Journal articles: 'Social 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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Goldberg, Earl. "Fight social bullying." Men in Nursing 1, no. 3 (June 2006): 45–49. http://dx.doi.org/10.1097/01244664-200606000-00012.

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Goldstein, Marion. "Social implications of bullying." Arts in Psychotherapy 39, no. 3 (July 2012): 206–8. http://dx.doi.org/10.1016/j.aip.2011.12.005.

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Kholdarova, Indira Abdukarimovna. "SCHOOL BULL SCHOOL BULLYING IN THE CON YING IN THE CONTEXT OF SOCI TEXT OF SOCIAL PEDAGOGY." Scientific Reports of Bukhara State University 5, no. 1 (February 26, 2021): 239–50. http://dx.doi.org/10.52297/2181-1466/2021/5/1/19.

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Background. This article attempts to describe school bullying in the context of social pedagogy. The purpose of this article is to concretize the algorithm of social pedagogy in organizing support groups for victims of school bullying. Methods. The study of scientific papers by scientists allowed us to understand that the main method of organizing support groups is to restore a favorable atmosphere in the classroom by involving children themselves. The method of prevention of bullying - "Without blame" - is based on humanistic ideas of innocence of all bullying participants. The technology of appropriate social pedagogical work is a clearly structured process that consists of seven stages. Results and discussions. An approximate algorithm of activities for creating anti-bullying support in an educational organization is recommended for social teachers. Key components of the prevention and response to school violence program are described. Analyzing the above methods, we can highlight core components. Programmes to prevent and respond to school violence: the school director should demonstratively follow the program.

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Perkins, H. Wesley, David W. Craig, and Jessica M. Perkins. "Using social norms to reduce bullying." Group Processes & Intergroup Relations 14, no. 5 (April 7, 2011): 703–22. http://dx.doi.org/10.1177/1368430210398004.

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Bullying attitudes and behaviors and perceptions of peers were assessed in a case study experiment employing a social norms intervention in five diverse public middle schools in the State of New Jersey (Grades 6 to 8). Data were collected using an anonymous online survey (baseline n = 2,589; postintervention n = 3,024). In the baseline survey, students substantially misperceived peer norms regarding bullying perpetration and support for probullying attitudes. As predicted by social norms theory, they thought bullying perpetration, victimization, and probullying attitudes were far more frequent than was the case. Also as predicted, variation in perceptions of the peer norm for bullying was significantly associated with personal bullying perpetration and attitudes. Using print media posters as the primary communication strategy, an intervention displaying accurate norms from survey results was conducted at each of the five school sites. A pre-/postintervention comparison of results revealed significant reductions overall in perceptions of peer bullying and probullying attitudes while personal bullying of others and victimization were also reduced and support for reporting bullying to adults at school and in one’s family increased. The extent of reductions across school sites was associated with the prevalence and extent of recall of seeing poster messages reporting actual peer norms drawn from the initial survey data. Rates of change in bullying measures were highest (from around 17% to 35%) for the school with the highest message recall by students after a one-and-a-half-year intervention. Results suggest that a social norms intervention may be a promising strategy to help reduce bullying in secondary school populations.

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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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Lee, Yi Chih, and Wei-Li Wu. "Factors in cyber bullying: the attitude-social influence-efficacy model." Anales de Psicología 34, no. 2 (April 10, 2018): 324. http://dx.doi.org/10.6018/analesps.34.2.295411.

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<p>This study examines the correlation between risk perception, knowledge, social influence, self-efficacy, and cyber bullying behavior from the perspective of the attitude-social influence-efficacy model. The samples in this survey are adolescents who have had cyber bullying behavior or have witnessed their peers’ cyber bullying behavior. The results showed that attitude towards cyber bullying affected cyber bullying intention, and that intention also influenced cyber bullying behavior. Social influence also had an impact on cyber bullying intention and cyber bullying behavior. In fact, intention was a mediator between attitude and behavior, as well as between social influence and behavior. </p>

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Shablystyi, Volodymyr, Svitlana Obrusna, Yuriy Levchenko, Vitaliy Gluhoverya, and Viktoriia Rufanova. "Social and legal nature of bullying." Revista Amazonia Investiga 10, no. 37 (March 5, 2021): 78–85. http://dx.doi.org/10.34069/ai/2021.37.01.7.

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The aim of the article is to analyze the concepts of bullying and mobbing, to determine their social and legal nature, to formulate our own definition of these terms. The subject of the study is an analysis of the concepts of bullying and mobbing. The research methodology includes the following methods: system and structural method, formal and dogmatic method, historical method, clustering method, comparative and legal method, legal modeling method and others. The results of the study. The definition of bullying is comprehensively studied, its types are singled out, the phases of its development are determined. Practical implication. The difference between bullying and mobbing, as well as between bullying and conflict, is studied. Value / originality. Based on the research conducted the authors’ concepts of bulling and mobbing are proposed.

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Fisch, S. I. "Bullying, Aggression, and Social Fallout." AAP Grand Rounds 6, no. 1 (July 1, 2001): 4–5. http://dx.doi.org/10.1542/gr.6-1-4.

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Goldberg, Earl, Janice Beitz, Diane Wieland, and Ciara Levine. "Social Bullying in Nursing Academia." Nurse Educator 38, no. 5 (2013): 191–97. http://dx.doi.org/10.1097/nne.0b013e3182a0e5a0.

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Polanin, Megan, and Elizabeth Vera. "Bullying Prevention and Social Justice." Theory Into Practice 52, no. 4 (October 2, 2013): 303–10. http://dx.doi.org/10.1080/00405841.2013.829736.

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Collins, Stewart. "Bullying in social work organisations." Practice 13, no. 3 (July 2001): 29–44. http://dx.doi.org/10.1080/09503150108411517.

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Pihl, Patricia, Karen Albertsen, Annie Hogh, and Lars Peter Sønderbo Andersen. "Social capital and workplace bullying." Work 57, no. 4 (September 13, 2017): 535–45. http://dx.doi.org/10.3233/wor-172589.

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Kohm, Amelia. "Childhood bullying and social dilemmas." Aggressive Behavior 41, no. 2 (February 17, 2015): 97–108. http://dx.doi.org/10.1002/ab.21579.

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Bacchini, Dario, Giovanna Esposito, and Gaetana Affuso. "Social experience and school bullying." Journal of Community & Applied Social Psychology 19, no. 1 (January 2009): 17–32. http://dx.doi.org/10.1002/casp.975.

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Mount, George R. "Bullying." Journal of Police Crisis Negotiations 5, no. 2 (September 6, 2005): 125–29. http://dx.doi.org/10.1300/j173v05n02_11.

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Adickes, Jessica, Kelly Worrell, Christiana Klatt, Jessica Starks, Anne Vosicky, and Christy Szczech Moser. "Bullying." Journal of Occupational Therapy, Schools, & Early Intervention 6, no. 1 (January 2013): 1–13. http://dx.doi.org/10.1080/19411243.2013.771099.

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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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Domínguez, Laura, and Mario Millán-Franco. "A discursive approach to bullying from the perspective of Social Work." OBETS. Revista de Ciencias Sociales 16, no. 2 (July 28, 2021): 281. http://dx.doi.org/10.14198/obets2021.16.2.04.

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The objective of this study was to explore the social framework of bullying using the discourse of the different agents involved. A qualitative method was used (i.e. thematic analysis). We collected information from 25 semi-structured interviews. Four themes were identified: “Descriptive elements of bullying”; “Bullying is a social issue”; “Normalizing bullying hidden behind other types of violence”, and “An integrated struggle against bullying”. This study shows that bullying is a social problem associated with other types of violence. Bullying should also be studied from the perspective of Social Work to generate new strategies and effective social intervention and prevention programs.

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Syarifudin, Syarifudin. "Political Communication and Bullying on Social Media: Da'wah Perspectives." Ilmu Dakwah: Academic Journal for Homiletic Studies 13, no. 2 (December 30, 2019): 291–310. http://dx.doi.org/10.15575/idajhs.v13i2.4748.

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This study discusses the ethnography of bullying political communication on social media during the campaign period in Ambon City with two main issues namely how the reality of political bullying on Facebook, Whatsapp and Youtube, as well as how the power of social media damages the public thinking system through news of political communication bullying. This qualitative descriptive research explores exploratively the reality of the bullying of political communication in the social media public space in the city of Ambon. The perspective used in reading the reality of political communication bullying uses the Hymens ethnographic communication insight which assumes that language plays a role in the bullying behavior of political communication in a democratic society. The analysis technique uses the method of interpretation of Abu Hayyan's maudhu'i which assumes that every news has text, meaning and context. From an axiological perspective, empathic communication methods are used as a parameter to examine political bullying news material on social media. This study found four aspects, namely: 1). The most widely consumed news during the presidential election campaign in Ambon city was political bullying that damaged the social system of unity, brotherhood and culture of Muslim-Christian empathy. 2). News that plays a big role in constructing the brains of people in Ambon City and political discussion in coffee shops is news sourced from Youtube. 3). Political bullying influences changes in political choices for the Presidential Election during the campaign period. 4). News that is used as an argument for political communication 70% comes from news on social media. It can be concluded that the higher the bullying of political communication received by the Ambon city public from social media, the more difficult it is to care for the fraternity in arranging insight into healthy thinking in the public space and in the community. Penelitian ini membahas tentang etnografi bullying komunikasi politik di media sosial selama masa kampanye di kota Ambon dengan dua pokok masalah yaitu bagaimana realitas bullying politik di Facebook, Whatsapp dan Youtube, serta bagaimana kekuatan media sosial merusak sistem berpikir masyarakat melalui berita bullying komunikasi politik. Penelitian bercorak desktiptif kualitiatif ini menelaah secara eksploratif realitas bullying komunikasi politik di ruang public media sosial di kota Ambon. Perspektif yang digunakan dalam membaca realitas bullying komunikasi politik ini menggunakan wawasan komunikasi etnografi Hymens yang berasumsi bahwa bahasa berperan mencetak prilaku bullying komunikasi politik masyarakat dalam berdemokrasi. Teknik analisis menggunakan metode tafsir maudhu’i Abu Hayyan yang berasumsi bahwa setiap berita ada teks, makna dan konteks. Dari perspektif aksiologinya menggunakan metode komunikasi empaty sebagai parameter untuk menguji materi berita bullying politik di media sosial. Penelitian ini menemukan empat aspek yaitu: 1). Berita yang paling banyak dikonsumsi selama kampanye pilpres di kota Ambon adalah bullying politik yang merusak sistem sosial persatuan, persaudaraan, dan budaya empati Islam-Kristen. 2). Berita yang sangat berperan besar mengkonstruksi otak masyarakat di kota Ambon dan diskusi politik di warung kopi adalah berita yang bersumber dari Youtube. 3). Bullying politik berpengaruh terhadap perubahan pilihan politik untuk Pemilihan Presiden selama masa kampanye. 4). Berita yang dijadikan argument komunikasi politik 70% berasal dari berita di media sosial. Dapat disimpulkan bahwa semakin tinggi bullying komunikasi politik yang diterima oleh publik kota Ambon dari media sosial semakin sulit merawat persaudaraan menata wawasan berpikir sehat di ruang publik dan di masyarakat.

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Joseph, Sylvia. "Social Learning Theory Application on Bullying Phenomenon." Journal of International Business Research and Marketing 6, no. 6 (September 2021): 7–12. http://dx.doi.org/10.18775/10.18775/jibrm.1849-8558.2015.66.3001.

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This paper aims to examine the social learning theory utilization in countering the bullying phenomenon in Egypt. The paper investigates the consequences of bullying on mental and emotional health of the bullied person. The purpose of this research is to shed light on the bullying incidents happening in Egypt and its relationship with the social learning theory.

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Mishna, Faye, Kaitlin J. Schwan, Arija Birze, Melissa Van Wert, Ashley Lacombe-Duncan, Lauren McInroy, and Shalhevet Attar-Schwartz. "Gendered and Sexualized Bullying and Cyber Bullying." Youth & Society 52, no. 3 (February 19, 2018): 403–26. http://dx.doi.org/10.1177/0044118x18757150.

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Drawing on semistructured interviews with Canadian Grade 4 to 12 students, this article uses a feminist lens to explore gendered and sexualized bullying and cyberbullying among children and youth. Our findings indicate that while boys’ roles and behaviors were frequently made invisible, girls were typically spotlighted, blamed, and criticized. Girls’ experiences were often minimized and normalized by peers and linked to gender norms and stereotypes that were largely invisible to participants. The central theme of invisibility emerged, which encompassed and interconnected the three subthemes: (a) gendered stereotyping, (b) spotlighting girls, and (c) gender surveillance and policing. Gendered and sexualized bullying and cyberbullying were found to be part of a socialization process wherein girls come to expect gender-based aggression, violence, and inequality in their lives. This article makes explicit how bullying and cyberbullying are linked to societal norms that put girls at risk of harassment, violence, abuse, and discrimination.

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Jilani, Uzma Aamir, Farah Wahab, and Mahnur Gilani. "Bullying Prevalence among Adolescents: Potential Social Stressor to Young Minds." Technium Social Sciences Journal 10 (July 15, 2020): 333–43. http://dx.doi.org/10.47577/tssj.v10i1.1222.

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Bullying among youth is like an epidemic all around the world. It has critical and damaging effects on the mental health of the affected. Bullying can lead to psychosocial morbidity and adjustment problems in the bully, victims, and those who witness. A study was conducted to investigate the prevalence of this social issue among adolescents in the largest city of Pakistan. The purpose of this survey was to evaluate the extent of bullying prevalence, to determine frequencies of different types of bullying across genders, to raise awareness of the bullying phenomenon among adolescents, and to identify the coping strategies used to stop bullying. In the survey, 241 children aged 12 to 15, participated through convenient sampling, and completed a directly administered questionnaire. The result of this survey suggests that bullying is pervasive among adolescents in Pakistan and thus a significant proportion of the community is at risk of developing psychosocial ailments. There is a need for a well-rounded global effort to design a strategy against bullying that can be implemented by schools, parents, teachers, and students.

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Anggraini, Ika Yunida, Sucipto Sucipto, and Rini Indriati. "Cyberbullying Detection Modelling at Twitter Social Networking." JUITA : Jurnal Informatika 6, no. 2 (November 24, 2018): 113. http://dx.doi.org/10.30595/juita.v6i2.3350.

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Cybercrimes often happened in social networking sites. Cyber-bullying is a form of cybercrime that recently trended in one of popular social networking sites, Twitter. The practice of cyber-bullying on teenager can cause depression, murderer or suicidal thoughts and it needs a preventing action so it will not harmful to the victim. To prevent cyber-bullying a text mining modelling can be done to classify tweets on Twitter into two classes, bullying class and not bullying class. On this research we use Naïve Bayes Classifier with five stages of pre-processing : replace tokens, transform case, tokenization, filter stopwords and n-grams. The validation process on this research used 10-Fold Cross Validation. To evaluate the performance of the model a Confusion Matrix table is used. The model on 10-Fold Cross Validation phase works well with 77,88% of precision , 94,75% of recall and 82,50% of accuracy with +/-5,12% of standard deviation.

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Syarah, Elke Mai. "Social Change: Bullying on Basic School Children." International Journal of Educational Dynamics 1, no. 1 (January 3, 2019): 180–87. http://dx.doi.org/10.24036/ijeds.v1i1.52.

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ABSTRACT Social change is one of the things that is very susceptible to occur in elementery school children. This change occurs due to the child’s lack of existing social change. Indeed , this social change that is very vulnerable to occur in children is bullying. Bullying is often found to occur among elementary school children. This certainly must be a concern in the environment of elementary school children can have consequences for children who are bullied. Their children’s confidence decreases so that in their environtment he does not feel comfort in him. This article aims to provide solutions related to how to deal with bullying that occurs at school. Keywords : Bullying, children, solution

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Silva, Jorge Luiz da, Wanderlei Abadio de Oliveira, Diene Monique Carlos, Elisangela Aparecida da Silva Lizzi, Rafaela Rosário, and Marta Angélica Iossi Silva. "Intervention in social skills and bullying." Revista Brasileira de Enfermagem 71, no. 3 (May 2018): 1085–91. http://dx.doi.org/10.1590/0034-7167-2017-0151.

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ABSTRACT Objective: to verify if the improvement of social and emotional skills reduces bullying victimization in 6th grade students 12 months after the end of the intervention. Method: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Results: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Conclusion: Social skills are important in anti-bullying interventions and can be the basis for intersectoral interventions in the health area, aimed at favoring the empowerment of victims by improving their social interactions and quality of life in school.

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Hardhiyanti, Rizky Septia, Lena N. Pandjaitan, and Lutfi Arya. "Efektivitas Social Skills Training (SST) untuk Mereduksi Intensitas Bullying Pada Remaja." Psikostudia : Jurnal Psikologi 9, no. 1 (March 31, 2020): 1. http://dx.doi.org/10.30872/psikostudia.v9i1.3586.

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Salah satu tindak kekerasan yang sering terjadi di sekolah adalah bullying. Permasalahan bullying tidak hanya dialami oleh siswa di sekolah regular, melainkan banyak pula yang terjadi pada siswa di sekolah inklusi khususnya terhadap siswa berkebutuhan khusus. Bullying merupakan salah satu bentuk permasalahan hubungan sosial, yang disebabkan oleh rendahnya keterampilan sosial yang dimiliki oleh pelaku. Maka salah satu cara yang diprediksi dapat mereduksi yakni dengan meningkatkan fungsi sosial melalui program intervensi berupa social skills training. Tujuan dari penelitian adalah untuk melihat efektivitas social skills training dalam mereduksi intensitas bullying pada remaja. Partisipan dalam penelitian ini berjumlah tiga orang yang berada pada rentang usia remaja. Partisipan merupakan pelaku bullying pada jenjang sekolah menengah pertama di salah satu sekolah inklusi. Partisipan akan mengikuti social skills training selama enam sesi yang berdurasi sekitar 90-120 menit tiap sesinya. Penelitian ini menggunakan single case experiment design, dengan pengumpulan data dilakukan dengan teknik wawancara, observasi, dan juga self-report melalui pengisian skala perilaku bullying dan skala keterampilan sosial. Hasil analisis menunjukkan bahwa social skills training memiliki pengaruh pada penurunan intensitas bullying, hanya saja penurunan tidak terjadi secara signifikan. Penanganan permasalahan bullying sebaiknya tidak hanya ditujukan kepada pelaku ataupun korban, melainkan dengan whole-school approach, sehingga pihak sekolah dan orang tua dapat turut serta dalam penanggulangan masalah bullying yang terjadi.

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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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Ey, Lesley-Anne, Sue Walker, and Barbara Spears. "Young children’s thinking about bullying: Personal, social-conventional and moral reasoning perspectives." Australasian Journal of Early Childhood 44, no. 2 (March 18, 2019): 196–210. http://dx.doi.org/10.1177/1836939119825901.

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Research into young children’s understanding of bullying in the early years of schooling is limited. The current study examined young children’s understanding, explanations and reasoning behind whether behaviours represented in cartoon scenarios depicted bullying or non-bullying incidents. Seventy-seven children aged 4–8 years from one kindergarten and three schools in metropolitan South Australia participated in single, age-appropriate interviews with an early childhood educator/researcher. All children described each cartoon ( N = 77) explaining their reasons why they considered each one as bullying or not ( N = 76). Consistent with previous research which employed cartoon methodology with young children, findings indicated that children confused bullying with aggressive-only behaviour, resulting in over-labelling incidents as bullying. Examination of their thinking about bullying revealed that children in this study drew on moral reasoning perspectives and their understanding of relevant behavioural and social expectations and conventions.

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Sreekanth, Y. "Bullying: an element accentuating social segregation." Education 3-13 37, no. 3 (August 2009): 233–45. http://dx.doi.org/10.1080/03004270802349463.

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Harger, Brent. "Bullying: The Social Destruction of Self." Contemporary Sociology: A Journal of Reviews 45, no. 3 (April 13, 2016): 326–28. http://dx.doi.org/10.1177/0094306116641407bb.

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Thornberg, Robert. "Schoolchildren's social representations on bullying causes." Psychology in the Schools 47, no. 4 (February 1, 2010): 311–27. http://dx.doi.org/10.1002/pits.20472.

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Wieland, Diane, and Janice M. Beitz. "Resilience to Social Bullying in Academia." Nurse Educator 40, no. 6 (2015): 289–93. http://dx.doi.org/10.1097/nne.0000000000000169.

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Levchenko, Yu. "Social and Legal Character of Bullying." Naukovij vìsnik Nacìonalʹnoï akademìï vnutrìšnìh sprav 118, no. 1 (2021): 67–75. http://dx.doi.org/10.33270/01211181.67.

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Holmgren, Eveliina, Hanna Raaska, Helena Lapinleimu, and Marko Elovainio. "Bullying Among International Adoptees: Testing Risks and Protective Factors." Violence and Victims 34, no. 6 (December 1, 2019): 930–51. http://dx.doi.org/10.1891/0886-6708.vv-d-18-00157.

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This study examined the risks and protective factors for experiencing bullying and especially racist bullying among internationally adopted children in Finland. Factors examined were related to children's background, adoptive family, children's social problems and social skills, and their associations with bullying experiences. About 56.9% of children reported bullying victimization and 24.2% racist bullying victimization. Boys were at bigger risk of becoming bullied (B = 0.14, p < .05), as were children with disability (B = 0.11; p < .05). The continent of birth (European; B = 0.51; p < .001) and adoptive family's lower socioeconomic status (SES; B = 0.16; p < .05) were associated with increased victimization. Child's social problems increased the likelihood of victimization for both general (B = 0.59, p < .001) and racist bullying (B = 0.10, p < .001). Child's social skills appeared as a protective factor against general bullying (B = 3.87; p > .001). This study shows that interventions for tackling children's social problems and improving their social skills may reduce children's risk for bullying involvement.

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Janjon, Mohammed Zuhair Hussein. "Bullying and Its Relationship to Social Behavior Among Intermediate Students." Journal of University of Babylon for Humanities 26, no. 6 (June 18, 2018): 474–503. http://dx.doi.org/10.29196/jubh.v26i6.1563.

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The current research measures the following: Bullying among middle intermediate students. Social behavior among intermediate students. The relationship between bullying and social behavior among intermediate students. In order to achieve the objectives of the research, the researcher did the following: Prepare the scale of bullying and adopt a measure of social behavior, which culminated in the final form after the completion of the conditions of honesty and consistency and the discrimination of paragraphs (20) of the scale of bullying and (46) of the measure of social behavior, and identify the research students middle and secondary stage of males In the General Directorate for the education of Babylon for the academic year 2017-2018, and consists of the research community of (2600) students, and the research adopted the descriptive approach, and to achieve the research objectives applied researcher scale bullying and the measure of social behavior on the sample of the research, and then analyzed the data using the program bag statistical high Social data processing (SPSS) and the results were as follows: intermediate students suffer from a high level of bullying. Low level of social behavior among intermediate students. There is a weak correlation between the level of bullying and social behavior According to the results of the research, some recommendations and proposals were presented.

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Uzunboylu, Huseyin, Basak Baglama, Nadide özer, Tugba Kucuktamer, and Marina Valeryevna Kuimova. "Opinions of school counselors about bullying in Turkish high schools." Social Behavior and Personality: an international journal 45, no. 6 (July 7, 2017): 1043–55. http://dx.doi.org/10.2224/sbp.6632.

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The aim of the study was to determine the opinions about school bullying of 25 school counselors working in 6 high schools in Osmaniye, Turkey. Using a qualitative method, we collected data through semistructured interviews. We used a content analysis method to perform an interpretive exploration of the counselors' opinions on reasons for, and types of, bullying, precautions taken, and their recommendations for preventing bullying behaviors. Results showed that the school counselors encountered three main types of bullying; verbal insults, hitting others, and provoking others. We also found that the counselors needed to take precautions against bullying, to take steps to prevent it, and to develop intervention strategies for dealing with bullying behaviors. Implications are discussed, including practices to improve policies and to reduce and prevent bullying at high schools, and recommendations are made for further research.

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Treml, Jacqueline Noel. "Bullying as a social malady in contemporary Japan." International Social Work 44, no. 1 (January 2001): 107–17. http://dx.doi.org/10.1177/002087280104400109.

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In the past 20 years bullying has become a serious problem in contemporary Japanese society. Bully-related suicides are on the rise and policymakers have been forced to aggressively pursue the issue. This article suggests that bullying in Japan has been affected by many factors, including the stresses involved in the educational system, Japan’s indigenous religion, Shinto, and a national trend of passivity towards power. Japan affords us the opportunity to see bullying as an international concern and to learn from the efforts of the Japanese to combat it.

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García Ampudia, Lupe, Oswaldo Orellana Manrique, Ricardo Pomalaya V., Elisa Beatriz Yanac Reynoso, Daphne Orellana García, Lidia Sotelo L., Edgar Herrera F., Noemi Sotelo L., and Hilda Chavez Chcaltana. "Intimidación entre iguales (bullying): empatía e inadaptación social en participantes de bullying." Revista de Investigación en Psicología 14, no. 2 (March 3, 2014): 15. http://dx.doi.org/10.15381/rinvp.v14i2.2097.

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La intimidación entre iguales al interior de los centros educativos constituye una problemática en nuestra realidad educativa, los participantes en la misma son los agresores, víctimas y espectadores. El objetivo de la presente investigación es analizar, describir y establecer relaciones entre empatía e inadaptación escolar de los participantes de intimidación entre iguales y comparar las variables de empatía, inadaptación social en función del género y grado escolar. La muestra estuvo conformada por 820 escolares de cuatro centros educativos de educación secundaria pública, de Lima metropolitana; los instrumentos utilizados fueron el Indice de Reactividad Interpersonal (IRI,Davis 1980) en su versión Española (Mestre,V.,Frias,M.y Samper,P. 2004), un cuestionario de inadaptación escolar adaptado del Cuestionario de intimidación y maltrato entre iguales Insebull (Avilés,J. y Elices,J. 2007) y la autodenominación sobre la posición ocupada de los propios sujetos como agresores, víctimas y espectadores. Los principales resultados establecen diferencias de género en todas las escalas de empatía y diferencias de grado escolar en las escalas correspondientes a la dimensión cognitiva de empatía; no se encontraron diferencias de género y grado escolar en la inadaptación escolar. Respecto a la empatía según la posición de agresor, víctima y espectador se encontraron diferencias en la escala de Toma de perspectiva y malestar personal, igualmente en inadaptación escolar.

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García Ampudia, Lupe. "RESPONSABILIDAD SOCIAL UNIVERSITARIA: COMUNICADO PÚBLICO ¡¡SI TODO ES BULLYING NADA ES BULLYING!!" Revista de Investigación en Psicología 15, no. 1 (July 28, 2014): 259. http://dx.doi.org/10.15381/rinvp.v15i1.4986.

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Ante los últimos acontecimientos difundidos por los medios de comunicación, es preciso señalar lo siguiente: La intimidación entre iguales (bullying) no es el único problema existente en los centros educativos, por lo que es necesario no olvidar “las otras violencias” que se producen en sus interiores, cuyos protagonistas no solo son los alumnos. La violencia escolar no es ajena a las otras violencias que están presentes en la sociedad, entre ellas la violencia mediática que ha convertido a los noticieros en crónicas de muerte y sangre y el dolor en espectáculo. Las últimas noticias del suicidio de una niña y una adolescente han sido atribuidas a la presencia de bullying en los centros educativos, conclusiones precipitadas que no contribuyen a entender la problemática que indudablemente es parte de la penosa realidad de los centros.

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Wachs, Sebastian, Anke Görzig, Michelle F. Wright, Wilfried Schubarth, and Ludwig Bilz. "Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying: A Social Cognitive Approach." International Journal of Environmental Research and Public Health 17, no. 2 (January 8, 2020): 420. http://dx.doi.org/10.3390/ijerph17020420.

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We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.

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장미향 and Han Gee Seong. "The Relationships Between Bullying, Social Identity and Social Support." 한국심리학회지: 사회및성격 21, no. 1 (February 2007): 77–87. http://dx.doi.org/10.21193/kjspp.2007.21.1.006.

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Sutton, J., P. K. Smith, and J. Swettenham. "Social cognition and bullying: Social inadequacy or skilled manipulation?" British Journal of Developmental Psychology 17, no. 3 (September 1999): 435–50. http://dx.doi.org/10.1348/026151099165384.

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You, Sukkyung, Euikyung Kim, and Mirim Kim. "An Ecological Approach to Bullying in Korean Adolescents." Journal of Pacific Rim Psychology 8, no. 1 (March 17, 2014): 1–10. http://dx.doi.org/10.1017/prp.2014.1.

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Bullying has become an increasingly grave social problem in Korea and, as such, researchers have attempted to identify the various factors involved in bullying, along with victimisation experiences, in adolescents. However, previous research has often been fragmentary, examining only the individual, family or school factors, thereby failing to take an ecological perspective that can provide a more in-depth understanding of the behaviour involved in bullying. Moreover, such studies often view bullying as a single type of behaviour rather than one composed of different subtypes that may have different causes. Therefore, this study examined the long-term effects of individual, family and school factors on bullying and victimisation experiences from a sample of 3,449 middle school students. Logistic regression analyses were employed in order to understand how various ecological factors influence youth bullying and victimisation experiences. The findings supported the hypothesis, which noted that the key factors varied with regard to the bullying and victimisation subtypes. Lastly, implications and future directions are discussed.

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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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Stives, Kristen L., David C. May, Melinda Pilkinton, Cindy L. Bethel, and Deborah K. Eakin. "Strategies to Combat Bullying: Parental Responses to Bullies, Bystanders, and Victims." Youth & Society 51, no. 3 (February 11, 2018): 358–76. http://dx.doi.org/10.1177/0044118x18756491.

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Despite numerous studies on the topic of bullying, there remains a dearth of information on how parents respond to bullying and the extent to which they are aware of their child’s bullying experiences. Using qualitative data from 54 parents in a southeastern state, we explore advice that parents give their children about how to respond when their child is a bullying victim and a bystander in a bullying incident and how fearful parents are of their child being a victim of bullying and reasons behind their fear. Findings demonstrate that parental messages about responding to bullying victimization and intervening on behalf of other bully victims generally mirror those provided by schools as part of their bullying prevention efforts. However, misunderstandings about bullying and bullying responses among parents limit the effectiveness of the strategies they suggest for their children. Implications for bullying prevention programs and research are also discussed.

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Zhang, Melody, Ziyu Wang, Ryan J. Persram, Tracy K. Y. Wong, and Chiaki Konishi. "Perceived Social Support From Family and Peers: The Association With Bullying Behaviours." Journal of Education and Development 5, no. 1 (January 26, 2021): 17. http://dx.doi.org/10.20849/jed.v5i1.835.

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Bullying is a significant concern among parents, educators, and policymakers in which both bullies and victims are at greater risk for later maladjustment. Although the effect of perceived social support from peers on preventing and mitigating bullying behaviours has been extensively studied, less have examined the roles of perceived social support from family and peers simultaneously. This study examined the association between perceived family support and bullying behaviours among Canadian early adolescents and sought to identify the extent to which perceived family support would be comparable to perceived peer support. Adolescent gender and age were controlled to account for potential gender and age differences. Participants included students in grades 4 to 7 (N = 312) who completed measures of perceived social support from peers and family, and bullying behaviours. Hierarchical multiple regression analyses indicated that perceived family support had a significant, negative association with bullying behaviours among early adolescents. Moreover, perceived family support was found to be more significantly associated with bullying behaviours than perceived peer support. Findings corroborate the importance of perceived social support among early adolescents and emphasize a need to not only examine how perceived social support is associated with bullying behaviours, but to account for the significant role of the family during the early adolescence period.

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Cecen-Celik, Hatice, and Shelley Keith. "Analyzing Predictors of Bullying Victimization With Routine Activity and Social Bond Perspectives." Journal of Interpersonal Violence 34, no. 18 (October 9, 2016): 3807–32. http://dx.doi.org/10.1177/0886260516672941.

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Bullying victimization in school settings is a serious problem in many countries including the United States. It has been associated with serious incidents of school violence as well as detrimental physical, psychological, emotional, and social consequences for its victims. Given its consequences, it is crucial to understand who is more likely to be targeted for bullying victimization. This study examines whether a number of important factors such as gender, physical and interactionist school security measures, and involvement in extracurricular activities influence an individual’s risk of bullying victimization from social bond and routine activity perspectives. The study employs the 2011 School Crime Supplement of the National Crime Victimization Survey to investigate the causes of bullying victimization. The results show that gender, interactionist school security measures, and extracurricular activities affect an individual’s likelihood of bullying victimization.

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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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Williford, Anne, and Kathryn J. Depaolis. "Students' Understanding of Bullying: Implications for Social Work Education and Practice." Journal of Baccalaureate Social Work 24, no. 1 (January 1, 2019): 105–22. http://dx.doi.org/10.18084/1084-7219.24.1.105.

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Social workers are expected to address a range of adverse and traumatic experiences among youths. One common, adverse experience is exposure to bullying. However, the degree to which schools of social work address bullying and thus prepare students to effectively intervene has yet to be investigated. Using a sample of 146 BSW students, the purpose of the present study was to describe students' exposure to content specific to traditional and cyberbullying and their general knowledge and perceptions of these issues and to explore students' reported self-efficacy to intervene and their preparedness to address bullying in their practice with youths and their families. Results revealed several notable trends. Overall, students reported little exposure to bullying-related content and only moderate levels of self-efficacy and preparedness to intervene. Implications for baccalaureate social work education are discussed in the context of enhancing bullying-related content, including exposure to efficacious prevention and intervention strategies.

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Journal articles on the topic 'Social bullying'

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