Prevalência e características de escolares vítimas de bullying

Abstract

Objective: To describe the prevalence of bullying victims, the characteristics of those victims and their associated symptoms in the domains of emotion, behavior, hyperactivity and peer relationships.Methods: This was a cross-sectional study nested in a cohort that assesses disorders of reading, writing and arithmetic in 1,075 students enrolled in the first to eighth grades of two public schools in a lower-middle-class neighborhood of the city of Pelotas, RS, Brazil. The KIDSCAPE questionnaire was used to evaluate the prevalence of bullying and the Strengths and Difficulties Questionnaire was used to assess victims' behavioral characteristics. Results:The prevalence of bullying was 17.6%. The most prevalent type of intimidation was verbal, followed by physical, emotional, racial and sexual. After adjustment for confounding factors, bullying was still associated with male sex (PR 1.49 95%CI 1.14-1.96), hyperactivity (PR 1.89 95%CI 1.25-2.87) and peer relationship problems (PR 1.85 95%CI 1.24-2.76). Among the victims of bullying, 47.1% had also initiated bullying. Conclusions:This study has identified the behavioral characteristics of bullying victims which may prove useful for local policies designed to protect the targets of bullying.

Emotions of students involved in cases of bullying

“…[24][25][26][27] Most acts of aggression practiced in the school context under investigation were verbal, which suggests an apparent contradiction with the data related to sex, as boys are expected to engage more in physical attacks, while girls are expected to practice more verbal aggressions. 28 Nevertheless, this information may be interpreted in line with the proposals put forward in another Brazilian study 5 , which identified a prevalence of verbal aggressions independently from the aggressors' sex, as the school authorities generally interpret these as less serious and, therefore, less subject to severe punishment.…”

“…It can influence the quality of the victims' relationships with colleagues and teachers, cause social isolation and impair the school performance. 27 Fear, in turn, stimulates the adoption of measures to guarantee the safety but, in a high concentration, are associated with impotence in relation to self-defense and requests for help.…”

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

“…O bullying é um tipo específico de violência escolar, referindo-se à situação na qual um aluno é exposto repetidamente e ao longo do tempo a ações negativas intencionais por pares e que envolvem um desequilíbrio de poder entre o(s) agressor(es) e sua vítima (Olweus, 1993), que pode ser decorrente de desigualdade física, social ou psicológica (Glew, Fan, Katon, Rivara, & Kernic, 2005;Guerin, & Hennessy, 2002;Kowalski, & Limber, 2013;Moura, Cruz, & Quevedo, 2011;Pinheiro, & Williams, 2009). Esse tipo de violência pode se apresentar de diversas formas: física (tapas, socos, chutes), verbal (xingamentos, palavreado rude), psicológica (espalhar rumores, exclusão social) e sexual (Avilés-Dorantes, Zonana-Nacach, & Anzaldo-Campos, 2012; Moura, & cols.., 2011).…”

Manifestações de Bullying em Diferentes Contextos Escolares: um Estudo Exploratório

“…As "vítimas" ou os "alvos" podem ser qualificados como os alunos que são expostos a ações negativas por parte de outros estudantes, que podem manifestar-se na forma de contato físico, exclusão do grupo, abuso verbal, calúnias, gestos rudes, dentre outros comportamentos que expressam este tipo de violên-cia (Moura, Cruz, & Quevedo, 2011). Outros autores destacam ainda que os ataques não possuem motivação aparente (Lisboa, Braga, & Ebert, 2009).…”