Middle School Bullying: Student Reported Perceptions and Prevalence

Hicks, Janet; Jennings, Lynn; Jennings, S. G.; Berry, Stephan; Green, Dee-Anna

doi:10.1080/23727810.2017.1422645

Cited by 60 publications

(40 citation statements)

References 16 publications

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“…Consistent with past literature (Rose et al, 2015;Hicks et al, 2018), the findings of this study demonstrate that children with disabilities experience higher rates of bullying victimization than students who do not have a disability. The outcomes of the Chi-square test and the binary logistic regression were most consistent with the findings of Farmer et al (2012).…”

Section: Disability and Bullying Ratessupporting

confidence: 90%

“…Students who identify as being a member of a minority group are more likely to be victimized in comparison to other student groups (Lehman, 2016). A minority population that is most vulnerable to experiencing higher rates of bullying is students who have disabilities (Bills, 2019;Rose, Espelage, Monda-Amaya, Shogren, & Aragon, 2015;Hicks Jennings, Berry, & Green, 2018). Since students who have disabilities are an oppressed population that are at a higher risk of being bullied, it is imperative for social welfare practitioners to explore different factors that can help decrease bullying rates.…”

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confidence: 99%

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Defeating School Bullying: Exploring how Athletic and Non-Athletic Activities Impact Bullying Rates Experienced among Students with Special Needs

Bills¹

2019

JSWHR

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Past studies have indicated students who have disabilities are at a higher risk of experiencing bullying victimization in comparison to other student groups. Extracurricular activity participation has shown to establish better social outcomes for students. These positive social outcomes indirectly decrease the amount of times a student is bullied. The following study uses the National Crime Victimization Survey-School Crime Supplement (NCVS/SCS) to analyze the bullying occurrence rates experienced among students, with disabilities being a focal variable. To explore the relationship between extracurricular involvement and bullying occurrence rates, this study employs a binary logistic regression to determine if athletic and nonathletic extracurricular activities have an impact on the number of times a student with disabilities experiences bullying. Implications for future social welfare practice and research are discussed.

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Section: Disability and Bullying Ratessupporting

confidence: 90%

mentioning

confidence: 99%

Defeating School Bullying: Exploring how Athletic and Non-Athletic Activities Impact Bullying Rates Experienced among Students with Special Needs

Bills¹

2019

JSWHR

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“…Precisamente, como han recalcado Olweus (1994) y Smith (2018), es la intensidad con la que se ha manifestado en las últimas décadas la que ha otorgado un mayor protagonismo desde el plano investigativo a este problema. Cuestión que también refieren Gázquez et al (2010) que han expuesto que, además, la prevalencia del acoso escolar está aumentando y sitúa en torno a un 15% el número de alumnos que lo padecen al menos una vez en su vida en España, porcentaje que fluctúa en función del contexto sobre el que se indague (Hicks et al (2018). En el contexto estadounidense han hallado que un 37% de estudiantes han sido en algún momento de sus vidas víctimas de bullying o ciberbullying) y que, de acuerdo con Trautmann (2008) puede llegar a alcanzar porcentajes superiores al 50% tal y cómo refleja la investigación de Lee y Shin (2017), lo que, para Nansel et al (2001) obliga a la reflexión tanto a docentes como a instituciones y gobiernos.…”

Section: De Acuerdo Conunclassified

El acoso escolar en educación secundaria: prevalencia y abordaje a través de un estudio de caso

Sánchez¹,

Vallejo²,

Martínez³

2019

Comunitania

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La investigación se focaliza sobre el acoso escolar y el ciberacoso en educación secundaria. El objetivo central de esta investigación es conocer los datos sobre violencia y victimización escolar en esta etapa educativa realizando una exploración sobre el conocimiento y perspectivas del acoso escolar entre alumnos, docentes y familias. Se trata de un estudio descriptivo en el que se emplea la metodología cuantitativa. Se utilizan tres instrumentos, consistentes en cuestionarios auto administrados los cuales respectivamente se aplican sobre alumnado, profesorado y familias de alumnos de un Instituto Público de Educación Secundaria. El análisis de datos se efectúa mediante el programa estadístico SPSS (versión 22). Los resultados alcanzados evidencian la falta de visibilización del acoso escolar y ciberacoso en las tres muestras, reflejando el potencial desconocimiento de la realidad en la que se desenvuelven los estudiantes.The research focuses on bullying and cyberbullying in secondary education. The main objective of this research is to know the data on violence and school victimization in this educational stage, making an exploration about the knowledge and perspectives of school bullying among students, teachers and families. It is a descriptive study in which the quantitative methodology is used. Three instruments are used, consisting of self-administered questionnaires which are respectively applied to students, teachers and families of students of the Public Institute of Secondary Education. The data analysis is carried out through the statistical program SPSS (version 22). The results obtained show the lack of visibility of bullying and cyberbullying in the three samples, reflecting the potential ignorance of the reality in which the students develop.

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“…[16] High school students in general who have a problem on emotional maturity are 57.40%, which is in the low category. [17] In the United States, South American high school students, over 37%, are reported being bullied face-to-face or online, with fewer than 31% reporting bullying incidents to adults. This needs guidance from a Guidance and Counseling teacher so that students can solve the problem optimally.…”

Section: Resultsmentioning

confidence: 99%

The Identification of Students’ Problems in Junior High School Using AUM Umum (General Problem-Revealing Instrument)

Nurhasanah¹,

Farozin²

2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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The success of counseling and guidance services is mainly dependent on teachers' guidance and counseling skills in facilitating and helping students to solve their problems. They are very important in the counseling process, where the provision of guidance and counseling services should be appropriate to the students' problems and needs. However, Guidance and Counseling teachers have difficulties in identifying students' difficulties. In this paper, we present the most problem experienced by 100 junior high school students. They are the first year students of junior high school in Yogyakarta. We analyze the student problems using survey methods with a problem-based guidance and counseling tool, namely Alat Ungkap Masalah (AUM) Umum/General Problem-Revealing Instrument. Junior high school students are in the early phase of teenagers who find many big changes in themselves that can cause problems. The result of this research shows that there are three problems found. The most common problem is Personality (26%), Social Relationship (25%), and Physical Health (22%).

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Middle School Bullying: Student Reported Perceptions and Prevalence

Cited by 60 publications

References 16 publications

Defeating School Bullying: Exploring how Athletic and Non-Athletic Activities Impact Bullying Rates Experienced among Students with Special Needs

Defeating School Bullying: Exploring how Athletic and Non-Athletic Activities Impact Bullying Rates Experienced among Students with Special Needs

El acoso escolar en educación secundaria: prevalencia y abordaje a través de un estudio de caso

The Identification of Students’ Problems in Junior High School Using AUM Umum (General Problem-Revealing Instrument)

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