Protecting Children Against Bullying and Its Consequences

Zych, Izabela; Farrington, David P.; Llorent, Vicente J.; Ttofi, Maria M.

doi:10.1007/978-3-319-53028-4

Cited by 78 publications

(71 citation statements)

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“…In this investigation, victimization predicted bullying perpetration, confirming Hypothesis 4, which shows that victims are in serious danger of becoming bullies [1,12,45,46]. For this reason, schools should establish protocols of attention to victim that, in addition to repairing the harm suffered from bullying, will prevent the victims from intimidating others in the future.…”

Section: Discussionsupporting

confidence: 73%

“…poor relationship quality, self-harm, anxiety, symptoms of depression, and suicidal thoughts that are sometimes enacted upon [9,10]. Bullies also suffer from mental health problems such as anxiety, depression, psychosomatic problems, an increased risk of suicide, future relationships with other forms of violence, and risk of excessive alcohol and marijuana use [11,12]. Finally, spectators are not exempt from the consequences, sometimes suffering from distress, anxiety, and depression [13].…”

mentioning

confidence: 99%

“…Victimization would positively predict bullying perpetration, considering that many victimized students subsequently become bullies [1,12,45,46]. 5.…”

mentioning

confidence: 99%

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Predicting Bullying through Motivation and Teaching Styles in Physical Education

Montero-Carretero

Barbado

Cervelló

2019

IJERPH

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From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher's supportive style, the students' satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization. poor relationship quality, self-harm, anxiety, symptoms of depression, and suicidal thoughts that are sometimes enacted upon [9,10]. Bullies also suffer from mental health problems such as anxiety, depression, psychosomatic problems, an increased risk of suicide, future relationships with other forms of violence, and risk of excessive alcohol and marijuana use [11,12]. Finally, spectators are not exempt from the consequences, sometimes suffering from distress, anxiety, and depression [13]. Physical Education and BullyingStudents who engage in intimidating behavior do so in an attempt to acquire greater status and a position of power within the group [14]. This end is often achieved at the expense of students with physical weaknesses, a lack of skill in the development of motor tasks [15], and/or differences in their physical constitution, such as obesity or being overweight [16]. In this sense, the subject of PE can particularly expose the most vulnerable students in the eyes of their potential aggressors, both because of the characteristics of the spaces where PE is practiced [2] and because of the subject's demands of public demonstrations. In PE, young people relate to their peers in a very different way from how they relate in other subjects, and there is usually physical contact in PE. Thus, instead of being able to move away from their aggressors, victimized students are forced to interact with them [2]. This reasoning is supported by a study of American students [17], in which it was observed that bullying victims had more hours of PE than non-victimized students, suggesting that PE classes could be a critical space for the development of bullying behaviors. However, these classes could also be an ideal means of detecting and addressing bullying situati...

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Section: Discussionsupporting

confidence: 73%

mentioning

confidence: 99%

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Predicting Bullying through Motivation and Teaching Styles in Physical Education

Montero-Carretero

Barbado

Cervelló

2019

IJERPH

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“…Trait Meta-Mood Scale-24 (TMMS-24) [40] is the most widely used self-report measure in Spain and Latin America to assess individual differences in EI [41], and it is based on the ability EI model (see Barchard,Brackett,and Mestre [42] for a review). The characteristics of EI make it one of the most powerful protective factors against the appearance of school bullying or cyberbullying [43,44]. Low levels of emotional intelligence have been found in both the aggressors and victims of cyberbullying.…”

Section: Introductionmentioning

confidence: 99%

Cyberbullying, Aggressiveness, and Emotional Intelligence in Adolescence

Martínez-Monteagudo

Delgado

Garcı́a-Fernández

et al. 2019

IJERPH

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The devastating consequences of cyberbullying during adolescence justify the relevance of obtaining empirical evidence on the factors that may cause participation in its distinct roles. The goal of this study was to analyze the predictive capacity of aggressiveness (physical aggression, verbal aggression, anger, and hostility) and emotional intelligence (attention, understanding, and emotional regulation) with respect to being a victim, aggressor or victim-aggressor of cyberbullying during adolescence. The Screening for Peer Bullying, the Aggressiveness Questionnaire and the Trait Meta-Mood Scale-24 were administered to a sample of 1102 Spanish secondary education students, aged 12 to 18. In general, results revealed a higher probability of being a victim, aggressor or victim-aggressor as physical aggressiveness and anger increased. On the other hand, results revealed a low probability of being a victim, aggressor or victim-aggressor as emotional understanding and emotional regulation increased. These findings highlight the importance of considering said variables when creating prevention programs to stop or reduce the social and educational issue of cyberbullying during adolescence.

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“…Entre esses papéis de participação, podem-se citar o agressor e a vítima (Tsang, Hui e Law, 2011), sendo que muitas vezes esses papéis acabam entrelaçados, situação na qual um mesmo indivíduo pode assumir duas ou mais posturas, como no caso das vítimas-agressoras (Kochel et al, 2015). Além dessas atuações, tem-se também o espectador, que pode ser tanto defensor quanto reforçador desse tipo de violência (Zych et al, 2017). Sabe-se que, independentemente do papel assumido, a participação nesse acontecimento pode trazer diversas consequências negativas aos envolvidos, resultando em problemas graves até mesmo na vida adulta (Obrdalj et al, 2013).…”

Section: Introductionunclassified

Associação entre bullying escolar e o país de origem: um estudo transcultural

et al. 2019

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RESUMO O objetivo do estudo foi analisar o bullying em Portugal e no Brasil verificando possíveis associações com o país de origem. Participaram 789 crianças e adolescentes. Apesar de haver diversos questionários acerca da temática, utilizou-se o Questionário de Olweus em virtude de sua relevância e vasta utilização em todo o mundo, o que facilita a comparação dos resultados. Verificou-se que os brasileiros apresentaram associações envolvendo menor escolaridade da mãe, maior índice de reprovação escolar, menor incidência da prática de atividades físicas, menos chances de denunciar o agressor e menos apoio dos colegas no momento da agressão. Os brasileiros se autodeclararam mais vítimas e os portugueses mais vítimas-agressoras. Em ambos os países, o local em que mais aconteceram agressões foi no recreio. Em geral, os brasileiros apresentaram mais indícios de vulnerabilidade para o envolvimento em situações de bullying, ressaltando-se o isolamento social como característica de risco das vítimas-agressoras.

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Protecting Children Against Bullying and Its Consequences

Cited by 78 publications

References 0 publications

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Cyberbullying, Aggressiveness, and Emotional Intelligence in Adolescence

Associação entre bullying escolar e o país de origem: um estudo transcultural

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