Associations between the practice of bullying and individual and contextual variables from the aggressors’ perspective

Oliveira, Wanderlei Abadio de; Silva, Marta Angélica Iossi; Silva, Jorge Luiz da; Mello, Flávia Carvalho Malta de; Prado, Rogério Ruscitto do; Malta, Déborah Carvalho

doi:10.1016/j.jped.2015.04.003

Cited by 56 publications

(48 citation statements)

References 22 publications

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“…To describe the stability of the behavior patterns of child victims (general objective) in relation to the social ecology of victims, bullies and matched controls, the findings from this study contrast with a rather large corpus of evidence which indicates that bullying is related to the absence of friendships (Eslea et al, 2003), lower levels of participation in social activities at school (Yüksel-Sahina, 2015), victims' isolation during activities (De Oliveira et al, 2016; Mendoza and Maldonado, 2017), and scant positive interaction with classmates (Mendoza and Maldonado, 2017). Based on the behavioral data and the socio-cognitive perspective (Farmer and Cairns, 1991), our results demonstrate that victims do not necessarily lack associations with their peers, since 66% of victims had three or more such links.…”

Section: Discussioncontrasting

confidence: 69%

Behavioral Patterns of Children Involved in Bullying Episodes

Santoyo

Mendoza

2018

Front. Psychol.

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This study applied a systematic observation strategy to identify coercive behavioral patterns in school environments. The aim was to describe stability and change in the behavioral patterns of children identified as victims of bullying. To this end, the following specific objectives were defined: (1) to identify episodes of bullying based on the frequency of negative behaviors received and power imbalances between bully and victim; (2) to describe stability and behavioral changes in student victims based on their social and academic conduct and the aggression they receive from peers and teachers; and (3) to describe the functional mechanisms responsible for the process of social organization (i.e., the Social Effectiveness, Social Responsiveness, and Social Reciprocity Indexes). The sample consisted of nine children identified as victims, nine classified as bullies, and nine matched controls, all elementary school students from the study developed at the National Autonomous University of Mexico files. A multidimensional/idiographic/follow-up observational design was used. Observational data describes asymmetry between victims and bullies based on microanalyses of the reciprocity of their behavioral exchanges. In addition, the behavioral patterns of victimized children were identified in relation to their academic activity and social relationships with peers. A model of coercive reciprocity accurately describes the asymmetry found among bullies, victims, and controls. A reduction in victimization was found to be related to: (1) responsiveness to the initiation of social interactions by peers and teachers; and (2) the time allocated to academic behavior during the study.

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Section: Discussioncontrasting

confidence: 69%

Behavioral Patterns of Children Involved in Bullying Episodes

Santoyo

Mendoza

2018

Front. Psychol.

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“…4 Studies indicate that bullying negatively affects the health, quality of life, and psychosocial development and education of children and adolescents worldwide. [6][7] Among those involved with bullying, victims are the most vulnerable because they are the direct and indirect targets of bullying. In general, the negative consequences for the victims include a sense of insecurity, loneliness, decreased self-esteem, insomnia, depression, school absenteeism, low academic performance, and suicidal ideation, among other consequences.…”

Section: Introductionmentioning

confidence: 99%

Vitimização Por Bullying Em Estudantes Brasileiros: Resultados Da Pesquisa Nacional De Saúde Do Escolar (Pense)

Silva

Mello

Oliveira

et al. 2018

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Objective: to identify bullying victimization among Brazilian students and analyze its association with individual and contextual variables.Method: cross-sectional, population-based study with data collected by the National Survey of School Health. A total of 109,104 9 th grade students from public and private schools participated. Data were collected using a self-report questionnaire. We tested a model of association between bullying and sociodemographic variables (age, self-reported race, and mothers' education), mental health (loneliness, insomnia, and lack of friends), family context (being spanked at home), school absenteeism (missing classes), and risk behavior (drug experimentation). Univariate and multivariate analyses were conducted.

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“…The rates at which this phenomenon occurs range among countries: between 7% and 43% refer to victims and from 5% to 44% refer to bullies [4]. Rates in Brazil range from 7% to 22% for victimization and from 17% to 21% for aggression [2,5]. The presence of bullying in the school context hinders learning and the healthy development of students [5], while also collaborating to create a perception that school is not a very safe place [6].…”

Section: Introductionmentioning

confidence: 99%

“…Rates in Brazil range from 7% to 22% for victimization and from 17% to 21% for aggression [2,5]. The presence of bullying in the school context hinders learning and the healthy development of students [5], while also collaborating to create a perception that school is not a very safe place [6]. Bullies and victims can present higher rates of depressive symptomatology [7], anxiety [8], insecurity [9], loneliness [5], learning problems [10], juvenile delinquency [11], and suicidal ideation [12].…”

Section: Introductionmentioning

confidence: 99%

The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil

Silva

Oliveira

Braga

et al. 2016

IJERPH

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This study’s objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students’ individual aspects.

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Associations between the practice of bullying and individual and contextual variables from the aggressors’ perspective

Abstract: The data indicate that bullying is an important aspect that affects the learning-teaching process and the students' health.

Cited by 56 publications

References 22 publications

Behavioral Patterns of Children Involved in Bullying Episodes

Behavioral Patterns of Children Involved in Bullying Episodes

Vitimização Por Bullying Em Estudantes Brasileiros: Resultados Da Pesquisa Nacional De Saúde Do Escolar (Pense)

The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil

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