International journal of bullying prevention : an official publication of the International Bullying Prevention Association最新文献

Psychosocial Well-being, Problematic Social Media Use, and Cyberbullying Involvement Among Mongolian Adolescents 蒙古青少年的社会心理健康、问题社交媒体使用和网络欺凌参与

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2023-11-04 DOI: 10.1007/s42380-023-00202-9

Altantsetseg Badrakh, Rebecca F. Larkin, Lucy R. Betts, Sarah L. Buglass

{"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}

引用次数: 0

Teacher Identity and Bullying—Perspectives from Teachers During Bullying Prevention Professional Development 教师认同与欺凌——来自教师在欺凌预防专业发展中的视角

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2023-10-27 DOI: 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

引用次数: 0

Systematic Review of Intervention and Prevention Programs to Tackle Homophobic Bullying at School: a Socio-emotional Learning Skills Perspective 干预和预防计划的系统回顾，以解决在学校的同性恋欺凌:社会情感学习技能的观点

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2023-10-27 DOI: 10.1007/s42380-023-00198-2

A. Amadori, F. Sangiuliano Intra, L. Taverna, A. Brighi

{"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}

引用次数: 0

Can Job Demands and Job Resources Predict Bystander Behaviour in Workplace Bullying? A Longitudinal Study 工作需求和工作资源能否预测职场欺凌中的旁观者行为?一项纵向研究

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2023-10-20 DOI: 10.1007/s42380-023-00200-x

Kristoffer Holm, Sandra Jönsson, Tuija Muhonen

{"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}

引用次数: 0

Revisiting the Definition of Bullying in the Context of Higher Education 在高等教育背景下重新审视欺凌的定义

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2023-10-05 DOI: 10.1007/s42380-023-00199-1

Emmanuel Mensah Kormla Tay

{"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}

引用次数: 0

Olweus Bullying Prevention Program in Lithuania: Bullying Rates in the First Cohort of Schools, 2008–2019 立陶宛的Olweus欺凌预防项目:2008-2019年第一批学校的欺凌率

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2023-09-26 DOI: 10.1007/s42380-023-00192-8

I. Zuzevičiūtė

引用次数: 0

The Impact of the COVID-19 Pandemic on Bullying Victimization and Emotional Symptoms: A Longitudinal Study on Natives and Students With Immigrant Backgrounds COVID-19大流行对欺凌受害和情绪症状的影响:一项针对本土和移民背景学生的纵向研究

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2023-09-10 DOI: 10.1007/s42380-023-00197-3

Maria Chiara Basilici, Benedetta Emanuela Palladino, Katja Upadyaya, Lisa De Luca, Katariina Salmela-Aro, Ersilia Menesini

{"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}

引用次数: 0

The Role of Teacher-Student Relationship on Teachers’ Attitudes Toward School Bullying: A Study from Jordan 师生关系对教师校园欺凌态度的影响:来自约旦的研究

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2023-09-07 DOI: 10.1007/s42380-023-00194-6

Ghada Shahrour, Nusiebeh Ananbh, H. Dalky, Mohammad Rababa, F. Alzoubi

引用次数: 0

Social Norms Predict Bullying: Evidence from an Anti-Bullying Intervention Trial in Indonesia 社会规范预测欺凌:来自印度尼西亚反欺凌干预试验的证据

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2023-09-07 DOI: 10.1007/s42380-023-00176-8

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

引用次数: 1

The Importance of Implementation Fidelity for Teacher-Related Changes Within the Olweus Bullying Prevention Program 在奥威斯校园霸凌预防计划中，实施保真度对教师相关改变的重要性

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2023-09-01 DOI: 10.1007/s42380-023-00193-7

Vanessa Jantzer, F. C. Ossa, S. Lerch, Franz Resch, Michael Kaess

引用次数: 0