Verbal Bullying Changes Among Students Following an Educational Intervention Using the Integrated Model for Behavior Change

Naidoo, Saloshni; Satorius, Benn K.; Vries, Hein de; Taylor, Myra

doi:10.1111/josh.12439

Cited by 24 publications

(14 citation statements)

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“…Conversely, some studies showed a significant relationship between students' knowledge and the rate of aggression. 56,57 Given the comparison of teachers’ knowledge scores of parents and students and their level of education toward two groups, teachers lacked a high level of knowledge toward the types of aggression. Similar to our study, various studies suggested that most teachers lacked a clear understanding of the definition of expression.…”

Section: Discussionmentioning

confidence: 99%

Aggression and its predictors among elementary students

et al. 2019

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: Background: Aggression is the most significant psychopathological risk factor. It is a multifaceted construct and can affect students’ social, mental and physical health. The present study was conducted to investigate factors associated with aggression among elementary school girls and boys using the theoretical framework of Social Cognitive Theory in Kermanshah city, Iran. Methods: The cross-sectional study was conducted on 900 students, including 445 girls and 455 boys, 563 parents and 104 elementary school teachers in the fourth, fifth and sixth educational grades in Kermanshah city in 2018. The proportionate stratified random sampling was used. The Adolescent Peer Relations Instrument (APRI) was used to measure aggression. To measure the variables of social cognitive theory, a researcher-made questionnaire was used. Data analysis was conducted using descriptive and inferential statistics via the SPSS software. Results: It was showed that 29% and 10% of the students had moderate and high levels of aggression, respectively. Also, 30.6% of them were moderate victims and 45.6% were intense victims. Self-efficacy (p less than 0.001), perceived social norms (p=0.011), observational learning (p less than 0.001), outcome expectations (p=0.027), outcome expectancies (p=0.028) and per-ceived situational (p less than 0.001) were reported as the significant predictors of aggressive behaviors in the students based on the Social Cognitive Theory constructs. In total, they explained for 37.3% of changes in aggressive behaviors. Parents’ knowledge (p=0.005), parents’ attitude (p=0.012), teachers’ attitude (p less than 0.001), and teachers’ self-efficacy (p=0.021) had statistically significant relationships with aggression in the students. Conclusions: Aggression among children and adolescents is getting alarmingly prevalent. The Social Cogni-tive Theory is the appropriate framework for the prediction of aggression behaviors in children and adolescents. Therefore, designing and implementing educational interventions based on this theory can help with the management of aggression in children and adolescents.

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Section: Discussionmentioning

confidence: 99%

Aggression and its predictors among elementary students

et al. 2019

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“…Behavioral intention is determined not only by individual's attitude toward the behavior but also by individual's subjective evaluation of the social norms. Social norms and awareness of bullying at the school and community levels are associated with bullying experience and behaviors among students . If students think that the school environment does not encourage defending behaviors, they are less likely to act when witnessing a bullying incident.…”

Section: Discussionmentioning

confidence: 99%

“…Social norms and awareness of bullying at the school and community levels are associated with bullying experience and behaviors among students. 37,38 If students think that the school environment does not encourage defending behaviors, they are less likely to act when witnessing a bullying incident. It takes longer to form a new norm in the school.…”

Section: Discussionmentioning

confidence: 99%

Effects of a Collaborative Board Game on Bullying Intervention: A Group‐Randomized Controlled Trial

Nieh

2018

Journal of School Health

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“…Em Espanha, num estudo com 176 adolescentes, foi avaliado um programa antibullying composto por várias técnicas, dentre as quais a dramatização/interpretação de papéis, e identificaram que, após a intervenção, houve redução da agressão física e verbal entre os estudantes (Garaigordobil & Martínez-Valderrey, 2016 incorporadas numa intervenção educativa realizada com estudantes da 10ª série escolar, equivalente ao 1º ano do ensino secundário. Os resultados indicaram diminuição na frequência de agressão direta (verbal) após a intervenção (Naido, Satorius, Vries, & Taylor, 2016). Na Califórnia, pesquisadores realizaram uma intervenção de prevenção ao bullying por meio de histórias infantis e interpretação de papéis (role-playing), e os resultados semelhantes aos do presente estudo, apontando redução na média de vitimização de 1,76 para 1,60, no GI e aumento de 1,23 para 1,38, no GC (Wang & Goldberg, 2017).…”

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The Theatre of the Oppressed as an intervention strategy in reducing bullying at school

et al. 2018

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Enquadramento: O bullying escolar tem-se destacado, gerando diversas repercussões negativas na saúde dos adolescentes. Objetivo: Avaliar os efeitos de uma intervenção, baseada no Teatro do Oprimido, na redução do bullying escolar, 6 meses após a sua finalização. Metodologia: Estudo quasi-experimental, realizado entre 2016 e 2017, com estudantes do ensino secundário de duas escolas da capital de Mato Grosso, Brasil. Dentre os 231 participantes, 133 compuseram o grupo de intervenção, e 98 o grupo de comparação. Antes e depois da intervenção, os grupos foram avaliados pela Escala de Agressão e Vitimização entre Pares (EVAP). Utilizou-se teste t e qui-quadrado para análise dos dados e as medições não foram emparelhadas. Resultados: O grupo de intervenção apresentou redução significativa na vitimização e agressão direta, após 6 meses do término da intervenção. Já o grupo de comparação apresentou aumento significativo em todas as formas de vitimização e agressão por bullying. Conclusão: O Teatro do Oprimido contribuiu para a redução do bullying entre adolescentes e pode ser incorporado em ações de promoção de saúde nas escolas.

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Verbal Bullying Changes Among Students Following an Educational Intervention Using the Integrated Model for Behavior Change

Abstract: The study findings indicate that a school-based intervention can positively impact on verbal bullying experiences and behavior.

Cited by 24 publications

References 47 publications

Aggression and its predictors among elementary students

Aggression and its predictors among elementary students

Effects of a Collaborative Board Game on Bullying Intervention: A Group‐Randomized Controlled Trial

The Theatre of the Oppressed as an intervention strategy in reducing bullying at school

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