1
|
Llego J, Samson MJ, Gabriel E, Corpus J, Bustillo KG, Villar J. Nursing faculty members' response to bullying in the eyes of their students: A pilot study in Pangasinan. NURSE EDUCATION TODAY 2024; 138:106195. [PMID: 38581841 DOI: 10.1016/j.nedt.2024.106195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2023] [Revised: 03/14/2024] [Accepted: 04/02/2024] [Indexed: 04/08/2024]
Abstract
BACKGROUND Bullying is a pervasive issue that can occur in any setting, including among nursing students and within the nursing profession. Faculty members have a vital role in resolving bullying. OBJECTIVES To examine the nursing faculty members' responses to incidents of bullying within two nursing institutions in Pangasinan. DESIGN Descriptive- comparative design. SETTINGS Two Colleges of Nursing in a city in Pangasinan, Philippines. PARTICIPANTS Nursing students from first to fourth year BS Nursing students. METHODS An online survey was the main tool in this study, Lynch formula was utilized to calculate the sample size. There are 458 nursing students who participated in this study. Frequency, percentage, mean, standard deviation, one-way ANOVA, and t-test were used to analyze the data. RESULTS It was revealed that faculty members sometimes address bullying by group discussion (M = 3.26, SD = 1.27), and they almost never utilized non-intervention in bullying (M = 2.33, SD = 0.85). There is a variation in terms of group discussion with a one-way ANOVA score of F (2, 455) = 3.22, p = 0.04, when faculty members are grouped according to their degrees. Regarding the difference between the faculty members' responses to bullying when grouped according to gender, there is a significant difference between male and female for mediation (t(457) = 2.10, p = 0.04), group discussion (t(457) = 2.79, p = 0.01), victim support (t(457) = 2.54, p = 0.01), and disciplinary methods (t(457) = 2.66, p = 0.01). CONCLUSION The study emphasizes the complex nature of tackling bullying among nursing students. It highlights the efficacy of several solutions used by faculty members, such as group discussions, mediation, victim assistance, and disciplinary measures. The findings indicate that a comprehensive understanding of the dynamics involved in addressing bullying is necessary. This understanding highlights the significance of a cooperative and compassionate strategy that includes all individuals involved in the educational setting. It is clear that a standardized approach may not be enough, and customized techniques that take into account the particular circumstances and requirements of the persons involved are essential.
Collapse
Affiliation(s)
- Jordan Llego
- College of Nursing, University of Luzon, Dagupan City, Philippines; Medical-Surgical Nursing Department, College of Nursing, University of Ha'il, Ha'il, Saudi Arabia.
| | - May Jacklyn Samson
- School of Health Sciences, Universidad de Dagupan, Dagupan City, Philippines.
| | - Ellen Gabriel
- College of Nursing, University of Luzon, Dagupan City, Philippines.
| | - Jennie Corpus
- College of Nursing, University of Luzon, Dagupan City, Philippines.
| | | | - Johanna Villar
- College of Nursing, University of Luzon, Dagupan City, Philippines.
| |
Collapse
|
2
|
Choi B. Parental Coping Strategies as Predictors and Outcomes of Bullying: Longitudinal Relationships Between Child Victimization, Parent-Child Communication, and Parent-Teacher Consultation. J Youth Adolesc 2024:10.1007/s10964-024-02019-1. [PMID: 38816540 DOI: 10.1007/s10964-024-02019-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2024] [Accepted: 05/15/2024] [Indexed: 06/01/2024]
Abstract
Parental actions, such as parent-child communication and parent-teacher consultation about a child's social adjustment, have been addressed as predictors, but not as outcomes of victimization. This study, based on the Bronfenbrenner's social-ecological model, considered them as outcomes as well as predictors of child victimization and examined their longitudinal bi-directional relationship with child victimization. Data were drawn from the Seoul Education Longitudinal Study, where a total of 4005 Korean youth (female = 43.6%, age mean = 12.43, SD = 1.48 in the first wave), and their parents (female = 87%) were surveyed for six waves (when the youth were 7th to 12th grade). Autoregressive cross-lagged analyses revealed that child victimization positively predicted parent-teacher consultation and negatively predicted parent-child communication, and of these strategies, only parent-child communication was a statistically significant negative predictor of subsequent victimization. The results of this study suggest that parents tend to talk with teachers instead of their own children when bullying occurs, but it is ineffective in preventing further victimization. Communicating with one's children, which is a less common reaction, appears to be a better preventative measure.
Collapse
Affiliation(s)
- Boungho Choi
- Department of Police Science, College of Humanities And Social Sciences at the Konkuk University-Glocal Campus (27478), 268 Chungwon-daero, Chungju-si Chungcheongbuk-do, Republic of Korea.
| |
Collapse
|
3
|
Martinez A, O'Connor K, McMahon S, Bhatia S, Primavera J. Challenges to implementing parent‐focused antibullying policies: Lessons learned in Connecticut. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | - Kelly O'Connor
- Department of Psychiatry and Behavioral Sciences Medical University of South Carolina Charleston South Carolina USA
| | - Susan McMahon
- Department of Psychology DePaul University Chicago Illinois USA
| | - Shaun Bhatia
- Department of Psychology DePaul University Chicago Illinois USA
| | - Judy Primavera
- Department of Psychology Fairfield University Fairfield Connecticut USA
| |
Collapse
|
4
|
Comment réagir face à une situation de harcèlement à l’école ? Une synthèse de la littérature. PRAT PSYCHOL 2021. [DOI: 10.1016/j.prps.2020.09.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
5
|
Nappa MR, Palladino BE, Nocentini A, Menesini E. Do the face-to-face actions of adults have an online impact? The effects of parent and teacher responses on cyberbullying among students. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1860746] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Maria Rosaria Nappa
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Via di San Salvi, 12 - Complesso di San Salvi, Pad. 26 - 50135 Florence, Italy
| | - Benedetta Emanuela Palladino
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Via di San Salvi, 12 - Complesso di San Salvi, Pad. 26 - 50135 Florence, Italy
| | - Annalaura Nocentini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Via di San Salvi, 12 - Complesso di San Salvi, Pad. 26 - 50135 Florence, Italy
| | - Ersilia Menesini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Via di San Salvi, 12 - Complesso di San Salvi, Pad. 26 - 50135 Florence, Italy
| |
Collapse
|
6
|
Teacher Relationships and Adolescents Experiencing Identity-Based Victimization: What Matters for Whom Among Stigmatized Adolescents. SCHOOL MENTAL HEALTH 2019. [DOI: 10.1007/s12310-019-09327-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
7
|
Shams H, Garmaroudi G, Nedjat S, Yekaninejad MS. Effect of education based on socio-ecological theory on bullying in students: an educational study. Electron Physician 2018; 10:7046-7053. [PMID: 30128095 PMCID: PMC6092146 DOI: 10.19082/7046] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2018] [Accepted: 05/15/2018] [Indexed: 11/20/2022] Open
Abstract
Background Bullying and victimization behaviors are a serious problem for students, peers, parents, and school teachers. These behaviors usually persist and cause communication problems. Objective To determine the effect of education based on the socio-ecological theory on bullying in students. Methods This educational study was of the field-trial type, and carried out on 237 middle school students in Gonabad City (Iran), from September 2015 to May 2016. The intervention group consisted of 147 students, and 90 were assigned to a control group. The intervention (Five sessions of bullying and victimization were discussed) based socio-ecological theory at two levels: individual level and interpersonal level. The intervention was carried out on the students, their parents, and school teachers in two schools. To this end, the multi-stage random sampling was done. Prior to the intervention, the Illinois questionnaire as well as a researcher-made questionnaire was completed. The researcher-made questionnaire included demographic characteristics with regard to living with both parents, one parent or no parents (a guardian) and questions about bullying behaviors in the family as well as about knowledge and attitudes towards bullying. Subsequently, the questionnaire was completed by the students one month and six months after the intervention. The data was analyzed by IBM-SPSS version 21, using ANOVA, multiple regression, repeated measures, Chi-square, and Man-Whitney U test. Results The findings showed that there was no significant difference between the mean attitude of the students before and after training. However, the mean score of bullying behaviors in the experimental group was significantly reduced one month after the intervention, but it increased after six months. Moreover, there was a significant difference in terms of bullying behaviors between the intervention and control groups (p=0.0001). Furthermore, a significant relationship was found between the mothers’ education level and the students’ bullying behaviors (p=0.009 Conclusion Bullying is an important problem that affects schools and influences the academic and social capabilities of students. In this regard, the role of educators is the most important, and education on the basis of the socio-ecological model was proved to be effective in reducing bullying. Therefore, educational intervention should be taken at two levels of school and family.
Collapse
Affiliation(s)
- Hedayatallah Shams
- PhD. Candidate in Health Education and Promotion, School of Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Gholamreza Garmaroudi
- MD, MPH Chair, Department of Health Promotion and Education; Associate Professor of Maternal and Child Health Research, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Saharnaz Nedjat
- MD, PhD, Professor, Department of Epidemiology and Biostatistics, School of Public Health, Knowledge Utilization Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Mir Saeed Yekaninejad
- PhD, Assistant Professor, Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| |
Collapse
|
8
|
Garandeau CF, Vartio A, Poskiparta E, Salmivalli C. School Bullies' Intention to Change Behavior Following Teacher Interventions: Effects of Empathy Arousal, Condemning of Bullying, and Blaming of the Perpetrator. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2017; 17:1034-1043. [PMID: 27696275 PMCID: PMC5065969 DOI: 10.1007/s11121-016-0712-x] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
This study examines how bullies’ perceptions of how they were treated by a teacher (or other school personnel) during discussions aimed at putting an end to bullying influenced their intention to change their behavior. After each discussion, which took place as part of the implementation of an anti-bullying program, bullies anonymously reported the extent to which they felt that the teacher aroused their empathy for the victim, condemned their behavior, or blamed them. Half of the schools implementing the program were instructed to handle these discussions in a confrontational way—telling the bully that his behavior is not tolerated—while the other half were instructed to use a non-confronting approach. Schools were randomly assigned to one of the two approaches. A total of 341 cases (188 in primary and 153 in secondary schools) handled in 28 Finnish schools were analyzed. Regression analyses showed that attempts at making bullies feel empathy for the victim and condemning their behavior both increased bullies’ intention to stop. Blaming the bully had no significant effect. Bullies’ intention to change was the lowest when both empathy-arousal and condemning behavior were low. The effects of empathy arousal were stronger when condemning the behavior was low (and vice versa), suggesting that teachers tackling bullying should make sure to use at least one of these strategies. When choosing not to raise the child’s empathy, clear reprobation of the behavior is key.
Collapse
Affiliation(s)
- Claire F Garandeau
- Department of Pedagogical and Educational Sciences, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.
| | | | | | | |
Collapse
|
9
|
Zullig KJ, Valois RF. Perceptions of Harm From Substance Use and Social Self-Efficacy Among Early Adolescents. JOURNAL OF DRUG EDUCATION 2016; 46:96-112. [PMID: 29231042 DOI: 10.1177/0047237917735043] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Researchers examined the association between perceptions of harm from substance use and social self-efficacy (SSE) in a sample of early adolescents in public middle schools ( n = 4,122). One-way analysis of covariance and post hoc tests were used to assess the relationships between perceptions of harm from tobacco, alcohol, marijuana, and cocaine use and SSE while controlling for the effects of grade, sex, race, and socioeconomic status. Effect sizes were calculated from the post hoc comparisons to estimate practical importance. Results suggest that lower perceptions of harm from each examined substance were significantly associated with lower SSE ( p < .0001). Effect sizes were of medium practical importance. Enhancing SSE in early adolescents may be an effective component of interventions designed to reduce perceptions of harm associated and subsequent substance use.
Collapse
Affiliation(s)
- Keith J Zullig
- 1 Department of Social and Behavioral Sciences, School of Public Health, West Virginia University, Morgantown, WV, USA
| | - Robert F Valois
- 2 Department of Health Promotion, Education & Behavior, Arnold School of Public Health, 2629 University of South Carolina , Columbia, SC, USA
| |
Collapse
|
10
|
Case KR, Cooper M, Creamer M, Mantey D, Kelder S. Victims of Bullying and Tobacco Use Behaviors in Adolescents: Differences Between Bullied at School, Electronically, or Both. THE JOURNAL OF SCHOOL HEALTH 2016; 86:832-840. [PMID: 27714875 DOI: 10.1111/josh.12437] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2015] [Revised: 03/08/2016] [Accepted: 05/16/2016] [Indexed: 05/22/2023]
Abstract
BACKGROUND Being a victim of bullying is associated with greater risk of youth substance use; however, research specifically examining whether tobacco use behaviors differ among adolescents who were bullied at school only, electronically only, or both at school and electronically is limited. METHODS We examined the associations between being a victim of bullying (at school only, electronically only, or both at school and electronically) and use of tobacco products using data from the 2013 national Youth Risk Behavior Survey. RESULTS Girls who were bullied both at school and electronically reported the highest odds of all tobacco use behaviors (ever use of cigarettes, current use of cigarettes, and current use of any tobacco product) as compared with girls who were not bullied after adjusting for covariates. Conversely, for boys, only the association between being bullied electronically only and ever use of cigarettes remained significant after adjusting for covariates. CONCLUSIONS Results from this study indicate that electronic bullying may differentially influence the odds of tobacco use in high school students as compared with bullying that occurs at school only. Confirmation of these findings could inform interventions to reduce both bullying and tobacco use in high school.
Collapse
Affiliation(s)
- Kathleen R Case
- University of Texas School of Public Health, Austin Regional Campus, 1616 Guadalupe Street, Suite 6.300, Austin, TX 78701.
| | - Maria Cooper
- University of Texas School of Public Health, Austin Regional Campus, 1616 Guadalupe Street, Suite 6.300, Austin, TX 78701.
| | - MeLisa Creamer
- Department of Health Promotion and Behavioral Sciences, University of Texas School of Public Health, Austin Regional Campus, 1616 Guadalupe Street, Suite 6.300, Austin, TX 78701.
| | - Dale Mantey
- University of Texas School of Public Health, Austin Regional Campus, 1616 Guadalupe Street, Suite 6.300, Austin, TX 78701.
| | - Steven Kelder
- UTSPH Austin Regional Campus, 1616 Guadalupe Street, Suite 6.300, Austin, TX 78701; Professor, Division of Epidemiology, Human Genetics, and Environmental Sciences, University of Texas School of Public Health, Austin Regional Campus, 1616 Guadalupe Street, Suite 6.300, Austin, TX 78701.
| |
Collapse
|
11
|
Nelson HJ, Kendall GE, Burns S, Schonert-Reichl K. Protocol for the design of an instrument to measure preadolescent children's self-report of covert aggression and bullying. BMJ Open 2015; 5:e009084. [PMID: 26553834 PMCID: PMC4654356 DOI: 10.1136/bmjopen-2015-009084] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/22/2023] Open
Abstract
INTRODUCTION Covert bullying in schools is associated with a range of academic, social, emotional and physical health problems. Much research has focused on bullying, but there remains a gap in understanding about covert aggression and how to most accurately and reliably measure children's own reports of this behaviour. This paper reviews relevant literature and outlines a research project that aims to develop a self-report instrument that effectively measures covert aggression and bullying. It is anticipated that this research will result in a standardised instrument that is suitable for exploring preadolescent children's experiences of covert aggressive behaviour. The data collected by the instrument will enhance health and education professionals understanding of covert bullying behaviours and will inform the design and evaluation of interventions. METHODS AND ANALYSIS Relational developmental systems theory will guide the design of an online self-report instrument. The first phase of the project will include a critical review of the research literature, focus groups with children aged 8-12 years (grades 4-6) in Perth, Western Australia, and expert review. The instrument will be explored for content and face validity prior to the assessment of convergent and discriminant validity, internal consistency and test-retest reliability. ETHICS AND DISSEMINATION The study has been approved by the Curtin University of Human Research Ethics Committee (RDHS-38-15) and by the Executive Principal of the participating school.
Collapse
Affiliation(s)
- Helen Jean Nelson
- School of Nursing, Midwifery and Paramedicine, Curtin University, Perth, Western Australia, Australia
| | - Garth Edward Kendall
- School of Nursing, Midwifery and Paramedicine, Curtin University, Perth, Western Australia, Australia
| | - Sharyn Burns
- School of Public Health and Collaboration for Evidence, Research and Impact in Public Health, Curtin University, Perth, Western Australia, Australia
| | - Kimberly Schonert-Reichl
- Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, British Columbia, Canada
| |
Collapse
|
12
|
Foley-Nicpon M, Assouline SG. Counseling Considerations for the Twice-Exceptional Client. JOURNAL OF COUNSELING AND DEVELOPMENT 2015. [DOI: 10.1002/j.1556-6676.2015.00196.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Megan Foley-Nicpon
- Department of Psychological and Quantitative Foundations; University of Iowa
| | - Susan G. Assouline
- Department of Psychological and Quantitative Foundations; University of Iowa
| |
Collapse
|
13
|
Dickerson Mayes S, Baweja R, Calhoun SL, Syed E, Mahr F, Siddiqui F. Suicide Ideation and Attempts and Bullying in Children and Adolescents. CRISIS 2014; 35:301-9. [DOI: 10.1027/0227-5910/a000264] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Background: Studies of the relationship between bullying and suicide behavior yield mixed results. Aims: This is the first study comparing frequencies of suicide behavior in four bullying groups (bully, victim, bully/victim, and neither) in two large psychiatric and community samples of young children and adolescents. Method: Maternal ratings of bullying and suicide ideation and attempts were analyzed for 1,291 children with psychiatric disorders and 658 children in the general population 6–18 years old. Results: For both the psychiatric and community samples, suicide ideation and attempt scores for bully/victims were significantly higher than for victims only and for neither bullies nor victims. Differences between victims only and neither victims nor bullies were nonsignificant. Controlling for sadness and conduct problems, suicide behavior did not differ between the four bullying groups. All children with suicide attempts had a comorbid psychiatric disorder, as did all but two children with suicide ideation. Conclusion: Although the contribution of bullying per se to suicide behavior independent of sadness and conduct problems is small, bullying has obvious negative psychological consequences that make intervention imperative. Interventions need to focus on the psychopathology associated with being a victim and/or perpetrator of bullying in order to reduce suicide behavior.
Collapse
Affiliation(s)
| | - Raman Baweja
- Department of Psychiatry, Penn State College of Medicine, Hershey, PA, USA
| | - Susan L. Calhoun
- Department of Psychiatry, Penn State College of Medicine, Hershey, PA, USA
| | - Ehsan Syed
- Department of Psychiatry, Penn State College of Medicine, Hershey, PA, USA
| | - Fauzia Mahr
- Department of Psychiatry, Penn State College of Medicine, Hershey, PA, USA
| | - Farhat Siddiqui
- Department of Psychiatry, Penn State College of Medicine, Hershey, PA, USA
| |
Collapse
|
14
|
Annunziato RA, Rubes M, Ambrose MA, Mullarkey C, Shemesh E, Sicherer SH. Longitudinal evaluation of food allergy-related bullying. THE JOURNAL OF ALLERGY AND CLINICAL IMMUNOLOGY-IN PRACTICE 2014; 2:639-41. [PMID: 25213068 DOI: 10.1016/j.jaip.2014.05.001] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Subscribe] [Scholar Register] [Received: 03/19/2014] [Revised: 05/06/2014] [Accepted: 05/08/2014] [Indexed: 11/16/2022]
Affiliation(s)
- Rachel A Annunziato
- Division of Behavioral and Developmental Health, Department of Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY; Department of Psychology, Fordham University, Bronx, NY.
| | - Melissa Rubes
- Division of Behavioral and Developmental Health, Department of Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY; Department of Psychology, Fordham University, Bronx, NY
| | - Michael A Ambrose
- Division of Behavioral and Developmental Health, Department of Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY
| | - Chloe Mullarkey
- Division of Behavioral and Developmental Health, Department of Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY
| | - Eyal Shemesh
- Division of Behavioral and Developmental Health, Department of Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY
| | - Scott H Sicherer
- Jaffe Food Allergy Institute, Division of Pediatric Allergy and Immunology, Department of Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY
| |
Collapse
|
15
|
Leiner M, Dwivedi AK, Villanos MT, Singh N, Blunk D, Peinado J. Psychosocial profile of bullies, victims, and bully-victims: a cross-sectional study. Front Pediatr 2014; 2:1. [PMID: 24459665 PMCID: PMC3891170 DOI: 10.3389/fped.2014.00001] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/19/2013] [Accepted: 01/03/2014] [Indexed: 11/13/2022] Open
Abstract
While adverse conditions in a child's life do not excuse inappropriate behavior, they may cause emotional and behavioral problems that require treatment as a preventive measure to reduce the likelihood of bullying. We aimed to identify differences in the psychosocial profiles of adolescents who classified themselves as bullies, victims, or bully-victims. We performed a cross-sectional study in which data were collected between January 2009 and January 2010 from seven university-based clinics in a large metropolitan area with a predominantly Mexican-American population. We collected data on physical aggression among adolescents who self-categorized into the following groups: uninvolved, bullies, victims, and bully-victims. We determined the psychosocial profiles of the adolescents based on responses to the Youth Self Report (YSR) and parent's responses to the Child Behavior Checklist (CBCL). A one-way analysis of variance and multivariate regression analyses were performed to compare the various components of the psychosocial profiles among the groups. Our analysis of the CBCL and the YSR assessments identified differences between the uninvolved group and one or more of the other groups. No significant differences were observed among the bully, victim, and bully-victim groups based on the CBCL. We did find significant differences among those groups based on the YSR, however. Our results suggest that emotional and behavioral problems exist among bullies, victims, and bully-victims. Therefore, treatment should not focus only on the victims of bullying; treatment is equally important for the other groups (bullies and bully-victims). Failure to adequately treat the underlying problems experienced by all three groups of individuals could allow the problems of bullying to continue.
Collapse
Affiliation(s)
- Marie Leiner
- Department of Pediatrics, Texas Tech University Health Sciences Center, El Paso, TX, USA
| | - Alok Kumar Dwivedi
- Division of Biostatistics and Epidemiology, Department of Biomedical Sciences, Texas Tech University Health Sciences Center, El Paso, TX, USA
| | - Maria Theresa Villanos
- Department of Pediatrics, Texas Tech University Health Sciences Center, El Paso, TX, USA
| | - Namrata Singh
- Department of Pediatrics, Texas Tech University Health Sciences Center, El Paso, TX, USA
| | - Dan Blunk
- Department of Medical Education, Paul L. Foster School of Medicine, El Paso, TX, USA
| | - Jesus Peinado
- Department of Pediatrics, Texas Tech University Health Sciences Center, El Paso, TX, USA
| |
Collapse
|
16
|
Leff SS, Waasdorp TE. Effect of aggression and bullying on children and adolescents: implications for prevention and intervention. Curr Psychiatry Rep 2013; 15:343. [PMID: 23389773 DOI: 10.1007/s11920-012-0343-2] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Peer aggression and bullying is of considerable importance given the large number of youth involved with or witnesses to this behavior and the association with maladjustment and other negative outcomes. This article reviews current literature on aggression and bullying among school-age youth, including subtypes and differentiating between aggression and bullying. We then highlight important considerations for intervening and preventing these behaviors. Finally, implications for psychiatrists, other mental health professionals, and providers are discussed in an effort to provide specific strategies to help youth, families, and schools more successfully navigate the challenges that aggression and bullying often cause.
Collapse
Affiliation(s)
- Stephen S Leff
- Department of Pediatrics, The Children's Hospital of Philadelphia, 3535 Market Street, Philadelphia, PA 19104, USA.
| | | |
Collapse
|