Associações entre Bullying Escolar e Conduta Infracional: Revisão Sistemática de Estudos Longitudinais

Prevalence and factors associated with bullying: differences between the roles of bullies and victims of bullying

OBJECTIVE

To identify the differences between the prevalence and factors associated with involvement in bullying among schoolchildren from Recife, in the role of victim and perpetrator.

METHOD

This is an epidemiological, cross-sectional, analytical study, with a probabilistic cluster sample of 1,402 students enrolled in high schools in Recife. Data analysis consisted of a descriptive analysis, followed by the application of Pearson's chi-squared test with statistical significance of 0.05 and 95% confidence interval. For the association analysis, multilevel modeling was used to control the cluster effect.

RESULTS

It was observed that adolescents who feel different from other peers were associated with bullying, regardless of the role played. Being a victim was associated with being female, having low self-esteem, and using tranquilizers; being a transgressor was a protective factor. As for the role of perpetrator, being male, excessive alcohol consumption, having poor school performance, being a transgressor, and accepting peer violence were the associated variables; in turn, not defending their ideas when among friends showed to be a protective factor for bullying.

CONCLUSION

The differences between the adolescents, whether in the role of victim or perpetrator, indicate that the advocacy and prevention actions should focus on these aspects, mainly in the school environment.

Theater of the Oppressed and bullying: nursing performance in school adolescent health

OBJECTIVE

to assess the effects of an intervention based on the Theater of the Oppressed in reducing school bullying.

METHOD

a quasi-experimental study with 232 first-year high school students from two public schools in the city of Cuiabá, Mato Grosso State, Brazil. An intervention was performed with the Theater of the Oppressed, a theatrical methodology created by Augusto Boal and inspired by Paulo Freire's "Pedagogy of the Oppressed", in which one school composed the intervention group, and another school, the comparison group. Both groups were assessed for involvement in bullying situations before and after intervention. For data analysis, Poisson Regression models with random effect were used.

RESULTS

intervention group presented a significant decrease in direct victimization (physical and verbal aggression).

CONCLUSION

the Theater of the Oppressed represents an important strategy in reducing bullying victimization among school adolescents.

Intervention in social skills and bullying

OBJECTIVE

to verify if the improvement of social and emotional skills reduces bullying victimization in 6th grade students 12 months after the end of the intervention.

METHOD

Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect.

RESULTS

Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect.

CONCLUSION

Social skills are important in anti-bullying interventions and can be the basis for intersectoral interventions in the health area, aimed at favoring the empowerment of victims by improving their social interactions and quality of life in school.