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Bullying - Coggle Diagram
Bullying
Sustainability
- The psychology of sustainability and sustainable development sees sustainability not only in terms of the ecological and socio-economic environment but also in terms of improving the quality of life of every human being
- Sustainability should not be understood as an end point but rather as a process (Di Fabio, 2017)
- SDGs recognise that ending poverty and other deprivations must go hand in hand with strategies that improve health and education, reduce inequality and spur economic growth - all while tackling climate change and working to preserve our oceans and forests
- UN Sustainable Development Goals relevant to bullying prevention - SDG of good health, education, gender equality, reduced inequalities and peace, justice and strong institutions
SDG 3 - negative impact of bullying on mental health
- Targets of bullying - internalising symptoms, aggression (Evans et al, 2019), poor general health and psychosomatic complaints (Gini & Pozzoli, 2009), low self-esteem (Park and Choi, 2021), social anxiety (Pabian & Vandebosch, 2015), poor subjective well being, (Arslan, et al, 2020), suicidal thoughts and attempts (Hinduja and Patchin, 2010)
- Perpetrators of bullying - externalising behaviour (Farmer et al, 2013), depression (Duan, 2020), binge drinking (Hemphill, 2011), social anxiety (P and V), Self-harm (Herde and Hemphill, 2018), substance use (Rivers et al, 2009) and more suicidal thoughts and attempts than non-bullied children (Benatov et al, 2022)
- Bystanders - Children who witness; anxiety and depression (Midget and Doumas, 2019 - highest levels among bystander-targets), Mental health problems (Rivers et al, 2009) and substance use (Rivers et al, 2009)
- Impact on wellbeing in adulthood - bullying increases the risk of poor health and negative social and educational outcomes over time
-> Meta analysis, 28 publications - adolescents who bully have a higher risk of substance use (Vrijen et al, 2021)
-> Financial impact at age 50 - men and women bullied in childhood are less likely to be in employment and have accumulated wealth compared to non-bullied adults (Brimblecome et al, 2018)
4 - Bullying has a negative impact on quality education
- Being bullied - truancy and being subject to school actions, including disciplinary sanctions (Gastric, 2008), school dropouts, absenteeism and low school motivation, poor academic achievement and engagement and dropout intention
5 - Bullying harms gender equality
- Study with adolescents aged 11-15 in 46 countries (Cosma et al, 2022)
- Bullying others and cyberbullying others were more prevalent in males than in females in most countries, whereas gender differences in victimisation were mixed
- Cyber-victimisation - countries with high gender inequality (boys > girls) and those with low gender inequality (girls > boys)
- Offline bullying perpetration and victimisation -> higher levels among boys in countries with high gender inequality
10 - Reduced inequalities within and among countries - bullying increases inequality
- Think of all the factors mentioned previously -> mental health and wellbeing - school dropout, financial impact
- Ethnic and sexual minorities; disability -> association with bullying victimisation (Kahle and Peguero, 2015, Sciacca et al, 2022)
- Lack of research and intervention from the global south (Olie et al, 2023)
16 - Peace, justice and strong institutions - promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective accountable and inclusive institutions at all levels
- Bullying harms peace, justice and strong institutions
- Farrington et al, 2011 - longitudinal study (N=503 boys) originally assessed at age 6-7 and followed up at the age of 19
- Positive association between bullying perpetration and delinquency
- Renda et al, 2011 - Longitudinal study (N = 800) young adults recruited from both urban and rural areas in Australia - 14 waves of data collection Bullying perpetration in early adolescence (age 13 and 14) positively associated with antisocial behaviour, criminal violence, contact with police / courts, 6 and 10 years later
Types of bullying - Salmivalli, 2010 and Slonje & Smith, 2008)
Bullying -
- Intentional
- Repeated
- Imbalance of power
- Negative impact
Cyberbullying
- Intentional
- One-time incident can be considered cyberbullying due to exposure to wide audience
- Imbalance of power
- Negative impact on the target
- Anonymity
- Accessibility (ease of reaching the target)
- Publicity
Forms of bullying -
- Physical bullying
- Verbal bullying
- Relational bullying - social exclusion
- Bias-based bullying - on the basis of a characteristic
Bullying as a group phenomenon -
- Peers often do not intervene in bullying - do not want retaliation, do not want to be a target themselves, not wanting social rejection
- Perpetrators of bullying may perceive this lack of intervention as a signal that peers condone their bullying behaviour
- Some peers may even actively reinforce the perpetrators of bullying by encouraging gestures or by laughing during bullying episodes (Salmivalli, 2010)
The bullying circle -
- Bullies -> students who are bullied
- Henchmen
- Active supporters
- Frenemy
- Passive supporters
- Disengaged onlookers
- Possible defenders
- Defenders
- Students who are bullied fall within this circle
-
Research into bullying
Bullying in children - impact on child health: Armitage (2021):
- https://bmjpaedsopen.bmj.com/content/5/1/e000939
- Bullying increases the risk of poor health, social and educational outcomes in childhood and adolescence
- These consequences are felt by all those involved in the act and continues to have an impact in adulthood
- Cyberbullying is a relatively new type of bullying in addition to the traditional forms of direct physical, verbal and indirect bullying
- Children who are perceived as being different in any way are at a greater risk of victimisation, with physical appearance being the most frequent trigger of childhood bullying
- Three broad categories for the consequences of childhood bullying -
-> Educational consequences in childhood
-> Health consequences in childhood
-> All consequences during adulthood
- Many dose-response relationships exist between the frequency and intensity of bullying experienced and the severity of negative health consequences reported
- The majority of victims of cyberbullying are also victims of traditional bullying - creates few additional victims
- Adverse mental health outcomes due to bullying in childhood most severely impact on bullying victims
- Bullying prevention is vital for the achievement of the Sustainable Development Goals with whole-school cooperative learning interventions having the strongest evidence base for successful outcomes
- Clear management and referral pathways for health professionals dealing with childhood bullying are lacking in both primary and secondary care, although specialist services are available locally and online
Facilitators and Barriers to the Sustainability of a School-based bullying prevention program:
- https://link.springer.com/article/10.1007/s11121-022-01368-2
- The long term sustainment of bullying prevention programs has rarely been investigated - this study addresses this gap by identifying facilitators and barriers to the systematic implementation of KiVa antibullying program in real-life conditions, after an evaluation trial
- Importance of organisational factors in promoting program sustainability - there are program-related, organisational and contextual facilitators and barriers to implementing programs for successful outcomes
The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis - Fry et al
https://www.sciencedirect.com/science/article/pii/S0145213417302491?via%3Dihub
- Identify relationships between educational outcomes such as dropout, school absence, academic achievement and other educational outcomes such as grade retention, learning outcomes and remedial classes and violence
- All forms of violence have a significant impact on educational outcome - children who have experienced any form of violence in childhood have a 13% predicted probability they will not graduate from school
- Males who are bullied are nearly 3 times more likely to be absent from school and girls who have experienced sexual violence have a three-fold increased risk of being absent
- Violence in childhood also has a significant impact on children’s academic achievement on standardised tests
- Different forms of violence in childhood contribute to inequalities in education - for both boys and girls - and that an increased investment in prevention is needed in order to meet the SDGs of ending violence, raising learning outcomes and creating safe, non-violent and inclusive learning environments
- More work needed to define, monitor and measure the link to achieve the SDGs
Addressing violence against children: A systematic review on interventions to accelerate the achievement of the UN sustainable development goal in Europe and Africa -
https://www.sciencedirect.com/science/article/pii/S0145213423004155?via%3Dihub
- Accelerator - preventing and responding to violence against children helps progress simultaneously across multiple SDG targets and goals
- No interventions in Africa - in contrast, 3 interventions in Western Europe have shown to be accelerators
- Two school-based interventions reduce bullying, depression and substance abuse and improve psychological wellbeing - one home based intervention reduces child abuse, the severity of neglect and mental health problems, as well as improving school attendance
- The results highlight the need for future VAC prevention trials to integrate the SDG accelerators concept further - more effort should be made to support scholars in the global South to address knowledge inequities and to enhance understanding of how accelerators work in different field settings and conditions
- This effort will ensure that interventions accelerate SDG goals and impact the world’s most vulnerable children
Anti-bullying research and intervention:
- Financial impact - early prevention programmes build a foundation of healthy relationships, which in turn results in consistent monetary savings
- Impact on society - raise awareness among different stakeholders (children, parents, teachers, policy makers)
- Intervention-based research - positive impact on mental health and wellbeing