Bullying in schools: self reported anxiety, depression, and self esteem in secondary school children

Salmon, Gill; James, Anthony; Smith, David M.

doi:10.1136/bmj.317.7163.924

Cited by 296 publications

(248 citation statements)

References 3 publications

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“…This adds depth to the previous literature that supports a connection between bullying, suicide, and depression. 1,[43][44][45][46][47][48][49][50][51][52][53][54] Victims have significantly lower academic achievement in school than bystanders using an objective measure of achievement. 4 Whether the lower academic achievement among victims preceded or was a consequence of being a victim cannot be determined from this cross-sectional study.…”

Section: Discussionmentioning

confidence: 99%

Bullying and School Safety

Glew¹,

Fan²,

Katon³

et al. 2008

The Journal of Pediatrics

141

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Objective-To identify an association between involvement in bullying and problems in school.Study design-This 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.Results-Of 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.Conclusions-Associations 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.Bullying is defined as any repeated negative activity or aggression intended to harm or bother someone who is perceived by peers as being less physically or psychologically powerful than the aggressor. 1 Of particular concern is that bullying may have an adverse impact on victims' scholastic achievement, desire to attend school, and psychological health. 2 In 2000, Nansel et al 3 found a prevalence of bullying involvement (as bully, victim, or both [bully-victim]) among American teens and preteens of approximately 30%. But although this study found a significant association between bullying involvement and lower self-reported academic achievement, it did not use objective measures of academic achievement. Two other studies found a relationship between victim status and lower grade point averages. 4,5 Results from studies of other age groups in other countries vary. [6][7][8] Between 1994 and 1999, 220 school-associated violent deaths occurred in the United States, of which 172 were committed by students. Analysis revealed that the offending students were 2.6 times more likely to have been bullied than their victims. 9 One US national study reported that during 1 month in 2001, 2.7 million students carried a weapon to school. In that study, carrying weapons was associated both with being a bully and with being a victim 19,20 Variations in culture, school variables, or socioeconomic factors may account for these differences. [19][20][21] The present study arose from an offer by a US urban school district to allow the authors to analyze the results of a survey designed to assess and improve the school climate. The goal was to characterize bullies, victims, and bully-victims as completely as possible given the available information. We identified the opportunity to answer the following specific...

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Section: Discussionmentioning

confidence: 99%

Bullying and School Safety

Glew¹,

Fan²,

Katon³

et al. 2008

The Journal of Pediatrics

141

View full text Add to dashboard Cite

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“…Por ejemplo, ser víctima de bullying se relaciona con problemas de ajuste psicosocial y problemas psicológicos (Nansel et al, 2001), con una mayor sintomatología depresiva, ansiedad e ideación suicida, e impacta negativamente en la autoestima (Grills & Ollendick, 2002;Salmon, James & Smith, 1998). Estos resultados han sido corroborados en estudios longitudinales (Bond, 2001).…”

Section: Bullying Y Cyberbullyingunclassified

Caracterización de cyberbullying en el gran Santiago de Chile, en el año 2010

et al. 2014

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ResumenEl estudio caracteriza el cyberbullying en estudiantes del gran Santiago de Chile (2010). Se aplicó una encuesta de autorreporte (Cuestionario de Experiencias de Internet) a 1.357 estudiantes entre 7º básico a IV° medio. El diseño de muestra fue no probabilístico por cuotas en 32 establecimientos educacionales, ponderados según género, curso y tipo de dependencia. El 50% fueron hombres, con un promedio de edad 15 años (DS= 1,82 años). Resultados: El 11,4% reportó haber sido víctima de algún tipo de cyberbullyingy el 12,5% victimario. No se encontraron diferencias significativas en las víctimas según sexo, curso y tipo de dependencia. Sólo los hombres reportan identificarse en forma más frecuente con los victimarios que las mujeres. Conclusiones: El cyberbullying es un fenómeno existente en la realidad chilena, siendo -mayormentehomogéneo en su presentación. Dado esto, se plantean nuevos desafíos y preguntas respecto a sus consecuencias tanto para los estudiantes como para todo el sistema escolar.Palabras Clave: Bullying, tecnologías, prevención. Cyberbullying prevalence in Santiago of Chile, in 2010 AbstractThis study characterizes the cyberbullying among students in Santiago, Chile (2010). A self-report questionnaire (Internet Experiences Questionnaire) was completed by 1,357 students from 7th to 12th grade. The sample design was non-probability and based on quota sampling.The data were weighted by gender, grade and type of school dependency. Among the respondents 50% were men, average age 15 years (SD = 1.82 years). The results show that 11.4% reported having been the victim of some form of cyberbullying and 12.5% victimizer. No significant differences were found between the gender, grade or type of school dependency of the victims. In the role of perpetrator, boys reported a higher frequency in compare to girls. We conclude that cyberbullying is a phenomenon that exists in Chilean reality, and it is mostly-homogenous in its presentation. Given this, new challenges and questions regarding the consequences of cyberbullying for students and the educational system are raised.

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“…Bullying victimisation is a common problem among adolescents of both sexes (Kaltiala-Heino et al, 1999, Nansel et al, 2001, Salmon et al, 1998, with lifetime prevalence of between 10.5% and 29.6% reported in a multi-centre European study (Analitis et al, 2009). An Irish study reported that 15.6% of 12-18 year olds had been bullied at some point (O'Moore et al, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…Among adolescents, bullying most often takes place within the school environment (Brunstein Klomek et al, 2007). Boys more often report both bullying others (Juvonen et al, 2003) and being the victim of bullying than girls (Brunstein Klomek et al, 2007, Hazemba et al, 2008, Salmon et al, 1998.…”

Section: Introductionmentioning

confidence: 99%