Peer Bullying in the Preadolescent Stage: Frequency and Types of Bullying and the Affecting Factors

Abstract

This study was conducted to determine the types, frequencies and the affecting factors of peer bullying among 6 th , 7 th , and 8 th grade students of secondary schools in a city center in Cappadocia. Materials and Methods: A total of 3.059 students were attending secondary schools in a city center and this study sample consists of 1.288 students. Prior to the study, approval from the ethical council and institute, as well as written consent from students and their families were obtained. Data were collected via individual information forms and the Traditional Peer Bullying scale by the researcher through face-to-face interviews and the data obtained were evaluated by chi-square, single, and multiple logistic regression analysis. Results: It was determined that the mean age of the students was 12.81±0.93 years, of them 51.7% were girls, 12.0% did bullying, 15.9% were exposed to bullying, 52.1% were exposed to verbal bullying, and 13.4% were exposed to physical bullying. Multiple logistic regression revealed that the most important factors affecting the bullying of other students were family structure, attitude towards school, and gender; those factors affecting exposure to bullying were attitude toward school, body mass index, and economical status. As the age of the students increased by one year, the likelihood of bullying increased by 1.2 times. Boys were bullied 1.5 times more than girls, and the students of separated parents were bullied 2.7 times more than those whose parents stayed together (p<0.05). Conclusion: As bullying within schools is an important problem, it may be advisable to take into account the factors affecting bullying (age, gender, economic situation, family structure, attitude toward school, etc.) when conducting studies to prevent bullying in schools.

Self-Harm, Suicidal Ideation, and Suicide Attempts in Chinese Adolescents Involved in Different Sub-types of Bullying: A Cross-Sectional Study

“…It would weaken the effect of a specific form of bullying on mental health outcomes. Although cyber victimization was not a risk factor of self-harm and suicide risk, it could leave youth feeling extremely isolated and/or helpless, because cyber bullying is not restricted to school campuses and can happen at any time (54). The prevalence of bullying in this study was lower than that reported in other studies (12,55).…”

Relatıonship bullying in adolescent period with family functionalities and child behaviors

“…The worldwide prevalence of bullying, which has become a serious problem, ranges from 8% to 70% (Brank et al, 2012; Le et al, 2017; Rigby & Johnson, 2016), whereas the rate in Turkey ranges between 30% and 40% (Burnukara & Uçanok, 2012; Çalışkan et al, 2019; Evgin & Bayat, 2020; Kapçı, 2004). Bullying affects the children's physical and mental health in the short and long term (Boulton et al, 2010; Cook et al, 2010).…”

Teachers’ Beliefs About Bullying, Analysis to Reorient Teacher Training

“…It should not be forgotten that certain moments, such as the entrance and exit of the school or places such as patios, corridors, toilets, and even the class itself can lead to harassment, either because of the physical layout of the place or the lack of control and supervision of the teachers (Çalışkan et al, 2019;Ombudsman, 2007;Serrano, 2013).…”

“…There has been confusion and a degree of ignorance among teachers, as Abdulwahhab (2020) and Sánchez and Ortega (2010) point out, any problematic situation cannot be defined as bullying. Situations of bullying in schools involve intentionality, thus eliminating the possibility of unexpected and random maltreatment (Çalışkan et al, 2019;Olweus, 1998).…”