An Ecosystemic Approach to Preventing Bullying in School. Risk Factors Associated with School

Previous research has shown that teachers play an important role in preventing bullying in school. Nowadays, there is a growing interest in understanding the risk factors associated with school such as the teachers’ perception of the severity of bullying and their response to bullies and victims. This paper presents risk factors associated with bullying and teachers’ perceptions within Bronfenbrenner’s (1977) classic ecological theory.According to this paradigm, changes are required in the environments with which children interact as they develop (family, school, community and society). By exposing the factors that trigger and maintain bullying, we aim to highlight the importance of Bronfenbrenner's ecological systems model in designing bullying prevention strategies. We will focus on the risk factors associated with school, chief among which is the, teachers' perceptions of bullying in school. Not only does this view contribute to optimizing the understanding of the importance of ecosystem theory for effectiveness prevention, but it also suggests that both research and prevention should focus on individual risk factors that influence teachers' reactivity to bullying behaviors.

An Analysis of Differences in the Role of Friendships and the School Class in Children’s Perceptions of Bullying in England and Ijime in Japan: A Translation and Expansion of Kanetsuna (2009)

This is an English translation with some expansion of the article originally published in Japanese as a university bulletin in 2009. Previous research has found both differences and similarities between ijime in Japan and bullying in England. Bullying is often by pupils in different classes or higher year groups whom the victim does not know very well; ijime is often by victims’ classmates whom the victim knows very well. However, it has not been shown whether these differences are found for all types of bullying, or how they relate to friendships generally and the impact of differing school systems. We aimed to see whether previously found differences between ijime and bullying could be replicated, and, if so, whether they held for six different types of victimization, and whether friendship characteristics were consistent with explaining why they occur. To investigate the role of friendships and their location, 1036 Japanese and 931 English secondary school pupils participated in a comparative study of perceptions of bullying and ijime. The previous differences were confirmed and found to hold irrespective of type of bullying. Japanese pupils mainly formed friendships on a class basis, English pupils on a broader basis including pupils in different years. In school, English pupils spent much time in the playground with their friends and saw this as a likely venue for bullying, whereas Japanese pupils spent more time in the classroom and saw this as a likely venue for ijime. The difference in friendship formation, together with differences in the organization of class-based teaching in the two countries, are hypothesized to play a significant role in explaining some differences between bullying and ijime.

Perceptions of Bullying amongst Spanish Preschool and Primary Schoolchildren with the Use of Comic Strips: Practical and Theoretical Implications

Bullying research among preschoolers and the early grades of primary school is still scarce. With the aid of a set of cartoons representing prototypical bullying scenes, we interview 120 schoolchildren (50% girls) from kindergarten to third grade (age range: 5.44–9.58) from three mainstream public schools located in the eastern Community of Madrid, in order to analyse their perceptions regarding this phenomenon. Results show that 94.2% (n = 113) of schoolchildren are able to recognize when a partner is victimized. Nevertheless, significant differences were found by grade (p = 0.017), with kindergarteners giving more responses classified as one-off aggressions. Most students (n = 102) empathize with the victims´ emotions and condemn the bullies’ behavior, regardless of their gender (p = 0.637) or grade (p = 0.578). A total of 53.9% (n = 64) of students think these bullying situations are partly caused by previous conflicts; girls are inclined to think this more often than boys (p = 0.003). Furthermore, 53.8% (n = 64) of the students would request help from their schoolteachers if they were bullied, with no statistically significant differences by gender (p = 0.254) or by grade (p = 0.133). These results serve as a rationale to develop bullying prevention programs from a very early school age to provide information regarding its causation and coping strategies, among others.

Understanding Responses to Bullying From the Parent Perspective

Relatively little scholarly work addresses parental experiences with bullying in the United States. This lack of understanding about parental perceptions of bullying is a gap in both the scholarly research and the development of effective bullying prevention programming. This paper presents data from responses to a series of open-ended questions about perceptions of and experiences with bullying from 50 parents in a southeastern state. Parents self-reported their level of concern about bullying, their perceptions of why bullying occurs and the extent of bullying at their school, and their communication strategies with their children about bullying. Findings demonstrate that most parents 1) view bullying as problematic and are somewhat fearful of bullying affecting their child, 2) are confident their child is not telling them about all bullying situations they experience, and 3) are more than willing to approach school administrators when their children are victims of bullying. The findings suggest that parents remain concerned about bullying and its problematic nature, and efforts to encourage children to report bullying to adults are not entirely effective. Consequently, bullying prevention training will benefit from greater parental involvement with (and reinforcement of) bullying prevention strategies learned by children at school. Implications for policy and research are also discussed.

Student Perceptions of Bullying

Students have faced or done unusual things one of which is the act of bullying. As individuals who are in the early adult group, students should already have a correct and precise understanding of bullying. However, there are still many bullying incidents that occur among students. This research is quantitative research with descriptive approach. The respondents were new students in the academic year 2020/2021 at one of the universities in Jakarta which has 513 students. The collection method uses Likert scale model which is distributed through google form. Data analysis was carried out using percentiles to describe the categories of perceptions that new students have of bullying. Based on hypothetical data (89,3%) and empirical (50,49%) indicates that the majority of new students have a neutral perceptions of bullying. That means the majority of new students give inconsistent assessments of aggressive behaviors repeated by individuals or groups against weak individuals. The next conclusion based on hypothetical data (0%) and empirical (28,65%) shows that there are still new students who have a bad perception of bullying or it can be interpreted that there are still students who are wrong in making judgment against bullying.

Refugee Parents' Perceptions of Bullying Practices of Their Children in Urban Schools

The purpose of the chapter is to examine how parents from refugee backgrounds understand and perceive school bullying and anti-bullying policies. Given that bullying continues to be a serious problem in schools, and that immigrant and refugee-background students are particularly severely impacted, it is imperative that perspectives from different stakeholders, including refugee background parents, be incorporated in anti-bullying policies and interventions. Data were collected using the focus group method, with parents drawn from the refugee community in a town in upstate New York. Focus group interviews were conducted with a total of 27 parents from refugee backgrounds. Interviews were recorded and transcribed. Data were analyzed and organized thematically. Findings showed that parents (1) experience secondary stress from bullying of their children, (2) advocate for their children, (3) often feel unheard and diminished by school teachers and administrators, and (4) have an interest in meeting and working with teachers and other school officials to address bullying. Findings provide implications for bullying policies and practices for school personnel.

Bullying in Cyprus: Perceptions regarding the pupils’ involvement

The aim of this study was to investigate the perceptions of bullying among secondary and high school pupils in Cyprus and to present the differences according to age, gender and involvement. The survey involved 514 pupils aged between 13 and 16 years who answered a self-reported closed questionnaire. According to the findings, girls are more negative about bullying than boys. Only pupils aged 13 show fear of the bully and feel a need for his/her punishment but they also point out that the victim may provoke the bully; meanwhile pupils aged 16 are more supportive of the idea that the bully harms the victims. In addition the victims, the victims/witnesses, the witnesses and those pupils who are not involved demonstrate fear of the bully, seek his/her punishment and are supportive of the weak victims. In contrast, those in the bullies’ category show no fear of the bully, do not agree with punishment and do not consider the victims to have been harmed.

the students of the bullying action in high school country 5 pekanbaru

Bullying continues to increase from year to year, one of among Indonesian students. Among students, the high school level is the level most encountered by bullying according to several studies. The objective of this research is to find out students' perceptions of their bullying in school. The research method used is a qualitative design with phenomenological study and purposive sampling as data collection techniques. This study involved 10 participants who were male. The data analysis used the Collaizi method, which then gets four themes, including the definition of bullying in generally like a hardness, torturing and the wickedness. The bullying classification carried out by the bully like verbal bullying, physical bullying and psychological bullying. Student’s perceptions of bullying with consider as a gratified and usually conducted, and than feelings of students after bullying like feel contrition and feel their action not naturally. The results of this research can be expected to be a directive study, specially for school side, in order to decrease bullying action in school surroundings with give materials related bullying action. The students also must be knowing endangered of bullying action who their doing in order to awareness to doing continuous. Bibliography: 19 (2008-2017) Keywords: Bullying, Bully, Student, Perception.

Exploring Social Media Rumination: Associations With Bullying, Cyberbullying, and Distress

In this study, we examined students’ perceptions of peer aggression occurring within their school environment and how these perceptions are interconnected with both social media rumination and distress. Social media usage is associated with a range of negative mental health and interpersonal outcomes for adolescents. Social media use can increase youth’s vulnerability to peer victimization and psychosocial difficulties. In addition, ruminating when sad or stressed has been linked to elevated distress for youth experiencing peer aggression. Yet rumination specifically regarding social media activities has not been investigated in relation to peer aggression and distress, nor has the degree to which students perceive peer aggression occurring at school been included in these investigations. Participants were 169 high school students (age, M = 15.89, SD = .87), largely identifying as Black/African American and female, who completed surveys as part of a larger program working with at-risk youth in a Midwestern, urban city. We found that social media rumination mediated the relationship between perceptions of bullying at school and feelings of distress, but mediation was not supported when examining student perceptions of cyberbullying frequency and youth distress. In the case of bullying, rumination may disrupt other forms of coping—such as positive cognitive distractions—that would ameliorate symptoms of distress. Furthermore, we present evidence that social media rumination is experienced by, and has different influences on, youth. We highlight the need for differentiated intervention and prevention efforts regarding these two forms of peer aggression. Future research may be justified to examine these possibilities.

Reviewing Identification and Intervention of School Bullying on Perception of Middle School Counselling Teacher on Dealing Bullying

<em>Bullying behavior is serious problem that can affect mental and psychosocial development in both the bully and the victim. School bullying happens in school aged children and occurs during or after school hours. As bullying happened in schools, counseling teacher is one of main resource in efforts to prevent and to intervene bullying situations. Counseling teacher has competencies and authorities regarding this matter. This study aimed to know perception of counseling teacher on dealing with bullying by reviewing information about identification and intervention of school bullying. This study was quasy experiment with one group pre-test and post-test design. Purposive sampling was used to obtain 16 middle school counseling teachers in Kasihan and Pajangan sub district as participants to join this study. The data were collected through modification of Perceptions of Bullying Questionnaire and The Handling Bullying Questionnaire. Data were analyzed by Paired t-test. Majority of respondents were more than 46 years with the highest level of education was bachelor degree. Counseling teacher had experience as counselling teacher for more than 10 years. Teacher’s perceived ability to identify the bully and the victim was in “enough” category. Perceived method to deal with the bully was involving students and their parents while method to deal with the victim was involving students, parents and school personnel. There are significant differences of teacher’s perception on handling bullying before and after intervention (p- value=0.032). Giving information can give a positive effect against the perception the guidance counselor in dealing with bullying.</em>