scholarly journals Mothers’ Difficulties and Expectations for Intervention of Bullying among Young Children in South Korea

2019 ◽  
Vol 16 (6) ◽  
pp. 924 ◽  
Author(s):  
Seung-ha Lee ◽  
Hyun-jung Ju
Keyword(s):  
Young Children ◽  
South Korea ◽  
Coping Strategies ◽  
Developmentally Appropriate ◽  
Intervention Programs ◽  
Bullying Intervention ◽  
Developmental Characteristics

This study investigated the difficulties of mothers in coping with the bullying of their children and their expectations concerning bullying intervention for young children in South Korea. Twenty mothers with young children were interviewed. Interviews were transcribed in Korean. Nvivo 12 software was used to analyze the data. Four themes emerged: “mothers’ coping strategies”, “problems of interventions”, “expectations of interventions”, and “developmentally appropriate interventions for young children”. Each theme was divided into categories and further into subcategories. Mothers used diverse strategies to intervene when their children were bullied and showed dissatisfaction with the current intervention system. Their expectations for interventions for young children were explained in terms of familial, school, and local/governmental levels. These results emphasized that intervention policies for bullying among young children should be urgently established, and intervention programs need to consider the developmental characteristics of young children.

scholarly journals Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

2021 ◽  
Vol 13 (5) ◽  
pp. 2605
Author(s):  
María-Jesús Cava ◽  
Ester Ayllón ◽  
Inés Tomás
Keyword(s):  
Coping Strategies ◽  
Peer Victimization ◽  
Classroom Climate ◽  
Well Being ◽  
Good Health ◽  
Social Climate ◽  
Intervention Programs ◽  
The Sustainable Development ◽  
School Grades ◽  
Teacher Student

The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.

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.

scholarly journals Associations between Online Hate Victimization and Perpetration

2021 ◽  
pp. 109-128
Author(s):  
Sebastian Wachs ◽  
Michele F. Wright
Keyword(s):  
Young People ◽  
Coping Strategies ◽  
Media Education ◽  
Self Report ◽  
Intervention Programs ◽  
Effective Intervention ◽  
Effective Prevention ◽  
Victims Of Violence ◽  
Explanatory Mechanism ◽  
The Relationship

It is well known that victims of violence are more likely than non-victims to be perpetrators, and that perpetrators are more likely than non-perpetrators to be victims. However, the overlap between being the victim of violence and the perpetrator of violence is not well understood when it comes to online hate. An explanatory mechanism in this relationship could potentially be the use of specific coping strategies. We sought to develop a better understanding of the relationship between the victims and the perpetrators of online hate to inform effective intervention and prevention initiatives in the field of media education. Self-report questionnaires on receiving and committing online hate and on technical and assertive coping were completed by 1,480 young people between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results showed that increases in being the recipient of online hate were positively related to being a perpetrator of online hate. Technical and assertive coping strategies were negatively related to perpetrating online hate. Furthermore, victims of online hate reported less instances of perpetrating online hate when they reported higher levels of technical and assertive coping strategies, and more frequent instances of perpetrating online hate when they reported lower levels of technical and assertive coping strategies. In conclusion, our findings suggest that, if they are to be effective, prevention and intervention programs that target online hate should consider educating young people in problem-focused coping strategies.

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