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Borowiec J, Król-Zielińska M, Osiński W, Kantanista A. Victims and Perpetrators of Bullying in Physical Education Lessons: The Role of Peer Support, Weight Status, Gender, and Age in Polish Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP15726-NP15749. [PMID: 34011193 DOI: 10.1177/08862605211017257] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Physical education is a space in which adolescents may become the victims or perpetrators of bullying. The aim of this study was to evaluate the relationship between being a victim or perpetrator of physical, verbal, or social bullying in physical education, and peer support, gender, weight status, and age. The sample consisted of 2, 848 adolescents (1, 512 girls and 1, 336 boys) aged 14-16 from Poland. The participants' body mass index was determined based on their measured height and weight. The Health Behaviour in School-Aged Children questionnaire was used to assess whether the participants were victims or perpetrators of bullying. Peer support during physical education was assessed using the modified Teacher and Classmate Support Scale. The analysis of logistic regressions revealed that low peer support increased the probability of being the victim of physical, verbal, and social bullying (odds ratio [OR], 1.58-2.91) and becoming a perpetrator of bullying (OR, 1.14-1.37) in physical education. Additionally, being overweight increased the likelihood of being a verbal victim (OR, 1.39) and being obese raised the probability of becoming social victim (OR, 1.60). Boys more often experienced (OR, 1.12-2.06) and caused bullying (OR, 1.25-1.89) than girls. Moreover, victims were mainly younger (14-year-old) students (OR, 1.16-1.21), while perpetrators were more often older (15- and 16-year-old) adolescents (OR, 1.12-1.20). This research indicated that peer support can play a key role in preventing bullying in physical education. Physical education teachers should pay special attention to unpopular and rejected students because they most often become the victims and perpetrators of bullying. Creating a climate that fosters the development of high peer support might protect adolescents from becoming a victim-and a perpetrator-of bullying in physical education.
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Affiliation(s)
| | | | - Wiesław Osiński
- Jan Amos Komenski University of Applied Sciences in Leszno, Poland
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Roques M, Spiers S, El Husseini M, Drieu D, Laimou D, de Kernier N, Mazoyer AV, Guénolé F. The experience of bullying among adolescents receiving mental health care: an interpretative phenomenological analysis. Child Adolesc Psychiatry Ment Health 2022; 16:69. [PMID: 35987651 PMCID: PMC9392925 DOI: 10.1186/s13034-022-00505-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Accepted: 07/27/2022] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND Bullying, the most prevalent form of abuse among adolescents, is associated with emotional and behavioural problems as well as psychiatric morbidity. Moreover, it has been shown that adolescents with previous mental health problems are at increased risk of being bullied and that the psychopathological repercussions of bullying are greatest among them. However, little is known about the experience of bullying in adolescents receiving treatment from mental health services. The aim of this study was to explore the subjective experience of bullying in adolescents receiving mental health care. METHODS The study was developed in the context of a French multicentre research program and employed an exploratory phenomenological approach. A purposeful sampling strategy was used to select adolescents who had experienced bullying (according to the Olweus criteria) and who were able to relate their experiences clearly. In-depth, semistructured interviews with participants were conducted; written transcriptions of these interviews were analysed using thematic analysis. RESULTS Twenty-one adolescents (age range: 12-17 years; 13 girls) participated in the study. The analysis indicated a three-axis structure: (1) negative emotions and violent feelings, describing adolescents' fear, sadness, aggression against themselves, and generalized mistrust; (2) isolation and loneliness, underlining the need to take refuge within oneself and the experiences of rejection, helplessness, and secret-keeping; and (3) self and identity repercussions, including experiences of shame and lowered self-esteem, identity questions, and a vision of bullying as a life experience. CONCLUSIONS The results of this study may have practical implications for clinicians: (1) a situation of bullying should be sought when an adolescent is seen for unexplained externalized behavioural misconduct; (2) low levels of emotional expression in a bullied adolescent may warn about associated self-harm; (3) a bullied adolescent's tendency to hide this situation from his or her parents may reflect underlying family-related vulnerability; and (4) the phenomenological analysis showed potential particularities in the assumptive world of these adolescents and suggested that relationality may play a crucial role in their experiences. These results suggest incentives to design specific individual and group therapeutic interventions for bullied adolescents with significant levels of social withdrawal, including family support. Additional research is necessary to improve our understanding of the psychopathological and intersubjective aspects of bullying in adolescents.
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Affiliation(s)
- Marjorie Roques
- grid.5613.10000 0001 2298 9313Université de Bourgogne, PSY-DREPI (EA-7458), Dijon, France
| | - Solène Spiers
- grid.420146.50000 0000 9479 661XPôle de Psychiatrie de l’enfant et de L’adolescent, Centre Hospitalier Le Vinatier, Bron, France
| | - Mayssa’ El Husseini
- grid.11162.350000 0001 0789 1385Université de Picardie Jules Verne, CHSSC (EA-4289), Amiens, France
| | - Didier Drieu
- grid.10400.350000 0001 2108 3034Université de Rouen Normandie, CRFDP (EA-7475), Rouen, France
| | - Dimitra Laimou
- grid.11162.350000 0001 0789 1385Université de Picardie Jules Verne, CHSSC (EA-4289), Amiens, France
| | - Nathalie de Kernier
- grid.508487.60000 0004 7885 7602Université Paris-Nanterre, CLIPSYD (EA-4430), Nanterre, France
| | | | - Fabian Guénolé
- Service de Psychiatrie de l'enfant et de L'adolescent, CHU de Caen, Université Caen Normandie, 14 Avenue Clemenceau, 14033, Caen cedex 9, France.
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Danuza T, Masten R. Psychometric properties of the Albanian version of Olweus Bullying Questionnaire‐Revised. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Teuta Danuza
- Faculty of Education Prishtina University, Prishtina Kosovo
| | - Robert Masten
- Faculty of Arts Ljubljana University Ljubljana Slovenia
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Andreou E, Roussi‐Vergou C, Didaskalou E, Skrzypiec G. School bullying, subjective well‐being, and resilience. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22409] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Eleni Andreou
- Department of Primary EducationUniversity of Thessaly Volos Greece
| | | | - Eleni Didaskalou
- College of Education, Psychology, and Social WorkFlinders University Adelaide South Australia Australia
| | - Grace Skrzypiec
- College of Education, Psychology, and Social WorkFlinders University Adelaide South Australia Australia
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Rose CA, Nickerson AB, Stormont M. Advancing Bullying Research From a Social–Ecological Lens: An Introduction to the Special Issue. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/15-0134.1] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Hutson E. Integrative Review of Qualitative Research on the Emotional Experience of Bullying Victimization in Youth. J Sch Nurs 2018; 34:51-59. [PMID: 29092655 PMCID: PMC8049772 DOI: 10.1177/1059840517740192] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
The emotional experience of bullying victimization in youths has been documented primarily using quantitative methods; however, qualitative methods may be better suited to examine the experience. An integrative review of the qualitative method studies addressing the emotional experience of bullying victimization was conducted. From MEDLINE, Cumulative Index of Nursing and Allied Health Literature, PubMed, Education Information Resource Center, and PsycINFO, 14 English-language, peer-reviewed, qualitative studies were reviewed. Applying the Critical Appraisal Skills Programme, the quality of the studies was deemed sufficient. The range of emotional experiences reported included sadness, decreased self-esteem, embarrassment, fear, suicidal thinking, anger, feeling hurt, loneliness, powerlessness, helplessness, and confusion. Overall, these results were similar to those obtained from quantitative method studies, apart from the feeling of embarrassment. This integrative review confirmed and expanded the knowledge of emotional experiences of bullying victimization.
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Affiliation(s)
- Elizabeth Hutson
- College of Nursing, Ohio State University, Columbus, OH, USA
- Behavioral Health Department, Nationwide Children’s Hospital, Columbus, OH, USA
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Patton DU, Hong JS, Patel S, Kral MJ. A Systematic Review of Research Strategies Used in Qualitative Studies on School Bullying and Victimization. TRAUMA, VIOLENCE & ABUSE 2017; 18:3-16. [PMID: 26092753 DOI: 10.1177/1524838015588502] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
School bullying and victimization are serious social problems in schools. Most empirical studies on bullying and peer victimization are quantitative and examine the prevalence of bullying, associated risk and protective factors, and negative outcomes. Conversely, there is limited qualitative research on the experiences of children and adolescents related to school bullying and victimization. We review qualitative research on school bullying and victimization published between 2004 and 2014. Twenty-four empirical research studies using qualitative methods were reviewed. We organize the findings from these studies into (1) emic, (2) context specific, (3) iterative, (4) power relations, and (5) naturalistic inquiry. We find that qualitative researchers have focused on elaborating on and explicating the experiences of bully perpetrators, victims, and bystanders in their own words. Directions for research and practice are also discussed.
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Affiliation(s)
| | - Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, MI, USA
- Department of Social Welfare, Sungkyunkwan University, Seoul, Republic of Korea
| | - Sadiq Patel
- School of Social Service Administration, University of Chicago, Chicago, IL, USA
| | - Michael J Kral
- School of Social Work, Wayne State University, Detroit, MI, USA
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Gámez-Guadix M, Gini G. Individual and class justification of cyberbullying and cyberbullying perpetration: A longitudinal analysis among adolescents. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2016. [DOI: 10.1016/j.appdev.2016.04.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Margraf H, Pinquart M. Bullying and social support: variation by school-type and emotional or behavioural disturbances. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2016. [DOI: 10.1080/13632752.2016.1165970] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Perkins HW, Perkins JM, Craig DW. No safe haven: locations of harassment and bullying victimization in middle schools. THE JOURNAL OF SCHOOL HEALTH 2014; 84:810-818. [PMID: 25388598 DOI: 10.1111/josh.12208] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2013] [Revised: 04/10/2014] [Accepted: 06/23/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND Given that adolescent bullying victimization is a significant concern for secondary education and adolescent development, identifying school contexts in which victimization is most likely to occur is salient. METHODS An anonymous online survey assessed the prevalence of being harassed or bullied in various locations within 20 middle schools (grades 5-9) in New Jersey and New York (N = 10,668). Seven types of bullying-related victimization (teased in an unfriendly way, called hurtful names, physically abused, excluded from a group to hurt feelings, belongings taken/damaged, threatened to be hurt, and negative rumors spread) were examined in 7 locations where each type of victimization could occur (classroom, lunchroom, hallways, gym, playground, bus, or bathroom). RESULTS Prevalence of victimization types ranged from 4% to 38% depending on location. Prevalence of overall victimization was equal or greater in classrooms compared with other school locations (highest prevalence rates in hallways, classrooms, and lunchrooms), regardless of school demographic characteristics. Victimization in classrooms compared with other school settings was most highly associated with feelings of being unsafe. CONCLUSIONS Vigilant attention to bullying is needed across all school environments and especially in the classroom context, which may mistakenly be perceived as a more protected area. Indeed, middle school classrooms are not safe havens.
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Affiliation(s)
- H Wesley Perkins
- Department of Anthropology and Sociology, Hobart and William Smith Colleges, 300 Pulteney St., Geneva, NY 14456.
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Stefanakou A, Tsiantis AC, Tsiantis J. A review of anti-bullying prevention and intervention programmes in Greece. INTERNATIONAL JOURNAL OF MENTAL HEALTH PROMOTION 2013. [DOI: 10.1080/14623730.2013.857827] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Affiliation(s)
- Matthew Hutchinson
- a North Yorkshire County Council Access and Inclusion , White Rose House, Northallerton , UK
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Boulton M, Lloyd J, Down J, Marx H. Predicting Undergraduates' Self-Reported Engagement in Traditional and Cyberbullying from Attitudes. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2012; 15:141-7. [DOI: 10.1089/cyber.2011.0369] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Mike Boulton
- Department of Psychology, University of Chester, Chester, United Kingdom
| | - Julian Lloyd
- Department of Psychology, University of Chester, Chester, United Kingdom
| | - James Down
- Department of Psychology, University of Chester, Chester, United Kingdom
| | - Hedda Marx
- Department of Psychology, University of Chester, Chester, United Kingdom
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Bullying/victimization from a family perspective: a qualitative study of secondary school students’ views. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2012. [DOI: 10.1007/s10212-011-0101-6] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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