Bullying and victimization among Turkish children and adolescents: examining prevalence and associated health symptoms

Arslan, Sevda; Hallett, Victoria; Akkaş, Eşref; Akkaş, Özlem Altınbaş

doi:10.1007/s00431-012-1782-9

Cited by 34 publications

(21 citation statements)

References 43 publications

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“…In addition, the current research was also consistent with that done in Romania (Belden-Galea et al, 2010) and Turkey (Arslan et al, 2012;Tayli, 2013) that argued the incidence of victimization was higher than that of perpetration. Psychology…”

Section: Discussionsupporting

confidence: 90%

“…For example, in one study in Romania which used self-reports, it was found out that 40.5% of 264 students surveyed indicated that they were victims of school bullying and only 33.8% admitted that they had bullied others (Belden-Galea, Jurcau, & Tigan, 2010). The same was true for sampled students in Turkey (Arslan, Hallett, Akkas, & Akkas, 2012;Tayli, 2013).…”

Section: Introductionmentioning

confidence: 53%

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When Kids Hurt Other Kids: Bullying in Philippine Schools

Sanapo¹

2017

PSYCH

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This research looked into prevalence rate of bullying victimization and perpetration as well as teachers' response to bullying incidence in the Philippines. A total of 340 sixth graders from five different schools in Western Visayas participated in the study. Slightly more than half (54.1%) of the sample were boys and 45.9% were girls. Descriptive statistics were used to analyze data gathered from the survey. Children's self-reports revealed that prevalence rate for victimization was 40.6% and that for perpetration was 23.8%. Similar to previous literature, results also showed that there were significantly more boys than girls who reported to be victims (χ verbal reprimands, temporary removal from class, withdrawal of privileges, and suspension, which were imposed on individuals involved in bullying as bullies. Although all teachers and school personnel were required to report bullying cases they had knowledge of to the child protection committee in their institution, very few did so. These findings suggest the need for a more effective bullying prevention program and a careful examination of the implementing rules and guidelines of RA 10627, otherwise known as the Anti-Bullying Act of 2013.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 53%

When Kids Hurt Other Kids: Bullying in Philippine Schools

Sanapo¹

2017

PSYCH

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“…There is evidence that a lack of connectedness plays a major role in young people's risky health behaviors such as substance use (Peltzer, 2009), smoking (Rasmussen, Damsgaard, Holstein, Poulsen, & Due, 2005), and weapon violence (Henrich, Brookmeyer, & Shahar, 2005). A similar link has been found between traditional bullying perpetration and school connectedness (Arslan et al, 2012;Cunningham, 2007). Yet, to date, there seems no research examining the association between school connectedness and cyberbullying perpetration.…”

Section: School Connectednessmentioning

confidence: 94%

“…Compared to the victims, traditional bullies were reported having low levels of school attendance, school satisfaction and higher levels of irritability (Arslan, Hallett, Akkas, & Akkas, 2012); and in comparison with the non-involved students, cyberbullies were found to have social problems, higher levels of stress, depression and anxiety (Campbell, Slee, Spears, Butler, & Kift, 2013). When compared with the non-involved students, perpetrators of traditional bullying and cyberbullying were also at highest risk in terms of substance usage and weapon carrying (Wang, Iannotti, & Luk, 2012).…”

Section: Introductionmentioning

confidence: 97%

Correlates of traditional bullying and cyberbullying perpetration among Australian students

Tanrıkulu

Campbell

2015

Children and Youth Services Review

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This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school.

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“…Şiddet nedenleri; failleri ve yöneldiği kesimler ile türü açısından çok boyutlu olup niteliği, görünümü ve algısı giderek değişmektedir. Şiddeti sadece fiziksel boyutuyla algılama eğilimi yaygın olsa da sözel, duygusal, ekonomik ve cinsel boyutları da bulunmaktadır [1,2] Okulda şiddet kavramı yeni olmamakla birlikte son yıllarda artış göstermektedir. Gerek yapılan çalışmalarda gerekse kitle iletişim araçlarında okuldaki şiddet olaylarına ilişkin haberlerin sayısında ciddi bir artış söz konusudur [3,4].…”

Section: Introductionunclassified