The complex problem of peer violence has been the subject of many research studies so far. The prevalence, forms, and manifestation forms of peer violence, causes, and consequences have been ...intensively studied. This paper describes and examines the occurrence of violence, considering both gender and age differences. The research has been carried out on a representative sample of 204 pupils of both sexes, in the fifth and eighth grades, who attend two primary schools. The results of the research show that a greater tendency, towards violent behaviour between boys and girls, has been confirmed (t=5.83, p<0.01). Statistically significant difference, in the tendency to violent behaviour between the pupils of different ages, that is, fifth and eighth graders, has been identified It shows us that eighth graders have a significantly greater tendency to violent behaviour than fifth graders This research is important because its results can be used, to improve our knowledge about the violent behaviour of pupils, in the school environment, as well as to encourage us to take the best course of practical action and to adopt prevention models in this area.
The work was created with the desire to point out the problem of peer violence among deaf and hard of hearing students. Due to their specific characteristics created under the influence of hearing ...impairment, deaf and hard of hearing students are exposed to a greater risk of peer violence compared to their hearing peers. The aim of the paper is to analyze the available literature from years 2002-2022 and determine whether deaf and hard-of-hearing students are exposed to peer violence and what its nature is. The following search engines were used to search the literature: Ebscohost, ScienceDirect,, KoBSON, Google Scholar. The results of the literature review show that deaf and hard of hearing students are exposed to peer violence and that the frequency of peer violence is higher among deaf and hard of hearing students compared to their hearing peers. Deaf and hard of hearing students are more often exposed to traditional forms of violence than to cyberbullyng. Research also shows that the frequency of peer violence is higher in special than in regular schools. As due to the nature of their communication and social functioning, deaf and hard of hearing students are actually not always able to recognize and report peer violence, the question arises of the actual level of frequency of peer violence among these students. The problem of peer violence among deaf and hard of hearing students indicates the need to develop programs for the prevention and stopping peer violence that will be adapted to deaf and hard of hearing students.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The paper looks at different approaches to the defining and operationalization of the concept of school safety, with the aim of identifying the fundamental conceptual and operational dilemmas and ...problems, as well as highlighting the importance of the concept and of its adequate definition, in view of the implications it has for understanding the phenomenon, for research, and for the creation of school policy. The fundamental question which is the focus of the paper is examined in terms of the conceptual definition of school safety, the problem of operationalization and the problem of research. As part of this question, we have sought to define the concept of school safety, pointing to the broader and narrower definitions of the concept itself, and its relationship with other, related concepts and the conceptual dilemmas arising from this. The problem of the operationalization of this concept is represented through three approaches in the identification of school safety dimensions: the risk management approach; the approach linked to school violence; and the approach of creating a learning-focused school environment. In the last section - the research question - the difficulties identified by researchers while conducting research into school safety are presented. The conclusion states that only a clearly defined and well-founded conceptual framework, the defining of research objectives, that is, the selection of the range of behaviors and experiences relevant to the topic, and the evaluation of the characteristics of the cultural environment and the respondents' age, can lead to the adequate selection and determination of indicators of school safety, as well as the removal of difficulties in its operationalization and measurement.
The development of Information and Communication Technologies has favored access to technological resources in adolescents. These tools provide access to information that can promote learning. ...However, they can also have a negative effect against people, as they can be used with other functionality, in which cyberbullying situations are caused during the interactions that arise when using social networks. The objective of this study was to determine the predictive value of the role of cyberbullying victims based on variables related to other roles involved in cyberbullying and bullying (aggressors and witnesses), as well as personal characteristics (sex and age), contextual characteristics (type of educational school in which they are attending) and positive teamwork habits. (cooperation, responsibility, dialogue, listening, respect). Information was collected from 227 students of the educational stages of Primary Education and Secondary Education, aged between 11 and 15 years, in a city with a high index of cultural diversity. The step-by-step technique was used to build the regression model. The results indicate that the model has a good goodness of fit coefficient (adjusted
: 0.574;
< 0.001). The role of cyberbully is the most important predictive variable of the role of the victim in cyberbullying and, to a lesser extent, the role of the witness in cyberbullying, the role of the witness in bullying, and the role of the victim of bullying. The role of the bullying aggressor and the variables sex, age, type of educational center, and teamwork habits are excluded in the predictive model.
Peer violence is common globally, but a little researched topic in low-and middle-income countries. This study presents the evaluation of a two-year randomized controlled trial of a structured ...play-based life-skills intervention implemented in schools in Hyderabad, Pakistan.
To determine the impact of the intervention on school-based peer violence (victimization and perpetration) and depression among school children.
40 single-sex public schools were randomized into two study arms (20 per arm 10 of each sex). A total of 1752 grade 6 students (929 from intervention and 823 from control schools) were enrolled in the trial. The two-year intervention was a biweekly structured game led by a coach followed by critical reflection and discussion for 30 minutes. Primary outcomes (exposure to peer violence exhibited through victimization and perpetration and depression) were evaluated using generalized linear-mixed models.
Of the enrolled children (N = 1752) 91% provided data for analysis. There were significant decreases in self-reported peer violence victimization, perpetration and depression. For peer violence victimization, the reductions in the intervention and control arms were: 33.3% versus 27.8% for boys and 58.5% versus 21.3% for girls. For peer violence perpetration, the reductions were: 25.3% versus 11.1% for boys and 55.6% versus 27.6% for girls in the intervention and control arms, respectively. There were significant drops in mean depression scores (boys 7.2% versus 4.8% intervention and control and girls 9.5% versus 5.6% intervention and control).
A well-designed and implemented play-based life-skills intervention delivered in public schools in Pakistan is able to effect a significant reduction in peer violence.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
As family functioning is an important aspect in the development of a child, and later an adolescent, if it is not adequate, the conditions for the emergence of various adolescent problems are ...created. Conduct disorder is one of the first adolescent problems that we can encounter in their development. That is why the subject of research is the family functioning of students of higher grades of elementary school (grades VII and VIII), who were reprimanded by the head of the department or the department council: for "increased parental supervision", due to disruption of classes, a large number of absences from classes or participation in peer violence. The goal of the research is to define family functioning as a key cause of the manifestation of problematic behavior in adolescents, from which the pedagogical implications of the work arise, and the use of the obtained results for the subsequent structuring of counseling work with parents from preventive programs. Questionnaires were used in the work: on demographic data and FACES IV. The general demographic data questionnaire compiled for research purposes contained the following set of questions about age, place of birth, education, employment, marital status, living conditions, material condition, and data on the presence of psychopathology in the immediate and extended family. FACES IV - Family Adaptability and Cohesion Evaluation Scale is based on three concepts that, in the opinion of the author of the model, are necessary for understanding a functional family: cohesiveness, flexibility, and communication. In the last revision of the model, a satisfaction scale was added. Eight scales were developed, six of which measure family cohesiveness and flexibility, and the remaining two assess family communication and family satisfaction. The research group consisted of 30 parental pairs of adolescent children who received the measure, which is pronounced by the Teachers' Council, of "increased parental supervision" evenly distributed by place of residence. The general hypothesis that problematic family functioning is the generator of the cause of problematic behavior of adolescent children in the school environment, which is why they received the measure of "increased parental supervision", has been fully confirmed.
PURPOSEThis study assesses the role of gender norms on the relationship between adverse childhood experiences (ACEs) and peer-violence perpetration among very young adolescents in three urban poor ...cities of Indonesia. METHODSA cross-sectional study was conducted in Bandar Lampung, Denpasar, and Semarang in Indonesia. A total of 2,974 participants (boys: 44.79%, girls: 55.21%) between 10 and 14 years were included in the analysis. Logistic regression, mediation, and moderation analyses were conducted stratified by sex. RESULTSRisk factors of peer-violence perpetration among boys and girls included three (boys: adjusted odds ratio aOR 2.51, 95% confidence interval CI 1.32-4.75; girls: aOR 1.82, 95% CI .95-3.52) and four or more (boys: aOR 6.75, 95% CI 3.86-11.80; girls: aOR 5.37, 95% CI 3.07-9.37) history of ACE. Risk factors of peer-violence perpetration among boys included having inequitable sexual double standard (SDS) indices (aOR 1.46, 95% CI 1.09-1.95). SDS measures the perception boys are rewarded for romantic relationship engagement, whereas girls are stigmatized or disadvantaged for the experience. Other risk factors included lifetime tobacco use among boys and girls and lifetime alcohol use among boys. Protective factors included parental closeness among girls. CONCLUSIONSBased on the research in three Indonesian communities, this study demonstrates that boys are disproportionately exposed to adversities including history of ACE, inequitable SDS, lifetime alcohol use and tobacco use in comparison to girls. Programs targeting ACE and gender norms which engage boys, girls, and families are more likely to be successful in reducing peer-violence perpetration and promoting gender equitable norms.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Introduction. Peer violence impacts the development of children who are victims of violence, but children who witness violence are also prone to experience consequences pertaining to their ...socio-emotional development. The state should provide dedicated support to intervention programmes in preschool institutions aimed at preventing and suppressing peer violence, which would focus on children who are witnesses, i.e., observers of violence. Objectives. This research was aimed at analysing the perceptions of preschool teachers and parents about the role of children observers in peer violence. Methods. The sample consisted of preschool teachers employed in preschool institutions in several cities in Serbia (n = 104) and parents whose children attended preschools (n = 84). For the purposes of the research, an adapted Likert-type scale was used, which assessed the role of children "observers" of peer violence and the possibilities of developing support programmes for children exposed to violence. The instrument was developed based on a pilot study on the role of children observers in bullying. Results. Research results showed that the perceptions of parents pertaining to the role of children observers in peer violence were statistically significantly different in relation to the opinions of preschool teachers. Parents believed that children who were observers of peer violence were not sufficiently involved in intervention programmes for the prevention and suppression of peer violence in preschool institutions. Conclusion. These findings have significant practical implications for the planning of initiatives in preschool institutions aimed at fostering a supportive environment in which children who witness peer violence would play a prominent role.
The objective of this study was to carry out a systematic review of the research works that have analyzed school bullying and cyberbullying in academically gifted students. The search was carried out ...in the main psychology databases (Scopus, Web of Science, and Psych Info), considering works from the past 22 years (2000–2022). One hundred and sixty-five documents were analyzed, of which fifteen studies complied with the inclusion criteria. Seven of these made comparisons between gifted and non-gifted students, classified according to three perspectives: (a) studies concluding that gifted students have a greater risk of being victims than non-gifted students and have a lower risk of being a bully, due to the characteristics of this group; (b) studies that affirm that gifted students have a lower risk of being a bully or victim, as compared to non-gifted students since their high cognitive level allows them to effectively handle social and emotional challenges, thereby contributing to a lower level of participation in bullying or victimization behavior; (c) and studies concluding that gifted students have a similar risk of being a bully or victim as non-gifted students. Studies that only use samples of gifted students reveal a high prevalence of bullying and cyberbullying, and very negative consequences on this group. Although the limited number of studies does not allow for a definitive confirmation of a greater vulnerability to bullying by academically gifted students, it does confirm the need to recommend that the educational community offer preventive elements and specific interventions for this group.
•Fifteen investigations analyze bullying and cyberbullying in academically gifted students.•Different results regarding the relationship between bullying, cyberbullying and giftedness.•Need to incorporate specific preventive and inservention elements in this group.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Peer violence during childhood is associated with negative outcomes. Data are limited on its associated factors in sub-Saharan Africa.
This study assesses the prevalence and factors associated with ...peer emotional and physical violence among children and adolescents aged 13–17years in Côte d'Ivoire.
Data from the 2018 Côte d'Ivoire Violence Against Children and Youth Survey (VACS) were used to examine peer emotional and physical violence victimization. VACS is a national cross-sectional household survey of females and males aged 13–24years.
Data included physical, emotional, and sexual violence and socioeconomic, demographic, and relationship factors. We computed the adjusted odds ratios (AOR) and confidence interval (CI) for associated factors adjusted for food insecurity and rural or urban setting.
Thirty-one percent of females and 46.7 % of males experienced lifetime peer physical violence and 36.8 % of females and 40.2 % of males experienced peer emotional violence in the past 12 months. Witnessing violence in the home towards the mother (female AOR 1.2, CI 1.0–1.3); male AOR 1.4, CI 1.2–1.6) and witnessing violence in the home towards a sibling (female AOR 1.2, CI 1.1–1.3; male AOR 1.3, CI 1.12–1.4) increased the odds of ever experiencing peer physical violence. In males, not living with their biological mother (AOR 1.2, CI 1.0, 1.4) or biological father (AOR 1.2, CI 1.1–1.3) was associated with ever experiencing peer physical violence.
Interventions for children and adolescents living without parents and programming focused on education and skills-building may help to reduce peer violence against children in Côte d'Ivoire.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
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