Sexual Harassment and Bullying Behaviors in Sixth-Graders

ABSTRACT

Sexual harassment is widely viewed as a form of bullying, but has received little attention in studies of middle school students. A survey of 109 6th grade students found that 29% of students reported at least one sexual harassment experience in the past 30 days, with 11% reporting harassment once per week or more. Although boys and girls reported similar rates of harassment, there were important gender differences-boys were more likely than girls to try to ignore sexual harassment, but girls were more likely to tell someone about their experience and to tell the perpetrator to stop. There was high concordance between sexual harassment and bullying for both boys and girls. These findings indicate the need to recognize the role of sexual harassment in bullying in middle school.     

Student Willingness to Seek Help for Threats of Violence in Middle School

Abstract

This study examined factors that influence a student's willingness to seek help for a threat of violence. The sample consisted of 542 middle school students who completed an anonymous survey that asked students how likely they would be to seek help in response to being bullied or threatened. The survey also included measures of type of bullying, attitudes toward aggressive behavior, and perceptions of teacher tolerance for bullying. Stepwise multiple regression analyses indicated that willingness to seek help is lower in higher grade levels and among males. Students who hold aggressive attitudes and perceive the school climate to be tolerant of bullying were less likely to report a willingness to seek help. Implications for improving student willingness to seek help are discussed.     

Peer Predictability

Abstract

This action research and general system theory based qualitative inquiry examined adolescents' dependence on predicting the behavior of their peers as a strategy for enhancing their sense of safety at school and avoiding violence. A total of 95 adolescents in 9th through 12th grades from two small rural schools and one large suburban school in New York State participated in the study. Results indicated that students depend on Peer Predictability to feel safe during the school day when adults fail to predictably supervise or intervene in areas or interactions which adolescents perceive as potentially threatening. Familiarity leading to predictability allowed students to evaluate peers for the possibility of emotional or physical violence. This article presents quotes from the students that capture their unique experience.     

Comparing Middle School Teachers' and Students' Views on Bullying and Anti-Bullying Interventions

Abstract

This study compares middle school students' and teachers' perceptions regarding the effectiveness of intervention and prevention strategies commonly used by children, teachers, and nonteaching staff to address bullying among students as identified in the research literature. Both quantitative and qualitative methods were used. The results indicate that teachers are more likely to perceive bullying intervention and prevention strategies as effective than are students, and to perceive teachers as offering assistance to student victims. Both teachers and students appear to believe that teachers need to teach students assertiveness techniques to confront perpetrators. However, both students and teachers generally did not see as helpful some of the common educational techniques utilized by most bullying prevention programs, including role-playing and literature.     

The Effect of Peer Victimization on Learning

Abstract

Incidents of school violence have prompted calls for school communities to create environments that encourage student by-standers to act responsibly and proactively when they confront a range of violent incidents, from bullying and fights to weapon carrying and other serious threats to school safety. It is not always clear, however, what bystanders would—or should—do when faced with violent or potentially violent situations. This article describes findings from focus groups conducted with 54 middle school students and 97 staff in an urban, predominantly African American school district with relatively high levels of community violence. Discussions addressed bystander norms, attitudes, and behaviors, and identified barriers that prevent youth as well as adult bystanders from taking positive action. Findings inform violence prevention strategies for building consensus and supporting positive bystander responses.     

Evaluation of a Program Designed to Reduce Relational Aggression in Middle School Girls

Abstract

Physical and verbal aggression is an increasing problem inboth middle and high schools across the United States. While physical forms of aggression are targeted in traditional “bullying” programs, relational aggression (RA), or the use of relationships to hurt another, is often not detected or addressed. For girls in the stage of identity formation, RA can impact negatively on self-concept, peer relationships, school performance, and mental and physical health. An innovative program designed specifically to help middle school girls confront and cope with issues related to RA was developed, implemented, and evaluated in two school systems. Attitudes and self-reported behaviors were measured before and after the program. Results show an improvement in relationship skills after participation in the program. Most noticeable improvements were in a girl's stated willingness to become involved when witnessing another girl being hurt and girls benefiting from the mentoring they received from high school juniors and seniors.     

Warning Signs of Problems in Schools

SUMMARY

One need not look hard to find evidence of concern related to the nature of student behavior in our schools. School violence, aggression, bullying, and harassment (e.g., racial or sexual) are often cited as challenging behaviors confronting educators and community leaders. Unfortunately, most schools address these concerns with aversive consequences delivered to individual perpetrators in a hope of reducing the future probability of undesired behavior. A growing body of literature identifies the need to explore the social context of behavior. The community, school, classroom, family, and peer group interact with student characteristics to help prevent, support the development of, and even exacerbate the display of both desired and undesired behavior. This article applies the logic of warning signs and functional behavioral assessment to schools as it explores the social context of the school and the classroom. The school-wide and classroom-based factors that have been associated with or found to support problem behaviors are discussed. Information is provided that will allow educators to assess their own schools and classrooms in an effort to promote a climate that will aid in the prevention of violence and aggression.     

A Review of the Use of Social Support in Anti-Bullying Programs

Abstract

Bullying is a significant problem in schools across America. Educators are dealing with the problem of bullying through the implementation of various anti-bullying programs. Additionally, researchers are studying the problem and have begun to focus on the importance of contextual factors surrounding bullying such as social support (Beran & Tutty, 2002; Demaray & Malecki, 2003; Furlong, Chung, Bates, & Morrison, 1995; Malecki & Demaray, 2004a; Natvig, Albrektsen, & Qvarnstrom, 2001; Rigby, 2000; Rigby & Slee, 1999). Social support is an important contextual factor to consider in the bullying cycle. However, the use of social support in anti-bullying programs and interventions is often not explicit or is lacking. This paper provides an overview of the research on social support as a contextual variable in bullying behaviors and reviews six existing anti-bullying programs with a specific focus on how they incorporate social support elements into their interventions.     

Role of School Psychologists in Violence Prevention and Intervention

Abstract

Kansas school psychologists were extremely accurate in their estimates of violence in their own schools and viewed school violence prevention as an important part of their job, regardless of the rates of violence in their districts. Most had at least some involvement in their own school's violence prevention program, although many reported that they had little or no training. Despite the fact that the majority of respondents work in districts with relatively low rates of violence, over half reported that fighting, bullying, and substance abuse, early warning signs of school violence, occur a lot or a fair amount in their districts.     

Aggressive,Delinquent, and Violent Outcomes of School Bullying: Do Family and Individual Factors Have a Protective Function?

Bullying perpetration at school is a long-term predictor of aggression, delinquency, and violence. Most research concentrates on risk factors for such developments, whereas protective factors have been rarely addressed. Therefore, the present study investigates potentially protective effects of family and child characteristics in a prospective longitudinal design. The sample contained 519 youngsters (253 boys and 266 girls) from the Erlangen-Nuremberg Development and Prevention Study. Bullying perpetration was measured at age 9.0 years, mothers’ and children's reports on family and individual characteristics were collected at age 10.6, and outcomes in self-reported aggressive/violent offending and mother-reported aggressive and delinquent behavior were collected at age 13.7. Hierarchical regression analyses revealed main effects and interactions. The latter suggest buffering protective effects of consistent discipline in parenting and children's intelligence, positive attitude to school, prosocial behavior skills, low hyperactivity/inattention, and an anxious/depressive mood. The findings varied across the two outcome measures and with regard to gender. Implications for further research and prevention practice are discussed.     

The Victimization of LGBTQ Students at School: A Meta-Analysis

ABSTRACT

Although research suggests that LGBTQ youth are at risk for victimization at school, it remains unclear just how much more likely they are to be victimized relative to heterosexual or cisgender youth, or the conditions under which their risks for victimization are highest. Accordingly, we conducted a meta-analysis on the relationship between LGBTQ identification and school victimization. Multilevel analysis of 276 effect size estimates, from 55 studies, revealed a moderate overall mean effect size (r = .155). Moderator analyses indicated the relationship was stronger for transgender youth, homophobic victimization, and students in the Western United States; and weaker for questioning youth. We conclude with recommendations for policy and future research, and suggest that theories of victimization be broadened to better explain the risks that LGBTQ students face.     

Bullying in Early Adolescence and Antisocial Behavior and Depression Six Years Later: What Are the Protective Factors?

This study identified factors that protected (a) adolescent bullies from becoming antisocial young adults, and (b) adolescent victims of bullying from subsequent depression. Data were drawn from the Australian Temperament Project, a population birth cohort study that has followed participants since 1983. Systematic examination of potential risk modifiers (protective factors) was conducted within a regression framework. Low negative reactivity was found to protect bullies from later antisocial outcomes and higher parental monitoring moderated (ameliorated) the risk relation between bullying and antisocial behavior. High social skills and understanding schoolwork protected victims from later depression, but high attachment to peers intensified the risk relation between victimization and later depression. Preventive interventions targeting interpersonal skills and parent and peer relationships may be effective in reducing adverse outcomes of bullying.     

Teachers’ Perceptions of Bullying: A Focus Group Approach

The current qualitative study used a focus group approach to examine teachers’ perceptions of student aggressors and victims. Participants in the current study included 35 teachers from public elementary, middle, and high schools. Teachers’ responses to five questions about risk factors for aggression and victimization, adaptive and maladaptive coping strategies, and advice for victimized youth were analyzed using thematic analysis. Teachers frequently identified family factors as a risk factor for becoming an aggressor. Appearance-based factors, shyness, and emotional reactivity were commonly mentioned as risk factors for victimization. Teachers believed that strong displays of emotions, physical retaliation, and ignoring the situation were ineffective means for victims to respond to peer aggression. Reporting the aggression to an adult, appropriately standing up for oneself, and seeking support from friends were viewed as more effective strategies for responding to peer victimization. Directions for future research and implications for intervention are discussed.