Bullying behavior continues to be a salient social and health-related issue of importance to educators, criminal justice practitioners, and academicians across the country. While discourse on school bullying is abundant. Watch breaking news videos, viral videos and original video clips on CNN.com. Focusing on Individual and School Environmental/Security Factors. Department of Criminology and Criminal Justice, University of Texas at Arlington, P. O. Box 1. 95. 95, Arlington, TX 7. USA2. Illinois State University, USA3. University of Texas at San Antonio, USA4. Texas A& M International University, USACopyright . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Bullying behavior continues to be a salient social and health- related issue of importance to educators, criminal justice practitioners, and academicians across the country. While discourse on school bullying is abundant, previous studies are limited in explaining the predictive effect of factors such as individual/demographic variables, school environmental variables, and school antibullying preventive measures. Using a nationally representative sample of 1. United States, the current study examines school safety measures and students’ perceptions about school environments (or climate), especially school rules and punishment. Findings reveal that the variables of security guards, fairness and awareness of school rules, gangs and guns at school, students misbehaving, and teachers’ punishment of students were statistically significant predictors of bullying victimization. Implications of these findings for school anti- bullying programs as well as directions for future research are discussed. Meal Menus; Free and Reduced Meal Applications; Meal Charge Policy; Meal Modification; USDA Non-Discrimination Statement; Notice of Non-Discrimination; And Justice For All; School Breakfast Program; School Wellness And. BULLYING is a really bad thing to do to other people in the community and in schools around the world and sometimes BULLYING can end up in someone committing suicide. On April 20, 1999, two boys at Columbine High School in Colorado went on a shooting spree and killed twelve students and themselves. Because these boys were victims of bullying, all kinds of academic studies resulting in all. Introduction. In recent decades, school bullying and victimization, which continues to be a serious social and health problem in the United States, has received extraordinary levels of attention from the public, criminal justice practitioners, academicians, and educators . A significant number of empirical studies indicate that bullying and victimization is an increasing problem on school grounds and one that has negative consequences for both bullies and their victims . For example, the School Crime Supplement survey (2. Recently, Dinkes et al. Limited empirical studies . Yet these studies found that individual demographic factors (e. For example, a study by De. Voe et al. First, the majority of prior research has focused on bullies, types of bullying, and related prevention/intervention strategies. Second, many studies have focused on physically aggressive bullying and victimization while ignoring psychologically/emotionally aggressive victimization, despite the fact that many children are known to be bullied not only physically, but also psychologically/emotionally . Third, while schools have attempted to create safer environments by implementing a variety of preventive strategies and programs, such as the use of school security technologies (e. The current study, using a nationally representative sample of adolescents in the United States, takes a more holistic approach and addresses these limitations. Primarily, the focus of the current study is to determine whether various school safety strategies, the school environment, and individual social demographic factors are significantly related to each of the school bullying victimization categories. It is hypothesized that students who attend schools where there is a heightened safety outlook (including school safety strategies for a more safe and protective school environment/climate) will have less incidents of victimization than schools that do not have such an environment. Additionally, this study will examine three different categories of school bullying victimization (physical, psychological, and both physical and psychological bullying victimization) in an effort to help schools develop more strategic plans for reducing bullying and victimization. School Bullying Victimization and Negative Consequences. According to Olweus . More often, bullying includes repeated incidents of harm, is generally characterized by an imbalance of power and/or an asymmetrical relationship among students . Victimization (being bullied) of school bullying is therefore defined as repeated exposure to physical and emotional harm from more powerful students on campus . For example, a study by Silvernail et al. More recently, the 2. Youth Risk Behavior Survey indicated that approximately 8 percent of adolescents (aged 1. Overall, the results consistently report that our children are victimized by other students on school ground. For example, victims of school bullying are more likely to suffer serious mental health disorders, such as depression, anxiety, loneliness, and unhappiness, and are at greater risk for committing suicide . In addition, bullied victims are more likely to experience relational problems with their school peers, to be rejected by their peers, to dislike school, and to have lower grades . These findings clearly show that victimization of school bullying is serious problem that requires changes to school environments in order to improve safety among students. Predictors of School Bullying Victimization Although any student can be a victim of school bullying, there are consistent characteristics of victims. Several empirical studies have found that individual demographic characteristics (e. For example, Graham and colleagues . Age and grade level have also been found to be significant predictors of being victimized . A study by Whitney and Smith . Regarding the relationship between race and school bullying victimization, the findings are mixed. A study by Seals and Young . Prior empirical studies also indicate that negative interactions with parents and a home environment where domestic violence is present are significantly related to school victimization. Youths who have been rejected by parents and/or exposed to a harsh home environment, such as hostility and violence among family members, are more likely to be victims of school bullying . In addition to individual- related characteristics, lifestyle and opportunity influence bullying victimization. Adolescents who are more exposed to opportunities to engage in risky behavior (e. In contrast, adolescents attending schools where teachers paid attention to bullying and intervened in or stopped bullying problems were less likely to be victimized . Also, research shows a significant relationship between school safety/adult supervision and bullying victimization at school . These studies found that students were less likely to be victimized when schools increased staff supervision of student activities in hallways and in the cafeteria. Additionally, students attending schools in which teachers were aware of school policies on bullying and in which school professionals handled victimization problems adequately tended to be victimized less often . In contrast, lower levels of involvement by teachers in the establishment and enforcement of policies on aggressive student behavior were associated with higher rates of bullying and victimization . The researchers predicted that better discipline management (i. Results from another study on the effects of school level security and related issues on the degree of school bullying victimization have been mixed. However, they found that students at schools with locker checks and corporal punishment policies experienced less victimization. Theory of School Climate and School Bullying Victimization A few studies have focused on the role that the school climate, including school characteristics, plays in bullying victimization; most studies, however, overlook the ecological dimension of school bullying and victimization although framing school violence within this model is perhaps the most cogent approach. Extrapolating from his theory, a few researchers have proposed mechanisms of bullying victimization by employing an ecological model whereby adolescent development is influenced by both their proximal environment and other environmental contexts including fluid interactions with parents, peers, teachers, and the school climate . Bullying victimization can thus be best understood within this framework. The microsystem involves interactions with the individual’s immediate or proximal environment. The microsystem includes patterns of activities, roles, and interpersonal relationships. Families are generally the first microsystem within which adolescents function . For instance, parents may have the closest and the greatest influence on an adolescents’ behavior. The second ecological system is the mesosystem, which refers to interrelations of two or more elements within the microsystem. Harmonious relationships between parent and peers or parents and school may influence an adolescent’s behavior. Thirdly, the exosystem is defined as a “system that is not in direct interaction with the developing person but has indirect effects on the person” . For instance, parents in poor neighborhoods may face greater obstacles in taking proper care of their children. If there is a lack of resources in such neighborhoods, the relationship between lack of parental support and lack of community resources may not directly affect an adolescent’s behavior, but indirectly affect it. The last system is identified as the macrosystem, which includes influences by one’s culture, norms, and laws of society . Rather, it provides many possible explanations, such as various interactions between parent, peer, school, and/or community factors from all of these ecological sources. It does, however, provide the best theoretical framework for studies on bullying victimization because it describes fluid and reciprocal interactions between peers, some of which negatively impact those in asymmetrical power relationships on campus. Research Questions and Hypotheses. In sum, we believe that further research is necessary to better understand the etiology of bullying victimization, especially focusing on the effects of school prevention/intervention strategies and school environments on victimization. Bullying Presentation. Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy. If you continue browsing the site, you agree to the use of cookies on this website. See our Privacy Policy and User Agreement for details.
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