Bullying

Siebecker, Amanda B.; Swearer, Susan M.

doi:10.1007/978-0-387-71799-9_51

Cited by 1 publication

(2 citation statements)

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“…This power imbalance includes differences in size or strength, popularity, abilities, or numbers [ 6 ]. In this respect, three characteristics must be present for the behavior to be considered bullying; the purpose of the behavior is to harm, the behavior repeatedly occurs over time, and in light of that, there is an imbalance of power [ 7 ]. Moreover, bullying can take different forms, including physical, verbal, and emotional [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…Bullying is the most common form of aggression experienced by school-age youths [ 7 ], and it is a widespread social problem within schools, as it affects not only those who are subjected to bullying, but also students who bully others and witness bullying. Furthermore, it is considered a threat to mental health because it psychologically and physically affects the individual [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

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The Associations between Sibling Victimization, Sibling Bullying, Parental Acceptance–Rejection, and School Bullying

Sabah

Aljaberi

Lin

et al. 2022

IJERPH

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Bullying has been identified as the most common form of aggression experienced by school-age youth. However, it is still unclear about the family’s influence on school bullying. Therefore, the current study aimed to explore the associations between sibling bullying and school bullying, sibling victimization and school victimization, and parental acceptance–rejection and school bullying victimization. The study was cross-sectional and conducted on a sample of students aged between 11 and 20 years recruited from middle schools in Algeria. The study used a survey adopted from the scale of Sibling Bullying, Student Survey of Bullying Behavior—Revised 2, and the Survey of parental acceptance–rejection in collecting the data. The model’s results assessing the association between sibling bullying and school bullying demonstrated that the effect of sibling physical and sibling verbal victims on school victimization was statistically significant. Despite the non-significant effect of sibling emotional victims on school victimization, the effect of sibling physical and sibling verbal bullying on school bullying was statistically significant. However, the effect of sibling emotional bullying on school bullying was not statistically significant. The direct effect of parental acceptance on school victimization was not statistically significant, whereas the effect of parental rejection on school victimization was statistically significant. The direct effect of parental acceptance on school bullying was not statistically significant, while the effect of parental rejection on school bullying was statistically significant. Based on the results, this study provides insights into the understanding of how the family and siblings contribute to school bullying. In particular, sibling victimization, sibling bullying, and parental acceptance–rejection are predictive factors of school bullying among adolescents. Future research should take into account factors based on family to explore the risks of school bullying.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%