullying (physical, verbal, relational, and cyber). A cross-sectional study using three-stage random cluster-sampling approach was conducted in Tongling, Chuzhou, and Fuyang, in Anhui Province. Self-reported questionnaires were completed by 5,726 middle school students to assess their school bullying involvement and childhood maltreatment experiences. A multivariable logistic regression analysis was used to explore the relationship between each single type of childhood maltreatment and each single form of school bullying. Each type of childhood maltreatment was associated with increased risk for involvement in each form of bullying as bullies, victims, and bully-victims. Specifically, both childhood physical neglect and emotional neglect were associated with increased risk for involvement in each form of school bullying. Each type of childhood maltreatment was associated with involvement in cyber bullying. Students who experienced multiple types of childhood maltreatment seem to report more forms of school bullying. Furthermore, multiple forms of school bullying caused the co-occurrence of several forms of school bullying. Our results indicated a significant association between school bullying and childhood maltreatment among adolescents. Interventions to reduce school bullying encompassing prevention toward childhood maltreatment might get better results in China.
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Kim, Hayoung, Yoonsun Han, Juyoung Song, and Tae Min Song. "Application of Social Big Data to Identify Trends of School Bullying Forms in South Korea." International Journal of Environmental Research and Public Health 16, no. 14 (July 21, 2019): 2596. http://dx.doi.org/10.3390/ijerph16142596.
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As the contemporary phenomenon of school bullying has become more widespread, diverse, and frequent among adolescents in Korea, social big data may offer a new methodological paradigm for understanding the trends of school bullying in the digital era. This study identified Term Frequency-Inverse Document Frequency (TF-IDF) and Future Signals of 177 school bullying forms to understand the current and future bullying experiences of adolescents from 436,508 web documents collected between 1 January 2013, and 31 December 2017. In social big data, sexual bullying rapidly increased, and physical and cyber bullying had high frequency with a high rate of growth. School bullying forms, such as “group assault” and “sexual harassment”, appeared as Weak Signals, and “cyber bullying” was a Strong Signal. Findings considering five school bullying forms (verbal, physical, relational, sexual, and cyber bullying) are valuable for developing insights into the burgeoning phenomenon of school bullying.
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Putri, Anggun Dwi Setya, and Muhammad Arief Budiman. "Bullying Analysis in SDN Pandean Lamper 02 Kota Semarang." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 226. http://dx.doi.org/10.20961/shes.v2i1.38113.
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<em>The most common causes of bullying at school come from peers or classmates and seniors. Bullying is one of the many phenomena that occur in this millennial era. Many school children are victims and also the main perpetrators of bullying cases. Therefore, the purpose of this research is to analyze bullying at SDN Pandean Lamper 02 Semarang City. This study uses descriptive qualitative methods, with data collection techniques using interviews, observation, and documentation. The research subjects were students who were perpetrators or victims of bullying, principals, and teachers. Based on research, the results obtained that bullying behavior occurs in the form of physical bullying and verbal bullying. Physical bullying involves hitting, pushing, forcing, damaging, pinching, kicking, nudging, pulling clothes and pulling hairs. Verbal bullying consists of yelling, cheering, talking dirty, mocking and calling with certain nicknames.</em>
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Diah, Istiwarni. "THE ANALYSIS OF THE BULLYING IN THE POEMS “I GOT FLOWERS” BY PAULETTE KELLY AND “INCIDENT” BY COUNTEE CULLEN." Journal of English Language and Literature (JELL) 2, no. 01 (August 22, 2018): 55–78. http://dx.doi.org/10.37110/jell.v2i01.16.
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The purpose of this thesis is to analyze about the kind of bullying that is reflected in the poems “I Got Flowers” and “Incident” and how the bullying occurs in each poem. The analysis uses qualitative and content analysis method. The data are taken from books. The results of the analysis are (1) There are five types of bullying; physical bullying, verbal bullying, emotional bullying, sexual bullying, cyber bullying which are common happen in society. (2) The speakers of the poems get bullying in the different ways. The speaker of poem “I Got Flowers”, who is a woman, suffers verbal, physical, and emotional bullying from her husband but the speaker of poem “Incident”, who is still a little child suffers verbal bullying due to discrimination of race. (3) The speakers of the poems also feel the effects after suffering the bullying. The speaker of “I Got Flowers” is beat to the death because of get the bullying action repeatedly but the speaker of “Incident” has trauma for eight months in Baltimore
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Devonish, Dwayne. "Dangers of workplace bullying: evidence from the Caribbean." Journal of Aggression, Conflict and Peace Research 9, no. 1 (January 9, 2017): 69–80. http://dx.doi.org/10.1108/jacpr-05-2016-0228.
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Purpose The purpose of this paper is to examine whether person-related bullying, work-related bullying, and physically intimidating bullying predict three forms of job strain: physical exhaustion, work-related depression, and interpersonal counterproductive work behaviour (CWB-P). Design/methodology/approach The study surveyed a wide cross-section of employees across a number of private sector organisations in a small developing country in the Caribbean region. Findings The prevalence rate of workplace bullying in the current Caribbean sample was 54 per cent. The regression results revealed that person-related bullying and work-related were positively related to work-related depression, whereas physically intimidating bullying and work-related bullying were positively related to CWB-P. None of the three forms of bullying predicted physical exhaustion. When the overall workplace bullying composite was used, all three job strains were significantly predicted. Research limitations/implications The study utilised a cross-sectional self-report survey research design which does not permit causal inferences to be made. Common method variance is a possible limitation due to the use of self-report measure but this was ruled out by a Harman’s single factor test. Longitudinal research using a mixture of subjective and objective measures is needed to further investigate these relationships reported here. Practical implications First, social and interpersonal skills and emotional intelligence training and development opportunities should be provided to both managers and employees as a means of developing individuals who are socially aware, interpersonally competent, and emotionally intelligent in their interactions with each other at work. Second, a zero-tolerance approach should be communicated throughout the organisation evidenced by clear and explicit organisational policies against these acts. Third, it would be of good practical value to establish health and safety committees to identify, assess and tackle various psychosocial and other hazards at work (e.g. workplace bullying). Originality/value The study utilised a three-dimensional model of bullying at work (as well as a composite form of bullying) for predicting three forms of job strains among employees in various Caribbean workplaces.
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Neuspiel, D. R. "Bullying: Effects on Physical and Emotional Health." AAP Grand Rounds 6, no. 5 (November 1, 2001): 50–51. http://dx.doi.org/10.1542/gr.6-5-50.
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Dussich, John P. J., and Chie Maekoya. "Physical Child Harm and Bullying-Related Behaviors." International Journal of Offender Therapy and Comparative Criminology 51, no. 5 (June 28, 2007): 495–509. http://dx.doi.org/10.1177/0306624x06298463.
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Atkinson, Michael, and Michael Kehler. "Boys, Bullying and Biopedagogies in Physical Education." Thymos: Journal of Boyhood Studies 6, no. 2 (July 15, 2012): 166–85. http://dx.doi.org/10.3149/thy.0602.166.
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Dawkins, Judith L. "BULLYING, PHYSICAL DISABILITY AND THE PAEDIATRIC PATIENT." Developmental Medicine & Child Neurology 38, no. 7 (November 12, 2008): 603–12. http://dx.doi.org/10.1111/j.1469-8749.1996.tb12125.x.
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Peters, Zachary J., Mark L. Hatzenbuehler, and Leslie L. Davidson. "Examining the Intersection of Bullying and Physical Relationship Violence Among New York City High School Students." Journal of Interpersonal Violence 32, no. 1 (July 10, 2016): 49–75. http://dx.doi.org/10.1177/0886260515585532.
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Research is just beginning to explore the intersection of bullying and relationship violence. The relationship between these forms of youth aggression has yet to be examined in diverse urban centers, including New York City (NYC). This study seeks to identify intersections of joint victimization from bullying and electronic bullying (e-bullying) with physical relationship violence (pRV). This study examines data from the NYC Youth Risk Behavior Survey (YRBS), a representative sample of NYC public high school students, to assess the concurrent victimization from bullying at school and e-bullying with pRV, operationalized as physical violence by a dating partner in the past 12 months. Students who reported being bullied at school and e-bullied had increased odds (bullied: OR = 2.5, 95% CI [2.1, 2.9]; e-bullied: OR = 3.0, 95% CI [2.6, 3.5]) of also being victimized by pRV compared with those who did not report being bullied or e-bullied. In logistic regression models, being bullied at school and being e-bullied remained significant predictors of students’ odds of reporting pRV (bullied: AOR = 2.6, 95% CI [2.2, 3.1]; e-bullied: AOR = 3.0, 95% CI [2.5, 3.6]) while controlling for race, gender, sexual orientation, and age. This research is the first to assess the intersection of victimization from bullying and e-bullying with pRV in a large, diverse, random sample of urban high school students. In this sample, students who report being bullied or e-bullied are more likely also to report pRV than students who have not been bullied or e-bullied. This research has potential implications for educators, adolescent health and social service providers, and policy makers to tailor programs and enact policies that jointly address bullying and pRV. Future studies are needed to longitudinally assess both victimization from and perpetration of bullying and pRV.
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Blood, Gordon W., Laura A. Robins, Ingrid M. Blood, Michael P. Boyle, and Erinn H. Finke. "Bullying, School-Based Speech-Language Pathologists, and English Language Learners: Seriousness, Intervention, and Strategy Selection." Perspectives on School-Based Issues 12, no. 4 (December 2011): 128–38. http://dx.doi.org/10.1044/sbi12.4.128.
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Abstract Bullying in schools is a worldwide problem. School personnel, including speech-language pathologists (SLPs), play a critical role in the prevention of, and intervention in, bullying incidences. In this study, the authors examined SLPs' perceptions of bullying and endorsement of potential strategies for dealing with bullying as it relates to English language learners (ELLs). A survey was developed and mailed to 1,000 school-based SLPs. Eight vignettes describing unobserved and observed episodes of physical, verbal, relational, and cyber bullying were included. Survey data from 390 SLPs were analyzed. SLPs perceive physical, verbal, and cyber bullying as serious problems and report the likelihood of some type of intervention. In contrast, relational bullying (e.g., social exclusion, rejection) was rated less serious and likely to require less intervention. The majority of SLPs recommended ELLs should “try to blend in better,” “not be bothered by the bully,” “be more aggressive,” or “ignore the bully” when dealing with relational bullying. This study extends the literature on perceptions of school personnel, specifically SLPs, and their role in preventing student victimization. Many SLPs are likely to assist clients in dealing with physical, verbal, and cyber bullying, but may need further education regarding the seriousness of, and need for intervention in, relational bullying.
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Williams, Susan G., Jennifer Langhinrichsen-Rohling, Cory Wornell, and Heather Finnegan. "Adolescents Transitioning to High School: Sex Differences in Bullying Victimization Associated With Depressive Symptoms, Suicide Ideation, and Suicide Attempts." Journal of School Nursing 33, no. 6 (January 5, 2017): 467–79. http://dx.doi.org/10.1177/1059840516686840.
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Adolescents transitioning to high school may be at greater risk of depression and suicide if they are victims of bullying behavior. This study explored sex differences in bullying victimization (physical, verbal/social, and cyberbullying) and the impact on depressive symptoms and suicidal behaviors in ninth-grade students ( N = 233). Females reported significantly more verbal/social and cyberbullying than male students. There were no significant sex differences in physical bullying; male students who reported physical bullying victimization were more likely to experience depressive symptoms. Verbal/social bullying predicted depressive symptoms in males and females. Females who reported being victims of cyberbullying were more likely to report depressive symptoms, suicide ideation, and suicide attempts. Eighteen students reported suicide attempts, and each also experienced verbal/social bullying. School nurses are positioned to reach out to transitioning students, screen for mental health issues, provide a safe place to talk about bullying experiences, and promote positive mental health.
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Georgakopoulos, Alexia, and Michael P. Kelly. "Tackling workplace bullying." International Journal of Workplace Health Management 10, no. 6 (December 4, 2017): 450–74. http://dx.doi.org/10.1108/ijwhm-11-2016-0081.
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Purpose The purpose of this paper is to raise awareness of the benefits of wellness programs for contemporary organizations and aids in tackling workplace bullying. Design/methodology/approach This study used a qualitative design and employs a new empirical approach to tackle workplace bullying. With over a hundred working professionals engaged in focus groups and facilitation methodologies for a total of five workshops and 60 hours, this study suggests a new framework for intervening in workplace bullying that considers workplace wellness as a system. Findings The findings revealed that these professionals perceived workplace wellness as a formidable component of the health and success of employees, organizations, and community, and perceived workplace bullying as a serious threat to physical and mental wellness. Employee participation and involvement in the design of workplace wellness programs was viewed as essential to the success of these programs in organizations. Research limitations/implications This research has implications as it expands understanding and discovery into what aids employees to reduce their stress, fatigue, anxiety, and other conditions that lead to conflict or bullying in workplaces. It gives attention to a system of wellness that is vital to people and their organizations. Practical implications Study participants consistently asserted their desire to be active participants in establishing workplace wellness programs that effectively address workplace bullying, systems that enhance safety, and health. Social implications This study highlights the role organizations play in shaping individual and community physical and mental well-being, health, and safety through effective workplace wellness programs. Originality/value This study should be helpful to organizations and researchers looking to address workplace wellness, safety, and bullying in a context broader than just liability and the cost savings of employee physical health, and may further add to the discussions of workplace wellness policy and regulation.
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Salsabila, Putri Aghitstha. "THE IMPACTS OF BULLYING EXPERIENCED BY DAELYN RICE IN THE NOVEL “BY THE TIME YOU READ THIS I’LL BE DEAD”." Journal of Language and Literature 7, no. 2 (2019): 135–45. http://dx.doi.org/10.35760/jll.2019.v7i2.2309.
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This research is about the impacts of bullying in Julie Anne Peters’s novel entitled By The Time You Read This I’ll be Dead. The purposes of this research are to identify the kinds of bullying and investigate the impacts of bullying experienced by the main character, Daelyn Rice. Researcher used qualitative methods. Researcher used two data sources: primary and secondary. Primary data is By The Time You Read This I’ll be Dead novel by Julie Anne Peters. The sources of secondary data are taken from other sources related the research, such as website, dictionary, and some books which support this research. The results of this research show: 1) Daelyn Rice has three kinds of bullying experienced, that are: Physical bullying, Verbal bullying, and Psychological or Social bullying. 2) Daelyn Rice has four impacts of bullying experienced, that are: Academic impact, Social impact, Psychological impact and Physical impact.
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Jacobsen, Kristen E., and Sheri Bauman. "Bullying in Schools: School Counselors’ Responses to Three Types of Bullying Incidents." Professional School Counseling 11, no. 1 (October 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100101.
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School counselors responded to an Internet survey containing vignettes describing physical, verbal, and relational bullying. Respondents rated relational bullying the least serious of the three types, they had the least empathy for victims of relational bullying, and they were least likely to intervene in relational bullying incidents. Counselors with anti-bullying training rated relational bullying as more serious and were more likely to intervene in relational bullying incidents than were those without training. Implications for counselor education are discussed.
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Navaneedhan, C. Girija, and T. J. Kamalanabhan. "Qualitative Study Models in Understanding of Aggression, Bullying, and Violence." Education, Society and Human Studies 1, no. 1 (May 18, 2020): p55. http://dx.doi.org/10.22158/eshs.v1n1p55.
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Aggression in humans is characterised under two categories a) physical and b) Mental aggression. Physical aggression is the Psychological as well as Social behaviour in which an individual literally causes physical harm leading to pain on another individual, whereas mental aggression is the one in which an individual causes emotional pain verbally on another individual. Both the types of aggression damages social well-being of the individuals involved in it. This scenario is similar to the outbreak of Tsunami followed by an Earth quake. In both the situation the consequence is damage. Bullying is a psychological act of provocation as the result of destress by the individuals exhibiting their power on others. Though bullying is very common in school environment, it also occurs in office environment etc. Bullying causes emotional damage to a greater extent compared to physical damage. Violence is the product of aggression and bullying resulting in physical injury as well as emotional break down. The present chapter discusses in detail a qualitative model in understanding of the acts of aggression and bullying resulting in violence as well as suggestions controlling the act of aggression and bullying.
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Gustina, Erni, and Marsiana Wibowo. "Sex, Friends and Bullying Among Adolescents." International Journal of Public Health Science (IJPHS) 4, no. 3 (September 1, 2015): 180. http://dx.doi.org/10.11591/ijphs.v4i3.4730.
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Bullying is a common problem among adolescents in the world. Bullying gives serious long-term effects on mental and physical health. Several studies found that adolescent involvement in bullying was related with maladjustment for both male and female. Male are more involved in physical and verbal bullying, whereas girls are more involved in relational bullying. Having a lot of friends can protect adolescents from bullying behavior and reduce their vulnerability to be a bullying victim. The purpose of this study was to know the relationship between sex and the number of friends with bullying among adolescents in Junior high School at Yogyakarta city. This study was an observational analytic study with cross sectional design. The samples of the study were adolescent aged 13-15 years in five junior high schools. The instrument of the study was a questionnaire. Data were analyzed using chi square test. There were 250 adolescent involved in the study. The highest bullying incidence was 77.27% and the lowest was 22.73%. Both of them were verbal bullying. Bivariat analysis showed relationship was between sex and bullying (p= 0.03; PR= 0.74) and there was no relationship between the number of friends and bullying (p= 0.23; PR= 1.26). It can be concluded that there was relationship between sex and bullying among adolescents but there was no relationship between number of friends and bullying among adolescents. School should concern strict rules againt bullying behavior to minimize the occurrence of bullying behavior at school.
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Gustina, Erni, and Marsiana Wibowo. "Sex, Friends and Bullying Among Adolescents." International Journal of Public Health Science (IJPHS) 4, no. 3 (September 1, 2015): 180. http://dx.doi.org/10.11591/.v4i3.4730.
Full textAbstract:
Bullying is a common problem among adolescents in the world. Bullying gives serious long-term effects on mental and physical health. Several studies found that adolescent involvement in bullying was related with maladjustment for both male and female. Male are more involved in physical and verbal bullying, whereas girls are more involved in relational bullying. Having a lot of friends can protect adolescents from bullying behavior and reduce their vulnerability to be a bullying victim. The purpose of this study was to know the relationship between sex and the number of friends with bullying among adolescents in Junior high School at Yogyakarta city. This study was an observational analytic study with cross sectional design. The samples of the study were adolescent aged 13-15 years in five junior high schools. The instrument of the study was a questionnaire. Data were analyzed using chi square test. There were 250 adolescent involved in the study. The highest bullying incidence was 77.27% and the lowest was 22.73%. Both of them were verbal bullying. Bivariat analysis showed relationship was between sex and bullying (p= 0.03; PR= 0.74) and there was no relationship between the number of friends and bullying (p= 0.23; PR= 1.26). It can be concluded that there was relationship between sex and bullying among adolescents but there was no relationship between number of friends and bullying among adolescents. School should concern strict rules againt bullying behavior to minimize the occurrence of bullying behavior at school.
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Wachs, Sebastian, Ludwig Bilz, Saskia Niproschke, and Wilfried Schubarth. "Bullying Intervention in Schools: A Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective." Journal of Early Adolescence 39, no. 5 (June 11, 2018): 642–68. http://dx.doi.org/10.1177/0272431618780423.
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To date, little has been known about teachers’ success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student’s bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers’ interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.
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Lo Presti, Alessandro, Paolo Pappone, and Alfonso Landolfi. "The associations between workplace bullying and physical or psychological negative symptoms: Anxiety and depression as mediators." Europe’s Journal of Psychology 15, no. 4 (December 19, 2019): 808–22. http://dx.doi.org/10.5964/ejop.v15i4.1733.
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Workplace bullying is a critical issue for its negative consequences on victims’ health and well-being. This study aimed at examining the intermediate roles of anxiety and depression, in the relations between workplace bullying as a predictor, and physical and psychological negative symptoms as outcomes. In particular, it was hypothesized that workplace bullying would be associated with higher anxiety and depression and, through them, with higher physical and psychological negative symptoms. We sampled 151 Italian employees, who called on a workplace bullying public clinical center as victims and filled a paper-and-pencil questionnaire. Results of bootstrapped regressions showed that only anxiety mediated the association of workplace bullying with negative physical symptoms while both anxiety and depression mediated its association with negative psychological symptoms. The results have implications for the development of appropriate intervention strategies for both prevention and clinical treatment. In particular, timely diagnosing and treating anxiety and depression could prevent subsequent problems related to psychological and physical symptoms such as colitis, headache, tiredness, nervousness, etc. Organizational interventions in terms of primary prevention are also discussed. From an empirical standpoint, the study contributed to disentangling the differential roles of anxiety and depression with respect to physical and psychological symptoms; moreover, overcoming a common limit of workplace bullying research, the current study was carried out on actual victims.
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Amemiya, Isabel, Miguel Oliveros, and Armando Barrientos. "Factores de riesgo de violencia escolar (bullying) severa en colegios privados de tres zonas de la sierra del Perú." Anales de la Facultad de Medicina 70, no. 4 (December 3, 2012): 255. http://dx.doi.org/10.15381/anales.v70i4.925.
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Objective: To identify severe bullying risk factors in three highland Peruvian zones private school students. Design: Survey type study. Setting: Faculty of Medicine, Universidad Nacional Mayor de San Marcos, Lima, Peru. Participants: Fifth elementary school to fifth high school private school students. Interventions: A survey validated in previous studies to identify school violence (bullying) was applied to 736 students from Ayacucho, Huancavelica and Cusco (Sicuani) private schools between fifth year of elementary school and fifth year of high school. We considered severe bullying when they answered positively five or more of the nine questions referring to types of bullying. We compared 37 students with severe bullying and 74 students randomly selected from the group not having bullying. With bivariate analyses and multivariate logistic regression analysis we identified factors significantly associated to severe bullying. Main outcome measures: Risk factors for severe bullying. Results: Severe bullying was significantly associated to parents’ reaction when knowing the fact, repeated threatening in spite of bullying communication, presence of school gangs, having gang friends, and possessing a physical defect. Logistic regression found significant association with parents’ reaction, gang presence, and possessing a physical defect. Conclusions: Severe bullying is associated to multiple risk factors that can and must be detected early because of the psychological damage generating in the students.
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Camelya, Nelly Isroy, I. Nyoman Ruja, Sukamto Sukamto, and I. Dewa Putu Eskasasnanda. "Konstruksi sosial: Aktivitas belajar siswa SMP Negeri 10 Malang korban school bullying pada kelas VII." Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial 1, no. 2 (February 28, 2021): 173–81. http://dx.doi.org/10.17977/um063v1i2p173-181.
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This study aims to describe the characteristics of students victims of school bullying grade VII, (2) forms of school bullying, (3) social construction causes school bullying, (4) learning activities of students victims of school bullying, (5) social construction of teachers in providing social intervention and construction to school bullying. The research was conducted at SMP Negeri 10 Malang using qualitative approach with case study type research. The results showed that: first, victims of bullying in grade VII are different from students in general both physically and academically, victims of bullying have hurt their feelings and do not have many friends. Second, this form of bullying consists of physical, verbal, mental/psychological and electronic. Third, acts of bullying cannot be released from social construction because perpetrators, spectators and teachers justify bullying occurring because of the victim's fault. Fourth, bullying can make victims have learning difficulties. Fifth, the intervention taken by the teacher is to provide material about bullying, make the classroom atmosphere comfortable and make a picture about the prohibition of bully.
Penelitian ini bertujuan untuk mendeskripsikan mengenai: (1) karakteristik siswa korban school bullying kelas VII, (2) bentuk-bentuk school bullying, (3) konstruksi sosial penyebab school bullying, (4) aktivitas belajar siswa korban school bullying, (5) konstruksi sosial guru dalam memberikan intervensi dan konstruksi sosial terhadap school bullying. Penelitian dilakukan di SMP Negeri 10 Malang dengan menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Hasil penelitian menunjukkan bahwa: pertama, korban bullying di kelas VII berbeda dengan siswa pada umumnya baik secara fisik maupun akademik, korban bullying pernah menyakiti perasaan temannya dan tidak memiliki teman yang banyak. Kedua, bentuk bullying terdiri dari fisik, verbal, mental/psikologis dan elektronik. Ketiga, tindakan bullying tidak dapat dilepaskan dari konstruksi sosial karena pelaku, penonton dan guru membenarkan bullying terjadi karena kesalahan korban. Keempat, bullying dapat membuat korban mengalami kesulitan belajar. Kelima, tindakan intervensi yang dilakukan guru adalah memberikan materi mengenai bullying, membuat suasana kelas nyaman dan membuat gambar tentang larangan mem-bully.
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Li, Ruohan, and Na Gao. "The Manifestations and Characteristics of School Bullying in China: An Analysis Based on 50 Typical Cases Reported on the Internet." International Research in Higher Education 5, no. 4 (January 13, 2021): 36. http://dx.doi.org/10.5430/irhe.v5n4p36.
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This is a case study of school bullying in China. There are two main types of school bullying: mental bullying and physical bullying which is the main form of school bullying in China. It is worth noting that the frequency of sexual bullying and derivative behaviors of school bullying are in increasing now. School bullying is often a repetitive and long-term behavior and often committed by multiple people. The study shows that high school is the main place of school bullying in China and the frictions of daily life is the main cause of school bullying. The study also shows that, compared with the opposite sex, bullying behaviors between the same sex occur more frequently, and girl students are more likely to be the victims of school bullying.
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Ali Veiskarami, Hassan, Hossein Salimy, Masumeh Zangiabadi, and Seyyed Adnan Hosseini. "Comparative Analysis of Physical Victimization among Male and Female High School Students in Iran." International Journal of Life Sciences 9, no. 3 (April 28, 2015): 8–12. http://dx.doi.org/10.3126/ijls.v9i3.12440.
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School bullying is a common, problematic behavior among children that can have long-term adverse consequences for the victims of bullying. School bullying may take many forms, such as physical, verbal, and relational or social. So the purpose of this study was to compare physical victimization among male and female high schools students of Boukan city in Iran in academic year 2013-14. Four schools were selected by random cluster sampling. Data collected using Iranian form of bullying victimization scale (B.V.S) and analysed with descriptive statistics (Mean, Standard Deviation) and inferential statistics (One Way Variance test) using SPSS 19 software. The results showed that gender was a meaningful factor for predicting physical victimization among students thus boys had meaningfully higher average scores than girls. DOI: http://dx.doi.org/10.3126/ijls.v9i3.12440 International Journal of Life Sciences 9 (3): 2015; 9-12
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Veldkamp, Sabine A. M., Dorret I. Boomsma, Eveline L. de Zeeuw, Catharina E. M. van Beijsterveldt, Meike Bartels, Conor V. Dolan, and Elsje van Bergen. "Genetic and Environmental Influences on Different Forms of Bullying Perpetration, Bullying Victimization, and Their Co-occurrence." Behavior Genetics 49, no. 5 (September 2019): 432–43. http://dx.doi.org/10.1007/s10519-019-09968-5.
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Abstract Bullying comes in different forms, yet most previous genetically-sensitive studies have not distinguished between them. Given the serious consequences and the high prevalence of bullying, it is remarkable that the aetiology of bullying and its different forms has been under-researched. We present the first study to investigate the genetic architecture of bullying perpetration, bullying victimization, and their co-occurrence for verbal, physical and relational bullying. Primary-school teachers rated 8215 twin children on bullying perpetration and bullying victimization. For each form of bullying, we investigated, through genetic structural equation modelling, the genetic and environmental influences on being a bully, a victim or both. 34% of the children were involved as bully, victim, or both. The correlation between being a bully and being a victim varied from 0.59 (relational) to 0.85 (physical). Heritability was ~ 70% for perpetration and ~ 65% for victimization, similar in girls and boys, yet both were somewhat lower for the relational form. Shared environmental influences were modest and more pronounced among girls. The correlation between being a bully and being a victim was explained mostly by genetic factors for verbal (~ 71%) and especially physical (~ 77%) and mostly by environmental factors for relational perpetration and victimization (~ 60%). Genes play a large role in explaining which children are at high risk of being a victim, bully, or both. For victimization this suggests an evocative gene-environment correlation: some children are at risk of being exposed to bullying, partly due to genetically influenced traits. So, genetic influences make some children more vulnerable to become a bully, victim or both.
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Douvlos, Christos. "Bullying in preschool children." Psychological Thought 12, no. 1 (April 30, 2019): 131–42. http://dx.doi.org/10.5964/psyct.v12i1.284.
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The present article aims to shed light on exploring the issue of bullying in preschool children, with a special focus on early forms of anti-social and aggressive behaviour and suggestions about the role of the school, based on the presentation of prevention and intervention programmes in preschool education settings. The most typical forms of bullying in preschool education settings are physical aggressiveness, social exclusion and rumor spreading. Most studies indicate that physical aggressiveness is prevalent in boys, while relational and verbal aggressiveness is prevalent in girls. The role of preschool educators is crucial, as they need to learn to identify and manage early forms of aggressiveness. Therefore, their training is imperative, as they need to carefully evaluate each incident, while creating a positive learning environment and applying strategies for bullying prevention and intervention.
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Neupane, D. "Gender Role in School Bullying." Journal of Chitwan Medical College 4, no. 1 (July 30, 2014): 37–41. http://dx.doi.org/10.3126/jcmc.v4i1.10847.
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School bullying with reference to gender was performed in Kathmandu. The general aim of this research was to analyze the relationship between bullying and victimization with response to gender among Nepalese school adolescents. The study was correlational in design employing a pen-and-paper self-report survey. Within the survey, two separate instruments measured the criterion variables bullying and victimization. Participants were drawn from three private schools of Kathmandu. These schools were chosen in random selection. The number of participations was 104 school students. The study investigated the prevalence of bullying in the school with reference to gender. The result from the survey indicates that the boys are more bully than girls are. Boys have reported higher mean scores of physical bullying, verbal bullying, physical victimization and verbal victimization. On the other hand, girls have reported higher mean scores of indirect bullying and victimization. Gender differences in bullying and victimization were as expected and as social role theory and previous research would predict, with boys reporting higher direct and overall levels of bullying and victimization than girls. Similarly, and in accordance with the literature, girls reported higher levels of indirect bullying and victimization than boys are. DOI: http://dx.doi.org/10.3126/jcmc.v4i1.10847 Journal of Chitwan Medical College 2014; 4(1): 37-41
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Aisyah, Eny Nur, Harun Harun, Arif Rohman, and Hardika Hardika. "The Analysis of Child Bullying Behaviour of Game Mobile Learning Users, in The Early Childhood Education Management Perspective." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 09 (May 4, 2021): 4. http://dx.doi.org/10.3991/ijim.v15i09.21583.
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This study aims to analyze the behavior of verbal bullying, social bullying, and physical bullying in early childhood using game mobile learning. The research approach used is qualitative phenomenology. The informants of this study were 24 parents, 3 teachers, and 30 children aged 4-6 years in Early Childhood Education Institutions in Indonesia. Data were collected through in-depth interviews, observation, and documentation study. Based on the results of data analysis, it is known the behavior of verbal bullying, social bullying, and physical bullying there are differences in the intensity and frequency of bullying behavior of children aged 4-6 years while playing game mobile learning at home and in social settings. Unconsciously, bullying behavior is formed and developed from an early age through game mobile learning used by children. Children do not understand the meaning of bullying behavior which is shown through attitudes, words, and behavior when playing game mobile learning. So, the closest adults to the child are needed (1) to manage learning activities using game mobile learning, (2) provide intensive assistance for children when playing game mobile learning, (3) provide good advice and admonitions when bullying behavior is presented by the child, (4) agree on clear rules, and (5) firmly with children when playing game mobile learning
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Umamy, Farida, Wisnu Hidayat, and Mido Ester Sitorus. "STUDI FENOMENOLOGI: DINAMIKA KESEHATAN KORBAN BULLYING REMAJA DI SMPN 2 KECAMATAN DATUK BANDAR TIMUR KOTA TANJUNGBALAI." Jurnal Muara Sains, Teknologi, Kedokteran dan Ilmu Kesehatan 3, no. 2 (January 15, 2020): 245. http://dx.doi.org/10.24912/jmstkik.v3i2.5111.
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This study aims to obtain in-depth information about the form of bullying, the factor of bullying in victims. As well as this study also aims to determine the impact on the dynamics of bullying victims' health. This type of research is qualitative research. The informants of this study consisted of 2 students at SMPN 2 Tanjungbalai. Data collection methods used are in-depth interviews and observations according to the guidelines that have been made. The analysis conducted is data collection, transcribing records. To measure the validity of the data of this study, researchers used source triangulation, namely informant friends, parents and counseling guidance teachers. The results of this study indicate that the form of bullying experienced by informants is a form of physical, verbal and psychological bullying. Informant A experiences physical and verbal bullying, while N experiences verbal and psychological bullying. Factors that cause informants to be bullied because they are physically small, timid, have difficulty adjusting to the school environment and are considered less attractive in their teenage friends. Bullying has an impact on the dynamics of the victim's health that is a change in attitude, feeling sad and inferior, lacking focus in learning, bruising and feeling dizzy, lazy to socialize in the school environment and changes in spiritual life. The researcher suggests that the school has a program to accompany victims of bullying so that they can develop themselves as a positive impact so that victims are able to accept themselves. AbstrakPenelitian ini bertujuan untuk memperoleh informasi mendalam mengenai bentuk bullying, faktor terjadinya bullying pada korban. Serta penelitian ini juga bertujuan mengetahui dampak terhadap dinamika kesehatan korban bullying. Jenis penelitian ini adalah penelitian kualitatif. Informan penelitian ini terdiri dari 2 siswa SMPN 2 Tanjungbalai. Metode pengumpulan data yang digunakan adalah wawancara mendalam dan observasi sesuai pedoman yang telah dibuat. Analisis yang dilakukan adalah pengumpulan data, mentranskip catatan. Untuk mengukur keabsahan data penelitian ini, peneliti menggunakan triangulasi sumber yaitu teman informan, orang tua dan guru bimbingan konseling. Hasil penelitian ini menunjukkan bahwa bentuk bullying yang dialami informan yaitu bentuk bullying fisik, verbal dan psikologis. Informan A mengalami bullying fisik dan verbal, sedangkan N mengalami bullying verbal dan psikologis. Faktor – faktor yang menyebabkan informan dibully karena fisik yang kecil, penakut, susah menyesuaikan diri dilingkungan sekolah dan dianggap kurang menarik dilingkungan teman-teman usia remaja. Bullying memiliki dampak terhadap dinamika kesehatan korban yaitu perubahan sikap, merasa sedih dan rendah diri, kurang fokus dalam belajar, memar dan merasa pusing, malas bersosialisasi dilingkungan sekolah serta perubahan kehidupan spritual. Peneliti menyarankan sekolah memiliki program untuk mendampingi korban bullying agar dapat mengembangkan diri sebagai dampak yang positif sehingga korban mampu menerima diri sendiri.
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Zerillo, Christine, and Karen F. Osterman. "Teacher perceptions of teacher bullying." Improving Schools 14, no. 3 (November 2011): 239–57. http://dx.doi.org/10.1177/1365480211419586.
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This mixed-methods study examined elementary teachers’ perceptions of teacher–student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious than peer bullying, and did their perceptions differ by the nature of the bullying incident? Findings indicate that teachers are aware of isolated and ongoing student bullying by their colleagues; however, they have a higher sense of accountability for peer bullying and forms of bullying with physical rather than socio-emotional consequences. Teachers’ sense of accountability was correlated with years of experience but unrelated to participation in professional development, despite sustained anti-bullying initiatives over a 10-year period.
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Jiménez-Barbero, José Antonio, Alejandro Jiménez-Loaisa, David González-Cutre, Vicente J. Beltrán-Carrillo, Laura Llor-Zaragoza, and José Antonio Ruiz-Hernández. "Physical education and school bullying: a systematic review." Physical Education and Sport Pedagogy 25, no. 1 (November 13, 2019): 79–100. http://dx.doi.org/10.1080/17408989.2019.1688775.
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Lee, Ji Hyeon. "Victimization by Bullying and Physical Symptoms Among South Korean Schoolchildren." Journal of School Nursing 34, no. 2 (March 6, 2017): 149–55. http://dx.doi.org/10.1177/1059840517696962.
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This study examined the relationship between victimization by bullying and physical symptoms among South Korean schoolchildren. Data were analyzed from a nationally representative sample of 2006 schoolchildren across South Korea aged 9–17 years. Multiple logistic regression analysis was used to estimate the associations between victimization by bullying and physical symptoms in the children. Schoolchildren bullied 4 or more times by peers in the previous year were approximately 3 times more likely to report recurrent stomachache or dizziness and twice as likely to report headache and sleep difficulties than students who were never victimized by peers. These risk estimates were calculated by controlling for confounding variables. School nurses, teachers, and school counselors or school social workers should consider frequent physical symptoms (headache, stomachache, dizziness, and sleep difficulties) as potential indicators of victimization through bullying and then provide prompt intervention and support using a multidisciplinary approach when harm is confirmed.
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Kurnia, Dadang, and Ani Nur Aeni. "Indikasi Bullying Fisik pada Siswa SD dan Implikasinya Terhadap Pendidikan Akhlak Menurut Tuntunan Agama." Mimbar Sekolah Dasar 5, no. 2 (August 25, 2018): 97. http://dx.doi.org/10.17509/mimbar-sd.v5i2.11641.
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Cases of bullying among elementary school students are high, therefore need to get attention. This study reveals an indication of physical bullying that occurs in elementary students and its implications for moral education according to the guidance of Religion. The method used is survey and literature study with qualitative approach. Participants involved a number of 55 elementary school teachers in the Cirebon region, including districts and cities. The results showed that 1) almost half of the physical bullying indication occurred in primary school with the highest percentage is in punching and pinching behavior, while the smallest percentage of the strangling behavior, 2) moral education can be a therapy to change the bad behavior of physical bullying and can be used as an effort to prevent.
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Björkqvist, Kaj, Karin Österman, and Petra Berg. "Higher Rates of Victimization to Physical Abuse by Adults Found among Victims of School Bullying." Psychological Reports 109, no. 1 (August 2011): 167–68. http://dx.doi.org/10.2466/02.07.11.16.pr0.109.4.167-168.
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Retrospective reports of exposure to physical abuse by an adult during childhood was assessed in 874 adolescents (426 boys, 448 girls; M age = 11.5 yr., SD = 0.8) who also reported whether they had been victimized by school bullying. Having been hit by an adult was significantly more common among victims of school bullying (39.5%) than among adolescents not victimized by school bullying (16.8%). No sex difference was found. The finding raises questions about whether victimization by physical abuse puts a child at greater risk for developing a “victim personality.”
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Lucas, Christy, Jodi Brady, and Robert P. Olympia. "School Nurses on the Front Lines of Health Care: “STICKS & STONES” May Hurt More Than Your Students’ Bones: A Guide to the Recognition of Bullying in Your Schools." NASN School Nurse 35, no. 6 (December 12, 2019): 321–26. http://dx.doi.org/10.1177/1942602x19892074.
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Although students commonly present to the school nurses’ office with physical chief complaints, there are many mental health concerns in the school-age population associated with emotional and physical consequences. Bullying is considered to be a public health crisis, plaguing students across the nation. It is important to develop a framework for recognizing problematic social and emotional interactions between students, like bullying, given the dire consequences on a student’s physical and emotional well-being. This article describes typical presentations of bullying through a case scenario, providing a mnemonic for recognition and resources for prevention.
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Campbell, Marilyn, Yoon-Suk Hwang, Chrystal Whiteford, Julie Dillon-Wallace, Jill Ashburner, Beth Saggers, and Suzanne Carrington. "Bullying Prevalence in Students With Autism Spectrum Disorder." Australasian Journal of Special Education 41, no. 2 (August 7, 2017): 101–22. http://dx.doi.org/10.1017/jse.2017.5.
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All forms of bullying, physical, verbal, social, and cyber, are prevalent among youth worldwide. An especially vulnerable population for involvement in bullying is students with an autism spectrum disorder (ASD). Although there are some studies that have investigated bullying in these students, many of these are beset by methodological issues. We surveyed 104 students with ASD on their bullying experiences in all 4 forms of bullying and examined their roles as victim, perpetrator, and bully-victim, comparing them with a group of typically developing students matched for age and gender. It was found that students with ASD reported significantly more traditional victimisation (physical, verbal, and social) than their typically developing peers. Cyberbullying victimisation was similar for the 2 groups. There were no differences between the groups on traditional bullying perpetration; however, typically developing students reported more cyberbullying perpetration behaviours. Implications for prevention and intervention are discussed.