Correlates of Bullying and Victimization among Intermediate Students in the Midwestern USA

Berthold, Karen A.; Hoover, John H.

doi:10.1177/0143034300211005

Cited by 162 publications

(132 citation statements)

References 11 publications

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“…Algumas investigações alertam para as implicações ao nível da auto-estima (Sharp, 1996;Mynard & Joseph, 1997;Baldry & Farrington, 1998;Salmon et al, 1998;Berthold & Hoover, 2000;Veiga, 2000;Engert, 2002), outras realçam a associação a comportamentos de risco como o consumo de substâncias (Forero et al, 1999;Kaltiala-Heino et al, 2000;Veiga, 2000;Matos & Carvalhosa, 2001;Nansel et al, 2001), outras ainda salientam as repercussões ao nível da saú-de, nomeadamente sintomatologia física e psicológica (Neary & Joseph, 1994;Boivin et al, 1995;Craig, 1998;Forero et al, 1999;Bond et al, 2001;Karin-Natvig et al, 2001;Nansel et al, 2001).…”

Section: Introductionunclassified

Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas

Seixas

2012

Análise Psicológica

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INTRODUÇÃOO crescente interesse pelo estudo no âmbito da violência escolar advém, entre outros factores, da maior frequência e visibilidade que as suas manifestações têm tido, bem como da consequente preocupação evidenciada pelos diversos profissionais e/ou intervenientes no contexto educativo. Professores, alunos, encarregados de educação, psicólogos, são alguns dos diferentes agentes que, de um modo mais directo ou mais indirecto, contactam com essa realidade.De modo semelhante, as repercussões decorrentes da vivência de situações de violência escolar têm vindo progressivamente a ganhar maior dimensão nas diversas investigações levadas a cabo. Quer se tratem de consequências ao nível do progresso e integração educativa, quer se tratem, de um modo mais abrangente, de consequên-cias ao nível da saúde (numa perspectiva biopsicossocial), inúmeros são os autores que salientam a existência de repercussões nefastas em diversos domínios de vida dos alunos.Algumas investigações alertam para as implicações ao nível da auto-estima (Sharp, 1996;Mynard & Joseph, 1997;Baldry & Farrington, 1998;Salmon et al., 1998;Berthold & Hoover, 2000;Veiga, 2000;Engert, 2002), outras realçam a associação a comportamentos de risco como o consumo de substâncias (Forero et al., 1999;Kaltiala-Heino et al., 2000;Veiga, 2000;Matos & Carvalhosa, 2001;Nansel et al., 2001), outras ainda salientam as repercussões ao nível da saú-de, nomeadamente sintomatologia física e psicológica (Neary & Joseph, 1994;Boivin et al., 1995;Craig, 1998;Forero et al., 1999;Bond et al., 2001;Karin-Natvig et al., 2001;Nansel et al., 2001).O conceito de violência escolar tem sido caracterizado, por diferentes autores, como um fenómeno multifacetado, abrangendo uma variedade de manifestações, desde comportamentos anti-sociais, delinquência, vandalismo, comportamentos de oposição, entre outros (Vale & Costa, 1998). Estando cientes dos diferentes domínios que urgem intervenção, o clima relacional entre os alunos, intimamente associado à qualidade das interacções interpessoais que entre eles ocorrem, tem merecido especial atenção como uma área privilegiada na literatura sobre violência escolar. Mais recentemente, neste âmbito, tem sido largamente

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Section: Introductionunclassified

Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas

Seixas

2012

Análise Psicológica

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“…However, difficulties remain as to how to estimate or measure effectively the prevalence of bullying in schools (Espelage and Swearer 2003) or its perceived severity (Delfabbro et al, 2006). Further, many researchers see bullying as a large pervasive problem in schools (Berthold and Hoover, 2000;Nansel et al 2001) reflecting the theory of social dominance (Hawley, 1999) or a personality trait (Johns, Livson, and Peskin, 2003). For a small proportion of students/teachers and parents in school, across nations (Harel-Fisch et al, 2010) student life continuously revolves around the escape from a bully or the act of intimidation by bullies.…”

Section: Introductionmentioning

confidence: 99%

Bullying Amongst Parents and Teachers at an American International School: Informing School Development and Policy

James

2012

IJE

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This paper has sought to explore the everyday experiences of parent-teacher bullying within a purposefully selected American International school.The paper utilises a qualitative approach targeting an American International school using a small semi-structured questionnaire creating a focused element of context and flexibility. 12 parents were randomly chosen from 35 that were available and willing to share their needs and experiences and the interview method was used as the data-collecting vehicle. This paper addresses issues raised from parent's experiences of bullying.The 3 developed research questions were mapped to 6 major themes, and were supported by 13 sub-themes. The presented qualitative data outcomes highlight the various experiences, perspectives and challenges that parent's perceive they face.The impact of this research suggests that the perceived complexities of dealing with bullying between parents and teachers may be mitigated with appropriate training and specialist guidance leading to the application of 8 outcomes.

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“…In fact, data suggest that the phenomenon of bullying varies significantly from place to place. [11][12][13][14][15][16][17][18] For example, some data suggest that one of the most well-known anti-bullying interventions, the Norwegian Olweus Bullying Prevention Program, is significantly less effective in the United States than in Scandinavia. 19,20 Variations in culture, school variables, or socioeconomic factors may account for these differences.…”

mentioning

confidence: 99%

Bullying and School Safety

Glew¹,

Fan²,

Katon³

et al. 2008

The Journal of Pediatrics

139

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Objective-To identify an association between involvement in bullying and problems in school.Study design-This was a cross-sectional study of 5391 students in grades 7, 9, and 11 in an urban public school district. The main outcome measure was involvement in bullying. Secondary outcomes included attendance, grade point average, psychosocial distress, and perceived acceptability of carrying guns to school.Results-Of the 5391 children surveyed, 26% were involved in bullying either as victim, bully, or both (bully-victim). All 3 groups were significantly more likely than bystanders to feel unsafe at school and sad most days. Victims and bully-victims were more likely to say they are "no good." Victims were more likely to feel that they "do not belong" in their school. The odds of being a victim (vs a bystander) were 10% lower for every 1 point increase in grade point average. Bully-victims were more likely to say that it is "not wrong" to take a gun to school.Conclusions-Associations between involvement in bullying and academic achievement, psychological distress, and the belief that it is not wrong to take a gun to school reinforce the notion that school environment is interrelated with mental health and school success.Bullying is defined as any repeated negative activity or aggression intended to harm or bother someone who is perceived by peers as being less physically or psychologically powerful than the aggressor. 1 Of particular concern is that bullying may have an adverse impact on victims' scholastic achievement, desire to attend school, and psychological health. 2 In 2000, Nansel et al 3 found a prevalence of bullying involvement (as bully, victim, or both [bully-victim]) among American teens and preteens of approximately 30%. But although this study found a significant association between bullying involvement and lower self-reported academic achievement, it did not use objective measures of academic achievement. Two other studies found a relationship between victim status and lower grade point averages. 4,5 Results from studies of other age groups in other countries vary. [6][7][8] Between 1994 and 1999, 220 school-associated violent deaths occurred in the United States, of which 172 were committed by students. Analysis revealed that the offending students were 2.6 times more likely to have been bullied than their victims. 9 One US national study reported that during 1 month in 2001, 2.7 million students carried a weapon to school. In that study, carrying weapons was associated both with being a bully and with being a victim 19,20 Variations in culture, school variables, or socioeconomic factors may account for these differences. [19][20][21] The present study arose from an offer by a US urban school district to allow the authors to analyze the results of a survey designed to assess and improve the school climate. The goal was to characterize bullies, victims, and bully-victims as completely as possible given the available information. We identified the opportunity to answer the following specific...

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Correlates of Bullying and Victimization among Intermediate Students in the Midwestern USA

Cited by 162 publications

References 11 publications

Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas

Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas

Bullying Amongst Parents and Teachers at an American International School: Informing School Development and Policy

Bullying and School Safety

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