Risk and Protective Factors Associated to Peer School Victimization

Méndez, Inmaculada; Esteban, Cecilia Ruíz; López-García, Juan José

doi:10.3389/fpsyg.2017.00441

Cited by 15 publications

(21 citation statements)

References 28 publications

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“…Furthermore, having a drug addict friend was significantly associated with all groups of bullying. This is in consistence with the findings of a study conducted in Spain [36] which revealed that adolescent students who perceive that their friends have an easy access to drugs are more likely to be victims. Unexpectedly, exposure to sexual abuse in the current study was not significantly associated with bullying behavior.…”

Section: Discussionsupporting

confidence: 87%

“…In another study conducted in Egypt, risk factors of violence in schools detected by multivariate analysis were absence of attachment figure as a father, mother, and teacher; mode of delivery; living with a single parent; low school marks; and corporal punishment [13]. In a study conducted in Spain, risk factors of peer school victimization detected on multiple logistic regression analysis were being male, school adaptation (students rejected by their peers), social maladjustment, and perception of the friends' attitude toward access to drugs (students who perceive that their friends would have a moderate or easy access to drugs) [36].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Prevalence and correlates of bullying and victimization among school students in rural Egypt

Galal

Emadeldin

Mwafy

2019

J. Egypt. Public. Health. Assoc.

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Objectives: Knowledge on risk factors of bullying and victimization among school students is crucial for the implementation of preventive measures. This study was conducted to determine the prevalence and correlates of school bullying and victimization and their association with behavioral disorders among preparatory and secondary school students in rural Egypt. Study design: Cross-sectional Methods: A total of 476 students from two mixed public schools in rural Egypt (one preparatory and one secondary) were enrolled. A pretested self-administered questionnaire was used to collect sociodemographic characteristics and correlates of bullying and victimization including personal and social, family, school, and community factors. Frequency of bullying and victimization was measured using the short version aggression and victimization scale. The Strengths and Difficulties Questionnaire (SDQ) was used for screening behavioral problems. Results: Prevalence of bullying behavior was high (77.8%) among the studied group, of those 9.5% were unique bullies, 10.5% were unique victims, and 57.8% were bully-victims. On multivariate logistic regression analysis, failure in previous scholastic years (OR = 11.1, 95% CI 1.1-101.4, P = 0.033), witnessing family members using weapons (OR = 6.1, 95% CI 1.1-34.0, P = 0.038), male gender (OR = 2.3, 95% CI 1.1-5.0, P = 0.027), and mothers' education (university or higher) (OR = 0.1, 95% CI 0.02-0.7, P = 0.017) remained the significant predictors for bullying. However, only having a drug addict friend (OR 2.5, 95% CI 1.1-5.4, P = 0.025) was the significant predictor for victimization. The independent predictors for being bully-victims in order of importance were exposure to physical violence in the street (OR = 5.1, 95% CI 1.2-22.7, P = 0.031), male gender (OR = 3.2, 95% CI 1.8-5.6, P < 0.001), witnessing fights (OR = 3.1, 95% CI 1.7-5.7, P < 0.001) and insulting words (OR = 2.5, 95% CI 1.3-4.7, P = 0.007) among family members, exposure to insulting words in the street (OR = 2.1, 95% CI 1.2-3.7, P = 0.010), watching violent movies (OR = 2.0, 95% CI 1.2-3.4, P = 0.008), and younger age (OR = 0.7, 95% CI 0.6-0.8, P < 0.001). The self-reported SDQ revealed that the conduct problems scale scored significantly higher among bully-victims (2.8 ± 1.7 vs. 2.3 ± 1.6, P = 0.004). Conclusions: Prevalence of bullying behavior was high among rural adolescent school students. Establishment of a bullying prevention committee at school including all school personnel for addressing different factors associated with bullying behavior is recommended. Further follow-up and psychiatric assessment of students for predicting those prone to behavioral abnormalities are also recommended.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Prevalence and correlates of bullying and victimization among school students in rural Egypt

Galal

Emadeldin

Mwafy

2019

J. Egypt. Public. Health. Assoc.

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“…While risk factors are crucial for the design of prevention programs, the study of protective factors would help us to better provide intervention programs based on fostering supportive friendships and adjustment (Ttofi et al, 2014; Brendgen and Poulin, 2018). In this sense, some protective factors such as social integration and the quality of school coexistence are seen as a key to reduce school bullying (Méndez et al, 2017) and to prevent children from bullying and its consequences (Zych et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Children’s Social Integration and Low Perception of Negative Relationships as Protectors Against Bullying and Cyberbullying

et al. 2019

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The aim was to investigate the factors associated with the diverse bullying forms suffered by a victim (relational, aggressive and cyberbullying) by considering the mediating role of the quality of coexistence in school: social integration and perception about relationships among peers. We evaluated data about 42 schools (79.5% public) in a sample of 3,407 students (47.6% boys and 52.4% girls) from the Primary Education. The mediational analyses indicated that, to predict all the bullying forms, a greater sense of social integration and a perception of low negative relationships were mediators, and social integration was the factor that most strongly correlated with bullying, especially relational bullying. We found that the number of good friends and negative relationships together predicted social integration, and the school type predicted negative relationships and number of good friends. The implications for education programs and policy are discussed.

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“…In addition, other correlates also revealed some interesting patterns that confirmed findings from previous studies. These included alcohol consumption [ 25 ] and using illicit substances in the past one month [ 10 , 16 ]. Since alcohol and drugs are often used in peer groups, being in a situation where these substances are consumed might put students at risk by lowering inhibitions among their peers, which may make acting out forms of social violence more likely [ 1 , 10 , 13 , 15 , 22 ].…”

Section: Discussionmentioning

confidence: 99%

“…While previous studies have documented high prevalence of social violence among LGBT students, specific risk and protective factors of social violence have not been examined [6]. Knowing these factors would assist in the development of preventive interventions to decrease the incidence of victimization [13][14][15][16][17].…”

Section: Introductionmentioning

confidence: 99%

Social violence among Thai gender role conforming and non-conforming secondary school students: Types, prevalence and correlates

et al. 2020

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Background Gender role non-conforming behaviors are a significant risk factor for school-related violence. The objective of this study is to describe the types, prevalence and correlates of social violence among Thai secondary school students, with a focus on gender role nonconformity. Methods This article uses secondary data from a national study of 2070 secondary school students aged 13-20 years representing Bangkok and all four regions of Thailand. Students were asked about their gender/sexual identity, self-perception of their masculinity or femininity, and experiences of social violence. Correlates of social violence were examined using multivariable logistic regression models. Results Prevalence of social violence victimization was high (57%). Most students considered themselves to be as masculine or as feminine as other members of their sex (82.6%), while 9.1% thought that they were less masculine/less feminine, and 8.3% thought they were more masculine/more feminine. Students who considered themselves less masculine or less feminine than others of their sex (AOR = 1.59, 95% CI: 1.13, 2.25) were more likely to experience social violence, compared to students who considered themselves equally masculine/ feminine. Students who self-identified as lesbian, gay, bisexual or transgender (LGBT) (AOR = 1.37, 95% CI: 1.01, 1.86) were also more likely to experience social violence, compared to students who did not identify as LGBT. However, students who considered PLOS ONE |

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Risk and Protective Factors Associated to Peer School Victimization

Cited by 15 publications

References 28 publications

Prevalence and correlates of bullying and victimization among school students in rural Egypt

Prevalence and correlates of bullying and victimization among school students in rural Egypt

Children’s Social Integration and Low Perception of Negative Relationships as Protectors Against Bullying and Cyberbullying

Social violence among Thai gender role conforming and non-conforming secondary school students: Types, prevalence and correlates

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