Swedish 10-Year-Old Children's Perceptions and Experiences of Bullying

Abstract

The main aim of the present study was to describe children's perceptions and experiences of bullying: the way they define it, their thoughts about why children are bullied and their experiences of the way adults respond to bullying. The study group comprised 960 children in the fourth grade. The most frequent answers concerning why some children get bullied were that these children have a different appearance (43%) or that they are deviating in other ways than by appearance (31%). Two groups of bullied children seem to be of special concern; the children who do not tell adults about their situation (9% of the bullied children) and the children who do not perceive that they have received help from adults at school (24% of bullied children). The children's perceptions and experiences are discussed in relation to interventions in Swedish schools.     

Bystander Intervention,Bullying, and Victimization: A Multilevel Analysis of New Zealand High Schools

This study examines the association between schools and student bullying behaviors and victimization among a nationally representative sample (N = 9,107) of New Zealand high school students. In particular, the study sought to explore the role of characteristics of schools and school culture with respect to bystander behavior, while controlling for individual student factors related to victimization and bullying behaviors. Results indicated that a total of 6% of students report being bullied weekly or more often and 5% of students reported bullying other students at least weekly. Results of multilevel analyses suggested that schools characterized by students taking action to stop bullying were associated with less victimization and less reported bullying among students. In contrast, in schools where students reported teachers take action to stop bullying, there was no decline in victimization or bullying. Overall, these findings support whole-school approaches that aid students to take action to stop bullying.     

Examining Adolescent Suicidal Behaviors in Relation to Gun Carrying and Bullying

Guided by the interpersonal theory of suicide, this study examines the associations between gun carrying, bullying, and suicidal behaviors among high school students. Arizona Youth Risk Behavior Surveys were completed by 2,677 students in 2011; 9.0% reported suicide attempt in the past year, 5.5% carried a gun in the past 30 days, 8.5% were involved in school bullying, and 3.9% in cyberbullying. After accounting for depressive symptoms and self-harm, multiple linear regression results demonstrate that youth who carried a gun in the past 30 days were 3.98 times more likely to attempt suicide. Bullying was not associated with suicide attempt; however, youth report being 1.55 times more likely to make a suicide plan if they were bullied in school, 1.89 times more likely if cyberbullied, and .48 less likely if a cyberbully/victim. Results support the interpersonal theory of suicide; implications for school policies on gun carrying and bullying are discussed.     

Cyberbullying Among Chilean Students and the Protective Effects of Positive School Communities

Cyberbullying is a type of bullying that involves the use of technology to harm other students. Most researchers have examined individual-level characteristics, but the perception of school climate and school characteristics such as type, size, and level of vulnerabilities have not been considered using multilevel methods. Using a sample of 8,237 Chilean seventh graders from 1,322 schools we examined individual- and school-level predictors of cyberbullying perpetration. Cyberbullying perpetration was predicted by prior victimization, interpersonal relationships, and gender. We found an interaction effect between interpersonal relationships and teacher support for victims. Our findings support the notion that school policies and culture can play a vital role in the prevention of cyberbullying, supporting a protective resilience model.     

A Comparison of 9th and 10th Grade Boys'and Girls' Bullying Behaviors in Two States

Abstract

This paper compared the bully behaviors of 250 9th and l0th grade boys and girls in four schools in Texas and Nebraska. Nearly one-third of girls and one-fifth of boys observed bullying often. The most common kind of bullying for both boys and girls was hurtful teasing and name-calling. Boys bullied using more physical violence, while girls reported less; however, both boys and girls indicated they were threatened with harm more than 26% of the time when bullied.     

Teachers’ Perceived Likelihood of Intervening in Bullying Situations: Individual Characteristics and Institutional Environments

Complex issues such as bullying have brought to light the importance of expanding school prevention efforts to include interventions focused on multiple levels of practice. Utilizing data gathered from middle-school teachers across the state of Michigan, this study examines how both individual and organizational characteristics influence teacher interventions in bullying situations. The study found that teachers’ beliefs about the perceived seriousness of the bullying situation, teachers’ level of sympathy/empathy toward the students being bullied, and teachers’ ages consistently contributed to their reported likelihood of interventions in bullying situations. Surprisingly, the majority of organizational-level characteristics were not significant predictors of teachers’ reported likelihood of intervention. The findings align with many of the seminal theories of bystander intervention and suggest that school professionals should focus on programs and policies that educate teachers on both the serious consequences of bullying and on factors that promote empathy toward bullied students.     

Stalking and Related Harassment of Secondary School Counselors

Abstract

In a study of stalking in secondary schools, 140 respondents reported they had been stalked, with perpetrators being evenly distributed between students and non-students. The largest non-student group of perpetrators was parents of students. Harassing phone calls and threatening correspondence constituted most of the stalking behaviors, but respondents also reported being followed, being watched, encountring a student with a weapon, and being victims of assault and property crimes. Although a number of negative consequences were reported to have resulted from the stalking incidents, most surprising considering the amount of violence and threatening experiences reported was that the majority of victims (57.9%) reported no concern for their safety. Prevention strategies for individuals and schools are suggested.     

Associations Between Caregiver Support, Bullying, and Depressive Symptomatology Among Sexual Minority and Heterosexual Girls: Results from the 2008 Boston Youth Survey

Although sexual minority (SM) youth are at an increased risk for being bullied and experiencing depression, it is unclear how caregiver support is interrelated with those variables. Therefore, we sought to assess: (a) the prevalence of nonphysical bullying, depressive symptomatology, and caregiver support among heterosexual and SM girls, (b) the association between caregiver support and bullying in both groups, and (c) whether sexual orientation moderates the interactive effect of caregiver support and bullying on depressive symptoms. Data come from a survey of students in 22 Boston public high schools; 99 of the 832 girls in the analytic sample were SM. We used chi-square statistics to examine group differences, and multiple regression to estimate the association between the caregiver support, sexual orientation, being bullied, and depressive symptomatology. SM girls reported similar levels of caregiver support as heterosexual girls, but reported higher levels of depressive symptomatology. They were also more likely to report nonphysical bullying. Tests for interactions were not statistically significant, suggesting that bullying, caregiver support, and sexual orientation are independently associated with depressive symptomatology.     

Comparing social,emotional, and behavioral health risks among youth attending public versus parochial schools

Parochial schools are assumed to provide better social and academic experiences; however, few studies account for selection bias when comparing with public schools. This study contrasted public versus parochial schools using propensity score matching across a range of outcomes (e.g., perceptions of school, emotional symptoms, substance use, bullying). Using a sample of 58 public and 5 parochial high schools, the nonmatched analyses suggested a significant advantage for parochial schools students (e.g., better on 23 of 32 indicators). However, the propensity score matched analyses revealed nine differences (e.g., weapon carrying, smoking), two of which (i.e., stress and cyberbullying) favored public schools. While at first glance parochial schools generally appear to be healthier and safer learning environments, accounting for selection bias, the gap was narrowed. Students in parochial schools may struggle with issues related to social, emotional, and behavioral health risk, and thus prevention programs should also be implemented in these settings.     

Longitudinal Analysis of Links Between Bullying Victimization and Psychosomatic Maladjustment in Swedish Schoolchildren

Cross-sectional studies of bullying mask variability in categories of and persistence of bullying victimization. Longitudinal, individual-level data offers a greater insight into schoolchildren’s psychosomatic maladjustment as a consequence of bullying. Swedish schoolchildren (n = 3,349), with unique identifiers, in 44 schools (4th–9th grade), answered a questionnaire at baseline and 1-year follow-up. Longitudinal trends for nonvictims (88%), ceased victims (4.7%), new victims (5.7%), and continuing victims (1.6%) revealed that new victims had the largest decrease in well-being; continuing victims had a smaller though not significant decrease; while ceased victims showed a small, (nonsignificant) increase in well-being over the measurement period. It was also discovered that children not bullied at baseline but bullied subsequently, differed, at baseline, from their never-bullied peers through lower levels of overall well-being. It is argued that this finding has implications for prevention strategies.     

Residual Effects of Repeated Bully Victimization Before the Age of 12 on Adolescent Functioning

Abstract

In this study, data from the National Longitudinal Survey of Youth (NLSY 97) were used to examine early adolescent functioning as a result of being bullied. The NLSY 97 asked 4807 youths from age 12 to 14 whether they had been the victims of repeated bullying before the age of 12. In this study, 19.1% of the youths responded that they had experienced this repeated violence. It was found that the youth who have been bullied are exhibiting behaviors that are very different than their non-bullied peers. In every instance those individuals that admit to being repeatedly bullied before the age of 12 were less successful in negotiating various aspects of their life as a teenager. This underscores the need for programs that address bully prevention. Some programmatic initiatives aimed at reducing this victimized population are discussed.     

大学校园暴力现状、原因与对策探析

大学生是一个特殊的社会群体,文化程度高,自我期望值大,备受社会的关注,由于他们受到来自家庭、学校、社会和大学生自身缺陷等方面原因的影响,其心理和行为有可能偏离正常发展的轨道,导致校园暴力频频出现。作为大学生思想政治工作者,应紧紧抓住校园暴力产生的根本原因这条主线,进一步加强大学生的思想政治教育、理想信念教育、正确的人生观和价值观教育等等,对校园暴力要具体问题具体分析,确保大学生健康成长。     

Protective Factors Against the Impact of School Bullying Perpetration and Victimization on Young Adult Externalizing and Internalizing Problems

School-based bullying perpetration and victimization is common worldwide and has profound impacts on student behavior and mental health. However, few studies have examined young adult outcomes of bullying perpetration or victimization. Research on factors that protect students who have bullied or been bullied is also lacking. This study examined young adult externalizing and internalizing problems (age 18–19 years) and adolescent protective factors related to self-reported bullying perpetration and victimization among over 650 Victorians ages 16–17 years. Opportunities for prosocial involvement in the family lessened subsequent involvement in nonviolent antisocial behavior, as an outcome of prior bullying. High academic performance and having strategies to cope with stress reduced young adult depressive symptoms for participants who had been victims of bullying. The implications for bullying prevention and early intervention programs are discussed.     

A Latent Class Analysis of Victimization Among Middle and High School Students in California

School victimization is associated with negative social-emotional outcomes and risky behaviors. Most studies have provided definitions and measures of victimization, depicting a limited characterization of victimization in schools. More nuanced analyses of school victimization are needed to assess the heterogeneous pattern of victimization in schools. The current study explored distinct victimization configurations in a diverse sample of 418,483 middle and high school students in California, utilizing latent class analyses to account for type and frequency of victimization. The results uncover four classes of victimization, including frequent verbal, physical, and sexual victimization; occasional verbal and physical victimization; verbal and sexual victimization; and no victimization. Older age was associated with a lower likelihood of frequent verbal, sexual, and physical victimization and African American youth were more likely to be classified in this class. Females were more likely to be in the verbal and sexual victimization class than males.     

A Group Randomized Trial of School-Based Teen Courts to Address the School to Prison Pipeline,Reduce Aggression and Violence,and Enhance School Safety in Middle and High School Students

ABSTRACT

This study evaluated the efficacy of School-Based Teen Courts (SBTCs) using a rigorous experimental trial with 24 middle- and high-schools randomly selected to receive SBTCs (n= 12) or to business-as-usual without any SBTC program (n = 12). Analyses examined school-level longitudinal growth models and individual-level pretest-posttest comparisons on school climate, student problems, and suspension rates. Longitudinal growth models revealed that SBTCs were significantly associated with positive changes in school satisfaction and reductions in delinquent friends for high school students, but showed no significant changes on other outcomes. Short-term suspensions decreased more than twice as much in SBTC schools versus comparison schools. There was a 47% reduction in bullying victimization in SBTC schools relative to a 22% reduction in comparison schools. These findings suggest that SBTCs have the potential to positively impact youth development.     

Restructuring the Ecology of the School as an Approach to Prevention During School Transitions

Summary

Normative school transitions are often accompanied by deterioration in students' socio-emotional, behavioral and academic adjustment, and poorer outcomes in later adolescence and young adulthood. The current paper describes a preventive intervention for students experiencing normative transitions into middle grade schools and junior and senior high schools-the School Transitional Environment Project (STEP). The program is based on a transactional-ecological model of preventive intervention that employs a school restructuring and transformation approach in order to prevent the deleterious effects of school transitions and create school environments that are developmentally enhancing. Core features of STEP seek to change the ecological characteristics of the school setting in ways that: (a) reduce the adaptational demands of coping with flux and complexity in new school settings; (b) increase access to and the provision of important emotional and academic/instrumental support and guidance from school staff and other students; and (c) increase the students' sense of connectedness and belonging within the school. The present paper reviews findings from prior trials of the School Environment Transition Project, and presents the results of two additional STEP studies. The first reports on a long-term follow-up of STEP students who received the project in a large, urban high school that served students whose families were largely on public assistance. Results of this study revealed approximately 50% reductions in drop-out rates and significant positive effects on school performance and attendance patterns. The second study reports on an extension of STEP to junior high schools and middle grade students. Consistent with earlier studies, during the transition year, students in STEP schools reported more positive experiences in school environment dimensions that STEP sought to impact, and better adjustment outcomes than non-STEP students across academic, socio-emotional, and behavioral domains.     

Mapping School Geographies

Abstract

Uncovering issues of school safety, both perceived and real, requires research that probes students' perspectives. This paper tells the story of a comparative research project initiated in an English education methods course. The study was conducted in two high schools and utilized mapping and surveying to determine students' perceptions of school safety within the context of their own campuses. The findings, with relevant strategies for using critical literacy to involve students more directly in the conversation, have implications for classroom teachers and other school-related personnel who seek site-based interventions.     

Should I report? The role of general and sexual orientation-specific bullying policies and teacher behavior on adolescents’ reporting of victimization experiences

Empowering students to report peer victimization is a major part of bullying intervention. Nevertheless, although bullying often can be discriminatory (e.g., homophobic), there remains limited attention to how issues of diversity relate to students reporting their victimization experiences. Among 572 students in four Chilean high schools, we tested a model in which multiple factors predicted students’ consistency of reporting victimization. Students who perceived having a sexual orientation/gender identity-specific antibullying policy reported less frequently hearing teachers or staff make homophobic comments, and students who perceived having a general antibullying policy reported that teachers and staff more frequently intervened against homophobic behavior. In turn, hearing teachers and staff make fewer homophobic comments and seeing them more frequently correct homophobic behavior related to students reporting stronger trust in their teachers and staff. Finally, stronger trust in teachers and staff was associated with more consistently reporting victimization experiences.     

The Cycle of Violence and Disconnection Among Rural Middle School Students

Abstract

A hypothesized relationship between early violent behavior and subsequent connectedness in middle school was examined. Using self-report survey data and a hybrid structural model, the impact of violent behavior on connectedness to teachers and to school among 136 predominantly Caucasian, rural middle school students was examined. After accounting for parenting practices, which explained most of the variance in violence and connectedness, the data revealed a direct effect of violent behavior on connectedness. The data suggest that middle school students who have engaged in violent behavior are likely to experience disconnection from their teachers, and that this disconnection may provide a target for educators' efforts to prevent violence in schools.