Bullying in Nigerian Secondary Schools: Strategies for Counseling intervention

Fareo, Dorcas Oluremi

doi:10.5897/err2012.239

Cited by 7 publications

(3 citation statements)

References 15 publications

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“…Traditional and electronic bullying, as reported by victims, has been widely reported, 27,28,29 whereas surveys amongst perpetrators, particularly in Africa, are lacking. This study explored the characteristics of perpetrators of bullying amongst senior school students in a city in South-South, Nigeria.…”

Section: Discussionmentioning

confidence: 99%

Predictors of bullying reported by perpetrators in a sample of senior school students in Benin City, Nigeria

Akanni

Olashore

Osasona

et al. 2020

South African Journal of Psychiatry

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Bullying is intended to harm or disturb a victim despite the victim's apparent distress. 4 It includes not only physical aggression (e.g. hitting, pushing and kicking) but also verbal aggression (e.g. name-calling, teasing 3 and relational bullying such as social exclusion and spreading of rumours). 5 The emergence of computers and cell phones heralded cyberbullying or electronic bullying, which has become popular amongst adolescents. It is a form of aggression that occurs through electronic mails, instant messaging or text messaging. 6 Bullying has a popular image as a school-based behaviour; however, it can occur in other settings like lunchrooms, hallways, on the bus, 3 gardens, parks, 7 home, workplace and streets. Costa et al. reported that the highest frequency of bullying (55.1%) occurred in the school, and this might explain why most national and international studies have generally approached bullying using school survey. 8 Reported prevalence rates of bullying across many studies and countries suggest that bullying is a distressingly common phenomenon amongst adolescent and student samples. 9 Although prevalence rates have varied with the definitions of bullying, samples, ethnicity and measurement Background: Bullying behaviour amongst adolescents is becoming a significant public health challenge. Whilst the traditional and electronic bullying as reported by victims has been widely reported, surveys amongst perpetrators, particularly in Africa, are still lacking.Aim: This study is aimed at determining the prevalence of bullying by perpetrators and analysing the relationship between bullying perpetration and psycho-socio-demographic characteristics amongst senior school students in Benin City, Nigeria.Setting: Senior secondary school in Benin City, Nigeria. Methods:A cross-sectional survey of 465 final-year secondary school students aged 16-19 years, who were selected by multistage random sampling, was conducted. The students were made to fill a self-designed questionnaire, in addition to an adapted version of the Wagnild and Young's resilience scale. Results:The lifetime prevalence of bullying was 16.3%. Binary logistic regression revealed bullying to be significantly associated with students who are male (adjusted odds ratio [AOD] = 2.13, confidence interval [CI] = 1.16-3.93), have poor relations with their teachers (AOR = 2.98, CI = 1.68-5.29), have used alcohol (AOR = 3.51, CI = 1.74-7.09) and are involved in cult and gangsterism (AOR = 9.14, CI = 2.55-32.75). Conclusion:The rate of bullying perpetration by youth in Benin City, Nigeria, is significant and is comparable to global occurrence. The predictors of bullying in this study suggest that perpetrators are individuals who may benefit from rehabilitative measures.

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Section: Discussionmentioning

confidence: 99%

Predictors of bullying reported by perpetrators in a sample of senior school students in Benin City, Nigeria

Akanni

Olashore

Osasona

et al. 2020

South African Journal of Psychiatry

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“…Bullying among children and adolescents is a problem with severe and long-lasting effects [35]. Bullying victims may feel depressed, lonely, and anxious [31], and, quite often, they dread going to school, a place they find unpleasant and unsafe, which may affect their academic performance [36]. If an adult does not intervene through the adoption of anti-bullying strategies, these victims will probably continue to be repeatedly exposed to this violence, putting them at risk for continuous social rejection, with consequences into adolescence and adulthood [37].…”

Section: Discussionmentioning

confidence: 99%

Is there a relationship between malocclusion and bullying? A systematic review

et al. 2020

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Background: Malocclusion is a highly prevalent public health problem, and several studies have shown its negative correlation with quality of life, self-esteem, and social perceptions. However, its association with bullying is still controversial. Objectives: To evaluate the relationship between malocclusion and bullying in children and adolescents. Search methods: The databases used for the electronic researches were PubMed, Scopus, Lilacs/BBO, Web of Science, and Cochrane Library. Grey literature was reviewed through Open Grey literature with no language or date restrictions. Selection criteria, based on the PECO strategy, were considered eligible observational studies that included schoolchildren or adolescents (P) with malocclusion (E), compared to those with normal occlusion (C), in which the relationship between malocclusion and bullying was determined (O). Data collection and analysis: Risk of bias evaluation was made for the qualitative synthesis by the Fowkes and Fulton criteria. Data regarding the age of participants and types of malocclusion and of bullying were extracted among other reported data. The quality of the evidence analyzed was evaluated through the GRADE approach. Results: From 2744 articles identified in databases, nine met the eligibility criteria and were included in present systematic review, of which two studies were judged with methodological soundness. The quality of the evidence was classified as very low due to very serious problems for "risk of bias" and "other considerations" and serious problems of "indirectness". The age of participants ranged from 9 to 34 years considering a cohort study, with a bullying recalling perspective. Malocclusion was both evaluated by researchers and self-reported by participants addressing dentofacial characteristics mostly related to the incisors relationship. All studies evaluated the verbal type of bullying, while 3 also considered physical type. Both types were reported as related to malocclusion, although the results showed that extreme maxillary overjet (> 4 mm, > 6 mm, > 9 mm), extreme deep overbite, and having space between anterior teeth or missing teeth were the types of malocclusion with the strongest relations to bullying. Conclusions: With very low certainty of evidence, the results of this systematic review suggest that conspicuous extreme malocclusion may be related to the occurrence of bullying among children and adolescents.

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“…Sexual harassment includes all unwanted sexual behaviours that are intimidating or humiliating and interfere with the rights of a person. Sexual harassing behaviour in school can affect student's education opportunities ranging from written or spoken words, and gestures to unwelcomed sexual advances or physical contact (Fareo, 2015). Other behaviours include requests for sexual favour by staff, another student, or any other person.…”

Section: Forms Of Insecurity In Nigerian Educational Institutionsmentioning

confidence: 99%

Insecurity and Education: Implications for the Achievement of Better Education Service Delivery for All (Besda) in Kebbi State

Samaila,

Sipe,

Murtala

et al. 2024

IJRSI

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Insecurity in Nigeria is not only about attacks on religious centres, markets, and security posts. It is also about attacks on schools, which makes them insecure leading to low school enrolment, attendance and completion rates while increasing the number of out-of-school children, and at the same time placing many areas in Nigeria in an educationally disadvantaged position, with greater risks of missing out on education, perpetuating inequalities and marginalisation. This paper therefore assessed the impact of insecurity on Nigeria’s education system and its implications for the realisation of Better Education Service Delivery for All (BESDA) in Kebbi State. The paper identified unsafe schools, abduction, sexual harassment, and killing of students, teachers and school administrators as various effects of insecurity that have led to school closures not only in Kebbi State but across the North West region. It has also considered the consequences of insecurity including school drop-outs, low school enrolment, attendance, completion rates, and destruction of school facilities, learning loss, and fear among students. The paper therefore suggests that the government and other education stakeholders should take comprehensive security strategies such as the safe school initiative to curb the issue of insecurity in schools in Kebbi State.

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Bullying in Nigerian Secondary Schools: Strategies for Counseling intervention

Cited by 7 publications

References 15 publications

Predictors of bullying reported by perpetrators in a sample of senior school students in Benin City, Nigeria

Predictors of bullying reported by perpetrators in a sample of senior school students in Benin City, Nigeria

Is there a relationship between malocclusion and bullying? A systematic review

Insecurity and Education: Implications for the Achievement of Better Education Service Delivery for All (Besda) in Kebbi State

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