Bullying Problems among School Children

Maliki, Agnes Ebi; Asagwara, C.G.; Ibu, Julie E.

doi:10.1080/09709274.2009.11906157

Cited by 17 publications

(19 citation statements)

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“…At times, bullying is believed to be a phase in life of every student, especially those attending boarding schools which they must pass through. 12 This is evident in this study as those in boarding schools were almost 5 times more likely to be victims of bullying compared to those attending day schools. The commonest form of bullying victimization is physical victimization (51.1%), followed by damage to property (35.8%).…”

Section: Discussionmentioning

confidence: 57%

“…Unfortunately, parents and teachers tend to regard it as part of childhood experience which Nigerian children must learn to tolerate as part of the process of growing up. 12 However, bullying has continued to be an important contributor to violence among adolescents in Nigeria. 12 In Nigeria, the prevalence of bullying ranges between 21% and 82%.…”

Section: Introductionmentioning

confidence: 99%

“…12 However, bullying has continued to be an important contributor to violence among adolescents in Nigeria. 12 In Nigeria, the prevalence of bullying ranges between 21% and 82%. [13][14][15][16][17][18][19][20][21] Awareness of bullying and associated health problems has increased globally.…”

Section: Introductionmentioning

confidence: 99%

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Prevalence and Predictors of Bullying Victimization among in-School Adolescents in Sokoto Metropolis, North-Western Nigeria

Raji¹,

Sabitu²,

Bashir³

et al. 2019

IJCMR

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Introduction: Bullying victimization is a common experience among adolescents. Victimization is associated with negative consequences including negative mental outcomes, poor academic results, and poor social relationships. We describe the various forms of bullying victimization and the predictors of victimization among in-school adolescents in Sokoto metropolis. Material and Methods:We conducted a cross-sectional study among in-school adolescents in Sokoto metropolis. Using a multistage sampling technique, 450 respondents were selected from public and private schools We used an adapted, validated, pretested and interviewer-administered peer victimization scale questionnaire to collect information from respondents. We conducted a descriptive statistic, bivariate and multivariate analysis at 5% level of significance.Results: Of the 450 respondents, 182 (40.4%) were in early adolescence and 220 (48.9%) were females. The mean age of respondents was 15.2 ± 1.9 years. Two hundred and thirty (51.1%), 102 (22.7%), 38 (8.4%), 161 (35.8) respondents had experienced physical, verbal, relational and damage-toproperty victimization respectively. Overall, 295 (65.6%) had experienced at least one type of bullying victimization. Being in junior class (adjusted odds ratio (aOR): 2.1, 95% CI= 1.2-3.5) being in a boarding school (aOR: 3.4, 95% CI= 1.7-6.8), having friends that influence decisions (aOR: 2.5 (1.1-5.6), not smoking (aOR: 3.3, 95% CI = 1.1-10.0) and not knowing school policy on bullying (aOR: 2.1, 95% CI= 1.2-3.8) were independent predictors of bullying victimization. Conclusion:There is a high prevalence of bullying victimization among in-school adolescents in Sokoto metropolis. We recommend that school policy should protect junior students and those in boarding schools from victimization.

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Section: Discussionmentioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

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Prevalence and Predictors of Bullying Victimization among in-School Adolescents in Sokoto Metropolis, North-Western Nigeria

Raji¹,

Sabitu²,

Bashir³

et al. 2019

IJCMR

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“…A drop in school performance, staying away from school and suicidal thoughts has been reported by bully victims in previous studies too (8,13,14).Bringing great concern, 4% and 11.3% of the study population reported that they tried to commit suicide or had suicidal ideas respectively. Though it is not possible to discuss each and every undesirable effect experienced by victims of bullying and negative peer pressure highlighted in results, most need to be paid attention.…”

Section: Discussionmentioning

confidence: 98%

Peer pressure and bullying among school going adolescents in the district of Kandy

Dissanayake

Weeratunge

Gaspe

et al. 2012

J Coll Community Phys Sri Lanka

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ObjectivesTo determine the extent, common types and the impacts of negative peer pressure and bullying among adolescents within the school environment. MethodologyA cross sectional study was carried out including Sinhalese adolescents in grades 9, 10 and 11 in the district of Kandy. Twelve schools were selected randomly to represent each category of schools namely 1AB, 1C and 2 and a class was considered as a cluster. Details on events and experiences as victims of negative peer pressure and bullying were collected using a self-administered questionnaire. ResultsThe sample consisted of 896 students with a mean age of 15 years (SD= 0.86).Fifty two percent (n= 466) were boys. Peer pressure on substance use and of financial type was significantly more for boys. Peer pressure for sexual activities was reported by 14.6% of boys and 11.2% of girls. A significantly higher proportion of boys (78.1%), were victims of physical bullying than girls (26.5%) (p<0.001). More girls were victims of verbal bullying (82.1%) than boys (50%) (p<0.001).Of the sample, 53.3% were victims of relational bullying. Of the boys, 16.7%, 12.2% and 10.3% were compelled to smoke, use alcohol or use illegal abusive substances. Drop in school performance, staying away from school and extra-curricular activities, engaging in homo-sexual and hetero-sexual acts, feeling of hatred and suicidal thoughts were some of the undesirable impacts reported. ConclusionHigh prevalence and the harmful effects of negative peer pressure and bullying observed provide compelling reasons to initiate interventions.

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“…Mas, além da responsabilidade de transmissão de conhecimentos acadê-micos, a escola é um ambiente propício para promover habilidades de convivência e desenvolvimento psicossocial dos indivíduos (Freire, & Aires, 2012;Leão, 2010). Para que seja promovido um ambiente facilitador de socialização e aprendizagem, a escola deveria ser um local seguro e saudável para os alunos, porém ela tem sido frequentemente contexto de atitudes violentas (Leão, 2010;Maliki, Asagwara, & Ibu, 2009;Olweus, 1993).…”

Section: Introductionunclassified

Bullying, vitimização por funcionários e depressão: Relações com o engajamento emocional escolar

et al. 2015

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ResumoA violência escolar e a depressão parecem interferir no engajamento emocional escolar (EEE). O presente estudo analisou as relações de impacto de um conjunto de variáveis no EEE, a partir de testes de um modelo teórico. Para isso, 634 alunos, com idade média de 13,6 anos, de duas escolas públicas do interior de São Paulo responderam à Escala de Violência Escolar -Versão Estudantes, Inventário de Depressão Infantil e Escala de Engajamento Escolar. Os resultados indicaram que há um impacto negativo direto de depressão e autoria de bullying no EEE, enquanto há um impacto negativo indireto de gravidade e frequência de vitimização por bullying, sendo mediado por autoria de bullying, depressão e/ou vitimização por funcionários. O modelo teórico proposto explicou 9% da variância no EEE, indicando a necessidade da inclusão de outras variáveis em estudos futuros. Ainda assim, é demonstrado que um ambiente não saudável pode prejudicar o engajamento escolar dos alunos. Palavras-chave: Violência escolar; depressão; bullying Bullying, staff victimization and depression:Relationship with emotional school engagement Abstract School violence and depression seem to interfere with emotional school engagement (ESE). This study examined the impact of relationships of a set of variables in the ESE, from testing a theoretical model. For this, 634 students with an average age of 13.6 years, from two public schools in São Paulo responded to the School Violence Scale -Version students, Inventory Child and School Engagement Scale Depression. The results indicated that no direct negative impact of depression and bullying authorship in the ESE, while there are indirect negative impact severity and frequency of victimization by bullying, being mediated by bullying authorship, depression and / or victimization by employees. The proposed theoretical model explained 9% of the variance in the ESE, indicating the need to include other variables in future studies. Still, it is shown that an unhealthy environment can harm school student engagement. Keywords: School violence; depression; bullying Bullying, victimización por funcionarios y depresión:Relaciones con el envolvimiento emocional escolar ResumenLa violencia escolar y la depresión parecen interferir en el envolvimiento emocional escolar (EEE). El presente estudio analizó las relaciones de impacto de un conjunto de variables en el EEE, a partir de testes de un modelo teórico. Para eso, 634 alumnos, con edad media de 13,6 años, de dos escuelas públicas del interior de São Paulo respondieron a la Escala de Violencia Escolar -Versión Estudiantes, Inventario de Depresión Infantil y Escala de Envolvimiento Escolar. Los resultados indicaron que hay un impacto negativo directo de depresión y autoría de bullying en el EEE, mientras hay un impacto negativo indirecto de gravedad y frecuencia de victimización por bullying, siendo mediado por autoría de bullying, depresión y/o victimización por funcionarios. El modelo teórico propuesto explicó el 9% de la variancia en el EEE, indicando la necesid...

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Bullying Problems among School Children

Cited by 17 publications

References 1 publication

Prevalence and Predictors of Bullying Victimization among in-School Adolescents in Sokoto Metropolis, North-Western Nigeria

Prevalence and Predictors of Bullying Victimization among in-School Adolescents in Sokoto Metropolis, North-Western Nigeria

Peer pressure and bullying among school going adolescents in the district of Kandy

Bullying, vitimização por funcionários e depressão: Relações com o engajamento emocional escolar

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