Co-occurrence of Victimization from Five Subtypes of Bullying: Physical, Verbal, Social Exclusion, Spreading Rumors, and Cyber

Wang, Jing; Iannotti, Ronald J.; Luk, Jeremy W.; Nansel, Tonja R.

doi:10.1093/jpepsy/jsq048

Cited by 253 publications

(203 citation statements)

References 22 publications

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“…Among the victims of physical aggressions, most were males, confirming the findings of other authors who have identified greater involvement of males [19,[22][23][24][25]. One suggested explanation is that the stereotypical participation of boys and girls in situations of bullying has social roots, because traditionally the more aggressive behavior and violence of boys are reinforced, whereas indirect involvement or further victimization of girls is more consistent with traditional stereotypes of femininity [26].…”

Section: Discussionsupporting

confidence: 81%

Head and Face Injuries in Brazilian Schoolchildren Victims of Physical Bullying: A Population-Based Study

Al¹,

Santos²,

Xavier³

et al. 2015

Pesqui. bras. odontopediatria clín. integr.

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Objective: To investigate the occurrence of head and face injuries in Brazilian schoolchildren victims of physical bullying. Material and Methods: A population-based study was conducted on a stratified sample of 525 adolescents aged 13 to17 years of both sexes. Data on sex, age, occurrence of physical bullying, form of aggression, affected body region and presence of oral lesions were collected. Two questionnaires were used: one on bullying model TMR (Training and Mobility of Researchers) and another to record injuries in the maxillofacial region. The bivariate analysis used the Chi -square and Fisher's exact tests, with significance level of 5 %. Results: Among victims of bullying, 19.4 % were victims of physical bullying, more often among males (63.6 %). Face injuries were reported by 36.4 % of students, and involvement of the oral cavity reported by four individuals with lesions located in soft tissues. There was no association between sex of the victim and affected body region and between sex and form of aggression (p > 0.05). Head injuries were more frequent among boys (42.9 %), while face injuries were more frequent among girls (37.5 %). There was association between age of victims and the presence of injuries in the neck region (p = 0.04). Conclusion:The occurrence of physical bullying was more common among boys and face was the most affected body region. Injuries in the oral cavity involved soft tissues, especially lips, and no face and dental fractures were found.

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Section: Discussionsupporting

confidence: 81%

Head and Face Injuries in Brazilian Schoolchildren Victims of Physical Bullying: A Population-Based Study

Al¹,

Santos²,

Xavier³

et al. 2015

Pesqui. bras. odontopediatria clín. integr.

View full text Add to dashboard Cite

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“…Table 2 about here A robust Mokken scale must be relatively immune to variables potentially related to the subject of the scale. The first relevant variable here is gender: Boys or men experience other and more severe types of violence than girls or women (Marshall, 1992;Regan et al, 2006;Wang et al, 2010). Furthermore, the variables country of birth and feeling at home in the country in which one is actually living are shown to be important for the experience of violence in and around school (Beauvais & Jenson, 2002;Felix et al, 2009).…”

Section: Variablesmentioning

confidence: 99%

A Mokken Scale to Assess Secondary Pupils’ Experience of Violence in Terms of Severity

Mooij

2012

Journal of Psychoeducational Assessment

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One of the main reasons researchers investigate experiences of violent behaviour is that such behaviour has various negative consequences for the person or group being victimised.Violence-related negative effects may be expressed in feelings of anxiety, depression, low self-esteem, and loneliness (Duke, Pettingell, McMorris, & Borowsky, 2010). An experience of violence may also involve physical pain and injury or material damage, for example vandalism (Bayh, 1975). Moreover, frequent victimisation by peers at school is associated with poor academic performance (Schwartz, Gorman, Nakamoto, & Toblin, 2005). Violence perpetrated in and around school, including on the Internet, is interpreted as a threat to safety and social cohesion (Chen & Astor, 2011;Finkelhor, Omrod, Turner, & Hamby, 2011;Siu, 2011). Violence-related experiences in and around schools are therefore a major concern in the educational policy of countries such as the United States relationship patterns between personal and other characteristics of secondary school pupils and their motives as a victim, perpetrator, or witness of six types of violent behaviour, in relation to the complementary social roles of other pupils, teachers, other school staff, and pupils' relatives. In the same vein, Mooij (2011b) has examined social interaction patterns between the personal and school characteristics of secondary school teachers and their experience of violence in differentiated ways.Because violence is measured in different areas, in different ways, and within different groups, and because the results are used in different designs, it is somewhat difficult to compare the research findings of multiple studies or to assess their relevance for identifying or reducing the negative effects described above. Michie and Cooke (2006) have summarised the problems involved in violence measurement as: Multidimensionality in assessment; non-empirical ordering of violent acts; inclusion of undiscriminating items; and differential precision of measurement across the range of seriousness. They themselves used the MacArthur Community Violence Screening Instrument (MCVSI) to interview 250 male prisoners between 18 and 40 years of age. They applied Item Response Theory (IRT) and found that the instrument's items were not ordered correctly in terms of the severity of the underlying trait; additional items were required to improve discrimination.Given the diversity of violence concepts and assessment procedures, it is worth looking more closely at IRT. IRT models generally show how the items in a scale function relative to one another and where each item is situated on the continuum of an underlying construct from low to high severity or difficulty (cf. Schafer, 1996). When the items form a unidimensional scale, it is appropriate to combine them in order to reach a total score that can be related to the scores of other variables. IRT may therefore solve some of the problems associated with the measurement of violence. An example is given by Regan, Bartholomew, Kwong, Trinke, an...

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“…National and international studies highlight the consequences of bullying in the short and long term in the lives of children and adolescents who experience this situation [11][12][13] , interfering in cognitive and socioemotional development, whether as victims, aggressors, or even spectators of such events. When suffering bullying, children and adolescents are more exposed to difficulty concentrating, low self-esteem, anxiety, depression, suicidal ideation, attempted suicide, consummate suicide, self-harm, and psychological stress [12][13][14][15][16][17] . A study developed in the countryside in Southeast Brazil identified that adolescents who are victims of bullying present emotions such as feelings of anger, discouragement, sadness, and shame 11 .…”

Section: Introductionmentioning

confidence: 99%

Bullying e fatores associados em adolescentes da Região Sudeste segundo a Pesquisa Nacional de Saúde do Escolar

Mello

Malta

Prado

et al. 2016

Rev. bras. epidemiol.

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ABSTRACT:Objective: To estimate the prevalence of bullying from the perspective of victims in students from the Southeast region of Brazil and analyze its association with individual variables and family context. Methods: Information on 19,660 adolescents from the National School-based Health Survey was analyzed, calculating the association between bullying and sociodemographic variables, risk behaviors, mental health, and family background. Multivariate analysis and the calculation of odds ratio and confidence intervals were performed. Results: The prevalence of bullying was 7.8% (95%CI 6.5 -9.2). After adjustment, the following associations were observed: students with less than 13 years of age (OR = 2.40; 1.4 -3.93); protection for those aged 14, 15, and 16 years; male gender (OR = 1.47; 95%CI 1.35 -1.59); black color (OR = 1.24; 95%CI 1.11 -1.40); yellow color (OR = 1.38 95%CI 1.14 -1.6); private school students (OR = 1.11; 95%CI 1.01 -1.23); and students who work (OR = 1.30; 95%CI 1.16 -1.45). Higher education of the mothers was a protective factor in all groups. Risk factors considered were feeling lonely (OR = 2.68; 95%CI 2.45 -2.94), having insomnia (OR = 1.95; 95%CI 1.76 -2.17), having no friends (OR = 1.47; 95%CI 1.24 -1.75), suffering physical abuse from family members (OR = 1.83; 95%CI 1.66 -2.03), missing classes without their parents' knowledge (OR = 1.23; 95%CI 1.12 -1.34), as well as family supervision (OR = 1.14; 95%CI 1.05 -1.23). To have drunk in the last 30 days (OR = 0.88 95%CI 0.8 -0.97) was a protective factor. Conclusion: Bullying increases vulnerabilities among students, which suggests the need for an intersectoral approach in order to find measures to prevent them.

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Co-occurrence of Victimization from Five Subtypes of Bullying: Physical, Verbal, Social Exclusion, Spreading Rumors, and Cyber

Abstract: Increased co-occurrence of victimization types put adolescents at greater risks for poorer physical and psychological outcomes.

Cited by 253 publications

References 22 publications

Head and Face Injuries in Brazilian Schoolchildren Victims of Physical Bullying: A Population-Based Study

Head and Face Injuries in Brazilian Schoolchildren Victims of Physical Bullying: A Population-Based Study

A Mokken Scale to Assess Secondary Pupils’ Experience of Violence in Terms of Severity

Bullying e fatores associados em adolescentes da Região Sudeste segundo a Pesquisa Nacional de Saúde do Escolar

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