This book, a Special Issue of the International Journal of Environmental Research and Public Health, has been curated by three leading international experts on the topic. Following their editorial, ...there are 14 contributions on the topic of interventions against bullying, including cyberbullying, and similar abusive behaviors such as dating violence. Some contributions also assess positive or protective factors such as well-being, self-efficacy, and school climate. Eight of the contributions directly assess the effects of an intervention, with pre/post test designs and experimental and control groups. The other contributions examine a range of relevant topics, such as teacher attitudes and pupils’ confidence in intervening rather than being passive bystanders. Ten countries are represented among the authors. Most of the articles are about secondary schools (pupils, or teachers), but there are also contributions on early childhood, primary school, and university. This book will be of interest and relevance not only to researchers but also to teachers and educational practitioners concerned with pupil safety and well-being in school, and provides practical ways to reduce bullying and its harmful effects.
ZusammenfassungHintergrundNeben Chancen bringen Internet und digitale Medien für Kinder und Jugendliche auch Risiken mit sich. Ein solches stellen Fälle dar, bei denen persönliche erotische Fotos von ...Schüler:innen gegen deren Willen weiterverbreitet werden. Für Betroffene können die psychosozialen Konsequenzen gravierend sein.Ziel der ArbeitMit der vorliegenden Arbeit sollen Prävalenz von und Umgang mit der nichteinvernehmlichen Weiterleitung persönlicher erotischer Fotos unter Schüler:innen an Schulen in Schleswig-Holstein erhoben werden.MethodeVom 25.04. bis zum 07.06.2019 wurden die Schulleitungen von weiterführenden Schulen mittels eines Onlinekurzfragebogens sowohl zum Vorkommen nichtkonsensueller Fotoweiterleitung an den jeweiligen Schulen befragt als auch zu ergriffenen Maßnahmen, Folgen für die betroffenen Schüler:innen und Konsequenzen für diejenigen, die die Fotos versendet haben. Die Angaben von 74 Schulleitungen konnten in die Datenanalyse aufgenommen werden.ErgebnisseAn mehr als zwei Dritteln der Schulen wurde den Schulleitungen mindestens ein Fall von nichtkonsensueller Fotoweiterleitung bekannt. Ergriffene Maßnahmen waren zumeist die Information der Eltern aller Beteiligten und ein „angeleiteter Austausch“ zwischen den beteiligten Schüler:innen. Als Folgen für die betroffenen Schüler:innen wurden v. a. sozialer Rückzug, psychisches Leiden, schulische Leistungsprobleme und Erfahrungen mit Cybermobbing/-bullying berichtet. In acht Fällen verließen betroffene Schüler:innen die Schule.DiskussionNichtkonsensuelle Fotoweiterleitung an Schulen ist ein Problem erheblichen Ausmaßes. Zeitgemäße spezifische Präventionsmaßnahmen sind dringend erforderlich.
Bullying is a pervasive problem and is especially common in schools. While much attention is given to survivors and perpetrators of bullying, there is a need to continue to understand the importance ...of bystanders. Bystanders can have a critical influence on bullying. In some contexts, bystanders may contribute to the noxious effects of bullying. In other contexts, they can significantly reduce the consequences of bullying. Understanding the types of bystanders and their effects on bullying can reduce bullying rates. This article reviews the literature on bystanders and bystander intervention in bullying situations.
School bullying and cyberbullying are widely recognized as an international problem, but publications have focused on the western tradition of research. In India, recognition of these issues and ...research on the topics have been emerging in recent years. Beginning with cross-cultural differences across Indian, European and Australian contexts, this volume provides direct empirical comparisons between western and Indian situations. It then discusses innovative ways of hearing the views of students, pre-service teachers and teachers, featuring a range of qualitative and quantitative methodologies. The concluding commentaries from North American investigators provide a further international perspective from another region where much progress in researching these areas has been made. Together this ground-breaking collection comprises contributions from four continents on the prevalent issues of bullying, cyberbullying and student well-being.
Adolescents’ social relationships evolve rapidly, and that evolution is not exempt from difficulties and challenges. Therefore it is essential to know which factors influence social relationships in ...both victims and perpetrators of bullying in order to pinpoint those factors that put adolescents at risk, and to design strategies of prevention and intervention against school violence. This study evaluated 5028 secondary education students aged 12-16 years old. A correlation was made among the variables of age, gender, school coexistence, and direct/indirect bullying of both the bully and the victim. In turn, a multiple regression analysis was performed to predict direct and/or indirect bullying on the part of the perpetrator and/or the victim. The results revealed the existence of significant relationships among those variables. We discuss these relationships and provide an intervention proposal to prevent aggressive behavior at schools. In our findings, the general quality of coexistence is optimal, since social integration is high. Another factor that contributes to this climate is the good perception that these students have in general of the management of bullying by their teachers. Several future research lines can be drawn.
The objectives of the current study were to estimate the prevalence of nine types of bullying victimization among adolescents in Grades 7 to 12, and examine how these experiences vary according to ...gender and school grade. Data were drawn from the Manitoba Youth Health Survey. The sample size was N = 64 174 and included boys and girls from Grades 7 to 12. Nine types of bullying victimization were assessed. Gender and grade differences were noted with girls being more to likely than boys to report six types of victimization. The odds of bullying victimization were higher in Grades 8 to 12 compared to Grade 7. Effective anti-bullying intervention strategies need to address a range of victimization types and should consider gender and school grade. Interventions should start before Grade 7 and continue until the end of Grade 12.
With the more pervasive use of technology, the prevalence of cyberbullying has increased. Universities and colleges have implemented more ways to reach students over the Internet and by other ...electronic means; consequently, it is important to investigate the prevalence of cyberbullying in higher education. This literature review was created to raise awareness of this continuing trend of cyberbullying among college students. Cyberbullying is defined as intent to consistently harass another individual to cause harm via any electronic method, including social media, and includes defamation, public disclosure of private facts, and intentional emotional distress. An exhaustive search of current literature was conducted using a variety of databases including Academic Search Complete, Education Source, E-Journals, ERIC, PsycArticles, Psychology and Behavioral Sciences Collection, and PsycINFO. Google, Google Scholar, and reference lists from key studies were also used to gather relevant studies for inclusion in this review. Articles were used to define cyberbullying, build a historical base of cyberbullying among adolescents, examine factors involved in cyberbullying, describe effects of cyberbullying, and examine this trend among college students. Strategies such as reporting, monitoring online interactions, and legal actions to address cyberbullying in all areas of education were included. Future research should investigate if educational programs lead to decreased cyberbullying, increased rates of reporting, and how cyberbullying may change social media etiquette.
•Cyberbullying is occurring among undergraduate students.•Cyberbullying is traditional bullying moved online.•Cyberbullying includes social media.•Undergraduates are afraid to report cyberbullying.•Education programs, reporting systems, and Internet etiquette should be studied.
A comprehensive and extensive systematic review and meta-analysis of the effectiveness of bullying prevention programs is presented. This report updates earlier research conducted by Farrington and ...Ttofi (2009). Systematic searches of online databases (i.e., Web of Science, PsychARTICLES, PsychINFO, EMBASE, DARE, ERIC, Google scholar, and Scopus) were conducted for primary studies published from 2009 to December 2016. Searches were also conducted for unpublished reports. To be included in the systematic review, primary studies must: (1) describe an evaluation of a school-based anti-bullying program; (2) utilize an appropriate operational definition of school-bullying (e.g., Centers for Disease Control and Prevention, 2014; Farrington, 1993; Olweus, 1992); (3) measure school-bullying perpetration and/or victimization behaviors using quantitative measures; and (4) use an experimental or quasi-experimental design with adequate control group.
Following systematic screening of over 20,000 search results, a total of 100 evaluations (with 103 independent effect sizes) were eligible for inclusion in our meta-analysis. Most of the effect sizes are estimated from studies that used RCT designs (n = 45) or quasi-experiments (n = 44 effect sizes), with only 14 effect sizes from age cohort designs.
Anti-bullying programs significantly reduce bullying perpetration (random effects OR = 1.309) and bullying victimization (random effects OR = 1.244). These results suggest that anti-bullying programs reduce school-bullying perpetration by approximately 19–20% ad school-bullying victimization by approximately 15–16%. Effect sizes vary greatly across studies, with a significant heterogeneity between studies for both bullying perpetration bullying victimization outcomes. This is anticipated given the variability in a range of moderators, for example, methodological designs, type of program used, or place of implementation. Analyses suggest no publication bias for either meta-analysis.
Variability in effect sizes across different methodological designs is investigated. Primary studies employing age cohort designs (n = 14) provide the largest effects in reducing both bullying perpetration (OR = 1.474) and victimization (OR = 1.302). In relation to bullying victimization outcomes, before-after/experimental-control designs provide similar effects (OR = 1.225) to randomized controlled trials (OR = 1.21). Randomized controlled trials (OR = 1.244) are more effective in reducing bullying perpetration than before-after/experimental-control designs (OR = 1.187). In future, we aim to further explain differences across programs by correlating individual effect sizes with varying program components and varying methodological elements available across these 100 evaluations.
•This paper updates the results of one of the most recent comprehensive meta-analyses of anti-bullying programs.•The meta-analysis included 100 evaluations of school bullying intervention programs and 103 independent effect sizes.•The results suggest that anti-bullying programs effectively reduce school-bullying perpetration by approximately 19 – 20%.•The results suggest that anti-bullying programs effectively reduce school-bullying victimization by approximately 15 – 16%.•Further research is needed to explore which specific components of school-bullying intervention programs are effective.
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