Combating school bullying through developmental guidance for positive youth development and promoting harmonious school culture.
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ABSTRACT:
SUBMITTER: Hui EK
PROVIDER: S-EPMC3236379 | biostudies-other | 2011
REPOSITORIES: biostudies-other
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Project description:BACKGROUND:The prevalence of being bullied traditionally among U.S. high school students is expected to reduce to 17.9%, according to Healthy People 2020 Initiatives. We examined trends in traditional victimization and cybervictimization with the latest large-scale time-series data in the United States. METHODS:We analyzed the data from the 2011-2019 national Youth Risk Behavior Survey (YRBS) to access the trends in traditional victimization and cybervictimization among U.S. high school students. We identified the temporal trends using multivariate logistic regression analyses, accounting for survey design features of YRBS. Participants included 72,605 high school students. RESULTS:The overall prevalence of victimization was 19.74% for traditional bullying and 15.38% for cyberbullying, suggesting that cyberbullying is not a low frequent phenomenon. The prevalence of victimization ranged from 20.19 to 19.04% for traditional victimization and 16.23 to 14.77% for cybervictimization, and the declined trends for the two kinds of bullying victimization were both statistically non-significant. The degree of overlap between the two kinds of bullying victimization was about 60%. Besides, female students reported more traditional victimization and cybervictimization than male peers within each survey cycle. CONCLUSIONS:No declined trends in traditional victimization and cybervictimization were observed during 2011-2019. Female students are more likely to experience school bullying. To achieve the Healthy People 2020 goal on bullying, more work is needed to explore the underlying reasons behind these unchanging trends.
| S-EPMC7576863 | biostudies-literature
Project description:ObjectiveTo identify an association between involvement in bullying and problems in school.Study designThis was a cross-sectional study of 5391 students in grades 7, 9, and 11 in an urban public school district. The main outcome measure was involvement in bullying. Secondary outcomes included attendance, grade point average, psychosocial distress, and perceived acceptability of carrying guns to school.ResultsOf the 5391 children surveyed, 26% were involved in bullying either as victim, bully, or both (bully-victim). All 3 groups were significantly more likely than bystanders to feel unsafe at school and sad most days. Victims and bully-victims were more likely to say they are "no good." Victims were more likely to feel that they "do not belong" in their school. The odds of being a victim (vs a bystander) were 10% lower for every 1 point increase in grade point average. Bully-victims were more likely to say that it is "not wrong" to take a gun to school.ConclusionsAssociations between involvement in bullying and academic achievement, psychological distress, and the belief that it is not wrong to take a gun to school reinforce the notion that school environment is interrelated with mental health and school success.
| S-EPMC3839286 | biostudies-literature
Project description:The behaviors of bystanders can have important effects on their peers. The aim of this study was to identify psychosocial and contextual factors associated with 3 types of bystander behavior (bully followers, outsiders, and defenders of victims) among Korean youth. A descriptive and cross-sectional study was conducted among 416 7th and 8th-grade students from 1 middle school in Korea. The Rosenberg Self Esteem Scale, the Korean version of the Social Problem-Solving Inventory, and measurements of relationships with friends and teachers, empathy, concerns about being bullied, attitudes toward bullying, and bystander behaviors were all used in the assessment. Empathy, relationship of teachers, attitudes toward bullying, and concerns about being bullied were significantly associated with all 3 types of bystanders' behaviors. Although, self-esteem, social problem solving ability were significantly associated with just defender of victim behaviors. These results suggest that several significant factors to cultivate constructive bystander behaviors should be considered to develop effective antibullying intervention.
| S-EPMC5556233 | biostudies-other
Project description:This randomized trial tested a strategy originally developed for school settings, the Pax Good Behavior Game (PAX GBG), in the new context of afterschool programs. We examined this approach in afterschool since 70% of all juvenile crime occurs between the hours of 3-6 pm, making afterschool an important setting for prevention and promotion. Dual-career and working families need monitoring and supervision for their children in quality settings that are safe and appropriately structured. While substantial work has identified important features of afterschool programs, increasing attention is being given to how to foster quality. PAX GBG, with its focus on shared norms, cooperative teams, contingent activity rewards, and liberal praise, could potentially enhance not only appropriate structure and supportive relationships, but also youth self-regulation, co-regulation, and socio-emotional development. This study examined the PAX GBG among 76 afterschool programs, serving 811 youth ages 5-12, who were diverse in race-ethnicity, socio-economic status, and geographic locale. Demographically matched pairs of afterschool programs were randomized to PAX GBG or treatment-as-usual. Independent observers conducted ratings of implementation fidelity and program quality across time; along with surveys of children's problem and prosocial behavior. Interaction effects were found using hierarchical linear models such that experimental programs evidencing higher implementation fidelity demonstrated better program quality than controls, (i.e., less harshness, increased appropriate structure, support, and engagement), as well as reduced child-reported hyperactivity and intent-to-treat effects on prosocial behavior. This study demonstrates that best practices fostered by PAX GBG and implemented with fidelity in afterschool result in higher quality contexts for positive youth development.
| S-EPMC6533071 | biostudies-literature
Project description:This study evaluated effects of Positive Action, a school-based social-emotional and character development (SECD) intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school level. A multiple-measure self-report protocol assessed four key strengths and resources for PYD: self-concept, peer affiliations, ethics, and social skills. Students (n=1170) were assessed from grades 3 to 8, the duration of the intervention, with drop-outs and late entrants included in analyses. Growth curve analyses revealed evidence of favorable program effects on each of the four types of resources. The study contributes to PYD research by providing evidence for school-based interventions in low-income, urban contexts for ethnic minority youth.
| S-EPMC4771016 | biostudies-other
Project description:These studies are framed within Social Identity Theory and the Positive Youth Development approach. The aim is: (1) to analyze the relationship between group identification at school and key positive development variables (such as self-esteem, self-efficacy, assertiveness, empathy, alexithymia, satisfaction with life, and academic performance); and (2) examine the moderator role of context (rural or urban areas of residence) and sex in these relationships. The samples were composed of 246 adolescents from a rural context (Study 1) and 156 students from rural and urban contexts (Study 2). As proposed in our hypotheses, the results show statistically significant relationships between group identification and all the variables considered, higher group identification with the class in the rural context, and a moderator role of the context in the relationships between group identification and satisfaction with life, assertiveness, and empathy. These results are relevant for designing and implementing psychoeducational programs to promote positive youth development in both rural and urban contexts.
| S-EPMC7427468 | biostudies-literature
Project description:This paper aims to discuss the relationships between the selected positive youth development constructs and the enhancement of Hong Kong junior secondary school students' money management skills, values, and attitudes. Various issues of money management of adolescents are reviewed. These issues include the need for money management programs for adolescents, the content and coverage of an appropriate money management program, and its relationships with the selected positive youth development constructs. The curriculum units for secondary 3 students are taken as examples to illustrate the design of the program. It is believed that promoting cognitive competence, self-efficacy, and spirituality could be an effective way to enhance students' money management skills, values, and attitudes, thus preparing them better for facing the finance-related issues in life.
| S-EPMC3217609 | biostudies-other
Project description:Research based on youth in the United States and Europe has established the importance of noncognitive skills for successful transitions to adulthood. The influence of noncognitive skills may vary by social and economic contexts, though, and nine in ten youth worldwide live in developing countries where noncognitive skills have not been rigorously studied. I specifically examine the role that self-concept plays in predicting education/work status in the transition to adulthood among youth in Andhra Pradesh, India. Using data from the Young Lives study, I investigate the measurement properties of positive self-concept and use structural equation modeling to examine whether this competence in early adolescence (age 11-12) predicts whether youth (age 18-19) are in school, work, both, or are not currently in education, employment, or training (NEET). Findings suggest that positive self-concept is associated with youth staying in school rather than working, and young women staying in school rather than being NEET, and its effect size is comparable to those of cognitive skills. The present study contributes to the field's understanding of a noncognitive skill, self-concept, in a new setting and points to the importance of future work investigating the role noncognitive skills play in the lives of young people in diverse settings, and the conditions under which these skills are influential.
| S-EPMC6284824 | biostudies-literature
Project description:Purpose: Sexual minority youth are at increased risk for mental health problems and substance use, and accumulating evidence indicates that bisexual youth are at greatest risk. However, bisexual youth are not a homogenous group and scholars have called for greater attention to the intersections of multiple marginalized identities. As such, we examined racial/ethnic differences in mental health (sadness/hopelessness and suicidal ideation), substance use (cigarette use, binge drinking, marijuana use, and other illicit drug use), and bullying (in-person and electronic) among self-identified bisexual high school-aged youth (overall and by sex). Method: Data from the local versions of the Youth Risk Behavior Survey were pooled across jurisdictions and years (2011-2015), resulting in an analytic sample of 18,515 bisexual youth who were racially/ethnically diverse. Results: Black and Hispanic bisexual youth were less likely to report in-person and electronic bullying than White bisexual youth. In addition, Black bisexual youth were less likely to report sadness/hopelessness and suicidal ideation than White, Hispanic, and Other race/ethnicity bisexual youth. Black bisexual female youth were also less likely to report cigarette use, binge drinking, and other illicit drug use than White bisexual female youth. In contrast to most of our findings, Black bisexual youth were more likely to report marijuana use than White bisexual youth. Most of the significant racial/ethnic differences in mental health and substance use remained significant after controlling for bullying. Conclusion: These findings highlight the heterogeneity of bisexual youth and the need to consider multiple marginalized identities to understand the health disparities affecting this diverse population.
| S-EPMC6551981 | biostudies-literature
Project description:BackgroundHigh television exposure time at young age has been described as a potential risk factor for developing behavioral problems. However, less is known about the effects of preschool television on subsequent bullying involvement. We examined the association between television viewing time through ages 2-5 and bullying involvement in the first grades of elementary school. We hypothesized that high television exposure increases the risk of bullying involvement.MethodTV viewing time was assessed repeatedly in early childhood using parental report. To combine these repeated assessments we used latent class analysis. Four exposure classes were identified and labeled "low", "mid-low", "mid-high" and "high". Bullying involvement was assessed by teacher questionnaire (n=3423, mean age 6.8 years). Additionally, peer/self-report of bullying involvement was obtained using a peer nomination procedure (n=1176, mean age 7.6 years). We examined child risk of being a bully, victim or a bully-victim (compared to being uninvolved in bullying).ResultsHigh television exposure class was associated with elevated risks of bullying and victimization. Also, in both teacher- and child-reported data, children in the high television exposure class were more likely to be a bully-victim (OR=2.11, 95% CI: 1.42-3.13 and OR=3.68, 95% CI: 1.75-7.74 respectively). However, all univariate effect estimates attenuated and were no longer statistically significant once adjusted for maternal and child covariates.ConclusionsThe association between television viewing time through ages 2-5 and bullying involvement in early elementary school is confounded by maternal and child socio-demographic characteristics.
| S-EPMC3944918 | biostudies-literature