POLA PENANGANAN PERILAKU BULLYING PADA SEKOLAH DASAR

ABSTRACTThis study aims to look at bullying behavior that occurs in elementary schools and how the pattern of handling it by the parties involved in it. This study uses a descriptive quantitative approach. Each variable uses a measuring instrument in the form of a scale made for each variable. The age level and background of the subject will also be the limitations that will be carried out in taking information. This study involved 75 students who were sampled from grades 4 to 6. Bullying behavior that occurred in elementary schools was still dominated by physical bullying (48.56%), followed by verbal bullying (26.28%), ostracism (12.10%), cyberbullying (5.2%), and sexual harassment (7.05%). Bullying behavior is only considered normal delinquent behavior so that no serious action is taken by the school, especially teachers so that there is no specific handling of bullyingKeywords: Bullying, Elementary school ABSTRAKPenelitian ini bertujuan untuk melihat perilaku bullying yang terjadi di sekolah dasar dan bagaimana pola penanganannya oleh pihak yang terkait didalamnya. Penelitian ini menggunakan pendekatan kuantitatif deskriptif. Masing-masing variabel menggunakan alat ukur berupa skala yang dibuat untuk masing-masing variabel. Tingkatan umur dan latar belakang subjek juga akan menjadi batasan-batasan yang akan dilakukan dalam pengambilan keterangan. Penelitian ini melibatkan 75 orang siswa yang di ambil sampel dari kelas 4 sampai 6. Perilaku perundungan yang terjadi pada sekolah dasar masih di dominasi oleh perundungan fisik (48,56%), kemudian di ikuti perundungan verbal (26,28%), tindakan pengucilan (12,10%), perundungan di dunia maya (5,2%) dan penindasan seksual (7,05%). Perilaku perundungan hanya di anggap perilaku kenakalan biasa saja sehingga tidak ada tindakan serius yang di ambil oleh pihak sekolah khususnya guru sehingga tidak ada penanganan yang spesifik tentang perundunganKata Kunci : Bullying, Sekolah dasar

Bullying Victimization and Its Impact on Delinquency: The Case of Asian American Adolescent

Despite a great deal of research on Asian American students that mainly highlight the eccentric academic performance, previous research has not deeply shed light on the obstacles that Asian American students face in their life path. One of them that those previous studies pay less attention to is bullying victimization many Asian American students experience due to their racial and ethnic status in the U.S. Using the data from the National Longitudinal Study of Adolescent Health (Add Health) targeting Asian American students aged between 12 and 18, this research aims to examine (1) how serious it is for Asian American adolescents to commit delinquent activities due to bullying victimization and (2) how much impact each social institution makes on young Asian Americans’ potential criminal activities after being victimized by bullying. The results suggest that bullying experience makes its victims having a higher risk of engaging in criminal activities. Especially, physical bullying makes a considerable impact on the future delinquent behavior of Asian American adolescents that leads to commit various crimes ranged from serious violent crime to nonserious misdemeanor crime. In addition, certain institutional conditions also increase the risk of criminal offense committed after being victimized by bullying, such as a consistent interaction with delinquent peers but decrease the chance of engaging in criminal activities despite having bullying victimization, such as a tight parental supervision.

Multi-Informant Assessment of Bullying in Austrian Schools

This study explores the agreement of bullying reports from different perspectives. Nominations and (self and peer) ratings of 721 students (50.5% boys, 49.5% girls, aged 9–11), 46 teachers (91.3% female, 8.7% male; Mage = 40.28 years, SDage = 1.6, teaching experience between 2 and 36 years, Mexperience = 15.16, SDexperience = 1.68), 439 mothers, and 363 fathers were analyzed. Measures included a modified version of the Revised Olweus Bully/Victim questionnaire (OBVQ) as well as nomination items, with variables on physical and relational bullying and victimization, and frequency of experience. For descriptive analyses, group comparisons and correlations were performed and to test the dimensional structure of the modified Revised OBVQ we fitted a categorical confirmatory factor analysis (CCFA) for all four raters. To estimate the degree of agreement between the four raters, we applied a simple multitrait-multimethod (MTMM) analysis in a CCFA framework. Results indicated that teachers are more likely to recognize physical bullying than relational bullying. Significant gender effects were found, with more frequent nominations for boys and a larger gender effect for physical bullying. Overall, teachers reported the highest levels of bullying, and students reported significantly higher levels of victimization compared to the other raters. In terms of bullying, the MTMM model revealed a slightly higher agreement between students and parents than between students and teachers. The findings further indicate a tendency for lower agreement between student and adult reports than among adults’ reports. The notably high agreement between the ratings of mothers and fathers for both bullying and victimization supports the research strategy to include only one parent. Although bullying is assessed from various perspectives, the study does not provide prevalence estimates of bullying in Austria.

Is It Possible to Measure the Role of the Bystander and the Victim of Bullying in Children? Construct Validity of Two Brief Pictorial Scales With IRT and CFA Models

The study's objective was to develop and validate the psychometric properties of two brief pictorial scales to evaluate the roles of bystanders and victims of bullying. A sample of 910 students was considered (49.6%, boys; 50.4%, girls) between the ages of 7 and 13 (M = 10, SD = 1.4). Both instruments present nine pictorial items representing two dimensions: physical bullying (items 1 to 4) and psychological bullying (items 5 to 9). An additional measure of anxiety was used to assess convergent validity. The Confirmatory Factorial Analysis shows that the two-dimensional oblique model, physical bullying and psychological bullying, presents a better fit to the bystander scale data (RMSEA = .040; CFI = .984; SRMR = .033) and in the victim scale (RMSEA = .051; CFI = .978; SRMR = .040) in comparison to other competitor models. From the perspective of the Item Response Theory (IRT), it was found that the items adequately discriminate the levels of the latent variable; therefore, items 1 (physical bullying) and 7 (psychological bullying) are the most accurate on the bystander scale, and items 3 (physical bullying) and 7 (psychological bullying), on the victim scale. It was also found that the degree of difficulty on both scales is lower for the psychological bullying dimension than for the physical bullying dimension. Both instruments demonstrated good psychometric properties; therefore, they can detect school bullying in classrooms.

KECENDERUNGAN PERILAKU BULLYING DITINJAU DARI KEPRIBADIAN NEUROTISME PADA REMAJA DI DESA RANTAU BARU RIAU

ABSTRAK Bullying adalah perilaku agresif yang dilakukan oleh seseorang atau sekelompok orang yang dapat menyakiti korbannya baik secara fisik maupun mental. Bullying terbagi menjadi tiga jenis yaitu bullying fisik, bullying verbal dan bullying mental/psikologis. Remaja yang kurang mampu mengolah emosinya cenderung akan menjadi pelaku bullying. Seseorang dengan kepribadian neurotisme cenderung mudah mengalami emosi negatif seperti cemas, takut, mudah marah, dan depresi. Tujuan penelitian ini untuk mengetahui hubungan kepribadian neurotisme dengan perilaku bullying di Desa Rantau Baru. Desain penelitian menggunakan jenis penelitian kuantitatif korelasional. Populasi dalam penelitian seluruh remaja di Desa Rantau Baru yaitu sebanyak 102 orang. Teknik pengambilan sampel menggunakan teknik random sampling. Hasil penelitian menunjukkan tidak terdapat hubungan yang signifikan antara kepribadian neurotisme dengan perilaku bullying (P Value = 0,84). Diharapkan pencegahan terhadap bullying dapat dimulai dari orang tua yaitu dengan mengajarkan kecerdasan emosional sejak dini. Sekolah dan pemerintah juga dapat berkolaborasi untuk mencegah perilaku bullying dan kepribadian neuroticisme dengan menerapkan program anti bullying dan bimbingan konseling di sekolah. Kata Kunci : Bullying, Neuroticisme, Remaja ABSTRACT Bullying is aggressive behavior by a person or group of people that can hurt the victim both physically and mentally. Bullying is divided into three types, namely physical bullying, verbal bullying and mental/psychological bullying. Teens who are less able to process their emotions tend to become bullies. A person with a neurotic personality tends to experience negative emotions such as anxiety, fear, irritability and depression. The purpose of this study was to determine the relationship between neuroticism and bullying behavior in Rantau Baru Village. The research design uses correlational quantitative research. The population in the study of all adolescents in the village of Rantau Baru was 102 people. The sampling technique uses random sampling technique. The results showed that there was no significant relationship between neuroticism and bullying behavior (P value = 0.84). It is hoped that the prevention of bullying can be started from parents, namely by teaching emotional intelligence from an early age. Schools and the government can also collaborate to prevent bullying behavior and neuroticism by implementing anti-bullying programs and counseling in schools. Keywords: Bullying, Neuroticism, Adolescents

Gender Differences in Psychosocial Outcomes of Hair Loss Resulting from Childhood Irradiation for Tinea Capitis

Recent studies have linked hair loss due to childhood irradiation for tinea capitis, a fungal infection of the scalp, to adverse psychosocial and health outcomes in women. However, no study to date has examined gender differences in the outcomes of this type of hair loss. The current study aimed to investigate gender differences in health and psychosocial outcomes of hair loss resulting from childhood irradiation for tinea capitis, and to identify the risk factors associated with depression in both men and women. Medical records held at the archives of the Israel National Center for Compensation of Scalp Ringworm Victims were retrospectively reviewed for 217 women and 105 men who received maximum disability compensation due to severe hair loss resulting from irradiation for tinea capitis. We found that women were at increased risk of developing psychosocial symptoms, including depression. Gender emerged as a significant predictor of depression, distinct from other predictors, such as marital status, age at radiation, exposure to verbal and physical bullying, low self-esteem, social anxiety, and physical health problems. Thus, the psychosocial needs of patients, particularly female patients, who were irradiated for tinea capitis during childhood need to be taken into account by the healthcare professionals treating them.

COPING STRATEGIES AMONG KINDERGARTENERS IN THE GENDER PERSPECTIVE

Negative emotions remains common among some kindergarteners in general since it may impact their anxiety and stress. This study aimed to describe various elicitors for negative emotions among young children, their coping strategies, and the parents’ response to them in the gender perspective. The data were collected through questionnaires containing statements about coping strategies of their children developed using the Lazarus and Folkman theories and findings by Chalmers, Frydenberg, and Deans. The study involved 102 parents of children aged 4-6 years in Yogyakarta, Indonesia. The findings show that elicitors for negative emotions among boys are dominated by physical bullying by peers, while in girls, they are dominated by unfulfilled wishes. Meanwhile, coping uses among boys are dominated by assertive behavior, while in girls, they share their concerns with others. Regarding the response in dealing with children’s negative emotions, the parents give them a gadget, such as smartphone, for both boys and girls. The study implies that more educational parenting model is needed to educate parents in handling negative emotions through coping skills and indiscriminating behavior.

Bullying in educational environment: causes, forms, prevention

Analyzed is the scale of bullying in educational institutions: schools and universities. The reasons, forms and the existing system of bullying prevention are studied. The most widespread in schools is verbal (ridicule, threats, humiliation, slander) and physical bullying; in universities, social (ignoring, exclusion from the group, theft, damage to the victim’s property) and verbal bullying are more widespread. It was found that students from families who belong to low resourced groups, more often during the school period became victims of verbal, social and physical bullying. It was revealed that girls more often than boys were a subject to verbal bullying during schooling. At the same time, it was found that girls from families that belong to the middle and low resourced groups were more often subjected to verbal bullying than girls from families that belong to the highly–resourced groups. Young men who are physically weak, to a greater extent than young men who are physically developed, are the instigators of verbal bullying at school. Young men from families that belong to highly-resourced groups are less likely than young men from families that belong to middle and low resource groups to be verbally bullied at school. Boys from families that belong to medium and low resourced groups more often than boys from families that belong to highly–resourced groups were the instigators of verbal bullying at school. It was found that boys, more often than girls, faced physical bullying at school. At the same time, it was revealed that young men from families that belong to highly–resourced groups, less often than young men from families that belong to middle and low resourced groups, faced physical bullying during their schooling. Young men, more often than girls, play the role of an aggressor in physical bullying at school. In addition, it was found that girls are more likely than boys to be the instigator of physical bullying at school. In addition, it was found that bullying in schools is more widespread than in universities. At the same time, it was revealed that verbal and social bullying in universities in comparison with schools is not widespread. Obviously, this is due to the fact that many bullying aggressors in school did not have the resources to enter universities, or did not have the desire to enter universities. In addition, bullying in universities is subject to expulsion (in addition to other types of liability). A person comes to school forcibly, in a university most often voluntarily. In other words, it can be assumed that the fear of being expelled is a kind of deterrent to the spread of bullying in universities. Measures are proposed to improve the effectiveness of bullying prevention in educational institutions.