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.
Carrying weapons to school poses a significant security risk for all individuals involved. The aim of this research was to examine the individual and contextual factors (family- and school-related) ...of weapons carrying and assaulting with weapon in schools. The research was conducted in 2014 on a sample of 649 high school pupils from Serbia. The results reveal that the common factors of carrying and using weapon are the perpetrators being male and their being victims of peer violence, vengefulness, dominance, anger, lack of empathy, seeking revenge, and limited use of active problem-solving, as well as their fathers tending to have a lower level of education, lower grades, attending vocational schools, and poor academic performance. In addition, victims of bullying in cases of peer violence temd to carry weapon more frequently, and they assault with a weapon just as frequently as bullies do. Pupils who have assaulted someone with a weapon show a tendency towards peer violence and dominance, and have lower cognitive empathy and hostility, compared to pupils who carry a weapon, but have not yet attacked anyone. The results support the vulnerability hypothesis regarding weapon carrying, and the antisocial profile hypothesis regarding assaulting with a weapon. The practical implications of the results refer to the importance of planned, targeted prevention programs in the school context.
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.
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.
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.