Functions of parental involvement and effects of school climate on bullying behaviors among South korean middle school students

This study uses an ecological systems theory to understand bullying behavior. Emphasis is given to overcome limitations found in the literature, such as very little empirical research on functions of parental involvement and the impacts of school climate on bullying as an outcome variable. Two functions of parental involvement investigated are (a) bridging the negative experiences within the family with bullying behaviors at schools, and (b) influencing school climate. Bullying behaviors were measured by a modified Korean version of Olweus' bully/victim questionnaire (reliability range: .78-.84) from 1,238 randomly selected Korean middle school students in 2007. Findings from structural equation modeling (SEM) analyses showed that (a) individual traits are one of the most important influence on bullying, (b) negative experiences in the family do not have direct influence on bullying behaviors at school, (c) parental involvement influences school climate, and (d) positive school climate was negatively related to bullying behaviors.     

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.     

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.     

Racial and ethnic differences in the risk factors associated with bully victimization

Bullying victimization has been recognized as a social issue facing a large proportion of America’s children and adolescents. Although important contributions to the knowledge base have been made regarding risk factors for bullying, little is known about whether a relationship between the potential victim’s race/ethnicity and their likelihood of bully victimization exists. Further, whether the factors that place persons at risk for bullying victimization are invariant across groups is unknown. The present study attempts to fill these voids in the literature by using a national sample and incorporating a more comprehensive list of predictors compared to what has been used in previous studies. Results indicate that risk factors for bullying are largely invariant across race and ethnicity.     

Social Disadvantage and Students' Perceived Injustice in Socially Integrated Schools in Israel

In this study we explored objective and attributed explanations of perceived injustice (PI) with respect to instrumental and relational rewards among junior high school students. Despite the socially heterogeneous school and classroom setting, PI found was relatively modest and differentiated by domain. It was more effectively accounted for by cognitive ability than by socioeconomic status, while the effect of ethnic extraction was very small. PI was attributed much less to social background than to teacher and individual factors with regards to instrumental rewards, and to teacher and peer behavior concerning relational rewards. To explain these findings we have suggested the egalitarian climate of the school and its success in bringing students to comply with the meritocratic norm, the disadvantaged students' rational consideration of the positive contribution of the integrated school to their life chances, and the diminishing ethnic identification among the younger strata of the Israeli society.     

A Test of Generalizability of the Social Development Model Across Gender and Income Groups with Longitudinal Data from the Elementary School Developmental Period

The social development model (SDM) is a theory of behavior that has proven useful in explaining the etiology of delinquency, violence, and substance use among adolescents as well as early antisocial behavior among pre-adolescents. A further test of the model is its generalizability across population groups. A section of the SDM representing prosocial influences in the etiology of problem behavior was compared for boys and girls and for children from low- and non low-income families using three waves of child, parent and teacher survey data on a sample of 851 elementary school students. Multiple group structural equation modeling was used to assess differences across groups in both measurement of model constructs and hypothesized structural paths between constructs. The results indicate overall similarity in the reliability of measurement models and validity of structural models.     

Perceived social support and competence in abused children: A longitudinal perspective

The stress-social support-psychological well-being model and the social network theory of child development were used to examine the impact of child abuse and maternal perceptions of social support and competence on child perceptions of social support and competence at two points in time. The influence of child social support on child competence was also assessed. The sample consisted of 165 abused children and their mothers and a matched comparison group of 169 nonabused children and their mothers. As a source of stress, abuse had no significant independent effects on children's perceptions of social support and competence at either time period. The strongest predictors of children's views of their competence were perceived support from mothers, peers, and teachers. The findings underscore the importance of social support for the psychological well-being of children.     

Comparing Wife Abuse Perceptions Between Chinese Police Officers and Social Workers

Seventy-one Chinese social workers and 74 Chinese police officers residing in Hong Kong were surveyed on their gender-role attitudes, endorsement of wife abuse myths, and definitions of wife abuse. Results showed that compared to social workers, police officers held more conservative gender-role attitudes, endorsed more myths about wife abuse, and adopted more restrictive definitions of physical and psychological wife abuse. Hierarchical regression analyses showed that definitions of wife abuse were related to different predictors for these two groups of professionals. Among social workers, egalitarian gender-role attitudes were a significant predictor of broad definitions of physical wife abuse, but no significant predictor was found for psychological wife abuse. Among police officers, significant predictors of definitions of physical wife abuse included marital status, educational attainment, and endorsement of wife abuse myths; gender-role attitudes were the only significant predictor of definitions of psychological wife abuse.     

Physical child harm and bullying-related behaviors: a comparative study in Japan, South Africa, and the United States

School bullying is a major social problem in most countries and is especially of concern to school administrators and teachers. The typical place in which bullying occurs is at school. For this reason, school administrators and teachers are often held responsible for its occurrence, prevention, and management. However, in spite of concerted efforts to prevent this problem, bullying continues to plague most schools. Previous research and this study suggest that the etiology of bullying is more directly related to conditions at home rather than to conditions at school. Thus, the authors have hypothesized that bullying is associated with physically harming children in their homes and the coping responses that result from this physical harm. This research surveyed a sample of 852 university students in Japan, South Africa, and the United States. The findings suggest there are significant relationships between physical child harm and three types of bullying related behaviors: offending, being victimized, and offending plus being victimized. Using social coping theory, this research suggests that the manner in which physically harmed children cope with their early victimization has a bearing on their subsequent involvement with bullying-related behaviors.     

Is the Impact of Alcohol Consumption on Violence Relative to the Level of Consumption?

Two ideas concerning the link between bullying in school and violence on the streets are investigated. (1) Bullying and victimization in school is a product of the school situation and people's inability to choose their levels of exposure to others. According to this hypothesis, bullying is largely a phenomenon that is isolated to the school context. (II) Bullying behaviour in school and inflicting damage to others outside school is a reflection of a more general aggressive behaviour pattern and, hence, bullying in school and violence on the streets will, to a great extent, involve the same individuals. The literature offers suggestions that either could be the case. Participants were 2915 14-year-olds in a medium-sized county in Sweden who responded to a self-report questionnaire.Theresults showed that bullying others in school was strongly linked to violent behaviour and weapon-carrying on the streets, both among boys and girls. It was also found that bullying others in school was related to being violently victimized on the streets. The findings remained the same when statistically controlling for loitering and nights spent away from home, which were both related to bullying behaviour. It is concluded that bullying behaviour in school is in many cases a part of a more general violent and aggressive behaviour pattern and that preventive efforts targeting individuals with bullying behaviour in school could, according to the present study, decrease violence among adolescents out in the community as well.     

Social climate within an adolescent medium-secure facility

The objectives of the study were to investigate the social climate of two different types of units (open vs. secure) contained within the same South London adolescent medium-secure facility. Two hypotheses were generated: (a) adolescents would rate the social climate of the whole facility in a more negative direction than staff and (b) adolescents and staff would rate the social climate of the open units in a more positive direction than the social climate of the secure units. 43 adolescents and 49 staff members from the open units and the secure units were recruited and completed the Correctional Institutions Environment Scale (CIES), a measure of social climate. Overall, adolescents tended to rate the facility in a more negative direction. All participants rated the open units in a more positive direction than secure units. However, on selected subscales there were differences. The findings of this study suggest that adolescents and staff may perceive their shared social climate differently. This may have implications for those attempting to develop positive social climates within secure services.     

SCHOOL DISORDER: THE INFLUENCE OF INDIVIDUAL,INSTITUTIONAL, AND COMMUNITY FACTORS*

Drawing upon control theory, school climate theory, and social disorganization theory, this study examined the relative influence of individual, institutional, and community factors on misconduct in Philadelphia middle schools. Using U.S. census data, school district data, police department data, and school climate survey data obtained from the administration of the Effective School Battery to 7, 583 students in 11 middle schools, we examined the following predictors of student misconduct: community poverty and residential stability; community crime; school size; student perceptions of school climate (school attachment); and individual student characteristics (e.g., age, race, sex, school involvement and effort, belief in rules, positive peer associations). “Community” was conceptualized in two ways: “local” (the census tract around the school), and “imported” (aggregated measures from the census tracts where students actually lived). We used hierarchical linear modeling techniques (HLM) to examine between- and within-school factors. Individual-level factors accounted for 16% of the explained variance; school and community-level factors (both local and imported) added only small increments (an additional 4.1–4.5%). We conclude that simplistic assumptions that “bad” communities typically produce “bad” children or “bad” schools are unwarranted.     

The role of beliefs about aggression in cyberbullying and animal abuse

ABSTRACT

The current study sought to examine the associations between involvement in bullying (traditional and cyber), attitudes about aggression, and animal abuse. Four hundred and thirty-nine undergraduate students (267 females and 172 males) enrolled in Introductory Psychology completed surveys assessing bullying involvement, normative beliefs about aggression, and animal abuse tendencies. Results revealed that animal abusers reported significantly higher rates of bullying (traditional and cyber) and significantly more accepting views of aggression when compared to non-abusers. A logistic regression model indicated that bullying perpetration (traditional and cyber), normative beliefs about aggression, and gender were significant predictors of animal abuse. In addition, the findings suggest that normative beliefs about aggression may serve as an underlying mechanism linking traditional bullying, cyberbullying, and animal abuse. Implications for prevention and intervention programs for aggression toward humans and animals are discussed.     

Young and armed: a cross-sectional study on weapon carrying among adolescents

The purpose of this study was to identify empirically, for the first time in France, the prevalence of adolescent weapon carrying with particular focus on the contribution of a broad range of social bonding, strain, social learning, and sociodemographic predictors. A multivariate logistic regression model was conducted using a backward elimination procedure to identify the significant predictors of weapon carrying controlling for age, gender, and SES in a sample of 12,706 French youth aged 11–19 years. Results revealed that the odds of weapon carrying increased among adolescents who suffered from past victimization, who had a negative relationship with their mother, and who repeated a grade at school. Moreover, holding pro-delinquent beliefs and having delinquent peers also increased the odds of weapon carrying. Our findings highlight the importance of the interpersonal and social context when examining the determinants of weapon carrying and showed a unique contribution of components of social bonding, strain, and social learning in weapon carrying among adolescents.     

Applying the Theory of Reasoned Action to Domestic Violence Reporting Behavior: The Role of Sex and Victimization

Domestic violence is a serious social issue that affects one in every four relationships. Interventions for victims and abusers are contingent upon reporting of the violence, but many cases are never reported. The theory of reasoned action may offer a model for understanding reporting behavior in adolescents and young adults. In a sample of 891 adolescents and young adults, social norms and attitudes were predictive of reporting intentions and subsequently, reporting behavior. For the purposes of this study, reporting behavior was defined as reporting the domestic violence to any individual not directly involved, which could include law enforcement personnel or other individuals who may provide assistance. Understanding how attitudes and social norms affect reporting behavior could be helpful for agencies serving individuals affected by domestic violence.     

School bullying and tackling strategies in Hong Kong

In view of the rising problem of school bullying in Hong Kong, scholars have endeavored to study the prevalence, causes, and tackling strategies of school bullying. This article highlights some typical incidences of school violence and reports research results of school bullying. It is noted unresolved school bullying problems are often a precursor of school violence and delinquency. Based on results from local studies of bullying, this article identifies risk and protective factors that contribute to the emergence and continuation of the bullyvictim problem in Hong Kong. The article argues that suppressive tactics, such as reprimanding bullies, calling parents to school, and suspension, are ineffective. Other than suppressive tactics, adopting a comprehensive antibullying strategy such as assisting students to develop adequate self-competency, strong social skills, and good relationships with parents and teachers seems to be a useful antiviolence strategy.     

Testing the Influence of Community Characteristics on School Misconduct

This study examines the effect of dynamic and structural community characteristics on school misconduct. Data include over 45,000 students in the eighth, tenth, or twelfth grade in 237 schools. Hierarchical linear models tested the direct and interactive effects of community measures, while accounting for student and school characteristics. Community substance abuse norms as well as perceptions of community crime and disorder mediated the influence of concentrated disadvantage on school misconduct. Interaction effects demonstrated that community substance abuse norms were more influential for students enrolled in schools that had a less positive school climate although individual and school characteristics remained robust predictors of school misconduct. School misconduct is influenced by the characteristics of the surrounding community and school context, as well as the interaction between those contexts. Research relying on census data measures of community characteristics may underestimate community influence on school misconduct, and omit proximal community influences on school misconduct.     

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.     

The European Union-Turkey Controversy over Cyprus or a Tale of Two Treaty Declarations

When the European Council in 2004 decided to open accessionnegotiations with Turkey, it linked Turkey's accession processwith the Cyprus problem and made the signature of an AdditionalProtocol to the EC-Turkey Customs Union Agreement extendingthis Agreement to the ten new Member States of the Union, includingthe Republic of Cyprus, a precondition for the start of accessionnegotiations. Not having been recognizing the Republic of Cyprussince 1963, Turkey had to avoid everything that could be interpretedas a recognition of the Republic of Cyprus when concluding theAdditional Protocol. This led Turkey in September 2005 to makea "Declaration on Cyprus" when signing the Protocol which, inturn, triggered a counter declaration by the European Communityand its Member States. The two declarations do not qualify asreservations but are general statements of policy or, at best,interpretative declarations that do not have any effect on thesubstance of the Protocol and that are not binding upon theparties.