School bullying by one or more ways: Does it matter and how do students cope?

Abstract

Students (n ¼ 452; ages 12-14 years) attending two South Australian metropolitan high schools completed the 'Living & learning at school: Bullying at school' survey in which they reported ways they were bullied and the strategies they would use to deal with bullying. Results showed that a small proportion of students were bullied in three or more ways, and that males and females differed in the coping strategies they would use if bullied. Significant differences were found between bullied and not bullied students in their use of 'problem-focused' in contrast to 'emotion focused', or 'approach' in contrast to 'avoidance' coping strategies, with bullied students more likely to use 'avoidance' strategies. Findings suggest that in terms of coping, it does matter whether or not a student is bullied in multiple ways.

Thinking patterns, victimisation and bullying among adolescents in a South Australian metropolitan secondary school

“…In relation to overall levels of bullying and victimisation, our results reveal a traditional pattern in which the most frequent forms of bullying and victimisation reported are verbal followed by indirect and physical. These results are consistent with a recent study conducted by one of us in the same city (Skrzypiec, Slee, Murray-Harvey, & Pereira, 2011). We found very low incidences of the more extreme behaviours including use of weapons and extortion.…”

Traditional bullying as a potential warning sign of cyberbullying

“…& Agatston, 2012; Olweus, 1993;Olweus & Limber, 2010a;Patchin & Hinduja, 2012;Skrzypiec, Slee, Murray-Harvey, & Pereira, 2011). Importantly, the source of the power imbalance could be any number of things including physical strength, status, and knowledge.…”

“…In spite of their differences, involvement in the two types of bullying appears to be related (Hinduja & Patchin, 2008;Skrzypiec et al, 2011;Ybarra & Mitchell, 2004), with some researchers suggesting that cyberbullying is simply an extension of traditional bullying (Li, 2005(Li, , 2006. For example, Hinduja and Patchin (2010) found that 65% of victims of cyberbullying were also victims of traditional bullying; 77% of perpetrators of cyberbullying reported perpetrating traditional bullying.…”

Intervenciones antibullying desarrolladas por enfermeros: revisión integradora de la literatura

“…Así, los aspectos más amplios de los contextos de clase, escolar, familiar y comunitario igualmente precisan ser considerados como determinantes de interacciones sociales señaladas como violencia. En esta perspectiva, la implicación y unión de esfuerzos de toda la comunidad escolar, juntamente con las familias de los estudiantes, aseguran alteraciones positivas en los estándares de convivencia en la escuela, en el sentido de instituir una cultura de no violencia y transformar el ambiente escolar en un local seguro en la percepción de los estudiantes (28) .…”