Relatıonship bullying in adolescent period with family functionalities and child behaviors

Abstract

This descriptive study determined the relationship of peer bullying in the early adolescent period to family functions and children's behavior. The cohort for the research consisted of 320 students and parents who were selected by a simple random method from a middle school. The data were collected using the student and parent questionnaires, Traditional Peer Bullying Scale, Family Assessment Scale, and Assessment of Child and Adolescent Behavior Scale. In evaluating the data: descriptive statistics, Χ 2, Mann–Whitney U, Kruskal–Wallis tests, and Spearman correlation analysis were used. It has been determined that verbal and physical bullying was high in the older age group (p < 0.05), in seventh‐grade students (p < 0.05), and that those who do not like school tend to bully others at a higher rate (p < 0.001). Students who were separated from their parents, who witnessed the violence among the family members, and who stated that the violence was applied by family members were more frequent in the bullying cycle (p < 0.05). There was a high‐level positive relationship between the anxiety/depression subscale and social problems subscale (p < 0.001). This study confirms that peer bullying is a problem that is highly correlated with family functionalities and child behaviors.

Socio-Educational Correlates of Bullying in the School Context

“…An important result of this research is the significant interaction between gender and separation from parents as factors of bullying in school. Unlike Bozan et al (2021), who argue that separation from parents is an explanatory factor for increasing bullying, our findings suggest this relationship depends on the child's gender. Boys living with both parents are more involved in bullying than girls.…”

“…Figure 1: Interaction effect between gender and separation from parents on bullying behavior Source: Author Discussion This study provided evidence for the socio-educational correlates of bullying and victimization experiences in the school context. The results of the study confirm the results from previous studies (Bozan et al, 2021) that older students are more involved in bullying than younger students. Unlike Bozan et al (2021);Zhao et al (2021);Zhang et al, (2021) who supported the idea that separation from parents predisposes to experience bullying, in our sample, there were no significant differences in bullying and victimization between children who are separated from one or both parents and children who are living with both parents.…”

“…The results of the study confirm the results from previous studies (Bozan et al, 2021) that older students are more involved in bullying than younger students. Unlike Bozan et al (2021);Zhao et al (2021);Zhang et al, (2021) who supported the idea that separation from parents predisposes to experience bullying, in our sample, there were no significant differences in bullying and victimization between children who are separated from one or both parents and children who are living with both parents. Probably, there are many other family-related variables, such as violence and gender-related expectations that can explain bully attitude in boys living with both parents.…”

“…The literature review provides evidence that there are many social conditions representing risk factors for bullying, such as age, gender, race, and belongingness to a minority group etc. Bozan et al (2021) bring evidence that bullying is higher among older students and students who don't like the school. Also, these authors claim that family-related variables influence the bullying behavior of the students, such as students who are separated from their parents and those who witness and experience violence within their families scored higher on bullying.…”

Discourteous Behaviour among Students in High School of Duhok City

“…The students' scores were calculated and divided into three levels using cutoff points for behavioral discourteous from 22-36 is respectful, 37-51 is mild disrespectful and 52-66 scores is a disrespectful student. Likewise, for the physically discourteous aspect as pacifist (15)(16)(17)(18)(19)(20)(21)(22)(23)(24), mercurial (25)(26)(27)(28)(29)(30)(31)(32)(33)(34), and hostile (35-45). In the same way, determining the verbal discourteous was from (7-11) which stands for polite, (12)(13)(14)(15)(16) for abusive, and (17-21) very offensive verbal behavior.…”