School‐Based Bullying Intervention Programs in Australia and New Zealand

2021 ◽  
pp. 510-526
Author(s):  
Donna Cross ◽  
Amy Barnes ◽  
Melanie Epstein ◽  
Natasha Pearce ◽  
Kevin Runions ◽  
...  
Keyword(s):  
New Zealand ◽  
Intervention Programs ◽  
Bullying Intervention ◽  
School Based

scholarly journals Bullying behavior among students

2020 ◽  
Vol 9 (3) ◽  
pp. 644
Author(s):  
Maria Ulfah ◽  
Erni Gustina
Keyword(s):  
Adolescent Girls ◽  
Communication Patterns ◽  
Intervention Programs ◽  
Parental Communication ◽  
Adolescent Boys ◽  
Bullying Intervention ◽  
Bullying Behavior ◽  
And Gender ◽  
Adolescent Bullying ◽  
Grade 8

This study aimed to investigate whether communication patterns, peers’ involvement and gender different can be the predictors of adolescent bullying behavior. This study involved 193 adolescents of grade 8 and 9 with the most adolescents of 14 years old who had filled in questionnaires. The results showed the prevalence of adolescent involvement in bullying which was 62.69%. Parental communication patterns have an OR = 1.64 (95% CI=0.87-3.09). Peers involvement in bullying behavior (OR=1.92; 95% CI=1.01-3.66). Adolescent girls were more involved in bullying behavior (59.59%) compared to adolescent boys (OR=3.32; 95% CI=1.69-6.54). Poor parental communication patterns, peers influence negatively predict to the bullying behavior in adolescent. Bullying is higher in boys than girls where as boys has a greater chance of bullying than girls. Therefore, bullying intervention programs are needed in schools.

Bullying, Cyberbullying, and Interventions in Schools

2020 ◽  
pp. 265-282
Author(s):  
Elena Bianchini
Keyword(s):  
Best Practices ◽  
Intervention Programs ◽  
Public Concern ◽  
School Based Intervention ◽  
School Settings ◽  
School Based ◽  
The World ◽  
Definition Of

Issues of bullying and cyberbullying among schoolchildren are nowadays a matter of international concern, with school bullies, cyberbullies, and victims having become a topic of public concern and research in various countries around the world. This chapter, besides a definition of bullying and cyberbullying, explains the characteristics, types, causes, and consequences of these acts based on findings from various studies. In addition, the chapter presents some school-based intervention programs, implemented in different school settings, with the aim of effectively reducing levels of bullying and cyberbullying in schools. Finally, the chapter aims to provide guidelines and propose best practices in order to fight acts of violence and aggression.

scholarly journals Challenges and Opportunities of Anti-Bullying Intervention Programs

2019 ◽  
Vol 16 (10) ◽  
pp. 1810 ◽  
Author(s):  
Peter K. Smith ◽  
Sheri Bauman ◽  
Dennis Wong
Keyword(s):  
Public Health ◽  
Intervention Programs ◽  
Health Issues ◽  
Bullying Intervention ◽  
Challenges And Opportunities ◽  
Recent Version

Over recent decades, bullying, and the more recent version of cyberbullying, have come to be recognized as important social and public health issues, generating an increasing volume of publications [...]

The Influence of Bullying Behaviours on Sense of School Connectedness, Motivation and Self-Esteem

2005 ◽  
Vol 15 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Jason L. Skues ◽  
Everarda G. Cunningham ◽  
Trilochan Pokharel
Keyword(s):  
High School ◽  
Academic Success ◽  
School Connectedness ◽  
Self Esteem ◽  
Female Students ◽  
Intervention Programs ◽  
Male Students ◽  
School Based ◽  
Being Bullied ◽  
Males And Females

AbstractThe aim of the current study was to examine how bullying by peers relates to self-esteem, school connectedness and motivation for academic success in an Australian high school. Questionnaires were completed by 975 students across years 7 to 12. As predicted, male students were subjected to more direct forms of bullying than female students. However, contrary to expectations, there were no significant differences between males and females in their reported experience of indirect forms of bullying. Also, students in the lower year levels of high school reported being bullied more frequently than students in high year levels. Findings supported predictions that students who were bullied by their peers at school tended to report having lower levels of self-esteem, feeling less connected to their peers, teachers and school, and being less motivated to perform well at school. These results may have implications for school-based intervention programs that are designed to reduce bullying behaviours.

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