The Use of Literature to Combat Bullying

Bullying is a pervasive phenomenon. This study examined what teachers think encourages bullying among young people, and what effects teachers believe reader response strategies would have on their students. The study found teachers implementing reader response strategies in discussing literature were able to influence behavior in students and reduce bullying.

Bullying Victimization and Perpetration Among Adolescent Sport Teammates

Purpose: Bullying is a specific pattern of repeated victimization explored with great frequency in school-based literature, but receiving little attention within sport. The current study explored the prevalence of bullying in sport, and examined whether bullying experiences were associated with perceptions about relationships with peers and coaches. Method: Adolescent sport team members (n = 359, 64% female) with an average age of 14.47 years (SD = 1.34) completed a pen-and-paper or online questionnaire assessing how frequently they perpetrated or were victimized by bullying during school and sport generally, as well as recent experiences with 16 bullying behaviors on their sport team. Participants also reported on relationships with their coach and teammates. Results: Bullying was less prevalent in sport compared with school, and occurred at a relatively low frequency overall. However, by identifying participants who reported experiencing one or more act of bullying on their team recently, results revealed that those victimized through bullying reported weaker connections with peers, whereas those perpetrating bullying only reported weaker coach relationships. Conclusion: With the underlying message that bullying may occur in adolescent sport through negative teammate interactions, sport researchers should build upon these findings to develop approaches to mitigate peer victimization in sport.

Bullying Involvement and Adolescent Substance Use: A Study of Multilevel Risk and Protective Factors

Bullying, frequent drunkenness, and frequent cannabis use are significant health-risk behaviours among youth. While many studies have demonstrated that bullying involvement may initiate a developmental pathway to both types of frequent substance use, there is a limited understanding of the connection between these behaviours. The presence of risk and protective factors within youths’ relationships and within their neighbourhoods may alter the associations between bullying involvement and both types of frequent substance use. A systemic approach is needed to assess the complex, social environments in which youth are embedded. The current thesis consists of two studies that examined the associations between bullying and both types of frequent substance use within the context of youths’ social environments. In Study 1, multilevel modeling was used to examine the associations between bullying and frequent substance use within the context of individual and neighbourhood risk factors. Our results indicated that the risk factors associated with both frequent drunkenness and frequent cannabis use exist at both levels, with neighbourhoods altering the association of individual risk factors. Moreover, bullying was a unique risk factor associated with both types of frequent substance use, whereas indirect associations were observed for victimization. Study 2 used a similar methodology to examine the association between bullying and both types of frequent substance use within the context of individual and neighbourhood protective factors. Once again, our results indicated that the protective factors associated with both types of frequent substance use exist at multiple levels, and that neighbourhoods altered the association of individual protective factors. Additionally, positive relationship characteristics interacted with the link between bullying and both types of frequent substance use. Together, these findings clarify the nature of the bullying-substance use link and emphasize the need to study adolescent development in context.

A Meaner, More Callous Digital World for Youth? The Relationship Between Violent Digital Games, Motivation, Bullying and Civic Behavior amongst Children

The relationship between violent digital games and youth behavior remains contested in the scholarly literature. To date considerable scholarship has focused on university students with fewer studies of adolescents or children. The current study examines correlational relationships between violent game exposure and bullying behaviors, antisocial attitudes, civic attitudes and civic behaviors in a sample of 304 children from the United Kingdom (Mean age = 12.81). The paper also considered motivational influences on use of violent digital games. Results indicated that violent game exposure did not correlate meaningfully with either antisocial or civic behaviors or attitudes. These results are discussed in a motivational and developmental context.

Bullying in primary school.

This chapter is focussed on the bullying of, and by, Dutch students below age 13. The first questions to be answered are what is 'bullying', and how can it be distinguished from other types of disruptive behaviours? The answers to these questions are given by means of conceptual definitions, based on empirical research and the use of precise instrumentation to measure relevant bullying behaviours. Second, how common is bullying and being bullied among students aged 4-12 in preschools and primary schools? Third, what are the characteristics or variables that function either as correlates or as causes of bullying behaviour? Many risk and promotive factors may be relevant and are mentioned in intervention research to reduce bullying. The final, and probably most important question, focuses on systemic or sustainable prevention of bullying behaviour. Here I sketch a systemic multilevel prevention approach in preschool and primary schools in the Netherlands.

Ansiedade Social no Contexto: a influência das experiências de bullying, dos estilos de coping e das estratégias de regulação emocional

O presente trabalho pretende contribuir para o enriquecimento do conhecimento da ansiedade social em adultos. Neste sentido, procurou-se investigar a influência e a relação existente entre as vivências de experiências de bullying, os estilos de coping e as estratégias de regulação emocional utilizadas pelos indivíduos, assim como a aceitação das experiências vividas pelos mesmos, com a ansiedade social. Foi também nossa intenção averiguar de que forma os indivíduos com ansiedade social alta se distinguem dos indivíduos com ansiedade social baixa. O nosso trabalho permitiu, também, apurar quais as variáveis com maior valor preditivo de ansiedade social. A amostra foi constituída por 283 estudantes do ensino superior (55 homens, 228 mulheres), com uma média de idades de 22.95 anos (DP=5.72). Os resultados obtidos mostram que a ansiedade social (avaliada pela EAESDIS) se correlaciona positivamente com o estilo de coping negativo (evitamento), com as experiências de bullying e com a estratégia disfuncional de auto-regulação referente à atenção. Por sua vez, está associada de forma negativa aos estilos de coping adaptativos (emocional e racional), às estratégias adequadas de auto-regulação, como a clareza, reparação e aceitação. A comparação entre os dois grupos de ansiedade social mostra que os indivíduos classificados com ansiedade social elevada se diferenciam dos indivíduos com ansiedade social baixa em todas as variáveis estudadas. Já quanto ao conjunto de variáveis que melhor prediz a ansiedade social, foram os estilos de coping que revelaram valores mais elevados, sugerindo, assim, desempenhar um papel importante na compreensão e na predição da ansiedade social. Não obstante o carácter exploratório e as limitações deste estudo, os resultados encontrados poderão dar um contributo para o conhecimento da ansiedade social, com implicações ao nível da avaliação e intervenção clínica.

Analyse du rôle de la prévention dans la diminution de l'intimidation (le « bullying ») dans les écoles

La forme de violence et d'intimidation que l'on appelle le «bullying» existe depuis longtemps dans plusieurs sphères de la vie de tous les jours. Nous voyons souvent les adultes qui en souffrent dans leur milieu de travail et encore plus les enfants qui en sont l'objet dans leur milieu scolaire. Les statistiques démontrent l'ampleur de cette problématique et donc la nécessité d'implanter des programmes de prévention. Si nous regardons uniquement au Canada, une étude indique que 38% des élèves disent avoir été intimidés une ou deux fois au cours d'un semestre. Il est de plus en plus important de connaître les impacts et les solutions du « bullying » car les conséquences sont importantes pour l'avenir de nos jeunes. Dans cet essai, nous examinons différents aspects de la prévention qui ont un lien avec l'intimidation tels les niveaux de la prévention et les stratégies qui peuvent se retrouver dans les programmes contre l'intimidation mises en place dans les écoles primaires et secondaires. Par la suite, nous décrivons et évaluons huit programmes provenant de différents pays dans le monde dont deux provenant du Québec. Enfin, nous regardons l'importance de la prévention en lien avec notre problématique. Nous concluons l'essai en récapitulant les éléments importants de l'essai ainsi qu'en examinant le rôle du travailleur social dans les programmes de prévention contre l'intimidation.

El docente frente a los actos de Bullying

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2013

Understanding factors which trigger bullying among students at herbert spencer shool

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014

La influencia de los programas infantiles de televisión en la práctica del bullying en los niños y niñas de grado quinto del Colegio Cedid Guillermo Cano Isaza

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014

Presencia de los elementos de la formación en valores en los programas de prevención de la violencia escolar – Bullying

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014