Bullying and sexual harassment among Brazilian high school students

Bullying and sexual harassment at school have received recent attention in developed countries; however, they have been neglected in Latin America. Thus, the authors investigated these phenomena among 400 Brazilian high school students from two high schools (one private and one public). Analyses using t-tests showed that boys bullied and sexually harassed their peers more often than girls did. Hierarchical multiple regression analyses showed that boys and girls who scored high on general misconduct bullied their peers more often than those who scored low on general misconduct. Boys who believed they would be punished by their teachers for bullying and who scored low on benevolent sexism bullied more often than boys who believed they would not be punished by their teachers and who scored high on benevolent sexism. Moreover, bullying predicted peer sexual harassment for boys and girls. Recommendations to prevent bullying and sexual harassment are offered.     

Examining the Long-Term Consequences of Bullying on Adult Substance Use

Violence is a major concern in the school safety literature. With the potential negative impact of bullying victimization, it is imperative that bullying also be seen as an important social problem that has potential long-term mental and physical health consequences (CDC Surveillance Summaries, 65(6), 1-50, 2016). Numerous studies have documented the negative consequences of bullying in childhood, contending that bullying during childhood can lead to a variety of adulthood problems (Farrington, Loeber, Stallings, & Ttofi Journal of Aggression, Conflict and Peace Research, 3(2), 74-81, 2011; Rigby, 2007). Fewer studies have examined the long-term consequences of childhood bullying on adult substance use. This study uses Bureau of Labor Statistics’ National Longitudinal Survey of Youth (1997) data to examine the association between school-aged bullying (under the age of 19) and adult alcohol, cigarette, and drug use (using Wave 10 from 2007).     

The Impact of Self Control and Neighborhood Disorder on Bullying Victimization

PurposeWhereas past research has examined the effect of individual-level and neighborhood-level predictors of bullying victimization separately, the current study examines their effects collectively.MethodsMiddle and high school students (n = 1972) in randomly selected classes within a Southeastern school district completed a battery of self-report measures. Levels of self-control (an individual-level factor) and neighborhood disorganization (a neighborhood-level factor) were regressed onto measures of the six-week prevalence of verbal, physical, and cyber bullying victimization.ResultsLow self-control and neighborhood disorder were found to be associated with each type of bullying victimization, though the impact of self-control was partially mediated by neighborhood disorder when included in the same model. The effect of self-control was mediated when subsequently controlling for poly-victimization experiences. Net of these controls, neighborhood disorder continued to be associated with a statistically significant increase in the odds of bullying victimization.ConclusionsEconomic and social decay within neighborhoods increased the likelihood of bullying victimizations. These effects hold true across verbal, physical and cyber victimizations, suggesting a need to consider both community characteristics when staging bullying intervention campaigns. Additionally, the findings suggest a need for further research considering the relationship between self-control and neighborhood conditions on the risk of victimization generally.     

Bullying in schools: It's not a crime - is it?

The nature and prevalence of school bullying, and the detrimental and serious impact that it has upon its victims, has been the focus of research and debate since the early 1980s. Where a response is made to incidents of bullying, this is typically seen as the domain of the school, which has a powerful role to play in terms of socialising and disciplining its pupils. From the perspective of the victims of bullying, I argue that despite the existence of school disciplinary mechanisms, intervention by those working within the criminal justice arena is appropriate in two situations. First are situations where school measures are ineffective and the school is unable or unwilling to tackle the bullying. Second are situations that are too serious to be dealt with by the school alone. This issue is rarely discussed in literature on bullying. Using Lacey's metaphor of a set of lenses, I examine the 'criminalisation' of bullying, both at a formal level and at a practical level. I draw upon research that has studied the attitudes of adults and children to crime generally, as well as a qualitative survey of teachers, in order to explore the social construction of bullying as a crime and barriers to this.     

我国中小学校学生欺凌行为及其治理

社会转型期,我国中小学校学生欺凌行为日趋严重。欺凌形式多样,范围广泛,手段恶劣,后果严重,具有明显的全面性、多样性、常态性、隐蔽性等特征。学生欺凌行为形成的主要原因有社会文化失范、行为规范失序、主体人格失当、道德与法制教育失效、共同作用机制失衡等。祛除学生欺凌行为,须以全纳的视角构建多元治理体系,从培养学生"美德"、关注"重要他人"、设立"反欺凌机构"、构建"学校道德共同体"、建立"社会支持系统"、形塑"社会经典文化"、秉持"信仰与梦想"等方面做起。     

Learning to Manage Shame in School Bullying: Lessons for Restorative Justice Interventions

Shame management is purported to be part of the healing process that is a goal of restorative justice. However, the development of shame management capacities and how they are engaged in conflict resolution remains a relatively understudied phenomenon. This study examines how shame management (acknowledgment and displacement) is employed by children as they move into and out of cultures of school bullying. The analysis is based on self-reported changes in bullying experiences of 335 Australian children over a three-year period. Children were classified into bully, victim, bully-victim, nonbully-nonvictim, or residual conflict groups. Shame displacement and bullying tolerance accompanied transition into bullying. Shame acknowledgment and control of bullying marked desistence from bullying. Effects of shame management and social control were not uniform across groups. Findings indicate that interventions to change behaviour need to be flexible and responsive to prior bullying experiences so specific risk and protective factors can be targeted. This study demonstrates that responsiveness to context, building socially responsible relationships, and adaptive shame management are all integral to behaviour change, supporting the use of restorative justice as a way of dealing with school bullying as well as other forms of harm.     

Bullying and social and emotional loneliness in a sample of adult male prisoners

The present study explored social and emotional loneliness, and victimisation among a sample of adult male prisoners. 241 prisoners took part, completing a behavioural measure of behaviours indicative of bullying (DIPC-R: Direct and Indirect Prisoner behaviour Checklist, Ireland, J.L. 2003. The Direct and Indirect Prisoner behaviour Checklist -- Revised. Psychology Department, University of Central Lancashire). and a measure of social and emotional loneliness (SELSA: Social and Emotional Loneliness Scale for Adults, DiTommaso, E. & Spinner, B. (1993). The development and initial validation of the social and emotional loneliness scale for adults (SELSA). Personality and Individual Differences, 14, 127-134.). Differences between the groups involved in bullying (i.e. pure bullies, pure victims, bully/victims and those not involved) were noted, with victim groups (pure victims and bully/victims) presenting with higher levels of social loneliness than those not-involved. Emotional loneliness was not a distinguishing characteristic for membership to the pure victim or bully/victim group, and instead was found to be associated with the type and amount of victimisation reported: victims who reported multiple types of victimisation presented with higher levels of emotional (family) loneliness than victims reporting just one type of victimisation. Increased victimisation was also associated with increased levels of social and emotional loneliness, most notably with regards to indirect victimisation. The results are discussed with reference to the environment in which the victimisation is taking place, and we outline a potential application of life events and added stress models in understanding social maladjustment (loneliness) among prisoners.     

Bullying among adolescents in North Cyprus and Turkey: testing a multifactor model

Peer bullying has been studied since the 1970s. Therefore, a vast literature has accumulated about the various predictors of bullying. However, to date there has been no study which has combined individual-, peer-, parental-, teacher-, and school-related predictors of bullying within a model. In this sense, the main aim of this study was to test a multifactor model of bullying among adolescents in North Cyprus and Turkey. A total of 1,052 adolescents (554 girls, 498 boys) aged between 13 and 18 (M = 14.7, SD = 1.17) were recruited from North Cyprus and Turkey. Before testing the multifactor models, the measurement models were tested according to structural equation modeling propositions. Both models indicated that the psychological climate of the school, teacher attitudes within classroom, peer relationships, parental acceptance-rejection, and individual social competence factors had significant direct effects on bullying behaviors. Goodness-of-fit indexes indicated that the proposed multifactor model fitted both data well. The strongest predictors of bullying were the psychological climate of the school following individual social competence factors and teacher attitudes within classroom in both samples. All of the latent variables explained 44% and 51% of the variance in bullying in North Cyprus and Turkey, respectively.     

Unveiling the Intricacies of Bullying: Students’ Perspectives in a Polytechnic in Singapore

This study attempts to understand bullying as a process in a polytechnic in Singapore. Bullying begins in the presence of the various contexts for it to take place. These contexts serve as the basis for the reasons and actions behind the bullying process. These contexts may be related to race, nationality, gender, academic ability, age, physical appearance and mannerism. With these contexts in place, the aims of the bullying process are articulated. The aims of bullying include manipulation, entertainment, reprisal and exclusion. Anchoring on the aims of bullying, a typology of bullies is suggested (Manipulating, Entertaining, Reprising and Excluding). The difference in the intentions of the bullying dictates the types of bullying tactics used by the bullies on their victims. These bullying tactics include discriminatory body language; mimicking; discriminatory joking; mocking; intentional isolation; and rumour mongering. Typologies of tutor bystanders (Apathetic, Focussed and Intervening) and student bystanders (Reassured, Guilty, Collaborating and Hindering) are formed in this study. Eventually the consequences of the bullying would determine the type of responses elicited from the victims. In turn, the types of responses by the victims would create a typology of victims in a bullying episode (Indifferent, Resigned and Proactive). Overall, a process of bullying in the context of the case polytechnic is described in this paper and it has implications for the development of theory, practice and future research in the area of bullying in the context of tertiary level education.     

日本校园欺凌的社会问题化:成因、治理及其启示

校园欺凌既是一个古老的社会现象,也是当今世界普遍性存在的社会问题。日本校园欺凌现象同样由来已久,并且已经社会问题化了,具有高发生率和高危害性的特征。日本校园欺凌现象的社会问题化,既有其深刻的历史文化原因,也有其教育病理诱因,还有其群体行为构造。为此,日本主要通过法制路径处置校园欺凌、强化学校德育预防校园欺凌、借助协同治理应对校园欺凌。研究并反思日本校园欺凌的成败得失,对于我国校园欺凌现象的治理无疑具有启迪价值和借鉴意义。     

Bullying prevention programs: the importance of peer intervention, disciplinary methods and age variations

Objectives

The aim of this paper is to respond to the commentary of Peter K. Smith, Christina Salmivalli, and Helen Cowie (Journal of Experimental Criminology, 2012), who raise concerns regarding some of the findings of our systematic review and meta-analyses on the effectiveness of bullying prevention programs. They target three findings in particular: (1) the significant association of ??Work with Peers?? with greater victimization; (2) the significant association of ??Disciplinary Methods?? with less bullying perpetration and victimization; and (3) the age variations in effectiveness, suggesting larger effect sizes for older age students.

Methods

We provide explicit information and further detailed analyses on the relationship between these features and effect sizes, including heterogeneity tests and results from weighted regression analyses. For one element in particular (work with peers), we present further research findings from evaluations conducted by Smith, Salmivalli, and Cowie (and also findings from other independent researchers) which support our previous findings. New within-program analyses to examine variations in effect sizes with the age of the students are also presented.

Results

Evaluations conducted by Smith, Salmivalli and Cowie (and by other independent researchers) indicate the same research conclusions: although peer support schemes appear effective based on attitudinal surveys, these schemes are not related to actual levels of bullying or victimization and, in fact, are quite often related to an increase in bullying and victimization. Our definition of ??disciplinary methods?? did not include the zero-tolerance approach or any type of harsh discipline as suggested in the commentary. In all relevant cases, ??disciplinary methods?? included sanctions within a warm and loving framework, following the Olweus bullying prevention guidelines. While most programs that utilized firm disciplinary methods were inspired by Olweus, the relationship between disciplinary methods and less victimization was not driven by the Olweus program (which was not related to the victimization effect size). Larger effect sizes (i.e. reductions in bullying and victimization) for programs implemented with older students is a robust result also found in a more recent systematic review regarding the effects of anti-bullying programs on bystander intervention. In within-program analyses, most results suggested that effect sizes were greater for younger students, but these results were driven by the less controlled evaluations. The most controlled evaluation (randomized experiment) provided the opposite result.

Conclusions

More research is clearly needed on the effectiveness of bullying prevention programs with students of different ages, and we also recommend randomized experiments to assess the importance of different intervention components.     

Bullying behaviour and criminality: a population-based follow-up study of adolescent psychiatric inpatients in Northern Finland

The recent school shootings in Europe and the USA have raised the question of whether victims of bullying run an increased risk of committing violent crimes later in life, but scientific research in this area is scarce. The aim of this work was to investigate whether bullying behaviour is associated with later criminal offences committed in adolescence and young adulthood. We studied a sample of 508 Finnish adolescents (age 12-17 years) admitted to psychiatric inpatient care between April 2001 and March 2006. Data on crimes committed and the age of onset of criminal activity were extracted from the official criminal records of the national Legal Register Centre in October 2008. The Schedule for Affective Disorder and Schizophrenia for School-Age Children, Present and Lifetime (K-SADS-PL) was used to define bullying status, and to obtain DSM-IV-based psychiatric diagnoses for the adolescents. Violent crimes were statistically significantly associated with bullying behaviour, but not non-violent crimes. Furthermore, being a bully was predictive of an early onset of severe violent offences. When controlled for the psychiatric diagnoses of the adolescents, we observed decreased likelihood of criminality among victims. Thus bullying others may increase the risk of violent offences, while being a victim is not a risk factor for criminality.     

A Theoretical Test of Bullying Behavior: Parenting,Personality, and the Bully/Victim Relationship

An index of bullying behavior was used to measure the extent that 527 university students (51% female and 49% male) were involved in bullying in the past couple of months. This index included measures of physical, verbal, indirect-relational, property, coercive, racial, and sexual bullying. Participants were classified into the categories of bully (23.7%), victim (19.9%), bully/victim (9.6%), and not involved in bullying. The type of parenting the students were exposed to growing up and the presence of personality traits reflective of Reintegrative Shaming Theory were also measured. Current bullying was positively associated with being a bully during childhood, impulsiveness, having a tendency to displace shame, being male, being exposed to parental stigmatization, and being younger. Being a victim was positively associated with a tendency to internalize shame, being a victim during childhood, being younger, and being a childhood bully. Shame displacement was negatively associated with being a victim.     

Reaching Out versus Lashing Out: Examining Gender Differences in Experiences with and Responses to Bullying in High School

The present study examines gender differences in bullying in high school. Unique contributions include comparisons of both victimization and perpetration rates across four subtypes of bullying: physical, verbal, relational, and cyber. Further, as we conceptualize bullying within the larger framework of literature on social rejection, we also address whether there are gender differences in experiencing social rejection–in the form of bullying–and responding with aggression, as opposed to asocial or prosocial behavior. The literature yields mixed findings across these three questions (i.e., gender differences in experiences with victimization and perpetration and responses to those experiences), suggesting sample variations (Archer Review of General Psychology, 8(4), 291–322, 2004; Archer & Coyne Personality and Social Psychology Review, 9, 212–230, 2005; Card, Stucky, Sawalani, & Little Child Development, 79, 1185–1229, 2008). Thus, we explored experiential differences in our sample, and hypothesized based on the tend and befriend model (Taylor et al., 2000) that girls would be more likely than boys to respond to bullying with prosocial behaviors. With regard to victimization and perpetration differences, we found that male students both experienced and perpetrated significantly more physical bullying. Boys were also significantly more likely to report experiencing verbal bullying than girls. No significant differences emerged for relational or cyber bullying. With regard to responses, social withdrawal was more common than aggressive responding, but consistent with the tend and befriend model, girls chose prosocial responses significantly more than boys, whereas boys were just as likely to choose antisocial responding as prosocial responding. These results suggest that gender should be considered in studies addressing the question of when experiences with rejection–in its many forms–results in antisocial versus prosocial behavior.     

How do Traditional Bullying and Cyberbullying Victimization Affect Fear and Coping among Students? An Application of General Strain Theory

School bullying victimization represents an important type of strain (or stressful event) experienced by individuals because it usually occurs frequently, over a long period of time, and is an intentional violation against another person. The current study utilizes the 2009 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS) to assess the effect of bullying victimization on avoidance behaviors and carrying weapons to school. This study also examines how bullying victimization affects fear and whether this emotion mediates the relationship between victimization and outcomes. As expected, traditional bullying and cyberbullying increase the likelihood of fear. In addition, traditional bullying and cyberbullying victimization increase the likelihood of avoidance behaviors and bringing a weapon to school. Contrary to expectations, fear did not mediate the relationship between bullying and coping behaviors.     

Parenting Style and Bullying and Victimization: Comparing Foreign-Born Asian,U.S.-Born Asian,and White American Adolescents

Journal of Family Violence - The purpose of the study is to explore whether the association between types of parenting styles and bullying and victimization are similar across White American,...