Volume 24, Issue 1 - SPECIAL ISSUE on “Bullying across social settings: An international public health hazard” Editors: Jorge Srabstein and Joav Merrick

No abstract available

Background: Recent youth suicides only highlight a persistent problem in schools – bullying and sustained peer victimization. Being a target or victim of bullying has long been recognized has having short- and long-term psychological effects on children and adolescents across the world today. School bullying is one of the most significant public health concerns facing children and adolescents. Objective: Involvement in the social phenomena of school bullying is often explained as emerging from a wide range of risk and protective factors within the social-ecology of youth. The social-ecological model posits that bullying behaviors are shaped by various interrelated contexts including individual characteristics, family, peers and the school environment. Methods: Research is reviewed to highlight the correlates of bullying involvement across these context using social-ecological and social-learning frameworks. Meta-analytic studies are reviewed on the short- and long-term impact of bullying involvement and efficacy of bullying prevention programs. Specific recommendations for prevention planning and future research efforts are provided. Conclusions: Bullying is a multi-faceted issue, which is best understood in the larger social context in which it occurs. Individual characteristics of students contribute to bullying involve­ment when students have families that promote violence, teachers that ignore or dismiss bullying, schools that have negative climates and students who socialize with friends who bully. These social contexts need to be targeted in bully prevention programs to reduce bullying and peer victimization in schools.

The role of the bystander is not one that is easily understood in the anti-bullying literature. Roles within the unofficial hierarchy of the schoolyard and playground overlap considerably, and each role has its own social dynamic that brings with it a shifting behavioral landscape that affects every student. In this article, the mental health correlates of three categories of bystander are explored: the co-victim, the isolate, and the confederate. Each category of bystander has its own characterizations and mental health correlates. Reports of post-traumatic stress, internalized hostility, substance use, and suicide ideation are discussed with reference to studies involving witnesses of family abuse, community and school violence as well as bullying. It is argued that bystanders are the key to challenging bullying in schools, and their mental health and well-being is pivotal to the effectiveness of anti-bullying interventions.

Background : Parents are often concerned about repeated conflicts between their daughters and sons. However, there is little empirical research of sibling bullying. Objective : To conduct a review of existing studies of sibling bullying. Are there any associations between sibling bullying and peer bullying at school? What are the consequences of sibling bullying? Is there good justification why sibling bullying has been so neglected in research? Method : Studies of sibling relationships were reviewed. Four quantitative studies were identified that report on both sibling and peer bullying. Results : Sibling bullying is frequent with up to 50% involved in sibling bullying every month and between 16% and 20% involved in bullying several times a week. Experience of sibling bullying increases the risk of involvement in bullying in school. Both, bullying between siblings and school bullying make unique contributions to explaining behavioral and emotional problems. There is a clear dose-effect relationship of involvement of bullying at home and at school and behavioral or emotional problems. Those involved in both have up to 14 times increased odds of behavioral or emotional problems compared to those involved in only one context or not at all. Conclusions : The empirical evidence is limited and studies are mostly cross-sectional studies. Nevertheless, the review suggests that for those victimized at home and at school behavioral and emotional problems are highly increased. Sibling relationships appear to be a training ground with implications for individual well-being. Strengthening families and parenting skills and increasing sibling support is likely to reduce bullying and increase well-being.

The rapid growth of electronic and computer-based communication and information sharing during the past decade has dramatically changed social interactions, especially among teenagers. Cyberbullying has emerged as a new form of bullying and harassment, and it has been shown to possess different ramifications from traditional schoolyard bullying. This problem has emerged in nations worldwide. Cybervictims have reported various emotional and behavioral symptoms, along with school-related problems. This paper reviews international cross-sectional studies relating to the definition, prevalence, age, and gender differences inherent in cyberbullying. Psychosocial and risk factors associated with cyberbullying are also addressed. Prevention and intervention strategies for school officials and parents are suggested. Healthcare providers, policy makers, and families must be ever-mindful of the grave dangers cyberbullying poses to youths. Longitudinal studies are warranted to assess the psychological risk factors of cyberbullying.

Bullying is the use of power and aggression to control and distress another. In this paper, we review research to explore whether the lessons learned in bullying provide a stepping stone to aggressive behavior in dating relationships. We start by considering definitions and a relationship framework with which to understand both bullying and dating aggression. We consider bullying from a developmental-contextual perspective and consider risk factors associated with the typical developmental patterns for bullying and dating aggression, including developmental and sociodemographic, individual attributes, and family, peer group, community, and societal relationship contexts that might lead some children and youths to follow developmental pathways that lead to bullying and dating aggression. We conclude by discussing implications for intervention with a review of evidence-based interventions.

Work is an important yet understudied life domain for adolescents that has important implications for their development and well-being. Work relationships, particularly with supervisors and coworkers, are critical influences on teens. To the extent these relationships are negative, as evidenced in workplace bullying, the impact on teens can be wide-ranging and enduring. In this article, research on workplace bullying and its effects is briefly summarized and used as a context for exploring adolescent experiences with bullying on the job, both in terms of their vulnerability to exposure and unique impacts. Implications of these findings for health professionals in the assessment and treatment of teens exposed to workplace bullying are discussed.

Background : Although bullying is associated with gangs, questions arise as to whether bullying, as such, takes place within gangs. Objective : To provide a critical analysis of bullying as this pertains to youth gangs and especially to violence within gangs, and as applied to the behaviour of individual gang members. Study group : Young men between 12 and 25 years of age. Methods : Review of relevant literature with a view to theorising the nature of the relationship between bullying and violence within a youth gang context. Results : Bullying is associated with the reasons why individuals join gangs and with gang-related behaviour, but the violence within a gang is of a different character than that usually described by the term bullying. Conclusion : Bullying has implications for related and/or subsequent types of street violence, but is less relevant for descriptions of violence within a youth gang context as such.

The current paper explores bullying among prisoners, with a focus on younger samples. It notes some key findings from the recent literature and how this can be applied to understand intra-group aggression. The paper will focus on what are felt to be key recent developments, highlighting how models of aggression can apply to prisoner samples; how juveniles are less likely to appear in victim groups than older adolescents and adults; the role played by the emotion of fear; and an increased role for attitudes. The paper will then present a revised version of a model used to explain the bullying that occurs in secure settings, one which emphasises in more detail a role for emotion and attitudes. The paper will introduce this revised model for the first time and conclude by noting the importance of developing such models to aid our understanding of prison bullying.

This paper reviews the problem of ijime in Japan from a variety of perspectives, primarily through studies conducted in this country. The term ijime is not uniform in concept, open to different interpretations given the disparity in definitions among different circles, making precise assessment of the actual conditions difficult. Such being the case, what is needed is further study on the mechanisms and actual state of ijime accounting for the flow of the times, and compilation of research to enable the creation of ever more effective modes of prevention and intervention.

Background : Physicians are being confronted with the responsibility of detecting bullying related health and safety risks in different clinical settings. Methods : Recommendations are being made on the basis of research evidence of a significant link of bullying with a wide array of health and safety problems; the author’s clinical routine practice of ascertaining patients’ participation in bullying and a recommended role for clinical detection of bullying within a whole-community base strategy for its prevention. Recommendations : There is a need to develop a standardized strategy for detection of bullying related morbidity which could be utilized in all clinical settings with sensitivity to developmental and cultural differences in the understanding of what is meant by bullying. Such an approach should ascertain the exposure of different types of bullying across social settings and its symptomatic repercussions. Its results should be used for clinical decisions to procure intervention and treatment, within a three-tier bullying prevention strategy. Conclusions : The present paper is the result of a work-in-progress which will contribute to efforts to develop a clinical practice guideline providing a standardized strategy for the detection and intervention of bullying related health and safety problems, within a primary or specialty pediatric setting. Bullying is at the intersection of many health and safety risks and health practitioners are challenged with the critical public health responsibility of their detection, prevention, and intervention. It would be expected that the recommendations contained in this article should facilitate the development of strategies to fulfill such a responsibility.

Background: This study explored the nature and extent of college student hazing in the USA. Hazing, a form of interpersonal violence, can jeopardize the health and safety of students. Methods: Using a web-based survey, data were collected from 11,482 undergraduate students, aged 18–25 years, who attended one of 53 colleges and universities. Additionally, researchers interviewed 300 students and staff at 18 of the campuses. Results: Results reveal hazing among USA college students is widespread and involves a range of student organizations and athletic teams. Alcohol consumption, humiliation, isolation, sleep-deprivation and sex acts are hazing practices common across student groups. Furthermore, there is a large gap between the number of students who report experience with hazing behaviors and those that label their experience as hazing. Conclusions: To date, hazing prevention efforts in post-secondary education have focused largely on students in fraternities/sororities and intercollegiate athletes. Findings from this study can inform development of more comprehensive and research-based hazing prevention efforts that target a wider range of student groups. Further, data can serve as a baseline from which to measure changes in college student hazing over time.

Objective: We investigated the existence of a psychosomatic disorder associated with bullying by delineating its health and safety and correlates, and defining the demographic characteristics of the USA adolescents affected by this condition. Methods: This study was based on an analysis of USA data from the 1996 World Health Organization Health Behavior in School-aged Children survey. The survey provides nationally-representative, cross-sectional survey information on 9938 USA students in Grades 6–10. We examined those students who were involved in bullying as a victim and/or as a bully, with or without a self-reported cluster of depression, “bad mood”, “feeling low”, “feeling nervous” and sleeping difficulties, and one or more physical symptoms (headaches, stomach aches, back aches, dizziness). Results: A cluster of physical and emotional symptoms linked to their participation in bullying as bullies and/or victims was reported by 9.5% of adolescents, with a higher frequency of 8th Grade students and a predominance of females. These students were 8.14 times more likely to hurt themselves on purpose and 4.20 times more likely to hurt others purposely than their peers who were not involved in bullying and did not suffer from a cluster of physical and emotional symptoms. Conclusions: This study may elicit further examination and debate about the existence of a nosological entity linked to bullying. Pending further research, the present results should support the need to ascertain participation in bullying, as a bully and/or as a victim, in all pediatric visits. Furthermore, there is a need to enquire about symptoms and risks related to this form of abuse.

No abstract available