scholarly journals Structural family factors and bullying at school: a large scale investigation based on a Chinese adolescent sample

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Haoran Wang ◽  
Yuanyuan Wang ◽  
Guosheng Wang ◽  
Amanda Wilson ◽  
Tingting Jin ◽  
...  
Keyword(s):  
Maternal Education ◽  
School Bullying ◽  
Bystander Intervention ◽  
Family Factors ◽  
Registration System ◽  
Structural Family ◽  
Household Characteristics ◽  
Migrant Families ◽  
Education Levels ◽  
Being Bullied

Abstract Backgrounds Various family factors have been identified in association with school bullying and the involvement of children and adolescents in bullying behaviors. Methods A total of 11,919 participants (female = 6671, mean age = 15) from 22 middle schools in Suzhou City, China completed the questionnaire. The associations between structural family factors (family socio-economic status, living arrangement, number of siblings, whether they were local residents/migrants, had an urban/rural hukou [a household registration system in China], parental and maternal education levels, and other various bullying-related constructs (i.e. bullying witnessing, bullying involvement, bystander intervention, and fear of being bullied) were all examined. Odds ratios (ORs) adjusted for covariates were calculated for the four bullying-related constructs (bullying witness, bullying involvement, bystander intervention, and reactions to being bullied) using structural family factors. Results The result showed that all demographic household characteristics were associated with bullying at school except for being from a single-child family. Adolescents from rural families witnessed more bullying incidents than those from local families (OR = 1.35, 95% CI: [1.09, 1.68]). Adolescents who come from migrant families (OR = 1.12, 95% CI: [1.07, 1.43]) with a rural hukou (OR = 1.31, 95% CI: [1.00, 1.74]) and low parental education levels (OR = 1.42, 95% CI: [1.01, 2.57]) were more likely to be bullies. Adolescents who came from migrant families (OR = 1.37, 95% CI: [1.03, 1.82]), with low maternal education levels (OR = 1.42, 95% CI: [1.06, 1.91]) engaged in more negative bystander intervention behaviors. Furthermore, adolescents with less educated mothers experienced a higher fear of being bullied (never versus sometimes: OR = 1.33, 95% CI: [1.00, 1.85]; never versus usually OR = 1.39, 95% CI: [1.01, 1.20]). Conclusions A systematic examination of the relationship between school bullying and demographic household characteristics may be used to inform school policies on bullying, such as training management on the importance of paying attention to adolescents from disadvantage household backgrounds. Identifying demographic factors that may predict bullying can also be used to prevent individuals from becoming involved in bullying and reduce the related negative consequences from being bullied.

School Bullying Among Vocational School Students in China: Prevalence and Associations With Personal, Relational, and School Factors

2020 ◽  
pp. 088626052090736
Author(s):  
Shuqing Xu ◽  
Jun Ren ◽  
Fenfen Li ◽  
Lei Wang ◽  
Shumei Wang
Keyword(s):  
Multinomial Logistic Regression ◽  
Personal Characteristics ◽  
School Bullying ◽  
Vocational School ◽  
Vulnerable Groups ◽  
Vocational Schools ◽  
School Students ◽  
School Factors ◽  
Cross Sectional ◽  
Being Bullied

This study poses the following research questions: What is the prevalence of bullying in vocational schools in China? What are the differences between different genders and professions? How should individuals, families, and schools do to affect school bullying? What can we do to improve and to respond school bullying, to reduce its occurrence and consequences? This cross-sectional study was conducted in 2018 with 95,873 students from 85 vocational schools. The main outcome indicators were self-reported involvement in bullying (perpetrator, victim, perpetrator-victim, or uninvolved). Multinomial logistic regression analyses were conducted, with personal characteristics, relational characteristics, and school climate as predictors. A total of 30.4% of participants reported being bullied, 2.9% reported bullying others, and 21.7% reported being bullied and bullying others. Majors related to primary and secondary industries are more likely to involvement in bullying than majors related to tertiary industries. Boys were more involved in physical or verbal bullying, whereas girls were more involved in relational bullying and cyberbullying. Sex, history of fighting, and emotional/mental state were the strongest individual factors associated with bullying. Having friends was inversely associated with bullying involvement; moreover, a positive relationship with parents and a good parenting style (warmth, democracy, and mutual concern) protected students from bullying others as well as being bullied. School bullying programs, happiness at school, and insecurity at school were strong negative predictors of bullying. Bullying is prevalent among vocational school students in China. An appropriate response to school bullying requires strengthening student capacity to correctly understand and deal with bullying, identifying victims and vulnerable groups, developing school-based interventions, involving parents in prevention programs, and enhancing students’ sense of responsibility in supervision, reporting, and creating a friendly environment.

Frenemy: A New Addition to the Bullying Circle

2019 ◽  
pp. 088626051988016 ◽  
Author(s):  
Małgorzata Wójcik ◽  
Wojciech Flak
Keyword(s):  
Peer Relations ◽  
Thematic Analysis ◽  
School Bullying ◽  
Effective Prevention ◽  
The Past ◽  
The Social ◽  
Being Bullied ◽  
Bullying Behavior ◽  
Participant Role ◽  
Definition Of

Greater knowledge on the social complexities of bullying is crucial to reduce actual bullying behavior. Two main approaches have been used to study bullying: the participant role approach and the bullying circle. In this study, we explored bullying through interviewing adults who had been victims of school bullying in the past, investigating how they perceived their experiences, and how they interpreted the bullying context and their surrounding peer relations. We interviewed 20 participants (more than 18 years old), all of whom had experience of being bullied for more than 1 year. The interview data were then analyzed with a thematic analysis. We found that participants had a different definition of bullying compared with the standard definition formulated by researchers. They also confirmed the fluidity of participants’ roles and the changes in behavioral patterns toward victims, depending on the peer context. Most importantly, we revealed a new participant in the bullying circle: the frenemy, whose intervention style changes from pro-victim when alone with the victim to neutral or pro-aggressor when surrounded by members of the bullying circle. This new addition adds to our understanding of the bullying process and the relationships within the bullying circle, which may help with more effective prevention.

scholarly journals Virtual reality or augmented reality as a tool for studying bystander behaviors in interpersonal violence: a scoping review (Preprint)

2020 ◽  
Author(s):  
Jia Xue ◽  
Wenzhao Zhang ◽  
Yaxi Zhao ◽  
Ran Hu ◽  
Bolun Zhang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Empirical Evidence ◽  
Interpersonal Violence ◽  
Intervention Program ◽  
School Bullying ◽  
Bystander Intervention ◽  
Future Research ◽  
Observational Measure ◽  
Bystander Behaviors

BACKGROUND To provide participants with a more real and immersive intervening experience, virtual reality, and/or augmented reality technologies have been integrated into some bystander intervention training programs and studies measuring bystander behaviors. OBJECTIVE The study focuses on whether virtual reality and/or augmented reality can be used as a tool to enhance training bystanders. We review the evidence from empirical studies that use virtual reality (VR) and/or augmented reality (AR) as a tool for examining bystander behaviors in the domain of interpersonal violence research. METHODS Two librarians searched for articles in databases, including APA PsycInfo (Ovid), Criminal Justice Abstracts (EBSCO), Medline (Ovid), Applied Social Sciences Index & Abstracts (ProQuest), Sociological Abstracts (ProQuest), and Scopus till April 15, 2020. Studies focusing on bystander behaviors in conflict situations were included. All study types (except reviews) written in English in any disciplines were included. RESULTS The search resulted in 12,972 articles from six databases, and the articles were imported into Covidence. Eleven studies met the inclusion and exclusion criteria. All 11 articles examined the use of VR as a tool for studying bystander behaviors. Most of the studies were conducted in US young adults. Types of interpersonal violence were school bullying, dating violence, sexual violence/assault, and soccer-associated violence. Virtual reality technology was used as an observational measure and bystander intervention program. We evaluate the different use of VR for bystander behaviors and a lack of empirical evidence of AR as a tool. We also discuss the empirical evidence regarding the design, effectiveness, and limitations of implementing VR as a tool in the reviewed studies. CONCLUSIONS Reviewed results have implications and recommendations for future research in designing and implementing VR/AR technology in the area. Future studies in this area may further contribute to the use of VR as an observational measure and explore the potential use of AR for the study of bystander behaviors.

scholarly journals Maternal Education Level and Child's Anxiety on Dental Extraction

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Jeffrey Jeffrey ◽  
Florence Meliawaty ◽  
Asih Rahaju
Keyword(s):  
High School ◽  
Junior High School ◽  
Parental Education ◽  
Maternal Education ◽  
Dental Treatment ◽  
Vital Signs ◽  
Education Level ◽  
Dental Extraction ◽  
Respiration Frequency ◽  
Education Levels

Dental extraction can cause anxiety in children, observed in vital signs changes. If occursexcessively, it can be regarded as an obstacle and may affect a child's behavior that can furtherdetermine the success of dental treatment. Anxiety that occurs in children can usually be influencedby various factors, including the level of parental education. This study aimed to observe maternaleducation level and anxiety in children receiving dental extraction treatments. This is a descriptivestudy, involving 60 subjects aged 7-12 that went for dental extraction at Rumah Sakit Gigi MulutPendidikan Universitas Jenderal Achmad Yani (RSGMP UNJANI) Cimahi Juli-Desember 2016. Theparameters examined for measuring anxiety are body temperature, respiration frequency, and pulsebefore and after the procedure. This study found that 63.3% of mother of the subject had high schooleducation, 16.7% of junior high school, 8.3% S1, 6.7% D1/D3, and 5% SD. Increased bodytemperature was obtained in 36 subjects, increased respiration frequency in 46 subjects, andincreased pulse in 34 subjects. We concluded that the majority of maternal education levels in thisstudy are high school graduates and the anxiety parameters in the majority of subjects increase whenreceiving dental extraction procedure.Keywords: child's anxiety, dental extraction, mother education level

scholarly journals The association of maternal diet and polyamines in human milk: a study among malay ethnic mothers in kuantan, malaysia

2018 ◽  
Vol 7 (2.29) ◽  
pp. 287
Author(s):  
Puteri Amirah Adib kamaruzzaman ◽  
Radiah Abdul Ghani ◽  
Muhammad Ibrahim ◽  
Nor Azwani Mohd ◽  
Shukri .
Keyword(s):  
Human Milk ◽  
Maternal Education ◽  
Maternal Diet ◽  
Food Diary ◽  
Milk Samples ◽  
Education Levels ◽  
Diet Pattern ◽  
Nursing Mothers ◽  
The Mean ◽  
Breastfeeding Practice

Human milk contains a lot of nutrient and it offers advantages to infant age less than six months. Polyamines in milk accelerate the infants’ gut maturation and protect babies from the harsh environment. Maternal diet is a factor which can affect the polyamines variability in milk. To date, no research on local diet and the composition of human milk has been investigated. This study aimed to identify an association between Malaysian maternal diet and composition of polyamines in human milk. Seventy nursing mothers were recruited in Pahang and each mother recorded their 24-hours food consumption within a week. Maternal diets were recorded in Nutritionist Pro-software and the macronutrients were calculated. Milk samples were collected from each mother after24 h of food diary. Polyamines in milk were extracted using 0.4 M Perchloric acid, dansylated and quantified using HPLC. The mean age of the respondent was 30.13 years [SD= 3.145].Nursing mothers consumed high carbohydrate [41.4%] compared to fat [23.1%] and protein [13.7%].Spermidine [49.1%] was the highest polyamines in the breast milk samples. A significant correlation were shown between putrescine and dietary carbohydrate [p=0.027] and putrescine and dietary protein [p=0.031].The maternal education levels has no association with maternal diet pattern and breastfeeding practice in this study [p=0.657]. It is suggested that polyamines composition in human milk may be modulated by carbohydrate and protein intake among maternal mother  

Predictors of behavioural and emotional outcomes in toddlers with congenital heart disease

2021 ◽  
pp. 1-6
Author(s):  
Elizabeth Jilek ◽  
Ashley Shields ◽  
Liyun Zhang ◽  
Pippa Simpson ◽  
Laurel Bear ◽  
...  
Keyword(s):  
Congenital Heart Disease ◽  
Heart Disease ◽  
Congenital Heart ◽  
Child Behavior Checklist ◽  
Infant Development ◽  
Maternal Education ◽  
Classification Tree ◽  
Emotional Problems ◽  
Education Levels ◽  
Behavioural And Emotional Problems

Abstract Objectives: Children with congenital heart disease (CHD) are at risk for psychological challenges, including internalising (e.g., depression, anxiety) and externalising (e.g., aggression, inattention) problems. The present study aimed to investigate the development of psychological concerns in early childhood by identifying predictors of behavioural and emotional problems in toddlers with CHD. Methods: Children with CHD who were seen for neurodevelopmental (ND) evaluation at 12 ± 3 months of age, who completed the Bayley Scales of Infant Development–III (BSID-III) and whose parents completed the Child Behavior Checklist (CBCL), a standardised measure of emotional/behavioural problems at age 24–36 months, were included in the study (n = 144). CBCL scores were compared to test norms and classified as normal or abnormal. A classification tree was used to assess the association between CBCL scores and demographic and clinical variables. Results: Multi-variable tree analyses revealed lower BSID-III language composite scores at age 9–15 months predicted clinical CBCL internalising (p < 0.001), externalising (p = 0.004) and total scores (p < 0.001) at age 24–36 months. Lower maternal education levels also predicted clinical CBCL internalising (p < 0.0001), externalising (p < 0.001) and total scores (p < 0.0001). Conclusions: Lower language abilities and lower maternal education predict increased behavioural and emotional problems in toddlers with CHD. These risk factors should be considered during routine ND evaluations to allow for earlier identification of children with CHD and their families who may benefit from psychological support.

Childhood bullying and the association with psychosis in non-clinical and clinical samples: a review and meta-analysis

2012 ◽  
Vol 42 (12) ◽  
pp. 2463-2474 ◽  
Author(s):  
D. S. van Dam ◽  
E. van der Ven ◽  
E. Velthorst ◽  
J. P. Selten ◽  
C. Morgan ◽  
...  
Keyword(s):  
Clinical Studies ◽  
Meta Analysis ◽  
Population Based ◽  
School Bullying ◽  
Psychotic Symptoms ◽  
Clinical Samples ◽  
Continuous Exposure ◽  
Increased Risk ◽  
Being Bullied

BackgroundApproximately 11% of schoolchildren are bullied on a regular basis. It has been argued that continuous exposure to stress is related to the development of psychotic symptoms. The current study sought to investigate whether being bullied in childhood is related to the development of psychotic symptoms.MethodA search of PubMed, PsycINFO and EMBASE was conducted. The reference lists of included papers were searched to identify other eligible papers. A meta-analysis was performed on a subgroup of studies.ResultsWe found four clinical and 10 general population studies that met inclusion criteria. The results of the clinical studies were mixed. However, the results of the non-clinical studies provided more consistent evidence that school bullying is related to the development of non-clinical psychotic symptoms. Stronger associations were found with increased frequency and severity and longer duration of being bullied. We performed a meta-analysis on seven population-based studies, yielding unadjusted and adjusted odds ratios (ORs) of 2.7 [95% confidence interval (CI) 2.1–3.6] and 2.3 (95% CI 1.5–3.4) respectively.ConclusionsAlthough there is some evidence of an association between bullying and psychosis in clinical samples, the research is too sparse to draw any firm conclusions. However, population-based non-clinical studies support the role of bullying in the development of psychotic symptoms later in life. These findings are consistent with findings of an increased risk of psychotic symptoms among those exposed to other types of abuse.

Developmental Outcomes in Early School-Age Children with Minimal Hearing Loss

2013 ◽  
Vol 22 (2) ◽  
pp. 263-270 ◽  
Author(s):  
Heather Porter ◽  
Douglas P. Sladen ◽  
Steve B. Ampah ◽  
Ann Rothpletz ◽  
Fred H. Bess
Keyword(s):  
At Risk ◽  
Hearing Loss ◽  
Maternal Education ◽  
School Age Children ◽  
School Age ◽  
At Risk Children ◽  
Early School ◽  
Education Levels ◽  
Potential Risk Factors ◽  
Early School Age

PurposePrevious research suggests that school-age children with minimal hearing loss (CMHL) are at risk for a variety of psychoeducational problems. However, CMHL are a heterogeneous group, and the profile of at-risk children is unknown. Data regarding the characteristics of early school-age CMHL are needed to extend previous findings and determine potential risk factors associated with psychoeducational difficulties.MethodPsychoeducational outcomes were evaluated at baseline and longitudinally in age-matched groups of 27 CMHL (ages 4–10 years) and 26 children with normal hearing (CNH) using assessments of language, reading, behavior, speech recognition in noise, and cognition. Additional analyses were used to identify demographic characteristics among CMHL that are associated with psychoeducational difficulties.ResultsAt the earliest age tested, CMHL had greater teacher-rated attention difficulties in the classroom than CNH. Differences in the rate of psychoeducational development were not observed between groups. Among CMHL, psychoeducational difficulties were associated with delays in identification of hearing loss and low maternal education.ConclusionsClassroom attention abilities should be monitored for early school-age CMHL. Late-identified CMHL and CMHL with low maternal education levels may be in particular need of academic and social support. Continued efforts for early identification of CMHL should be made to improve outcomes for these children.

scholarly journals Being bullied and associated factors among middle school students in the region of Monastir, Tunisia

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Ben Fredj ◽  
W Dhouib ◽  
C Bennasrallah ◽  
M Kacem ◽  
I Zemni ◽  
...  
Keyword(s):  
Mental Health Problems ◽  
Developed Countries ◽  
Cross Sectional Study ◽  
School Bullying ◽  
The Self ◽  
School Students ◽  
Cross Sectional ◽  
Self Confidence ◽  
Predominant Type ◽  
Being Bullied

Abstract Introduction The phenomenon of bullying among adolescents is a worldwide issue. The trend of this behavior is increasing in developed countries as well as in developing countries, with the creation of new forms such as cyberbullying. This study aimed to determine the prevalence of being bullied and to analyze the association between being bullied and some individual and familial factors. Methods This is a cross-sectional study conducted in two middle schools belonging to the region of Monastir in Tunisia in December 2017 and January 2018. The Global School-based Student Health Survey (GSHS) was administered for students. All present students from the two recruited schools were included. Results A total of 802 students were enrolled in the study. Just under half of the study group (44.0%) reported having been bullied in the past month with 95% CI [40.66%-47.57%]. The predominant type of bullying was being made fun of with sexual jokes, comments or gestures (9.1%), followed by being kicked, pushed, shoved or locked indoors (3.6%). In multivariate analysis, physical fight was an independent associated factor with being bullied (OR [CI]95%: 2.04[1,77-3,25]), p = 0.001. Lonely students had nearly 3.38 higher risk of undergoing bullying (OR [CI]95%: 3.38 [2.05-5.57]), p = 0.001). In addition, being worried was also an independent factor associated with being bullied (OR [CI]95%: 2,23 [1,45-3,43]), p = 0.001. Conclusions Our results support an association between existing mental health problems and bullying. Additional studies are needed to understand the factors associated with school bullying and to Key messages In this study, the prevalence of bullying was relatively high. Program education in schools should focus on life skills education in order to develop the self-confidence and the self-esteem of students.

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