Pub Date : 2023-11-04DOI: 10.1007/s42380-023-00202-9
Altantsetseg Badrakh, Rebecca F. Larkin, Lucy R. Betts, Sarah L. Buglass
Abstract Cyberbullying among adolescents has been increasingly studied throughout the world as it has become a significant public health concern. However, there is a dearth of research on cyberbullying in Mongolia. This study investigated cyber-perpetration and cyber-victimization experiences among Mongolian adolescents aged 14 to 18 ( n = 676) and the relationship between psychosocial well-being, social media use, and cyber-perpetration and victimization. The data were analyzed with SPSS 25 (IBM Corp, 2017; Hayes, 2013). Results showed that 30.2% of participants experienced pure cyber-victimization, 19.0% experienced both perpetration and victimization, and 6.7% experienced pure cyber-perpetration often or occasionally in the past 12 months. Being male significantly predicted cyber-perpetration, and no such gender difference was observed for victimization. Age was not related to either cyber-perpetration or victimization. As hypothesized, the results showed that psychosocial well-being directly predicted cyber-perpetration and victimization and indirectly predicted them through problematic social media use (PSMU). The recommendations, implications, and limitations are discussed regarding these findings.
{"title":"Psychosocial Well-being, Problematic Social Media Use, and Cyberbullying Involvement Among Mongolian Adolescents","authors":"Altantsetseg Badrakh, Rebecca F. Larkin, Lucy R. Betts, Sarah L. Buglass","doi":"10.1007/s42380-023-00202-9","DOIUrl":"https://doi.org/10.1007/s42380-023-00202-9","url":null,"abstract":"Abstract Cyberbullying among adolescents has been increasingly studied throughout the world as it has become a significant public health concern. However, there is a dearth of research on cyberbullying in Mongolia. This study investigated cyber-perpetration and cyber-victimization experiences among Mongolian adolescents aged 14 to 18 ( n = 676) and the relationship between psychosocial well-being, social media use, and cyber-perpetration and victimization. The data were analyzed with SPSS 25 (IBM Corp, 2017; Hayes, 2013). Results showed that 30.2% of participants experienced pure cyber-victimization, 19.0% experienced both perpetration and victimization, and 6.7% experienced pure cyber-perpetration often or occasionally in the past 12 months. Being male significantly predicted cyber-perpetration, and no such gender difference was observed for victimization. Age was not related to either cyber-perpetration or victimization. As hypothesized, the results showed that psychosocial well-being directly predicted cyber-perpetration and victimization and indirectly predicted them through problematic social media use (PSMU). The recommendations, implications, and limitations are discussed regarding these findings.","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135774417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1007/s42380-023-00201-w
Anne Drescher, Tracey Kenyon Milarsky, Graceson Clements, America J. El Sheikh, Rachel Hannebutt, Luz E. Robinson, Katherine A. Graves, Alberto Valido, Dorothy L. Espelage, Chad Rose
{"title":"Teacher Identity and Bullying—Perspectives from Teachers During Bullying Prevention Professional Development","authors":"Anne Drescher, Tracey Kenyon Milarsky, Graceson Clements, America J. El Sheikh, Rachel Hannebutt, Luz E. Robinson, Katherine A. Graves, Alberto Valido, Dorothy L. Espelage, Chad Rose","doi":"10.1007/s42380-023-00201-w","DOIUrl":"https://doi.org/10.1007/s42380-023-00201-w","url":null,"abstract":"","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1007/s42380-023-00198-2
A. Amadori, F. Sangiuliano Intra, L. Taverna, A. Brighi
Abstract Homophobia is a persisting and changing phenomenon globally affecting the educational system. Data clearly shows that school is not perceived as a safe environment for sexual and gender minority youth (SGMY). This work aims to systematically review the intervention and prevention programs designed to specifically address bullying behaviors at school towards SGMY, providing an analysis of the socio-emotional learning (SEL) components included in the interventions, to understand which socio-emotional skills can enhance students’ capabilities to prevent homophobic behaviors and promote safe environments for all students. The literature research was completed in February 2023 on NCBI PubMed, Web of Science, Scopus, and PsycINFO databases according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist and diagram. A total of 408 studies were evaluated. 24 studies were selected as eligible for the final review. Each study was coded according to the targeted population: students, teachers, or to a whole school; moreover, the SEL model components were used as further classification criteria. The majority of interventions were targeted to students and to enhance social awareness. The literature review reported the lack of whole-school approaches, and most programs were not explicitly designed according to a SEL taxonomy despite the importance of socio-emotional skills in preventing prejudicial bullying. The review highlights the relevance of a socio-ecological approach to universal and targeted interventions.
恐同是影响全球教育体系的一种持续存在且不断变化的现象。数据清楚地表明，学校不被视为性和性别少数青年(SGMY)的安全环境。本研究旨在系统地回顾针对SGMY校园欺凌行为的干预和预防计划，分析干预措施中包含的社会情感学习(SEL)成分，以了解哪些社会情感技能可以提高学生预防恐同行为的能力，并为所有学生创造安全的环境。文献研究于2023年2月在NCBI PubMed、Web of Science、Scopus和PsycINFO数据库上根据系统评价和meta分析首选报告项目清单和图表完成。总共评估了408项研究。24项研究入选最终评审。每项研究都根据目标人群进行编码:学生、教师或全校;并将SEL模型成分作为进一步的分类标准。大多数干预措施是针对学生和提高社会意识。文献回顾报告了全校方法的缺乏，尽管社会情感技能在防止偏见欺凌方面很重要，但大多数项目并没有根据SEL分类明确设计。该审查强调了社会生态方法与普遍和有针对性的干预措施的相关性。
{"title":"Systematic Review of Intervention and Prevention Programs to Tackle Homophobic Bullying at School: a Socio-emotional Learning Skills Perspective","authors":"A. Amadori, F. Sangiuliano Intra, L. Taverna, A. Brighi","doi":"10.1007/s42380-023-00198-2","DOIUrl":"https://doi.org/10.1007/s42380-023-00198-2","url":null,"abstract":"Abstract Homophobia is a persisting and changing phenomenon globally affecting the educational system. Data clearly shows that school is not perceived as a safe environment for sexual and gender minority youth (SGMY). This work aims to systematically review the intervention and prevention programs designed to specifically address bullying behaviors at school towards SGMY, providing an analysis of the socio-emotional learning (SEL) components included in the interventions, to understand which socio-emotional skills can enhance students’ capabilities to prevent homophobic behaviors and promote safe environments for all students. The literature research was completed in February 2023 on NCBI PubMed, Web of Science, Scopus, and PsycINFO databases according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist and diagram. A total of 408 studies were evaluated. 24 studies were selected as eligible for the final review. Each study was coded according to the targeted population: students, teachers, or to a whole school; moreover, the SEL model components were used as further classification criteria. The majority of interventions were targeted to students and to enhance social awareness. The literature review reported the lack of whole-school approaches, and most programs were not explicitly designed according to a SEL taxonomy despite the importance of socio-emotional skills in preventing prejudicial bullying. The review highlights the relevance of a socio-ecological approach to universal and targeted interventions.","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.1007/s42380-023-00200-x
Kristoffer Holm, Sandra Jönsson, Tuija Muhonen
Abstract Bystanders can affect workplace bullying by engaging in active or passive behaviours. However, there is a knowledge gap regarding how perceived work environment factors relate to bystander behaviour. The study aim was to investigate how job demands, and job resources are associated with bystander behaviour in workplace bullying. An online questionnaire was distributed to a sample of health care workers at two time points. Longitudinal data were obtained from 1144 respondents. Cross-lagged panel models were used to investigate associations between job demands, job resources, and bystander behaviours over time. The results showed that social support was positively related to active behaviours, whereas influence at work was negatively related to both active and passive behaviours. Perceived illegitimate tasks were negatively related to active and positively related to passive behaviours, whereas emotional demands had an unanticipated opposite pattern of relationships. The findings provide new information about how factors in the organisational and social work environment are associated with active and passive bystander behaviours in workplace bullying. Specifically, the results expand current understanding of workplace bullying by relating bystander behaviour to the organisational context.
{"title":"Can Job Demands and Job Resources Predict Bystander Behaviour in Workplace Bullying? A Longitudinal Study","authors":"Kristoffer Holm, Sandra Jönsson, Tuija Muhonen","doi":"10.1007/s42380-023-00200-x","DOIUrl":"https://doi.org/10.1007/s42380-023-00200-x","url":null,"abstract":"Abstract Bystanders can affect workplace bullying by engaging in active or passive behaviours. However, there is a knowledge gap regarding how perceived work environment factors relate to bystander behaviour. The study aim was to investigate how job demands, and job resources are associated with bystander behaviour in workplace bullying. An online questionnaire was distributed to a sample of health care workers at two time points. Longitudinal data were obtained from 1144 respondents. Cross-lagged panel models were used to investigate associations between job demands, job resources, and bystander behaviours over time. The results showed that social support was positively related to active behaviours, whereas influence at work was negatively related to both active and passive behaviours. Perceived illegitimate tasks were negatively related to active and positively related to passive behaviours, whereas emotional demands had an unanticipated opposite pattern of relationships. The findings provide new information about how factors in the organisational and social work environment are associated with active and passive bystander behaviours in workplace bullying. Specifically, the results expand current understanding of workplace bullying by relating bystander behaviour to the organisational context.","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1007/s42380-023-00199-1
Emmanuel Mensah Kormla Tay
Abstract This study used a qualitative method to verify the interpersonal interactions that students consider to constitute bullying in higher education. The data came from 58 semi-structured interviews with students and administrators from two public universities in Ghana and one in Norway to show how national differences influence bullying. The broad range of behaviours identified highlighted themes like “inconveniencing”, “exclusion”, “intimidation”, “shaming”, “booing, gossiping, and teasing”, “sexual harassment and unwanted touching, fondling, and kissing”, and “ignoring or facing hostile reactions”. The study found that behaviours students identified as bullying are subtler and are intertwined with everyday interpersonal encounters, making identifying, reporting, and redressing them elusive. Students identified their limited awareness of anti-bullying structures, insufficient deterrence due to a lack of transparency in rule implementation, and noncommitment by authorities as favouring bullying. The study suggests the use of communication about behaviour expectations and a commitment to creating consciousness against bullying to ensure a positive psychosocial learning environment.
{"title":"Revisiting the Definition of Bullying in the Context of Higher Education","authors":"Emmanuel Mensah Kormla Tay","doi":"10.1007/s42380-023-00199-1","DOIUrl":"https://doi.org/10.1007/s42380-023-00199-1","url":null,"abstract":"Abstract This study used a qualitative method to verify the interpersonal interactions that students consider to constitute bullying in higher education. The data came from 58 semi-structured interviews with students and administrators from two public universities in Ghana and one in Norway to show how national differences influence bullying. The broad range of behaviours identified highlighted themes like “inconveniencing”, “exclusion”, “intimidation”, “shaming”, “booing, gossiping, and teasing”, “sexual harassment and unwanted touching, fondling, and kissing”, and “ignoring or facing hostile reactions”. The study found that behaviours students identified as bullying are subtler and are intertwined with everyday interpersonal encounters, making identifying, reporting, and redressing them elusive. Students identified their limited awareness of anti-bullying structures, insufficient deterrence due to a lack of transparency in rule implementation, and noncommitment by authorities as favouring bullying. The study suggests the use of communication about behaviour expectations and a commitment to creating consciousness against bullying to ensure a positive psychosocial learning environment.","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1007/s42380-023-00192-8
I. Zuzevičiūtė
{"title":"Olweus Bullying Prevention Program in Lithuania: Bullying Rates in the First Cohort of Schools, 2008–2019","authors":"I. Zuzevičiūtė","doi":"10.1007/s42380-023-00192-8","DOIUrl":"https://doi.org/10.1007/s42380-023-00192-8","url":null,"abstract":"","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134959973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.1007/s42380-023-00197-3
Maria Chiara Basilici, Benedetta Emanuela Palladino, Katja Upadyaya, Lisa De Luca, Katariina Salmela-Aro, Ersilia Menesini
Abstract The COVID-19 pandemic affected adolescents’ social interactions and mental health. However, it is still unclear how the developmental trajectories of individuals at higher risk of social exclusion and victimization changed during this challenging period. Using the Latent Growth Curve Analysis (LGCA), the present study aims to investigate whether belonging to a minority ethnic group might be an additional risk factor, by analyzing trends over time in both bullying victimization (V) and emotional symptoms (ES) from the pre-pandemic period to 15-months after the outbreak. 826 students (46.4% females; M age =15.22; SD = 0.63; 18.5% with an immigrant background) attending the first year of high school were followed before the pandemic (T1-January 2020), to 12 months (T2-February 2021) and 15-months (T3-May 2021) after the outbreak. Findings highlighted the pervasive impact of the COVID-19 pandemic on all students, with no differences between natives and students with immigrant background. Indeed, results showed a decrease in victimization, especially the more systematic behaviors, and an increase in emotional symptoms over time. However, we found a greater growth in emotional symptoms in students who started with a lower level of victimization before the pandemic. It seems like a tsunami has passed and completely engulfed everyone. The present study warns about the return to school in face-to-face mode for adolescents after a period of great suffering, such as the COVID-19 pandemic.
{"title":"The Impact of the COVID-19 Pandemic on Bullying Victimization and Emotional Symptoms: A Longitudinal Study on Natives and Students With Immigrant Backgrounds","authors":"Maria Chiara Basilici, Benedetta Emanuela Palladino, Katja Upadyaya, Lisa De Luca, Katariina Salmela-Aro, Ersilia Menesini","doi":"10.1007/s42380-023-00197-3","DOIUrl":"https://doi.org/10.1007/s42380-023-00197-3","url":null,"abstract":"Abstract The COVID-19 pandemic affected adolescents’ social interactions and mental health. However, it is still unclear how the developmental trajectories of individuals at higher risk of social exclusion and victimization changed during this challenging period. Using the Latent Growth Curve Analysis (LGCA), the present study aims to investigate whether belonging to a minority ethnic group might be an additional risk factor, by analyzing trends over time in both bullying victimization (V) and emotional symptoms (ES) from the pre-pandemic period to 15-months after the outbreak. 826 students (46.4% females; M age =15.22; SD = 0.63; 18.5% with an immigrant background) attending the first year of high school were followed before the pandemic (T1-January 2020), to 12 months (T2-February 2021) and 15-months (T3-May 2021) after the outbreak. Findings highlighted the pervasive impact of the COVID-19 pandemic on all students, with no differences between natives and students with immigrant background. Indeed, results showed a decrease in victimization, especially the more systematic behaviors, and an increase in emotional symptoms over time. However, we found a greater growth in emotional symptoms in students who started with a lower level of victimization before the pandemic. It seems like a tsunami has passed and completely engulfed everyone. The present study warns about the return to school in face-to-face mode for adolescents after a period of great suffering, such as the COVID-19 pandemic.","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136071802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1007/s42380-023-00194-6
Ghada Shahrour, Nusiebeh Ananbh, H. Dalky, Mohammad Rababa, F. Alzoubi
{"title":"The Role of Teacher-Student Relationship on Teachers’ Attitudes Toward School Bullying: A Study from Jordan","authors":"Ghada Shahrour, Nusiebeh Ananbh, H. Dalky, Mohammad Rababa, F. Alzoubi","doi":"10.1007/s42380-023-00194-6","DOIUrl":"https://doi.org/10.1007/s42380-023-00194-6","url":null,"abstract":"","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72543837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Social Norms Predict Bullying: Evidence from an Anti-Bullying Intervention Trial in Indonesia","authors":"Mirela Zaneva, Emilie Minnick, Nahar, Valentina Ginting, Farida Aryani, Faridah Ohan, Rina Herlina Haryanti, Sri Winarna, Yuli Arsianto, Hening Budiyawati, Evi Widowati, Rika Saraswati, Yuliana Kristianto, Y. Suryani, Derry Fahrizal Ulum, Lucy Bowes","doi":"10.1007/s42380-023-00176-8","DOIUrl":"https://doi.org/10.1007/s42380-023-00176-8","url":null,"abstract":"","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88191198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1007/s42380-023-00193-7
Vanessa Jantzer, F. C. Ossa, S. Lerch, Franz Resch, Michael Kaess
{"title":"The Importance of Implementation Fidelity for Teacher-Related Changes Within the Olweus Bullying Prevention Program","authors":"Vanessa Jantzer, F. C. Ossa, S. Lerch, Franz Resch, Michael Kaess","doi":"10.1007/s42380-023-00193-7","DOIUrl":"https://doi.org/10.1007/s42380-023-00193-7","url":null,"abstract":"","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79323348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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